Module Exam

A Poverty
B Central nervous system dysfunction
C Mental retardation
D Hyperactivity and/or poor nutrition

2. Abdul has academic problems due to poor instruction, poor vision, poor English skills, and cultural differences. Does he qualify as having a learning disability?

A No, because there must be a dysfunction in the central nervous system
B No, because he cannot qualify when extrinsic
C Yes, because he has multiple learning disabilities
D Yes, because he needs a free, appropriate public education

3. Richard's parents think he has a learning disability, but his teacher says he is a low achiever. How can the problem be distinguished?

A If he has a learning disability he will probably perform better on a cognitive test than a low achiever
B If he has a learning disability he will try harder in class
C If he is a low achiever he will score lower on an achievement test than a student with learning disabilities
D If he is a low achiever he will get worse grades than a student with learning disabilities

4. Olaf is a student with learning disabilities. He is most likely at risk for behavioral and social problems due to:

A Metacognitive deficits and hyperactivity
B Processing problems, misunderstanding, and frustration
C Cultural impoverishment and language impairment
D Economic disadvantage

5. What is a major concern about typical standardized assessment measures used during nondiscriminatory evaluations, according to the authors?

A They are difficult to interpret
B They produce sever discrepancies in scores
C They take too long to administer
D The test items generally do not represent the exact content of the school's curriculum

6. Wendy is using peer tutors in her fifth grade classroom. Which of the following will she most likely find to be true about peer tutors, according to the authors?

A They increase academic performance as much as direct instruction by the teacher
B They use excessive praise
C They need coaching to learn how to use questioning or explanations rather than providing correct answers
D They tend to be more direct and supportive than adults

7. Traditional language programs in the elementary school typically emphasize sight words. What does the Structured Language Program approach emphasize?

A A combination of sight words and phonics
B Structural analysis
C Contextual analysis video on how to facilitate children's language
D Vocabulary development from phonetically regular words

8. Although she is maintaining an acceptable GPA, Amitola is a kleptomaniac, frequently stealing from other students. She is a foster child and her best friends are constantly in trouble at school. Why is she at risk for not receiving services under IDEA?

A As long as she doesn't physically hurt other people, she does not quality as having an emotional disorder
B It is expected that she will grow out of this stage.
C She may be perceived as having social maladjustment rather than an emotional disorder
D She may be considered the concern of Children's Services rather than using scarce school district funds for counseling and other services.

9. Ten students at Ezra Meeker Junior High School have been identified as having emotional or behavior disorders. Which of the following is most likely true?

A One of them functions at or above grade level
B Seven of them will not graduate from high school
C Six of them have learning disabilities.
D Five of them come from families where there is either drug or alcohol abuse.

10. Annika is using direct observation of target behaviors of a fourth grade student. Then she will graph the frequency data. What technique is she using?

A Therapeutic collaboration
B Applied behavior analysis
C ELMO
D Visual Imaging Strategy

A Transitional skills for high school students
B Respect and responsibility
C Setting limits
D Self-esteem

A They are bored because classes are too easy and they do not know how to appropriately communicate their feelings.
B They feel alienated from their peers.
C They are not loved and accepted at home.
D They resent life in general and "hate the world"

13. Dara has predominantly inattentive type of AD/HD. Why is she at risk for long-term academic, social, and emotional difficulties?

A She is probably disruptive in class and thus subject to reprimands which can affect her self-esteem.
B It is easy for her teacher to overlook her problems in the classroom.
C She doesn't bond well with her peers, which will affect her self-esteem.
D She is rejected by her peers, has temper tantrums, and challenges her parents' child-rearing skills.

14. What explains most hyperactive-impulsive behavior according to the authors?

A Genetics
B The forced regimentation and lack of individualization of formal schooling.
C Prenatal teratogens.
D Cultural and economic factors.

A Children and Adults with Attention Deficit Disorders.
B Supporters of AD/HD.
C Council for Learning Disabilities-AD/HD.
D National Association for Attention Deficit Disorder

16. A team from John Glenn Elementary school is deciding what accommodations are necessary in the general classroom for nine-year-old Tasha, who has AD/HD, but does not need special education or related services. What kind of plan are they writing?

A IEP
B ADA or 504 plan
C Multimodal Treatment Plan (MTP).
D AD/HD medical management plan.

17. Jaclyn's parents have been giving her increasingly more severe penalties in the evenings if she forgets to bring home her daily teacher-parent report form. She is becoming more defiant and rebellious at home. What strategy from parent training can you suggest to her parents?

A Rewards for compliance.
B Ignoring her behavior.
C Time out.
D Removal of the television favorite evening activity until she remembers.

18. What two behaviors seem to be especially important for students with AD/HD to learn in order to be accepted by their peers?

A Sharing and self-control.
B Ability to take turns and a sense of humor.
C Communication skills and punctuality.
D Self-acceptance and group awareness.

19. Six-month-old Lauren is described by her parents has having a very difficult temperament. What will most likely happen to her, according to the authors?

A She will probably grow out of it by age six but should be screened by a physician or psychologist in a few years.
B She is at risk to develop problems with learning, behavior, and socialization.
C Her behavior will probably escalate unless she is enrolled in an early intervention program for children at risk of AD/HD.
D She is at risk to be rejected early in life and thus be at risk for many adult adjustments difficulties.

20. Most children in elementary school who have been identified as having AD/HD could have been identified from parental history by what age?

21. Which of the following characteristics best describe Renzulli's conceptual model?

A Multiple forms with context-orientation.
B Cognitive with affective, intuitive and physical characteristics.
C Above-average ability with creativity and task commitment.
D Analytic with synthetic and practical processes.

22. Which one of the following characteristics reflects the category of linguistic giftedness?

A Problem solving is remarkably rapid.
B Remarkable ability to use words.
C Loves dealing with abstraction ideas.
D Great capacity to notice and make distinctions among people.

23. According to research findings, which one of the following characteristics is more closely associated with attention deficit hyperactive disorder rather than giftedness?

A Judgment lags behind development of intellect.
B Questions rules, customs and traditions.
C More active, restless than normal children.
D Low tolerance for persistence on tasks that seem irrelevant.

24. High IQ Elementary School is trying to decide which gifted program model to adopt: the stricter 130 IQ cut off or the talent pool approach where all students with an IQ of at least 115 have an opportunity to be served. The school has 400 students. Assuming 16 students out of 100 have an IQ of 115 and 2 out of 100 have an IQ of 130, how many more students would be served by using the talent pool approach?

25. Which one of the following best reflects the use of reflective assessment in the learning process?

A You answer all questions carefully, checking answers for accuracy.
B You carefully compare your grades with others in the same class.
C You help create the criteria for evaluation of a work assignment and apply it.
D You track grades over time to measure improvement.

26. Sam is one of those students who is always asking questions. He tends to take center stage and demands to be heard. Other students' answers and opinions are not being voiced. Which of the following options would be most productive for helping both Sam and his classmates?

A Ask Sam to give other students a chance to speak.
B Call on other students and only call on Sam as a last resort.
C Begin a dialogue journal with Sam, asking him to write down questions he doesn't have time to ask in class.
D Tell Sam to be quiet and pay attention to his work.

27. Which of the following is the primary weakness of the AAMR's 1983 definition?

A It did not clearly delineate among the four classifications for mental retardation.
B It failed to emphasize that individuals with mental retardation have the potential to develop when provided with appropriate services.
C It forced educators into the artificial identification of "educable" and "trainable" students.
D It did not provide for all the needs of students with mental retardation.

28. Martha and Bob recognize the need to create a strong system of inclusive supports for Ryan. However, if they use adult service agencies, they
run up against the problem of "disability-only." Which of the following supports is most hindered by this problem?

29. Identify the IQ score required by both the 1983 and 1992 definitions for a diagnosis of mental retardation.

30. Carolyn has experienced many failures in her school experience. In order to minimize or prevent future failures she now sets goals so low that she knows they'll be realized. Now she is bored. What characteristic of low motivation has Carolyn developed?

A Attention deficit disorder.
B Outer-dependence.
C Inner-directedness.
D Learned helplessness.

A Source of cause and timing of cause.
B Source of cause and type of cause.
C Type of cause and timing of cause.
D Timing of cause and explanation of cause.

32. When Jeremy was born, he experienced the termination of the flow of oxygen to his brain, which resulted in mental retardation. Which of the following statements is true of Jeremy?

A He experienced hypoxia for a long period of time.
B He experienced anoxia for a short period of time.
C He experienced hypoxia for a short period of time.
D He experienced anoxia for a long period of time.

33. Which of the following findings does research on the effects of poverty and race/ethnicity reveal about the disproportionate representation of African American students in special education?

A That this is primarily a function of low-income.
B That this is primarily related to biomedical causes.
C That this is primarily related to psychosocial causes.
D That this is the result of the axiomatical linking of cultural diversity with disability.

34. Which of the following is not a physiological/behavioral condition on which the assessment of behavior states focuses?

35. Pratiya has moderate disabilities. If her parents are typical of other parents of children with moderate disabilities, what will be their first priority for her in school?

A Enhancing social relationships.
B Acquiring academic skills.
C Learning functional life skills.
D Maintaining her health during the hours she is in school.

36. David is unable to communicate using words, but his general education teacher, Vinh, wants to include him as much as possible. What is the best inclusion technique to help David?

A Allow him to remain a class observer.
B Reward appropriate behaviors.
C Use communication boards.
D Provide task analyses in functional areas.

A Support should be considered a human and civil right.
B All children, regardless of disability, belong with families.
C Adults with disabilities must have the right to choose the type of support needed and wanted and how that support will be provided.
D All students with disabilities belong in a general education classroom where they are accepted and supported.

38. How does Whittier High School attempt to include students with disabilities?

A It has eliminated all special education teachers.
B Special and general education teachers work together with the students in their teams.
C All typically developing students are peer tutors for the students with disabilities.
D The school has incorporated block scheduling, ability awareness sessions, and small classes of no more than 20 students to allow for more personalization.

39. Why is the university campus an ideal place to lay the groundwork for the continued support of people with severe/multiple disabilities?

A University students will undoubtedly be the future neighbors, teachers, doctors, and employers of people with disabilities.
B The professors are always excellent mentors for individuals with disabilities.
C Most university students have never had contact with persons who have disabilities, so this is their last chance before they leave school.
D Many opportunities for collaboration can be found on a university campus.

A Teachers should help students reduce stereotypical behaviors.
B They are attempts to communicate agitation or boredom.
C They often inhibit students' successful inclusion in work and school settings.
D They are repetitive, rhythmic motor behaviors which have no constructive purpose.

41. Marcus' behavior is interfering with the learning of other children in his class. What does IDEA require?

A Functional assessment.
B Self-determination.
C Applied behavioral analysis of discrete behaviors.
D Ecological approach to his individualized curriculum.

42. In order to be successful, an inclusion model for students with autism relies most heavily on which of the following?

A Skilled speech pathologists.
B Comprehensive busing services.
C State aid and/or federal block grants.
D Collaboration among key stakeholders.

43. With the support of CSAAC, some adults with autism in Maryland work in companies and government agencies. What tends to inhibit their full inclusion?

A Poor language skills.
B Self-injury.
C History of institutionalization.
D Aggression.

44. Cody has severe allergies and is undergoing a nondiscriminatory evaluation. Which of the following will probably not be administered to decide if he qualifies for special educational services or modifications in the general classroom?

A Psychomotor evaluation.
B Behavior rating scale.
C Individualized intelligence test.
D Achievement battery.

A Rejection based on failure to conform to fads.
B Cliques.
C Teasing.
D Sexual harrassment.

46. Which of the following is not an example of medical technology assistance?

A Nutritive Assistive devices.
B Kidney dialysis.
C Ostomy care.
D Motorized wheelchair.

47. Mary Ann is using a communication device. Which of the following suggestions should you use in communicating with her?

A Don't pay attention to facial expressions because she may not have muscle control.
B Keep the conversation going if she pauses, because silences are awkward.
C Tell her you don't understand her if she is unclear.
D Ask her attendant to interpret when needed.

48. What is the goal for teachers and parents in an educational program for students with physical disabilities?

A Maintaining the students' health.
B Securing students' total development.
C Providing equal academic demands and skills.
D Ensuring independence.

49. Jackie is a university student who wants dual certification. What does this mean?

A Certification in physical disabilities and elementary education.
B Certification in elementary education and physical therapy.
C Certification in middle school education and occupational therapy.
D Certification in middle school education and nursing.

50. You have a student who has had a recent head injury in a soccer game, although it does not appear to be serious. What should you do?

A Request a referral.
B Watch for any changes in behavior or academic functioning.
C Ask the school nurse to conduct a TOPS.
D Advise the parents to have an EEG performed.

51. Which of the following is most probably true about placement in a typical self-contained classroom for a student with a brain injury?

A It is appropriate because the student will not have to face frustration about not keeping up with peers.
B It inhibits cognitive remediation because most of the other students have mental retardation or behavior problems.
C It is most effective because the student can receive related services without being pulled out of class.
D Parents generally request it so as not to overburden a student still recovering from an injury.

52. What is the most common stage of grief a practitioner has to work through with the family of a student who has received a brain injury?

A Denial.
B Tendency to settle for lower expectations than necessary.
C Tears.
D Anger.

53. Which part of the body is responsible for the initial production of voice?

54. Rose calls all moving vehicles "cars." With what part of language is she having difficulty?

55. Which of the following is not a necessary part of an intervention plan for a student with a speech disorder?

A The frequency of therapy.
B The duration of services.
C The qualifications of the therapist.
D The communication objectives.

A It is based on the proposition that the negative affects of poverty can be reduced through intervention.
B It is the largest national program that integrates preschoolers with disabilities into preschool classes.
C It is hampered because speech-language pathologists employed by local school districts are not permitted to extend their assistance to programs not funded by the district.
D It provides low-cost services to young children with communication disorders.

57. Why were children not apt to display progress under traditional professional-parent collaboration for children with certain communication disorders?

A Lists of words to practice at home were not tied to children's true-life interests and experiences.
B Professionals were not competent to involve parents before ASHA certified graduate programs became available.
C Technological developments that permitted therapeutic approaches were previously unavailable.
D Behaviorist theories had not been applied to the classroom.

58. Anita is conducting a hearing test. What will she measure in terms of frequency in cycles per second?

A Maintaining self-esteem.
B Learning language.
C Socializing with hearing people.
D Learning to be bicultural in hearing and Deaf communities.

60. There are 50 children who are deaf at the School for the Deaf in your state. If they are typical, how many will have hearing parents?

61. Lisa participates in the most well organized social institution in the Deaf community. What is it?

62. Nicholas is deaf. What is the chance that he also has an additional disability?

A It is confusing to the spectator to watch hands and mouth at the same time.
B The grammatical rules of ASL are different from English.
C The interpreter has to concentrate on his or her gestures.
D It takes longer to sign ASL than to speak.

64. Which of the following is true about the best practices for deaf children?

A No best practice is best for every child.
B They include total communication.
C They include a minimum of six hours per day of certified interpreter services.
D They promote bilingual Deaf-hearing culture.

65. In your roster of students for the fall is listed Paul, who has cortical visual impairment. What does this mean?

A The vitreous fluid in at least one eye is leaking into the cortex, resulting in a progressive visual impairment leading to blindness.
B He has reduced color perception due to impairment of the macula.
C Although his eyes are working well and he appears to be seeing, his brain has difficulty interpreting messages sent from the optic nerve.
D It is difficult for him to see in tunnels or in dark environments.

66. What is a major reason for the increase in the rate of visual impairment among the school-age population?

A An increase in the cases of rubella and other diseases which can cause visual impairment.
B Inadequate prenatal care for poor women resulting in an increased rate of prematurity.
C An increase in the amount of television watched by young children.
D Higher enrollment of blind children in public schools.

67. Where did most blind students in the U.S. receive their education during the first half of the twentieth century?

A At public schools based on the California model.
B In resource rooms.
C At residential schools for the blind.
D In general education classrooms, paving the way for later inclusion of students with other disabilities.

A A general education classroom as long as the student has access to braille materials and a reader.
B A sole physical location.
C A philosophy of full inclusion as long as the student desires it.
D A principle matching the need of the student with an appropriate school setting which provides realistic expectations.

69. Where do many blind adults report that they felt most at ease when they were children?

A At home with their family.
B With other blind people.
C With animals.
D With their orientation and mobility specialist.

70. How can a parent of Greta, a blind infant, best stimulate her early development?

A Hang brightly colored mobiles above the crib.
B Provide toys that make noises when pushed or pulled.
C Raise her with a seeing eye dog.
D Use finger spelling to provide an additional way to communicate.

Please keep your actions above reproach. The answers to the test follow, but please only use them once you have determined your own response. This way you can tell how much you learned without waiting to find out what facts and ideas you still need to polish.

Once you grade your exam, you may increase your score by explaining why you would like to change your answer to the one that is considered right by the test makers.

You may also explain why your answer is the better one and get full credit. In fact, justifying your answer as the better one is my favorite way for you to earn test points.

1. b	11. b	21. c	31. c	41. a	51. b	61. b
2. b	12. b	22. b	32. d	42. d	52. d	62. c
3. a	13. b	23. c	33. a	43. d	53. a	63. b
4. b	14. a	24. c	34. d	44. a	54. d	64. a
5. d	15. a	25. c	35. c	45. c	55. c	65. c
6. d	16. b	26. c	36. c	46. d	56. c	66. b
7. d	17. a	27. b	37. d	47. c	57. a	67. c
8. c	18. d	28. c	38. b	48. c	58. d	68. d
9. b	19. b	29. c	39. a	49. a	59. b	69. b
10. b	20. c	30. d	40. d	50. b	60. d	70. b

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Objective Exam for Module One

Multiple Choice Questions