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| 1 | |
The prevalence of students with AD/HD has increased over the years. Currently, about what percentage of the school age population has been identified with this disorder? |
| | A) | 1-3% |
| | B) | 2-4% |
| | C) | 3-5% |
| | D) | 7-9% |
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| 2 | |
Which of the following three characteristics are used in the DSM-IV definition of AD/HD? |
| | A) | hyperactive, inattentive, and impulsive |
| | B) | persistent, frequent, and severe |
| | C) | hyperactive/impulsive and combined |
| | D) | inattentive, frequent, and persistent |
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| 3 | |
Which of the following is NOT included in the definition of AD/HD? |
| | A) | Girls' symptoms are classified as inattentive and boys' symptoms are classified as hyperactive/impulsive. |
| | B) | Symptoms must be present for at least 6 months. |
| | C) | The symptoms must be present in multiple environments. |
| | D) | The symptoms must persist to a degree that is both maladaptive and inconsistent with developmental level. |
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| 4 | |
Many myths and misconceptions about AD/HD persist. Which of the following is not a popular misconception about the causes of AD/HD? |
| | A) | food additives |
| | B) | too much television |
| | C) | fluorescent lights |
| | D) | prenatal factors |
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| 5 | |
Which of the following statements is not true about the characteristics of individuals with AD/HD.? |
| | A) | Preschool children exhibit excessive gross-motor behavior such as running around and moving from one activity to another. |
| | B) | Elementary-aged children do not finish all of their work and do their work carelessly. |
| | C) | Adults typically outgrow their childhood AD/HD symptoms. |
| | D) | Adolescents typically demonstrate withdrawal characteristics. |
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| 6 | |
Which of the following is a cognitive characteristic of school-aged students with AD/HD? |
| | A) | poor grades |
| | B) | less attention to task and slow visual processing speed |
| | C) | few friends and difficulty making friends |
| | D) | need for medication such as Ritalin |
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| 7 | |
Some students may have AD/HD as well as other disabilities. Which of the following disabilities do not generally coexist with AD/HD? |
| | A) | traumatic brain injury and physical disabilities |
| | B) | behavioral and learning disabilities |
| | C) | emotional disturbance and learning disabilities |
| | D) | other health impairments and behavioral disorders |
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| 8 | |
What is typically the first step in determining if a child has AD/HD? |
| | A) | intelligence testing |
| | B) | review of child's file to determine any prenatal concerns |
| | C) | completion of behavior analysis scales |
| | D) | a medical examination by a physician |
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| 9 | |
All of the following are ways to determine if a child has AD/HD EXCEPT |
| | A) | providing the student with Ritalin and noting the effects. |
| | B) | interviewing individuals familiar with the child. |
| | C) | observing the child in multiple environments. |
| | D) | completing questionnaires and checklists. |
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| 10 | |
A holistic approach to teaching students with AD/HD includes all of the following EXCEPT |
| | A) | teaching self-regulation strategies. |
| | B) | pairing the student with another child with the same disorder. |
| | C) | training the child's parents to support their son or daughter with AD/HD. |
| | D) | including the child in the general education curriculum. |
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| 11 | |
Which of the following strategies are parents taught in order to support their child with AD/HD? |
| | A) | strategies to reinforce their child |
| | B) | strategies to interact more positively and effectively with their child |
| | C) | appropriate time-out strategies |
| | D) | All the answers are correct. |
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| 12 | |
Of those school-aged children identified with AD/HD, which percentage will continue to have difficulties into their adult lives? |
| | A) | 3-5% |
| | B) | 30-50% |
| | C) | 30-70% |
| | D) | 25-50% |
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| 13 | |
Due to the high distractibility of students with AD/HD, at which percentage of accuracy may a student be less disruptive and more ready to move to independent practice? |
| | A) | 50% |
| | B) | 80% |
| | C) | 90% |
| | D) | 75% |
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| 14 | |
Which of the following sequences is typical cognitive behavior modification? |
| | A) | As the teacher is performing the task, the student simultaneously completes the task, teacher checks students work, student completes next task while saying each step aloud. |
| | B) | Teacher performs the task as the class watches, the class completes the task together, individual students complete the task independently which is checked by the teacher for accuracy. |
| | C) | As the teacher performs the task, he or she verbally states the steps, next the class begins to complete the next task by referring to the steps the teacher completed, and finally the students submit their work for grading. |
| | D) | Teacher performs the task while verbalizing each step, the student performs the same task while verbalizing each step, and the student completes the task while talking through the steps. |
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| 15 | |
Precision teaching has been found to be an effective method of instruction. Which is the correct sequence of steps in precision teaching? |
| | A) | Plan instruction; define the behavior; graph student progress; evaluate effectiveness of the plan; and analyze the data to make decisions. |
| | B) | Pinpoint the behavior; evaluate the progress during timed exercises; graph the progress; design an instructional program; and analyze the data to make decisions. |
| | C) | Design instructional program; pinpoint the behavior; evaluate student behavior; graph data to create instructional goals; and analyze the data to make decisions. |
| | D) | Pinpoint the behavior; design instructional program; evaluate student behavior; graph data to create instructional goals; and analyze the data to make decisions. |
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| 16 | |
Given the attention difficulties associated with AD/HD, which of the following is the most effective way to continually reinforce students? |
| | A) | Continue to use a reinforcer which has proven to be successful. |
| | B) | Change behavioral intervention strategies frequently. |
| | C) | Change the reinforcer every two to three weeks. |
| | D) | Change academic goals frequently. |
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| 17 | |
Which of the following statements is true regarding drug therapy for students with AD/HD? |
| | A) | Drug therapy should be used in conjunction with behavioral as well as academic interventions. |
| | B) | Drug therapy should be the only intervention when treating students with AD/HD. |
| | C) | Drug therapy should be considered only if the child's behaviors are so severe that this is the only remaining option for treatment. |
| | D) | Drug therapy is the most effective treatment for children and adults with AD/HD. |
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| 18 | |
Components of successful behavioral interventions include all of the following EXCEPT |
| | A) | positive reinforcement and response cost programs. |
| | B) | giving effective directions and requests. |
| | C) | teaching self-control. |
| | D) | frequently changing the methods of discipline. |
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| 19 | |
Which of the following is NOT a benefit of using computers for students with AD/HD? |
| | A) | Computers may motivate the student more than a teacher-led lesson. |
| | B) | Computers occupy the student's time so that the teacher can devote more time to the other students in the classroom. |
| | C) | Computers increase the student's attention to the task through visual and auditory cues. |
| | D) | Computer programs can provide the student with immediate feedback. |
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| 20 | |
Students with AD/HD will spend at least part, if not the entire, academic day in the general education classroom. Which component of collaboration between the general and special educator is critical to the success of all students? |
| | A) | Teachers should agree to focus on the students who are assigned to them. |
| | B) | Teachers should plan lessons separately and teach those students for whom the lesson was intended. |
| | C) | Teachers should make decisions based on high-quality, research-validated instruction. |
| | D) | Teachers should allow time to plan and communicate with each other in order to understand each person's separate role in the collaborative relationship. |
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