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| 1 | |
From a historical perspective, which of the following was most important in the lives of students with intellectual disabilities? |
| | A) | the civil rights movement |
| | B) | successful advocacy by parents and families |
| | C) | passing of educational legislation |
| | D) | All the answers are correct. |
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| 2 | |
Which of the following is required under the federal definition of intellectual disabilities? |
| | A) | subaverage intellectual functioning |
| | B) | deficits in adaptive behavior(s) |
| | C) | age of onset before 18 years of age |
| | D) | All the answers are correct. |
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| 3 | |
A component of identifying a student with an intellectual disability usually includes IQ. Which IQ scores are more frequently used as a cutoff? |
| | A) | 60-65 or below |
| | B) | 80 or below |
| | C) | 70-75 or below |
| | D) | 50-55 or below |
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| 4 | |
Individuals with intellectual disabilities have been classified into four areas (mild, moderate, severe, and profound). According to the 1992 definition of mental retardation, individuals may also be classified as |
| | A) | needing intermittent, limited, extensive, or pervasive supports. |
| | B) | trainable or educable mentally retarded. |
| | C) | being of such need that the least restrictive environment may be a self-contained or separate classroom. |
| | D) | None of the answers are correct. Mild, moderate, severe, and profound are the only classifications. |
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| 5 | |
Which of the following prevalence statistics is the percentage of students with intellectual disabilities in the general population? |
| | A) | 5% to 6% |
| | B) | 1.75% |
| | C) | 1% |
| | D) | 2% |
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| 6 | |
Which of the following statements best describes why overrepresentation exists in special education? |
| | A) | Overrepresentation occurs in special education due to the increase of single-parent households. |
| | B) | Overrepresentation in special education has increased due to the sharp rise of students who use English as a second language in the public schools. |
| | C) | Overrepresentation occurs due to a number of factors including a lack of effective instructional programs, ineffective teaching methods, and assumptions made by professionals in the field. |
| | D) | Overrepresentation occurs for a number of reasons, with biased tests being the number one reason. |
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| 7 | |
For some students with intellectual disabilities, the cause of the disability is unknown. Which factor(s) does/do not have a direct link to the cause of the disability but may contribute to the child having an intellectual disability? |
| | A) | environmental factors |
| | B) | psychosocial factors |
| | C) | genetic and chromosomal factors |
| | D) | All the answers are correct. |
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| 8 | |
There are multiple characteristics regarding students with intellectual disabilities, one of which is memory characteristics. Which of the following memories holds information for long enough to complete a task? |
| | A) | working memory |
| | B) | short-term memory |
| | C) | retrieval memory |
| | D) | None of the answers are correct. |
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| 9 | |
Which of the following characteristics of individuals with intellectual disabilities refers to the difficulty of applying what is learned in one setting to another setting? |
| | A) | social and personal characteristics |
| | B) | adaptive behavior characteristics |
| | C) | memory characteristics |
| | D) | transfer and generalization characteristics |
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| 10 | |
Once a student has been identified as having an intellectual disability, what other information is more important to know? |
| | A) | the student's IQ score |
| | B) | the types of supports the student needs |
| | C) | the adaptive skill deficits of the student |
| | D) | All the answers are correct. |
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| 11 | |
Which test is widely used to determine how well a student is doing academically compared to his or her same age or grade peers? |
| | A) | Vineland Adaptive Behavior Scales - II |
| | B) | Scales of Independent Behavior - Revised |
| | C) | Wechsler Individual Achievement Test - II |
| | D) | Stanford-Binet Intelligence Test |
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| 12 | |
Which statement best describes the academic curriculum for students with mild or moderate intellectual disabilities? |
| | A) | Students with intellectual disabilities should be held to high academic standards; NCLB mandates that by 2014, all students will be proficient in reading and mathematics. |
| | B) | The curriculum for students with intellectual disabilities should be modified to the degree that would allow them to be included in their least restrictive environment. |
| | C) | The curriculum for students with intellectual disabilities should be the grade-level curriculum at which testing has found them capable of functioning. |
| | D) | Curriculum for students with intellectual disabilities in the early elementary grades should be similar to that of students without disabilities; however, in the later elementary grades through the secondary level, a functional or limited academic curriculum may be more appropriate. |
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| 13 | |
Which of the following terms below refers to the practical, everyday, problem-solving arithmetic skills a student needs to acquire for both now and the future? |
| | A) | independent life skills |
| | B) | self-determination |
| | C) | functional academics |
| | D) | self-advocacy |
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| 14 | |
Which of the following terms refers to the skills, knowledge, and beliefs that enable a person to engage in goal-directed, autonomous behavior? |
| | A) | independent life skills |
| | B) | self-determination |
| | C) | functional academics |
| | D) | self-advocacy |
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| 15 | |
Once an individual is independently self-determined, which of the following terms refers to the individual being able to promote his or her own interests and support those interests? |
| | A) | independent life skills |
| | B) | self-dependence |
| | C) | community-based instruction |
| | D) | self-advocacy |
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| 16 | |
When using direct instruction to teach students with intellectual disabilities, what is the correct order of level of difficulty that should be considered in teaching a skill to students? |
| | A) | recall, recognition, rehearsal |
| | B) | recognition, recall, reconstruction |
| | C) | recall, recognition, reconstruction |
| | D) | recognition, reconstruction, recall |
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| 17 | |
Which term refers to extra cues designed to increase the chances of a student's providing the correct answer to a question? |
| | A) | brainstorming |
| | B) | prompt |
| | C) | suggestions |
| | D) | None of the answers are correct. |
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| 18 | |
Which setting has been found to be the least restrictive environment for teaching most students with intellectual disabilities? |
| | A) | the general education classroom |
| | B) | a resource classroom for part of the day |
| | C) | a self-contained classroom |
| | D) | a special school |
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| 19 | |
Which instructional grouping arrangement is frequently provided for students with intellectual disabilities? |
| | A) | cooperative grouping |
| | B) | peer-tutoring |
| | C) | one-to-one instruction |
| | D) | whole-class instruction |
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| 20 | |
In what way(s) can technology assist in the teaching and learning of students with intellectual disabilities? |
| | A) | by removing barriers |
| | B) | by adapting the curriculum |
| | C) | by providing independent drills and practice |
| | D) | All the answers are correct. |
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