CD 226
Homework- Chapter 4
1. Although __________ original work was with children with intellectual and
developmental disabilities, it is now widely applied to the teaching of young typically
developing children.
a. Itard's
b. Sequin's
c. Montessori's
d. Kirk's
2. The term "mental retardation" has been largely abandoned in favor of "intellectual and
developmental disabilities" because of the negative connotation of the term.
a. True
b. False
3. The most obvious characteristic of children who are mildly or moderately intellectually
disabled is limited
a. cognitive ability.
b. motor ability.
c. verbal ability.
d. emotional ability.
4. The definition of IDD requires that there be limitations in
a. intellectual functioning.
c. adaptive skills.
b. perceptual-motor skills.
d. intellectual functioning and adaptive skills.
5. The degree to which individuals meet the standards of personal independence and social
responsibility expected of their age and cultural group is an indication of their
a. adaptive skills. b. intelligence quotient.
c. physical maturity.
d. moral development.
6. The intensity of support for students with intellectual and developmental disabilities is
measured as
a. primary, secondary, and tertiary.
c. dependent and independent.
b. mild, moderate, severe, and profound.
d. intermittent, limited, extensive and pervasive.
7. Adaptive Behavior Scales measure which of the following three categories?
a. Social skills, behavioral skills, and academic skills
b. Conceptual skills, social skills, and occupational skills
c. Behavioral skills, cognitive skills, and pre-vocational skills
d. Occupational skills, behavioral skills and academic skills
8. There are fewer children classified as having IDD in recent years because of changes
in the way disabilities are identified and classified.
a. True
b. False
9. In order to be identified as having an intellectual and developmental disability, an
individual must have significant limitations in
a. only intellectual ability.
c. only academic achievement.
b. only adaptive skills.
d. both intellectual ability and adaptive skills.
CD 226
Homework- Chapter 4
10. Memory, association and classification of information, and reasoning and making
judgments are assessed by means of
a. achievement tests.
c. intelligence tests.
b. adaptive behavior scales.
d. criterion referenced tests.
11. The shift in diagnosis of intellectual and developmental disability has been from
strictly a measurement of cognitive abilities to
a. measurement of adaptive behaviors.
b. a mix of cognitive abilities and adaptive behaviors.
c. a mix of cognitive abilities and social behaviors.
d. measurement of language skills.
12. Which of the following is NOT a category of adaptive behavior?
a. Conceptual skills
b. Social skills
c. Cognitive skills
d. Practical skills
13. Self-sufficiency in the community, the ability to interact with others, and the ability
to maintain employment are assessed by means of
a. achievement tests.
c. criterion-referenced tests.
b. intelligence tests.
d. adaptive behavior scales.
14. The existence of three copies of chromosome 21 is characteristic of
a. Turner's syndrome.
b. Down syndrome.
c. PKU.
d. Tay-Sachs disease.
15. Rubella
a. is an infection that will not affect a developing fetus.
b. is a type of prenatal test.
c. is a disease that may cause IDD and other serious birth defects. d. is a form of encephalitis.
16. A child's environment has little or no impact on how his IDD will impact his ability to
function.
a. True
b. False
17. How is language development for children with IDD different from same age peers?
a. There is a rate difference and a qualitative difference.
b. There is a qualitative difference but no rate difference.
c. It is sparser, but the content difference is negligible.
d. It is not substantially different.
18. Phenylketonuria is a(n)
a. inborn error of metabolism.
b. another term for Down syndrome.
c. a chromosome abnormality.
d. a drug used to treat metabolic disorders.
CD 226
Homework- Chapter 4
19. Executive function impairment common in children with IDD causes children with IDD
to have difficulty with
a. language development.
c. gross and fine motor skills.
b. making good judgements.
d. memory tasks.
20. A reason that children with IDD have difficulty in social situations is
a. a result of short-term memory deficiency.
c. a deficiency in perceptual-motor activities.
b. a failure to correctly identify social cues.
d. unwillingness to respond to adults.
21. Central processing, one of the major components of information processing, is best
described as the
a. auditory perception of a stimulus.
b. visual perception of a stimulus.
c. classification of a stimulus through the use of memory, reasoning, and evaluation.
d. choice of a single response from among many possible responses.
22. In the Information Processing Model, central processing includes all of the following
EXCEPT
a. sensory input. b. memory.
c. classification.
d. evaluation.
23. Learned helplessness leads to
a. poor "rehearsal" skills.
b. quitting before trying a task.
c. a state of well-being.
d. improved intellectual functioning.
24. Two common characteristics ascribed to persons with IDD are
a. rigidity and inanity.
c. lack of muscle tone and discoordination.
b. unpredictable violence and anxiety.
d. credulity and gullibility.
25. How can socialization skills best be taught to children with IDD?
a. Directly in the settings in which they occur
b. Generally, so children will be able to transfer them from one setting to another
c. Through constant drill and role-playing
d. Through occasional drill
26. The practice of inclusion is most associated with which tier of the RtI framework?
a. Tier I
b. Tier II
c. Tier III
d. Inclusion is not associated with RtI.
27. According to Universal Design for Learning (UDL), if the student can't read, then
a. the material is presented visually in pictures.
b. the student is given time to read.
c. some other content is taught.
d. the student is seated to have the proper visual distance.
CD 226
Homework- Chapter 4
28. A child with IDD who is receiving intensive instruction in a special learning environment
would be at which tier of the RtI model?
a. Tier I
c. Tier III
b. Tier II
d. This child would not be served within the RtI framework.
29. A system used with children with IDD to present the information to be learned in the
most accommodating style for the individual student's needs is called
a. structured teaching.
c. cooperative learning.
b. universal design for learning.
d. reciprocal teaching.
30. At the secondary level, the major focus of learning for most students with IDD is
developing
a. more detailed knowledge in each content area.
c. greater depth in one or two subject areas.
b. greater social awareness.
d. prevocational and life management skills.
31. Differentiated instruction means
a. adjusting the level of difficulty of tasks to fit the average student in the classroom.
b. utilizing the same topic in presenting a lesson in math, reading, science and social studies.
c. adjusting the level of difficulty of tasks to fit the level of development of the child.
d. allowing the student with IDD to do a different task while being in the regular classroom.
32. A technology that can help a student to increase his or her understanding of the
vocabulary used in a classroom is called
a. assistive instruction.
b. UDL technology. c. hypertext software. d. adaptive instruction.
33. An approach to intervention based on behavior science principles and meant to replace
punitive measures for behavior control is
a. FAS.
b. PBIS.
c. UDL.
d. IPM.
34. Research into the effect of learning environment on children with IDD has found
a. the learning environment alone does not make a striking difference.
b. the learning environment greatly influences the level of academic achievement.
c. the learning environment affects cognitive development but not adaptive behavior.
d. the learning environment affects adaptive behavior but not cognitive development.
35. A primary emphasis for children with moderate IDD is
a. reading and math skills. b. functional language. c. science skills.
d. social studies skills.
36. Asking a student with IDD to write a paragraph response to a question while
classmates write an essay is an example of
a. inclusion. b. positive behavior supports. c. scaffolding.
d. a tiered assignment.
CD 226
Homework- Chapter 4
37. The teacher models the expected behavior, guides the student through the lesson, and
fades assistance as the child learns the task. This is called
a. contingent social reinforcement.
c. reciprocal teaching.
b. cooperative learning.
d. scaffolding.
38. In reciprocal teaching
a. the teacher models the behavior to be learned. c. the teacher waits for a student to respond.
b. the teacher uses direct instruction.
d. students take turns leading or teaching.
39. The commitment to high standards in the educational reform movement (such as those
promoted by NCLB and CCSS)
a. will help students with intellectual and developmental disabilities perform better in school by
providing greater supports and services.
b. is problematic for students with intellectual and developmental disabilities because they have
difficulty with high-level conceptual material.
c. has caused regional districts to refuse to test students with intellectual and developmental
disabilities.
d. does not apply to students with intellectual and developmental disabilities because the
legislation and standards acknowledges student differences.
40. An example of a Tier II activity to improve social skills in children with IDD is
a. a special educator doing a role-play activity in a class for children with IDD.
b. a small group instruction in social skills with the children with IDD and children from a
regular classroom.
c. a regular class discussion in the regular classroom.
d. IEP goals in the special education classroom.