Deck 12: Severe and Multiple Disabilities

Question 1

The prevalence rate of people with severe disabilities is less than percent of the general population.

A) 1
B) 4
C) 8
D) 10

Answer 1

A

Question 2

The TASH definition of severe disabilities focuses on the inclusion of people with disabilities in natural settings.

Answer 2

True

Question 3

The purpose of authentic assessment is to determine the supports necessary to facilitate access and participation in natural settings.

Answer 3

True

Question 4

Tigran has a significant cognitive delay as well as other health impairments that, in conjunction, cannot be treated in a program that focuses just on cognitive deficits. James has

A) autism.
B) multiple disabilities.
C) dual diagnosis.
D) autism, multiple disabilities, and dual diagnosis.

Question 5

Multiple disabilities have multiple causes.

Question 6

Teachers using a functional approach to teaching skills to students with severe disabilities should use

A) workbooks.
B) real objects in real situations.
C) flash cards.
D) basal readers.

Question 7

Which of the following is an example of assistive technology?

A) Wheelchair
B) Artificial limbs
C) Computers
D) Wheelchair, artificial limbs, and computers.

Question 8

Effective educational programs for students with severe and multiple disabilities include:

A) Continual opportunities for interaction between students with severe disability and peers without disabilities.
B) participation in alternative assessments to monitor growth and achievement.
C) high expectations and supports.
D) Continual opportunities for interaction between students with severe disability and peers without disabilities, participation in alternative assessments to monitor growth and achievement, and high expectations and supports.

Question 9

For the vast majority of persons with severe disabilities, differences are evident

A) in utero.
B) at birth.
C) within the first five years of life.
D) upon entering grade school.

Question 10

If a student is to learn the skills necessary for access and participation in a natural setting, these skills are more likely to be learned in

A) a classroom simulating the actual environment.
B) a special education classroom.
C) the actual place where the behavior is to be performed.
D) developmental sequence.

Question 11

Most identifiable causes of severe intellectual disabilities are

A) due to maternal behavior.
B) due to paternal behavior.
C) caused by the environment.
D) genetic in origin.

Question 12

Authentic assessments focus on student progress in meaningful learning activities.

Question 13

Quality programs for elementary-age students with severe disabilities are characterized by

A) self-determination.
B) limited parent involvement.
C) isolated skill development.
D) self-determination, limited parent involvement, and isolated skill development.

Question 14

Which of the following is not a disability category under IDEA?

A) Multiple disabilities
B) Deafness-blindness
C) Severe disabilities
D) Autism

Question 15

While people with deaf-blindness are not a homogeneous group, it is true that all people with deaf-blindness

A) are gifted.
B) have intellectual disabilities.
C) have average IQ scores.
D) experience challenges in accessing information.

Question 16

Authentic assessment is another term for standardized tests.

Question 17

Students with multiple disabilities account for more than 10 percent of the students with disabilities educated in the public schools.

Question 18

are concomitant impairments such that the student cannot have his or her needs met in special education programs designed solely for one impairment.

A) Intellectual disabilities
B) Emotional/Behavioral disorders
C) Multiple disabilities
D) Severe disabilities

Question 19

Thadeus is ready to transition into a community living situation. Research suggests that is an important component in the planning process.

A) establishing a natural support network
B) the ability to use community services
C) paid employment
D) establishing a natural support network, the ability to use community services, and paid employment

Question 20

People with severe and multiple disabilities are more likely to be excluded from society.

Question 21

People with severe and multiple disabilities often have a higher incidence of

A) congenital heart disease.
B) epilepsy.
C) diabetes.
D) congenital heart disease, epilepsy, and diabetes.

Question 22

In the functional learning approach, new skills must be taught in isolation of environmental cues.

Question 23

Discuss the IDEA definition of deaf-blindness.

Question 24

Describe features that characterize successful inclusive education for students with severe and multiple disabilities.

Question 25

Identify potential causes for severe and multiple disabilities.

Question 26

Students with severe disabilities have enhanced opportunities for social interactions when they are placed in clinical, isolated settings.

Question 27

Dual diagnosis involves persons who have

A) intellectual disabilities and emotional disturbance.
B) vision loss and learning disabilities.
C) hearing loss and cerebral palsy.
D) autism and other health impairments.

Question 28

Zander has a condition that produces brief disturbances in the normal electrical functions of the brain, affecting his consciousness, body movements, or sensations and results in a seizure. What is Zander's condition?

A) Spasticity
B) Athetosis
C) Epilepsy
D) Hypotonia

Question 29

The cause(s) of severe disabilities is (are) most often associated with

A) a pregnant mother's prolonged exposure to noise.
B) genetic factors.
C) high cholesterol in the father.
D) All of the answers are correct.

Question 30

Discuss the key elements of the TASH definition of severe disabilities.

Question 31

Concomitant visual and hearing loss may result in

A) severe intellectual disabilities.
B) average intelligence with severe communication deficits
C) physical or behavioral difficulties.
D) All of the answers are correct.

Question 32

The support needs of individuals with severe and multiple disabilities .

A) can be met by educators without involving other disciplines
B) require the involvement of many different professional disciplines
C) are primarily medical in nature
D) None of the answers are correct.

Question 33

The definition of severe disabilities as proposed by TASH includes

A) the relationship of the individual to the environment.
B) school-age children only.
C) the need for intermittent supports.
D) All of the answers are correct.

Question 34

Discuss two characteristics of persons with severe and multiple disabilities.

Question 35

Discuss the use of both alternative and authentic assessments to define severe/multiple disabilities.

Question 36

Discuss four important goals for preschool programs serving children with severe disabilities.

Question 37

Teaching functional skills requires instruction that occurs across a variety of settings and with a variety of materials.

Question 38

What is the IDEA definition of multiple disabilities?

Question 39

Significant deficits and delays in speech and language skills for persons with severe and multiple disabilities involve

A) articulation disorders.
B) fluency disorders.
C) absence of expressive oral language.
D) articulation disorders, fluency disorders, and absence of expressive oral language.

Question 40

TASH emphasizes that an adaptive fit between the individual with severe disabilities and the environment can only occur if

A) there is no government support.
B) the family is never involved in decision making.
C) extensive formal and/or natural supports are in place.
D) None of the answers are correct.

Question 41

Developmentally appropriate practice (DAP) emphasizes

A) child exploration and play.
B) academic curricula.
C) instruction consistent with the mental age of the child.
D) None of the answers are correct.

Question 42

Disabilities that involve significant physical, sensory, intellectual and/or social-interpersonal performance deficits are known as

A) significant multiple disabilities.
B) severe multiple handicaps.
C) severe and multiple disabilities.
D) significant multiple handicaps.

Question 43

Stu is a student with severe and multiple disabilities who, as determined by his IEP team, is unable to participate in the state- and district-wide assessments. As such, Stu must be included in the state's accountability system by taking a(n)

A) norm-referenced standardized assessment.
B) alternate assessment.
C) medical exam.
D) IQ Test.

Question 44

Assessing adaptive fit means

A) understanding how the environment accommodates individual need.
B) ensuring that the individual has the prerequisite skills before entering the environment.
C) changing the goals for the individual without changing the environment.
D) All of the answers are correct.

Question 45

assessment focuses on valued skills to promote independence and quality of life in natural settings.

A) Criterion
B) Authentic
C) Norm-referenced
D) Standardized

Question 46

Successful efforts to include students with severe and multiple disabilities in general education schools and classrooms involve

A) untrained teachers.
B) systematic organization of opportunities for interaction.
C) no specific instruction to increase the competence of students with severe disabilities.
D) All of the answers are correct.

Question 47

What is a condition characterized by constant contorted twisting motions in the wrists and fingers ?

A) Athetosis
B) Apotheosis
C) Thanatopsis
D) Arthroscopis

Question 48

Effective programs for infants and toddlers with severe and multiple disabilities are

A) always facility-based.
B) characterized by removing the child from the family.
C) child and family-centered.
D) child-centered with limited family involvement.

Question 49

An important goal in preschool programs for children with severe and multiple disabilities is to

A) focus instruction in one developmental area.
B) limit same-age peer relationships and promote interaction with adults.
C) prepare the child for inclusive school placements.
D) focus exclusively on the child, then work with the family during the transition into kindergarten.