Deck 13: Specific Learning Disorders and Intellectual Disability

Question 1

What was the purpose of making you read the passage that was presented in mirror image in your book?

A) To show that children with learning disorders see most words backwards
B) To test your frustration tolerance
C) To help you remember that reading can be a taxing and requires a lot of concentration
D) To test your sense of humor

Answer 1

C

Question 2

Which of the following is FALSE?

A) Specific learning disorders were diagnosed in DSM-IV with the discrepancy Method
B) Responsiveness to intervention is currently used with the Individuals with Disabilities Education Act (IDEA) regulations
C) Social-emotional learning disorders are also known as nonverbal learning disorders
D) Specific learning disorders are very common, with most studies showing prevalence of 35% to 40% of school-aged children

Answer 2

D

Question 3

Which of the following are criteria for specific learning disorders based on the new DSM-5 criteria?

A) Even after receiving help, learning is difficult
B) Poor academic skills interfere with school or work
C) Learning challenges first appear in the school-age years
D) All of the above

Answer 3

D

Question 4

Which of the following is NOT a current specifier of impairment in specific learning disorder?

A) Reading
B) Mathematics
C) Cognitive
D) Written expression

Question 5

Specific learning disorders can be specified for which of the following severities?

A) Mild, moderate, or severe
B) Low, medium, or high
C) Overt, covert, or unobservable
D) All of the above

Question 6

Dyslexia is:

A) Also known as specific learning disorder with impairment in reading
B) Evident in nearly all cases of learning disorders
C) No longer in existence
D) More prevalent in mathematics impairments than reading impairments

Question 7

Many researchers have identified a fourth type of specific learning disorder, known as:

A) Academically challenged learning disorders
B) Cognitive functioning learning disorders
C) Impulse control learning disorders
D) Nonverbal learning disorders

Question 8

Children with a nonverbal learning disorder most often:

A) Show deficits in social perception, spatial skills, time orientation, and directionality
B) Are unable to speak-especially in the classroom setting
C) Have significantly lower intelligence
D) Do not tend to show very many social or emotional problems

Question 9

Nonverbal learning disorders are sometimes confused with:

A) Neurological impairments
B) High functioning autism spectrum disorder
C) Schizophrenia
D) Selective mutism

Question 10

With all types of specific learning disorders combined, approximately what percent of children in public schools meet criteria for a specific learning disorder?

A) Less than 1%
B) 5-15%
C) 29%
D) 42%

Question 11

Which of the following specific learning disorder impairments shows the highest prevalence rates?

A) Mathematics
B) Written expression
C) Reading
D) Visual-spatial

Question 12

A common age for a specific learning disorder with impairment in reading is:

A) 3 years old
B) 5 years old
C) 7 years old
D) 10 years old

Question 13

With regard to gender differences and specific learning disorders (SLD):

A) Between 60% and 80% of children referred for an evaluation of SLD are boys
B) Epidemiological studies find that somewhat more girls meet diagnostic criteria for specific learning disorders than boys
C) There may be a referral bias, where teachers are more likely to refer girls for help with specific learning disorders than boys
D) Both b and c are correct

Question 14

Specific learning disorders most often co-occur with:

A) Language disorders and attention-deficit/hyperactivity disorder
B) Major depression and bipolar depression
C) Autism spectrum disorder
D) Anxiety disorders

Question 15

The tendency to create new and independent diagnostic categories when using currently existing categories might be more appropriate is called the:

A) Splinter process
B) Balkanization process
C) Conquer-and-divide process
D) Diagnostic conundrum process

Question 16

Approximately what percent of children and adolescents with a specific learning disorder drop out of school before high school graduation?

A) 10%
B) 25%
C) 40%
D) 65%

Question 17

Regarding the course of specific learning disorders:

A) Most specific learning disorders disappear over time (even without InterventIons)
B) Children with less severe specific learning disorders tend to be identified at an older age than children with more severe learning disorders
C) Adults with specific learning disorders tend to adjust well to having a job, since they no longer have to attend school
D) All of the above are accurate

Question 18

The etiological factors that have received the most support regarding the development of specific learning disorders are:

A) Genetic factors, biological factors, and ineffective learning strategies
B) Lack of motivation, low levels of parental education, and poor teaching
C) Behavioral factors, cognitive factors, and familial factors
D) All of the above

Question 19

If children who experience a specific learning disorder and attention-deficit/hyperactivity disorder are given a psychostimulant medication like Ritalin:

A) The learning problems become worse
B) Academic achievement increases
C) Aversive behavior decreases, but there is little impact on academic achievement
D) There are rarely any positive or negative effects

Question 20

Based on the meta-analysis study of special education interventions for specific learning disorders, which of the following services were effective in treating specific learning disorders (i.e., they showed a large effect size)?

A) Early intervention
B) Applied behavior analysis
C) Psycholinguistic training
D) All of the above

Question 21

According to your book, within the last few years the connections between school personnel and parents/caretakers:

A) Has deteriorated, largely because the educational system does not perceive the importance of parents
B) Has been improved when educators try to join parents in a cooperative partnership that focuses on the best interests of the child
C) Has still focused on problem-children and problem-parents
D) Has remained largely the same because the educational system pays little attention to the home environment

Question 22

Studies of collaborative teaching models that include parent-teacher partnerships showed that:

A) Parents were satisfied with the program, but children were not satisfied
B) Both parents and children tended to be satisfied with the program
C) Children's self-esteem and academic work improved
D) Both b and c are correct

Question 23

Programs for the prevention of specific learning disorders have focused almost solely on:

A) Academically gifted children
B) SLD with impairments in mathematics
C) SLD with impairments in reading
D) Nonverbal learning disorders

Question 24

Long-term studies of the Head Start program suggest that:

A) It does little to help improve the functioning of children, even in the short-term
B) It actually leads to more emotional/behavioral problems if the program is brief
C) Enrichment activities need to be continued on a longer term basis in order for positive effects to remain
D) Short-term positive effects remain over the long run, even when the program was very brief (e.g., one summer)

Question 25

Risk factors for specifc learning problems include:

A) Belief that intelligence and academic functioning can change over time
B) Attentional problems and problems in self-regulation
C) Smaller family size
D) All of the above

Question 26

Children and adolescents who experience specific learning problems and who also experience emotional/behavioral problems are more likely to:

A) Report high self-esteem (which is thought to be a coping mechanism)
B) Receive help from the school
C) Drop out of school
D) All of the above

Question 27

How is authoritative parenting associated with children's specific learning disorders?

A) It is not-Parenting seems to have little influence on learning disorders
B) It serves as a protective factor
C) It serves as a risk factor
D) It makes parents less likely to become involved in the school

Question 28

Intellectual disability is diagnosed when there is (are):

A) A significantly low IQ
B) Impairments in adaptive functioning
C) Genetic etiology
D) Both a and b are correct

Question 29

Individuals with moderate intellectual disability (for example, individuals with an IQ in the range of 35-55 and all of the other deficits required for a diagnosis) are also known as:

A) Educable
B) Trainable
C) Severely handicapped
D) Profoundly handicapped

Question 30

The overwhelming majority (85%) of individuals with intellectual disability show what level of severity?

A) Mild
B) Moderate
C) Severe
D) Profound

Question 31

The highest rates of comorbidity with intellectual disability are with:

A) Schizophrenia
B) Anxiety disorders
C) Neurological problems (such as epilepsy or cerebral palsy)
D) Conduct disorder

Question 32

The lifespan of individuals with Down's Syndrome:

A) Is approximately 10 years
B) Is approximately 25 years
C) Has decreased significantly over the years, with an average life expectancy of 35 years currently
D) Has increased significantly over the years, with an average life expectancy of 60 years currently

Question 33

Of the etiological factors listed below, which group accounts for the largest percentage (30% to 40%) of intellectual disability?

A) Environmental influences
B) Hereditary disorders
C) Childhood disease
D) Etiology is unknown

Question 34

There is relatively good consensus among professionals that children with intellectual disability should receive education in:

A) Facilities that specialize in intellectual disability and that are separate from the public school system
B) The least restrictive environment
C) The public education system
D) Both b and c are correct

Question 35

Medications for aggression and depression in children and adolescents with intellectual disability are:

A) Very effective for decreasing aggression, but not very effective for decreasing depression
B) Very effective in treating depression, but not very effective for treating aggression
C) Relatively effective in treating depression and very effective in treating aggression
D) Not very effective for decreasing either aggression or depression

Question 36

Dr.Sincere likes to focus on the commonalities between individuals with lower intelligence and higher intelligence, often highlights that youngsters with limited intellectual abilities can still make improvements in their lives, and de-emphasizes the use of labels.He is most likely considering intellectual disabilities from a:

A) Dimensional perspective
B) Categorical perspective
C) Psychosocial perspective
D) Other worldly perspective

Question 37

Drs.Rosenthal and Jacobson conducted a now classic study in which they randomly assigned certain children to be labeled as "bloomers" or as non-bloomers.Teachers were told of these expectations regarding intellectual growth, even though there were no actual differences between the children at the beginning of the study.After one year, children who teachers thought were "bloomers" showed:

A) Higher IQ, especially in the first and second grades
B) Higher IQ, especially in the fifth and sixth grades
C) Lower IQ throughout all of the grades
D) No significant differences in IQ in any of the grades
D) No significant differences in IQ in any of the grades

Question 38

Define specific learning disorder with impairment in reading and discuss the various aspects of prevalence (e.g., gender, age, race/ethnicity, socioeconomic status).

Question 39

Define specific learning disorder with impairment in mathematics and discuss the various aspects of prevalence (e.g., gender, age, race/ethnicity, socioeconomic status).

Question 40

Define specific learning disorder with impairment in written expression and discuss the various aspects of prevalence (e.g., gender, age, race/ethnicity, socioeconomic status).

Question 41

Describe the similarities and differences in the three types of learning disorders (reading, mathematics, and written expression).How are these learning disorders related to each other, if at all?

Question 42

What other disorders are highly comorbid with specific learning disorders? What do these patterns tell us about the diagnoses themselves?

Question 43

Discuss the etiology of specific learning disorders.Make sure to provide evidence that supports or refutes these theories.

Question 44

What types of interventions are available for specific learning disorders? How effective are these interventions?

Question 45

Describe responsiveness to intervention (RTI) and discuss how this concept has changed the diagnosis of specific learning disorders.

Question 46

What types of prevention programs have been available for specific learning disorders? How effective are these prevention programs?

Question 47

Discuss how learning problems can be considered from a dimensional perspective.What evidence is there that learning problems occur on a continuum rather than in a dichotomous fashion?

Question 48

Discuss the risk factors that are associated with development of specific learning disorders and discuss the protective factors that appear to decrease the likelihood of experiencing specific learning disorders.

Question 49

Define intellectual disability and discuss the various aspects of prevalence (e.g., gender, age, race/ethnicity, socioeconomic status).

Question 50

Discuss the disorders that are most highly co-morbid with intellectual disability.

Question 51

What are the different categorizations of intellectual disability? What are the abilities and disabilities associated with these different categorizations?

Question 52

What are the etiologies that are known for intellectual disability.Which etiologies are connected to which categorizations of intellectual disability? Are any of these causes preventable?