Deck 15: Understanding and Supporting Children With Multiple Disabilities

Question 1

The curricular approach for helping students with multiple disabilities attain self- sufficiency is the

A) aided approach.
B) direct instructional approach.
C) developmental approach.
D) unaided approach.
E) functional skills approach.

Answer 1

functional skills approach.

Question 2

To predict later development in children with multiple disabilities, psychologists can use

A) norm- referenced developmental scales.
B) achievement tests.
C) standardized IQ tests.
D) observation checklists.
E) infant scales.

Answer 2

infant scales.

Question 3

It is characteristic of educational teams that

A) various agencies and members share their expertise.
B) parents do not participate in team decisions.
C) families are informed of team decisions by the team leader.
D) the membership is restricted to a maximum of six people so that functioning does not become unwieldy.
E) one member, usually a physician, assumes leadership of the team.

Answer 3

various agencies and members share their expertise.

Question 4

Usher's syndrome can be described as

A) a condition more common in children than in adults.
B) the only syndrome associated with deaf- blindness.
C) a genetic condition transmitted through a dominant trait.
D) the most common cause of deaf- blindness today.
E) a condition of nerve deafness associated with pigment degeneration.

Question 5

When considering multiple disabilities, we can say that

A) primary disability determines agency registration.
B) genetic disorders account for most cases.
C) the differences among children with multiple disabilities are fewer than the similarities.
D) the population of persons with multiple disabilities is homogenous.
E) the disabilities combine to form unique conditions.

Question 6

Which of the following would NOT be a focus during presymbolic training for children with multiple disabilities?

A) causality
B) object permanence
C) spatial relationships
D) means- end behaviour
E) motor dexterity

Question 7

Children who do not use signs, words, or pictures for communication are referred to as

A) presymbolic.
B) preoperational.
C) minimally linguistic.
D) premotor.
E) nonlinguistic.

Question 8

Children with multiple handicaps can generally be

A) educationally served according to the primary disability.
B) seen as a diverse group of students with unique individual needs.
C) appropriately classified under a single category.
D) educated in inclusion settings.
E) placed in special classes according to the primary disability.

Question 9

Classifying children with multiple disabilities according to their primary and secondary disability may

A) result in more explicit specialist services.
B) result in more accurate identification.
C) focus professional service.
D) overlook the cumulative nature of the conditions.
E) serve to present more appropriate school programs.

Question 10

Which of the following is likely NOT a criticism of generic definitions of multiple disabilities?

A) generic definitions tend to combine children into broad categories that may not reflect their needs
B) the broad parameters of generic definitions tend to obscure the effects of particular disabilities
C) generic definitions overcome the classification complexities
D) using generic definitions may mean that some children are inappropriately served
E) generic definitions may hinder access to specialist services

Question 11

Multiple disabilities are best conceptualized as

A) abnormal behaviour.
B) the multifactorial nature of debilitating conditions.
C) single conditions.
D) combinations of impairments.
E) the results of single factors.

Question 12

One of the best ways to assess the skill and awareness level of a child with multiple disabilities is through the use of

A) diagnostic tests.
B) developmental scales.
C) achievement tests.
D) IQ tests.
E) direct observation.

Question 13

The functional skills approach refers to each of the following EXCEPT

A) children reach developmental milestones at about the same time.
B) children need to develop skills to participate in home routines.
C) a focus on children's current and future environment.
D) children need to develop skills to play.
E) targets for instruction are selected from the child's environment.

Question 14

A functional skill is one that

A) is an adaptation of what nonhandicapped children are learning in school.
B) is relevant to the particular curriculum.
C) refers to the body's development.
D) will be useful to a student in present and future environments.
E) is related to functional academics.

Question 15

A teacher is working with a child on hiding and finding objects in the sand box. This stress on object permanence is part of the ____approach to language training for children with multiple disabilities.

A) grammatical
B) communication first
C) presymbolic
D) syntax- based
E) diagnostic- prescriptive

Question 16

Dr. Bedard, an educational psychologist, works with children who have multiple disabilities. Of the following measures, which would Dr. Bedard be least likely to find appropriate for all multiply disabled children?

A) language scales
B) informal interviews
C) direct observation
D) observation checklists
E) psychometric tests

Question 17

A communication board would be most appropriate for a child with

A) Down syndrome.
B) cerebral palsy.
C) a cleft palate.
D) deviant language.
E) learning disabilities.

Question 18

All of these professionals could be found on a team designed to plan the best possible education for a child with multiple disabilities EXCEPT

A) classroom teacher.
B) Psychologist.
C) speech therapist.
D) librarian.
E) counselor.

Question 19

Unaided augmentative communication includes all of the following, EXCEPT

A) signal communication.
B) Blissymbolics.
C) Amerind.
D) codes.
E) natural gestures.

Question 20

All of the following serve a purpose in orientation and mobility training for deaf- blind students EXCEPT to

A) teach a basic knowledge of the environment.
B) enhance reading and writing.
C) increase independence.
D) teach the way to specific locations.
E) teach functional skills.

Question 21

Which of the following is NOT associated with direct observational models of assessment?

A) creating structured assessment settings
B) child- initiated play
C) arena- testing techniques
D) allowing assessment to occur during normal routines
E) encouraging ongoing assessment

Question 22

Which of the following is NOT an alternative method of augmented communication?

A) Braille
B) Amerind
C) Rebus Systems
D) Pictorial Ideographic Communication
E) Blissymbolics

Question 23

Which of the following strategies would NOT be used in a classroom accessible to a multiple- disabled child?

A) isolate the disabled child when behaviour disrupts the class
B) use rhythmic body actions
C) use of music and rhythm
D) intersperse short bursts of speech with silence
E) reward spontaneous behaviour

Question 24

In using a functional approach, the skills presented must be

A) based on behavioural psychology.
B) generalizable, developmental and age appropriate.
C) tedious.
D) focused on the area of mathematics.
E) based on Freudian principles.

Question 25

Curricula developed for the multiply disabled child must

A) reflect all areas of development.
B) focus only on the primary disability.
C) measure progress against accepted norms.
D) be provided by peers.
E) be based on cognitive functions.

Question 26

According to U.S. policy, residential programming is necessary when more than _ hours of instruction are required to meet the child's educational needs.

A) seven
B) five
C) four
D) six
E) ten

Question 27

Physical and occupational therapists can help children

A) design play.
B) get a job.
C) develop physical skills.
D) to think.
E) speak clearly.

Question 28

The term multisensory impaired describe those children with

A) sight and hearing handicaps..
B) speech impediments.
C) physical disabilities.
D) mental disabilities.
E) blindness.

Question 29

Post- natal etiologies of children with deaf- blindness include all of the following EXCEPT

A) asphyxia.
B) meningitis.
C) rubella.
D) encephalitis.
E) stroke.

Question 30

In regards to vision, functional tests assess all of the following EXCEPT

A) the development of eye- hand coordination.
B) the ability to use visual fields.
C) the ability to track objects.
D) other functions that reflect visual development.
E) brainwave patterns.

Question 31

According to available research, what percentage of children diagnosed with a severe and multiple disability engages in self- injurious behaviour?

A) 42- 44.
B) 25- 30.
C) 8- 19.
D) 31- 36.
E) 50- 60.

Question 32

A communication- first approach to teaching children with severe and multiple disabilities includes all of the following EXCEPT

A) teaching initial communication.
B) developing physical skills.
C) an emphasis on nurturant language.
D) a logical progression.
E) an emphasis on naturalistic language.

Question 33

The psychoeducational assessment of children who are multiply disabled can have all BUT which of the following goals?

A) to determine levels of symbol abstraction
B) to formulate an Individualized Education Plan
C) exploration of the impairments and abilities
D) measurement of the overall IQ
E) to make educational placement decisions

Question 34

Chromosomal and genetic disorders account for___ of multiple disabilities.

A) a tiny number
B) almost all
C) more than half
D) about half
E) a majority

Question 35

Two nonverbal methods of communication using boards are ___ and ___.

Question 36

Children with multiple and severe disabilities who lack any efficient communication areoften divided into two major groups,____ and ___ .

Question 37

The most common way to classify multiple disabilities is in terms of ____and ____disabilities.

Question 38

Claire is visually impaired and intellectually disabled. If Claire is categorized according tothe primary disability, the primary disability is_____ ______ .

Question 39

A variety of clinicians are usually involved in the _____of children with multiple disabilities.

Question 40

Children with mild sensory impairments would most likely be served in a____ _____.

Question 41

The approach that stresses a number of key persons working together to provide the mostappropriate services is known as the_____ approach.

Question 42

Ms. Jones is playing peek- a- boo with a child to teach object permanence. This is part of the ______approach to teaching communication.

Question 43

Any procedure that assists a nonspeaking person to communicate is referred to as _____communication.

Question 44

The communication board system that uses stylized symbols is known as ____.

Question 45

Orientation and mobility training are important for children with multiple disabilities. However, the goals are quite different from those for children with severe visual impairment as their sole disability.

Question 46

Educators prefer generic definitions of multiple disabilities.

Question 47

Among students with multiple disabilities, the differences are often greater than the similarities.

Question 48

Today, the residential school model is seen as the most suitable placement for individuals with multiple disabilities.

Question 49

When working with children with multiple disabilities it is necessary to stimulate all the senses and help children to interact.

Question 50

Because language is the product of all aspects of development, the development of communication skills is a simultaneous activity.

Question 51

The use of infant screening measures are poor predictors of later development in both nondisabled and disabled children.

Question 52

List three reasons why it is difficult to accurately estimate the number of children with multiple disabilities.

Question 53

List five things teachers may do to make a classroom accessible for a child with a severe disability.

Question 54

List four methods of augmentative communication.

Question 55

List three types of syndromes related to severe and multiple disabilities.

Question 56

Describe three measures that may be used in the assessment of children with multiple handicaps.

Question 57

Describe three main components of a functional curriculum for children who are multiply disabled.

Question 58

Explain and discuss some of the definitional issues in the area of multiple disabilities.