Deck 7: Learners With Attention Deficit Hyperactivity Disorder

Question 1

Each of the following is a subdivision of ADHD according to the American Psychiatric Association's diagnostic manual EXCEPT

A)predominantly hyperactive-inattentive type.
B)predominantly inattentive type.
C)predominantly hyperactive-impulsive type.
D)combined type.

Answer 1

A

Question 2

According to most authorities,what is the estimate for the percent of school-age children with ADHD?

A)1-3%
B)5-8%
C)8-10%
D)3-5%

Answer 2

D

Question 3

Boys diagnosed with ADHD outnumber girls by a ratio estimated as high as

A)2:1.
B)3:1.
C)5:1.
D)10:1.

Answer 3

C

Question 4

According to the APA diagnostic criteria,a student can be diagnosed with ADHD if they exhibit some impairment from the symptoms

A)only at school.
B)both at school and at home.
C)while playing games and watching TV.
D)in math and language arts class.

Question 5

All of the following are examples of behavioural inhibition EXCEPT

A)the ability to wait one's turn.
B)refraining from interrupting in conversations.
C)working for immediate gratification or short-term rewards.
D)resisting potential distractions while working.

Question 6

Cruickshank's work was important for all of the following reasons EXCEPT

A)the children he studied had cerebral palsy,definitely caused by brain damage.
B)most of the children had average intelligence.
C)he was among the first to have an educational program for children with characteristics of what is now called ADHD.
D)he showed that hyperactivity could exist concomitantly with intellectual disabilities.

Question 7

All of the following are true EXCEPT

A)if a child has ADHD,there is about a 32% chance his or her sibling will have it.
B)children of parents with ADHD have about a 57% chance of having ADHD themselves.
C)the gene for ADHD is carried by the father.
D)exposure to lead and the abuse of alcohol by pregnant women increases the likelihood of ADHD.

Question 8

Each of the following is a diagnostic characteristic of predominantly inattentive ADHD EXCEPT

A)often does not seem to listen when spoken to directly.
B)often talks excessively.
C)often has difficulty organizing for tasks or activities.
D)is easily distracted by extraneous stimuli.

Question 9

Part of the brain responsible for executive functions such as the ability to regulate one's own behaviour is the

A)basal ganglia.
B)cerebellum.
C)globus pallidus.
D)frontal lobes.

Question 10

The ability to withhold a planned response;to interrupt a response that has been started;to protect an ongoing activity from interfering activities;and to delay a response refers to

A)behavioural inhibition.
B)behavioural control.
C)self control.
D)executive functions.

Question 11

The tendency to repeat the same behaviours over and over again is called

A)perseverance.
B)redundancy.
C)perseveration.
D)repetition.

Question 12

All of the following provide a historical basis for the existence of ADHD EXCEPT

A)Still's children with "defective moral control."
B)Goldstein's brain-injured soldiers of World War I.
C)Cruickshank's syndrome.
D)hyperactive child syndrome.

Question 13

Each of the following is a diagnostic criterion for ADHD EXCEPT

A)six or more symptoms persisting for at least six months to a degree that is maladaptive and inconsistent with developmental level.
B)some impairment from symptoms in a least two settings.
C)some symptoms causing impairment were present before three years of age.
D)clear evidence of significant impairment in social,academic,or occupational functioning.

Question 14

One neurotransmitter involved in sending messages between neurons and the brain that is found in abnormal levels in people with ADHD is

A)histamine.
B)dopamine.
C)dexadrine.
D)caladrine.

Question 15

All of the following are used to assess ADHD EXCEPT

A)a medical exam.
B)a clinician interviewing parents.
C)standardized assessment tests.
D)teacher- and parent-rating scales.

Question 16

Mike has exhibited the following symptoms for more than a year at home and in school: difficulty organizing tasks,avoids tasks that require sustained mental effort,easily distracted by external stimuli,forgetful of daily activities,often makes careless mistakes,and does not seem to listen when spoken to directly.The type of ADHD Mike has is probably

A)predominantly hyperactive-inattentive type.
B)predominantly inattentive type.
C)predominantly hyperactive-impulsive type.
D)combined type.

Question 17

Myths that exist to explain hyperactivity or ADHD include all of the following EXCEPT

A)consumption of sugary drinks.
B)ingesting artificial food colouring.
C)watching too much television
D)exposure to high levels of methane.

Question 18

Which characteristic do some authorities currently suggest should replace inattention as the primary deficit in ADHD?

A)hyperactivity
B)behavioural inhibition
C)aggressiveness
D)subtle brain damage

Question 19

A medical exam is important in the process of diagnosing ADHD because

A)individuals with ADHD often also have epilepsy.
B)it is important to rule out other causes of ADHD symptoms.
C)it may reveal physical evidence of ADHD.
D)it is necessary for a student to qualify for special education.

Question 20

The basal ganglia and cerebellum are responsible for

A)regulating one's own behaviour.
B)executive functioning.
C)coordination and control of motor behaviour.
D)ability to pay attention.

Question 21

Determining the antecedents,consequences,and setting events that maintain inappropriate behaviours is called

A)functional assessment.
B)functional analysis.
C)behaviour management.
D)behavioural contracting.

Question 22

The most frequently prescribed types of medication for students with ADHD are

A)depressants.
B)mood enhancers.
C)psychotropics.
D)psychostimulants.

Question 23

Abilities needed to be successful in one's living environment (e.g. ,communication,self-care,social skills,and leisure)are called

A)functional skills.
B)life skills.
C)practical skills.
D)adaptive skills.

Question 24

All of the following are suggestions for teaching students with ADHD EXCEPT

A)divide instruction into meaningful chunks.
B)provide a rationale for each lesson.
C)include opportunities for guided practice.
D)avoid "thinking aloud" as this is very distracting.

Question 25

There is some research evidence that positive behavioural changes in students with ADHD are more likely to occur in

A)general education settings.
B)special education settings.
C)home settings.
D)residential program settings.

Question 26

According to the authors,the most appropriate placement for students with ADHD

A)is usually an inclusive classroom.
B)is usually a separate classroom.
C)is dependent on the individual student.
D)is dependent on the subtype of ADHD.

Question 27

All of the following are intervention principles for ADHD,according to Pfiffner and Barkley (1998),EXCEPT

A)reinforcers should remain consistently the same.
B)rules and instructions must be clear and brief.
C)consequences must be delivered swiftly and immediately.
D)consequences must be delivered more frequently than for other students.

Question 28

All of the following are characteristics of Cruickshank's program for students who would today meet the criteria for ADHD EXCEPT

A)the reduction of stimuli irrelevant to learning.
B)a strong emphasis on student-directed learning.
C)the enhancement of materials important for learning.
D)a structured program.

Question 29

Criticisms of the use of Ritalin to treat symptoms of ADHD include all of the following EXCEPT

A)the drug does not work for about a third of students with ADHD.
B)the drug reflects an attempt by professional to keep children docile.
C)the drug produces a number of unpleasant side effects.
D)the drug often results in an increase of ADHD symptoms.

Question 30

Cautions for teachers regarding the prescription and use of medications to treat ADHD include all of the following EXCEPT

A)teachers should not assume that medication will improve student's academic performance.
B)teachers should not lead children to believe that medication is a substitute for self-responsibility.
C)teachers should be aware of the possibility that children and their peers may abuse ADHD medications
D)teachers should adjust the dosages of medication if they appear too high or too low.

Question 31

The behaviour of one student is tied to the outcome of the whole group in a

A)group consequence model.
B)contingency-based self-monitoring model.
C)group contingency model.
D)consequence-based self-management model.

Question 32

According to Barkley,each of the following is a way that people with ADHD can exhibit problems with executive function EXCEPT

A)they often have problems with short-term memory.
B)they frequently have delayed inner speech.
C)they have problems controlling emotions and arousal levels.
D)they have difficulty analyzing problems.

Question 33

Early intensive interventions for students with ADHD generally results in

A)improved behavioural functioning in the long-term.
B)no changes in academic achievement in the long-term.
C)limited academic improvement in the short-term.
D)no changes in behavioural functioning in the short-term.

Question 34

In contingency-based self-management,the "contingency" is usually a type of

A)punishment.
B)reward.
C)aversive.
D)contract.

Question 35

Most students with ADHD spend most of their time in which of the following settings?

A)general education classroom
B)special day school
C)self-contained classroom
D)resource room

Question 36

Having persons keep track of their own behaviour and then receive consequences based on their behaviour is called

A)consequence-based self-monitoring.
B)contingency-based functional assessment.
C)contingency-based self-management.
D)consequence-based self-management.

Question 37

A teaching model that includes content instruction by one teacher to a large group of students and remedial or supplementary instruction by the other teacher to a small group of students is

A)alternative teaching.
B)parallel teaching.
C)team teaching.
D)station teaching.

Question 38

Which problem of students with ADHD is so common that some authorities suggest it should be the defining characteristic of the condition?

A)social skills
B)adaptive skills
C)time management
D)goal-directed behaviour

Question 39

Which of the following statements about Ritalin is true?

A)Most authorities in the area of ADHD are not in favour of Ritalin's use.
B)Ritalin is not effective for about 30% of people who take it.
C)Ritalin has no side effects.
D)By taking Ritalin,children with ADHD are more likely to become abusers of drugs later in life.

Question 40

Each of the following statements about the coexistence of ADHD with other conditions is true EXCEPT

A)there is an overlap of 10 to 25 percent between ADHD and learning disabilities.
B)there is an overlap of 25 to 50 percent between ADHD and emotional or behavioural disorders.
C)intellectual disabilities occur more often among people with ADHD than in the general population.
D)adults with ADHD are twice as likely as the general population to abuse alcohol or drugs.

Question 41

All of the following are cautions concerning Ritalin EXCEPT

A)it should not be prescribed at the first sign of a behavioural problem.
B)the results for academic outcomes are unclear.
C)proper dosage levels vary considerably.
D)it is an over-the-counter substance with little chance of abuse.

Question 42

Each of the following conclusions about adults with ADHD have been documented EXCEPT

A)they finish fewer years of formal schooling.
B)they have more automobile accidents.
C)those with co-existing conditions tend to have less positive outcomes.
D)they have a higher divorce rate.

Question 43

Prevalence rates of ADHD are much higher in the United States than in Canada.

Question 44

The evidence for teratogenic and medical factors related to ADHD is stronger than the evidence for a hereditary basis for ADHD.

Question 45

The best "test" for ADHD in adults is

A)the Conner's behaviour scale.
B)an MRI to test for brain abnormalities.
C)the person's life and medical history.
D)referrals from past teachers.

Question 46

Hyperactivity is a characteristic of all children with ADHD.

Question 47

A therapeutic technique that involves identifying someone whom the person with ADHD can rely on for support is

A)training.
B)coaching.
C)encouraging.
D)directing.

Question 48

Recent research shows that there is evidence of a neurological basis for ADHD.

Question 49

Students with ADHD generally find it easy to make and keep friends.

Question 50

Adults with ADHD are about 5 times as likely as the general population to abuse alcohol and to smoke cigarettes.

Question 51

ADHD can be diagnosed with a blood test.

Question 52

About 52% of students with ADHD are served primarily in general education classrooms.

Question 53

Gender differences in identification of ADHD have been shown to be due primarily to bias as opposed to biological differences.

Question 54

Self-talk is the internal language used to regulate one's behaviour.

Question 55

Inattention is a more consistent feature of ADHD than is hyperactivity.

Question 56

Diagnosis of young children with ADHD is particularly difficult because

A)there is no funding to do assessment in preschool.
B)the symptoms usually do not appear before a child is eight years of age.
C)preschool teachers have no training in identifying children with exceptionalities.
D)many preschoolers exhibit a great deal of activity and impulsivity.

Question 57

Samples taken from the population at-large indicate that girls outnumber boys with ADHD at a ratio of 3:1.

Question 58

Most authorities agree that there is often a hereditary basis for ADHD.

Question 59

Students with ADHD do NOT know how to behave appropriately in social situations.

Question 60

Sugar has been documented to cause hyperactivity.

Question 61

Describe the characteristics of students with ADHD that may cause them to have difficulties with peers.

Question 62

Interpretive Exercise
Alex is a nine year-old boy in the fourth grade.He was described as "immature" by his kindergarten teacher,and there was some discussion about keeping him in kindergarten another year to allow him to "catch up." Because Alex was not behind his peers academically,his mother was opposed to this plan and Alex remained with his classmates.His first and second grade teachers reported that Alex was inattentive during class,he made many careless mistakes as he rushed to finish assignments,he was increasingly disorganized as demands were made on him to perform more independently (e.g. ,his book bag was "a mess"),he often failed to have all the materials necessary to complete tasks (e.g. ,he never seemed to have his own pencils),he was easily distracted by extraneous stimuli (like noises in the hall),and he seemed not to listen when teachers spoke directly to him.He also had great difficulty switching from one task to another throughout the day (e.g. ,he was slow to put aside unfinished work from one in-class assignment to begin work on the next assignment,and he interrupted the teacher's and other students' conversations repeatedly during the day).Alex's third grade teacher,Ms.Manno,suggested that he be assessed for ADHD.He was diagnosed as such,and began taking Ritalin.Ms.Manno also began using several behaviour management techniques and instructional strategies with Alex.For example,she taught Alex to keep track of paying attention on a self-monitoring form and rewarded him at the end of each day when he was able to check off that he had been paying attention for at least 90% of recording opportunities.
Alex would most likely benefit from an unstructured setting that would allow him to move about freely and keep him interested in his school work.

Question 63

What do authorities recommend regarding instruction of preschoolers diagnosed with ADHD?

Question 64

Interpretive Exercise
Alex is a nine year-old boy in the fourth grade.He was described as "immature" by his kindergarten teacher,and there was some discussion about keeping him in kindergarten another year to allow him to "catch up." Because Alex was not behind his peers academically,his mother was opposed to this plan and Alex remained with his classmates.His first and second grade teachers reported that Alex was inattentive during class,he made many careless mistakes as he rushed to finish assignments,he was increasingly disorganized as demands were made on him to perform more independently (e.g. ,his book bag was "a mess"),he often failed to have all the materials necessary to complete tasks (e.g. ,he never seemed to have his own pencils),he was easily distracted by extraneous stimuli (like noises in the hall),and he seemed not to listen when teachers spoke directly to him.He also had great difficulty switching from one task to another throughout the day (e.g. ,he was slow to put aside unfinished work from one in-class assignment to begin work on the next assignment,and he interrupted the teacher's and other students' conversations repeatedly during the day).Alex's third grade teacher,Ms.Manno,suggested that he be assessed for ADHD.He was diagnosed as such,and began taking Ritalin.Ms.Manno also began using several behaviour management techniques and instructional strategies with Alex.For example,she taught Alex to keep track of paying attention on a self-monitoring form and rewarded him at the end of each day when he was able to check off that he had been paying attention for at least 90% of recording opportunities.
Alex's problems with switching tasks and interrupting others' conversations is indicative of problems with

A)inner speech.
B)executive functioning.
C)behavioural inhibition.
D)adaptive skills.

Question 65

Explain why the terms "minimal brain injury" and "hyperactive child syndrome" have fallen out of favour.

Question 66

Most authorities in the area of ADHD are opposed to the use of Ritalin.

Question 67

Even high-quality early intervention is not likely to remediate completely the symptoms of children with ADHD and severe aggression.

Question 68

Write one descriptive sentence for three psychological and behavioural characteristics of people with ADHD described in the text.

Question 69

About one-third of individuals diagnosed with ADHD in childhood will continue to have significant symptoms into adulthood.

Question 70

Interpretive Exercise
Alex is a nine year-old boy in the fourth grade.He was described as "immature" by his kindergarten teacher,and there was some discussion about keeping him in kindergarten another year to allow him to "catch up." Because Alex was not behind his peers academically,his mother was opposed to this plan and Alex remained with his classmates.His first and second grade teachers reported that Alex was inattentive during class,he made many careless mistakes as he rushed to finish assignments,he was increasingly disorganized as demands were made on him to perform more independently (e.g. ,his book bag was "a mess"),he often failed to have all the materials necessary to complete tasks (e.g. ,he never seemed to have his own pencils),he was easily distracted by extraneous stimuli (like noises in the hall),and he seemed not to listen when teachers spoke directly to him.He also had great difficulty switching from one task to another throughout the day (e.g. ,he was slow to put aside unfinished work from one in-class assignment to begin work on the next assignment,and he interrupted the teacher's and other students' conversations repeatedly during the day).Alex's third grade teacher,Ms.Manno,suggested that he be assessed for ADHD.He was diagnosed as such,and began taking Ritalin.Ms.Manno also began using several behaviour management techniques and instructional strategies with Alex.For example,she taught Alex to keep track of paying attention on a self-monitoring form and rewarded him at the end of each day when he was able to check off that he had been paying attention for at least 90% of recording opportunities.
The procedure in which Ms.Manno taught Alex to use a "paying attention" form and rewarded him based on his behaviour is

A)reward-based monitoring.
B)contingency contracting.
C)response cost self-management.
D)contingency-based self-management.

Question 71

Interpretive Exercise
Alex is a nine year-old boy in the fourth grade.He was described as "immature" by his kindergarten teacher,and there was some discussion about keeping him in kindergarten another year to allow him to "catch up." Because Alex was not behind his peers academically,his mother was opposed to this plan and Alex remained with his classmates.His first and second grade teachers reported that Alex was inattentive during class,he made many careless mistakes as he rushed to finish assignments,he was increasingly disorganized as demands were made on him to perform more independently (e.g. ,his book bag was "a mess"),he often failed to have all the materials necessary to complete tasks (e.g. ,he never seemed to have his own pencils),he was easily distracted by extraneous stimuli (like noises in the hall),and he seemed not to listen when teachers spoke directly to him.He also had great difficulty switching from one task to another throughout the day (e.g. ,he was slow to put aside unfinished work from one in-class assignment to begin work on the next assignment,and he interrupted the teacher's and other students' conversations repeatedly during the day).Alex's third grade teacher,Ms.Manno,suggested that he be assessed for ADHD.He was diagnosed as such,and began taking Ritalin.Ms.Manno also began using several behaviour management techniques and instructional strategies with Alex.For example,she taught Alex to keep track of paying attention on a self-monitoring form and rewarded him at the end of each day when he was able to check off that he had been paying attention for at least 90% of recording opportunities.
The type of ADHD exhibited by Alex is hyperactivity-impulsivity.

Question 72

Describe four ways that special and general education teachers can collaborate to serve students with ADHD.

Question 73

Describe the four components used in the assessment of ADHD

Question 74

Summarize what is known about the effectiveness of using psychostimulants,such as Ritalin,on ADHD symptoms.

Question 75

Describe at least three myths surrounding the cause of ADHD and summarize the evidence either supporting or refuting them.

Question 76

Describe how Ritalin works,despite its seemingly "paradoxical effect."

Question 77

The use of psychostimulants for ADHD usually result in significant improvements of academic achievement.

Question 78

The effect of Ritalin on persons with ADHD is different from the effects on persons without ADHD.

Question 79

Write a brief scenario describing a student's problem behaviour.Then,explain how a functional behavioural assessment (FBA)could be used to determine the "function" of the behaviour.Next,describe a contingency-based self-management plan that could be used to address the problem behaviour within the context of its apparent function.

Question 80

Explain the difficulty students with ADHD have managing task switches and suggest three cognitive supports for transitioning from one activity to another.