Deck 6: Children With Intellectual Disabilities  

Question 1

Which of the following statements about the definition and assessment of intellectual disabilities is NOT accurate?

A) Despite supports and special training, the life skills of a person with intellectual disabilities will generally deteriorate over time.
B) Legislation requires culture and language diversity to be accounted for in the assessment process that identifies a person with intellectual disabilities.
C) Adaptive behaviors are evaluated within the context of the community and in comparison to peers.
D) Adaptive weaknesses often coexist with relative adaptive strengths and personal capabilities.

Answer 1

A

Question 2

Adaptive behavior instruments

A) are mainly completed by the person being evaluated.
B) are based on videotaped sequences of the person being evaluated.
C) rely on the input of a parent, caregiver, or teacher.
D) are not necessary for determining whether a young child has intellectual disabilities.

Answer 2

C

Question 3

Which statement about adaptive behaviors is correct?

A) Adaptive behaviors do not include communicative acts.
B) Adaptive behaviors are age-specific and differ from one situation to another.
C) Adapted behaviors will be unaffected by different situations and settings.
D) Adaptive behaviors develop most quickly and dramatically in adolescence.

Answer 3

B

Question 4

Which of the following factors is NOT considered part of the complex overrepresentation issue?

A) Teacher and school authority bias
B) The unequal distribution of school resources
C) Interpretations of actions related to testing policies
D) Learning characteristics of the children

Question 5

Generalization is the

A) tendency for a behavior to increase when it is reinforced.
B) speed at which a new skill is acquired.
C) transfer of a skill from one setting to another.
D) demonstration of an acquired skill over time.

Question 6

The most dramatic changes in adaptive behavior occur

A) during the prenatal period.
B) during infancy and the preschool period.
C) in elementary school.
D) in adulthood.

Question 7

Which statement about the causes of intellectual disabilities is correct?

A) Causes can be identified about 90 percent of the time.
B) Causes can be identified about 50 percent of the time.
C) Causes have been narrowed down to approximately three factors.
D) Causes almost without exception take place before birth.

Question 8

The most common genetic condition resulting in intellectual disabilities is

A) phenylketonuria
B) Tay-Sachs disease
C) lead poisoning
D) Down Syndrome

Question 9

Immature behaviors in children with mild and moderate intellectual disabilities can be addressed by means of

A) cognitive skill training.
B) metacognitive training.
C) behavior modification.
D) physical therapy.

Question 10

In language development, people with intellectual disabilities

A) exhibit speech problems less frequently than do people without intellectual disabilities.
B) have language delays that occur mainly from three to six years of age.
C) acquire language at a slower rate throughout the developmental period.
D) rarely have articulation difficulties despite noticeable language difficulties.

Question 11

The normal or bell-shaped curve represents

A) the range of intelligence scores that can be expected in the population.
B) the probability that a person will have a low IQ score.
C) the range of verbal ability in a representative group of children.
D) the distribution of adaptive skills for any given age.

Question 12

Which statement about valid assessment of individuals who may be diagnosed as having intellectual disabilities is correct?

A) Assessment is based solely on an intelligence test score, although the test may be repeated in some cases.
B) Assessment should consider cultural and linguistic diversity as well as local cultural expectations.
C) Children with specific adaptive limitations rarely have strengths in other areas.
D) Assessment is usually delayed until an individual finishes school or reaches age 21.

Question 13

Difficulty interpreting social cues can be addressed by

A) intensive computer-assisted drills.
B) specific training in social and communication skills.
C) placing the child in a regular classroom for the entire day.
D) evaluation of adaptive skills level.

Question 14

Children who are African-American, and to a lesser extent, children with Native American heritage,

A) are underrepresented in classes for children with intellectual disabilities.
B) are overrepresented in classes for children with intellectual disabilities.
C) are represented in proportion to their presence in the population.
D) are more likely to be identified with autism than with intellectual disabilities.

Question 15

Which of the following is an age-appropriate adaptive behavior usually acquired during the elementary school years?

A) Using a spoon and cup to eat
B) Acquiring appropriate toileting competence
C) Vocational skill mastery
D) Acquiring academic skills sufficient to function in the environment

Question 16

Intelligence is

A) a specific set of abilities that an individual possesses.
B) a construct, defined by theorists and test makers and determined by their ideas, beliefs, and cultural values.
C) innate and unchanging throughout the lifespan.
D) a concept that is agreed upon by theorists such as Gardner and Sternberg.

Question 17

The definition of intellectual disabilities implies that

A) a person with average adaptive skills can be considered as having intellectual disabilities.
B) individuals with intellectual disabilities cannot change their innate characteristics.
C) IQ score is the most valuable measure of current functioning.
D) the term intellectual disabilities can refer to a current state of functioning or performance rather than a permanent condition.

Question 18

Which of the following strategies might maximize the probability of skill transfer, or generalization for the student with intellectual disabilities?

A) Practice the new skill repeatedly in the same setting.
B) Incorporate real-world materials into instruction.
C) Teach the student to focus on the task at hand and getting started.
D) Teach the student when to use specific strategies for remembering.

Question 19

The leading preventable cause of intellectual disabilities in the United States is

A) Down Syndrome.
B) Fetal Alcohol Syndrome.
C) physical abuse and neglect.
D) hydrocephalus.

Question 20

Approximately _____ percent of the school-age population is identified as having intellectual disabilities.

A) 3
B) 0.5
C) 1
D) 11

Question 21

The use of a computer to model real-life situations is best described as

A) tutorial.
B) drill and practice.
C) simulation.
D) word processing.

Question 22

An important application of technology in the workplace for individuals with cognitive disabilities is

A) watching a video of the tasks in the work setting before a student begins working.
B) using Gameboy and other hand-held technology as immediate reinforcers for appropriate task performance.
C) installing video camera technology in the workplace so that supervisors can evaluate a student's performance without being present.
D) using a multimedia computer program to give visual and audio prompts during the work task.

Question 23

The curriculum for students with moderate and severe intellectual disabilities is typically focused on

A) basic academic competencies (learning to read, spell, do math).
B) a list of basic skills that have been identified in the basal series.
C) everyday life skills (socialization with others, daily living, and occupational skills).
D) preparing for junior college.

Question 24

What are some of the learning difficulties experienced by persons with intellectual disabilities? Choose two and describe them, giving examples.

Question 25

The process of breaking down a skill into its component parts is called

A) developmentally appropriate practices.
B) behavior modification.
C) process learning.
D) task analysis.

Question 26

Clues or guides that are provided to students to maximize the probability of success are called

A) prompts.
B) direct instruction.
C) contingencies.
D) guided practice.

Question 27

What is the educator's role in transitioning an adolescent with intellectual disabilities into the community?

Question 28

What instructional strategies could a teacher use to address a student's learning difficulties?

Question 29

The most appropriate curriculum for a student with moderate intellectual disabilities should be generated by

A) basal textbooks.
B) curriculum guides.
C) state graduation requirements.
D) the student's environment.

Question 30

What are the criteria for defining intellectual disabilities? What are the implications of these criteria for assessment and re-evaluation over the lifespan?

Question 31

Curriculum decisions for students with intellectual disabilities should be based on

A) the anticipated outcomes or life goals of the student.
B) selection of the best alternative curriculum available at the school.
C) the general education curriculum.
D) student performance on standardized test scores.

Question 32

What level of cognitive functioning is associated with each category of intellectual disabilities: mild, moderate, and severe/profound? Give examples.

Question 33

Which type of curriculum focuses on basic academic skills in the context of real-life or community activities?

A) Remedial
B) Scholastic
C) Functional
D) Consumer

Question 34

What collaboration is necessary for a student with intellectual disabilities to achieve inclusion in a regular classroom and transition to life after school?

Question 35

Which of the following is NOT a role of the community in community-based instruction for students with intellectual disabilities?

A) The community is a setting that includes real jobs near the students' work or home settings.
B) The community provides a setting for the functional application of basic or academic skills.
C) The community provides a safe learning environment, free from the risks the student might encounter elsewhere.
D) The community serves as a source of activities that can serve as components of a student's curriculum.

Question 36

What effect do intellectual disabilities have on a student's ability to learn in a general education classroom?

Question 37

Upon learning that their child has intellectual disabilities, parents tend to

A) express relief that the child has this condition rather than a physical or sensory disability.
B) know little about this disability and, as a result, fear the diagnosis.
C) fear a sudden death.
D) immediately recognize the child's strengths and abilities.

Question 38

A key component of effective instruction in functional skills is the use of

A) real-life materials in natural environments.
B) teen magazines and other popular media.
C) videotapes rather than actual practice.
D) manipulatives rather than reading materials or calculators.