Deck 7: Children With Intellectual Disability

Question 1

Top-down learning consist of a learning process that

A) Requires identifying specific subskills needed to accomplish overall tasks.
B) Is framed within its environmental context.
C) Requires alternating top-down and bottom-up learning opportunities.
D) All of the above.
E) None of the above.

Answer 1

B

Question 2

Many children with Down syndrome do not produce their first words before

A) Age 4 or 5.
B) Age 2 or 3.
C) Age 6 or 7.
D) Age 1 or 1½ .

Answer 2

B

Question 3

An individual is considered to have ID if the disability

A) Is characterized by limitations in adaptive behavior as expressed in conceptual, social, and life skills.
B) Originates before age 18.
C) Is characterized by significant limitations in intellectual functioning.
D) All of the above.
E) None of the above.

Answer 3

D

Question 4

The prevalence of ID encompasses all, except

A) 1.5 million people ages 6-64 in 1993 were diagnosed with ID.
B) Consist of 1%-3% of the population.
C) Children with ID make up 50% of the caseloads of school-based SLPs.
D) Occurs more frequently in males than females.

Question 5

Chunking refers to:

A) The ability to group separate pieces of information into a single unit.
B) Limitations in the ability to organize incoming information.
C) Tasks requiring logic and planning.
D) Use of unusual phrases and vocabulary.

Question 6

The greatest advance in the recent developments within the field of ID can be seen in

A) Changing terminology.
B) The role of the speech-language pathologists.
C) The area of genetic research.
D) Communication interventions centering around individuals with ID.
E) All of the above.

Question 7

Professionals use which dimension to determine eligibility for services for individuals with ID?

A) Dimension V
B) Dimension IV
C) Dimension I
D) Dimension III
E) Dimension II

Question 8

Cognitive processing subskills involved in the bottom-up knowledge acquisition and use include all of the following, except

A) Discrimination.
B) Observation.
C) Memory.
D) Transfer.
E) Organization.

Question 9

In Dimension III of the ecological model, professionals directly observe

A) An individual's social roles in everyday activities.
B) An individual's cognitive and academic skills.
C) An individual's participation and interactions in everyday activities.
D) Both A and C
E) Both B and C

Question 10

Before age 10, language output of individuals with ID generally

A) Has reduced vocabulary diversity.
B) Has a language output of longer sentences.
C) Has a reduction in the quantity of language.
D) Both A and C.
E) Both A and B.

Question 11

The information-processing theory describes

A) Alternating top-down and bottom-up learning opportunities.
B) How people process information from sensory input to motor output.
C) The cognitive processes involved in learning.
D) All of the above.
E) None of the above.

Question 12

The term, "intellectual disability" replaces each of the less preferred terms, except

A) Mental Retardation.
B) Cognitive Impairment.
C) Mentally Challenged.
D) Developmental Disability.

Question 13

Intervention programs for individuals with ID are based on individual functioning within which of the following system/systems?

A) Mesosystem
B) Macrosystem
C) Microsystem
D) All of the above
E) None of the above

Question 14

Top-down processing strategies used to improve writing skills would include all of the following, except

A) Writing a shopping list.
B) Coloring a picture.
C) Filling out forms.
D) Taking phone messages.
E) Keeping a journal.

Question 15

Each of the following ID subtypes were discussed when comparing language abilities to nonverbal IQ, except

A) Williams syndrome.
B) Down syndrome.
C) Asperger syndrome.
D) Fragile X syndrome.

Question 16

A child with ID who asks the same questions repeatedly, such as "How old are you?" or "What car do you drive?" demonstrates

A) Prevasive developmental disorder.
B) A language development delay.
C) A language difference.
D) All of the above.
E) None of the above.

Question 17

Selective responses to a limited number of stimuli cues refers to

A) Hypersensitivity to sensory stimulation.
B) Overly broad and varied interests.
C) Stimulus overselectivity.
D) Self-monitor.

Question 18

Poor parenting and poverty are examples of what type of risk factor in relationship to the causes of ID?

A) Social risk factor
B) Social, behavioral, and educational risk factors
C) Social, and educational risk factors
D) Behavioral risk factor
E) None of the above

Question 19

Problem-solving training teaches some individuals with ID how to

A) Improve in their ability to organize incoming information.
B) Make learning and information retrieval faster and more efficient.
C) Respond to overselectivity.
D) Break down the problems into simpler elements.
E) Think like their non-disabled peers.

Question 20

The ability to orient and react to a specific stimulus is referred to as

A) Discrimination.
B) Overselectivity.
C) Organization.
D) Attention.
E) Transfer.

Question 21

List two of the problems associated with norm-referenced testing with persons who have ID.

Question 22

Individuals with ID typically have a reduced reaction time in response to stimuli.

Question 23

What are the three subtypes discussed under intellectual disabilities?

Question 24

An individual is considered to have ID if the disability originates before age 15.

Question 25

List strategies an SLP can utilize to increase the writing skills of an individual with ID.

Question 26

Children within which of the following ID subtypes develop receptive skills at one-half the rate of children developing typically?

A) Down syndrome.
B) Asperger syndrome.
C) Fragile X syndrome.
D) Williams syndrome.

Question 27

Children with Down syndrome rarely progress beyond the simple sentence structures.

Question 28

Which is not a basic principle used to guide intervention for individuals with ID?

A) Provide intervention from the prelinguistic stage through adulthood.
B) Approach intervention from an ecological viewpoint.
C) Identify and focus on the intellectual deficits of the individual with ID.
D) Follow a three-pronged approach to intervention programming.

Question 29

At present most individuals with ID are unable to live and work in community settings.

Question 30

Children with Williams syndrome exhibit which of the following characteristics

A) Overly friendly.
B) Hoarse voice.
C) Delayed verbal skills in early childhood.
D) All of the above.

Question 31

ID occurs more frequently in males than females.

Question 32

Of the varying ID subtypes each differs with regard to genotype and phenotype.

Question 33

List and describe the two variables that have an effect on the causes of ID.

Question 34

Genetic factors are a causative factor in 75% of cases of ID.

Question 35

Interventions for individuals with ID should accommodate the individual's cognitive processing strengths and weaknesses.

Question 36

An intervention approach that helps to replace an individual's maladaptive behavior with more socially acceptable communication options is referred to as

A) Functional Communication Training.
B) IT's Fun Program.
C) Milieu Teaching.
D) Peer-training Models.

Question 37

The lack of access to birth care is considered to be a behavioral risk factor.

Question 38

Other than changing terminology, list three other significant changes in the field of ID.

Question 39

Intellectual disability refers to individuals with core deficits encompassing both intellectual and social domains.

Question 40

List and describe the three components of the assessment tool designed by Gillete.

Question 41

Describe and compare the IT'S Fun Program and Functional Communication Training.

Question 42

Choose one of the five dimensions within the ecological system and discuss the characteristics.

Question 43

Discuss the Language Development vs. Language Difference debate.

Question 44

Discuss the implications of genetic research on the field of ID.