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Practice Quiz
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1
As cited in “The Issues of IDEA,” the U.S. president who assessed the Education for All Handicapped Children law by saying, “Unfortunately, the bill contains more than the federal government can deliver,” was:
A)Franklin D. Roosevelt.
B)Dwight D. Eisenhower.
C)Gerald R. Ford.
D)George W. Bush.
2
According to “The Issues of IDEA,” while all specialties in the field of special education are in high demand, the area that has had the greatest shortages in recent years is:
A)physical limitation.
B)learning difficulty.
C)attention disorder.
D)emotional disturbance.
3
According to “The Issues of IDEA,” state funding for IDEA varies widely.
A)True
B)False
4
According to “Learn About Your New Students,” it is important to ask what students like outside of school in order to:
A)evaluate student home life.
B)generate conversation starters and points of interest on which to build.
C)talk to parents.
D)get an accurate picture of the student’s needs.
5
The author of “Learn About Your New Students” recommends finding the answers she suggests from:
A)formal evaluations.
B)progress reports.
C)the minds of last year’s teachers.
D)conversations with students.
6
As reported in “Learn About Your New Students,” students should always sit in the seating arrangement preferred by the teacher.
A)True
B)False
7
The authors of “Using Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind” contend that the law:
A)makes no reference to daily instructional practices.
B)requires assessment practices that yield specific results about individual students.
C)is designed to track the education progress of groups rather than individuals.
D)mandates precise forms of written assessments that are standardized across student populations.
8
As noted in “Using Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind,” curriculum-based assessment examines student performance on the standards mandated in general education by:
A)employing a prescribed list of accommodations for students with disabilities.
B)using assessment tools that accompany curricular materials.
C)systematically increasing the difficulty in assignments and engaging in continuous assessments.
D)objective analysis of student observation.
9
As stated in “Using Authentic Assessment Techniques to Fulfill the Promise of No Child Left Behind,” student response to research-based strategies can be obtained through direct observation.
A)True
B)False
10
As discussed in “Does This Child Have a Friend?,” the author attended a dinner with about 40 students from the William S. Hart Union High School District who are participants in a program called:
A)Yes I Can.
B)Dare to Care.
C)Stay the Course.
D)What You Can Do.
11
As pointed out in “Does This Child Have a Friend?,” Asperger’s syndrome is sometimes more problematic than other forms of autism because it is:
A)pronounced in appearance.
B)unnoticeable in appearance.
C)contagious.
D)a rapidly worsening condition.
12
According to “Does This Child Have a Friend?,” although the Individuals with Disabilities Act (which came out of a 1975 law) mandates a free and appropriate public education for students with disabilities, with an emphasis on inclusive classrooms, less than half of all students with disabilities in 2000 experienced inclusive classroom settings for 80 percent or more of each school day.
A)True
B)False
13
In its early days, as explained in "Rethinking Inclusion: Schoolwide Applications," the "gatekeepers" for special education were:
A)teachers.
B)physicians.
C)physical therapists.
D)psychologists.
14
Within the community of special education, as set forth in "Rethinking Inclusion: Schoolwide Applications," reform efforts failed entirely when the reforms were presented as:
A)general-education policy.
B)corrections for the failure of educators.
C)supplements to current practices.
D)fully supported by the parents of children with special needs.
15
For the past decade, as pointed out in "Rethinking Inclusion: Schoolwide Applications," there has been a large and ever-widening gap between the purpose of special education and its actual practice.
A)True
B)False
16
As noted in “Children of Alcoholics,” the risk of developing alcoholism faced by COAs is best understood as predicted by:
A)genetic factors.
B)environmental factors.
C)an interplay of both genetic and environmental factors.
D)nothing: no reliable predictors exist.
17
As defined in “Children of Alcoholics,” executive functioning refers to the ability to:
A)adjust behavior to fit the demands of individual situations.
B)perform fine-motor movements.
C)manage others toward a common goal.
D)make decisions when presented with many options.
18
According to “Children of Alcoholics,” more than half of all children in the United States have been exposed to alcohol abuse or dependence in the family.
A)True
B)False
19
As asserted in “What Can You Learn from Bombaloo?,” the most challenging aspect of a child’s development is:
A)environmental assimilation.
B)intellectual stimulation.
C)physical assessment.
D)emotional regulation.
20
As explained in “What Can You Learn from Bombaloo?,” picture books are a reasonable medium to use with students with disabilities because they are all of the following, except:
A)cognitively stimulating.
B)possessed of affective value.
C)superficial identifiers.
D)easily accessible.
21
As stated in “What Can You Learn from Bombaloo?,” it is important for teachers to realize that emotional regulation is necessary for all children—children in special education and children not labeled with special needs.
A)True
B)False
22
As stipulated in “Dyslexia and the Brain: What Does Current Research Tell Us?,” the authors use the term “dyslexia” interchangeably with the term:
A)reading disabilities.
B)visual perception problems.
C)neurobiological limitations.
D)hemispheric lapses.
23
As discussed in “Dyslexia and the Brain: What Does Current Research Tell Us?,” the left parietotemporal system appears to be involved in all of the following, except:
A)automatic, rapid access to whole words.
B)word analysis.
C)comprehending written and spoken language.
D)mapping letters and written words onto their sound correspondences.
24
As clarified in “Dyslexia and the Brain: What Does Current Research Tell Us?,” dyslexia can be caused by poverty, developmental delay, speech or hearing impairments, or learning a second language.
A)True
B)False
25
According to “Build Organizational Skills in Students with Learning Disabilities,” mentoring programs:
A)have not been shown effective in students with learning disabilities.
B)should pair students with more-organized peers.
C)should allow adults to guide struggling students in improving organizational competence.
D)should involve adults monitoring student frustration levels.
26
In discussing the use of checklists to track activities, the authors of “Build Organizational Skills in Students with Learning Disabilities” note that checklists:
A)empower students to feel a sense of accomplishment.
B)are overwhelming to students.
C)should be monitored by someone other than the student.
D)should always include deadlines.
27
As pointed out in “Build Organizational Skills in Students with Learning Disabilities,” the adage “a place for everything and everything in its place” should not apply to students with learning disabilities.
A)True
B)False
28
As set forth in “Inclusion by Design,” if inclusive education is framed as a design problem, it is possible to enhance our understanding of how exactly to design a viable program on the secondary level by using as a metaphor:
A)engineering.
B)athletic competition.
C)military strategy.
D)musical composition.
29
As enumerated in “Inclusion by Design,” the questions to answer at the point of developing design concepts and specifications include all of the following, except:
A)Who must be on board with this plan?
B)Will students need to be trained to utilize service delivery?
C)What professional development is required?
D)What are my goals for inclusion?
30
According to “Inclusion by Design,” the challenges associated with inclusive education can be detailed with relative ease.
A)True
B)False
31
According to "Reading Disability and the Brain," research has determined that the most robust and specific correlation to reading disability is:
A)visual impairment.
B)attention disorders.
C)weakness in accessing the sounds of spoken language.
D)spatial misperceptions.
32
Concerning the incidence and distribution of dyslexia, the author of "Reading Disability and the Brain" reports that it:
A)affects more boys than girls.
B)affects more girls than boys.
C)runs in families.
D)has no genetic component.
33
As pointed out in "Reading Disability and the Brain," researchers have observed the neurobiological signature of dyslexic readers across cultures and languages.
A)True
B)False
34
As revealed in “Autism, the Law, and You,” autism now affects about one in every 150 children in the United States, and it is four times more prevalent in:
A)boys than girls.
B)girls than boys.
C)poor children than middle-class children.
D)cities than in rural communities.
35
As categorized in “Autism, the Law, and You,” autism is a type of PDD and is termed a:
A)mysterious condition.
B)spectrum disorder.
C)traumatic syndrome.
D)designer disease.
36
As contended in “Autism, the Law, and You,” one of the concerns of public officials is that if they maximize the education of autistic children, they run the risk of short-changing other children.
A)True
B)False
37
As reported in "Heading Off Disruptive Behavior," studies of students identified as emotionally disturbed show that:
A)most are identified only after their behavior problems have become intractable.
B)identifying and treating such students is not required by federal law.
C)most such students are evaluated and served under special education in elementary school.
D)most identifications are made early in elementary school.
38
As noted in "Heading Off Disruptive Behavior," children will likely continue displaying some degree of antisocial behavior throughout their lives if they do not learn appropriate ways to interact socially:
A)in the home.
B)in preschool.
C)by around eight years of age.
D)before they leave school.
39
According to "Heading Off Disruptive Behavior," students who come from chaotic, coercive home environments cannot acquire sufficient behavioral control to succeed in school.
A)True
B)False
40
As cited in “Understanding and Accommodating Students with Depression in the Classroom,” the American Psychiatric Association reports that depression in children and adolescents usually takes the form of a major depressive disorder in which multiple and severe symptoms of depression persist nearly every day for at least:
A)four days.
B)two weeks.
C)three months.
D)six months.
41
As advised in “Understanding and Accommodating Students with Depression in the Classroom,” among the common strategies/interventions for students with depression is the suggestion to:
A)gradually eliminate expectations.
B)discourage treatments that include medication.
C)increase opportunities for social interactions.
D)make schoolwork the primary focus.
42
As revealed in a case study in “Understanding and Accommodating Students with Depression in the Classroom,” when Mrs. Steen approached the parents of her student Winston because she was worried about his being depressed, the parents responded with anger and defensiveness.
A)True
B)False
43
As assessed in “Rethinking How Schools Address Student Behavior and Disengagement,” in their efforts to deal with deviant and devious behavior and to create safe environments, too many schools over-rely on negative consequences and plan only for:
A)quick fixes.
B)economic feasibility.
C)parental satisfaction.
D)social control.
44
As observed in “Rethinking How Schools Address Student Behavior and Disengagement,” one of the most common disciplinary responses for the transgressions of secondary students has been, and continues to be:
A)additional schoolwork.
B)community service.
C)expulsion.
D)suspension.
45
As noted in “Rethinking How Schools Address Student Behavior and Disengagement,” social and emotional learning is primarily a formal training process.
A)True
B)False
46
As reported in “Young Women in Jail Describe Their Educational Lives,” when the group of incarcerated young women in the authors’ study were asked why they had dropped out of school, most of them:
A)seemed to make up unlikely stories.
B)cited multiple reasons.
C)could not remember.
D)chose not to answer.
47
As discussed in “Young Women in Jail Describe Their Educational Lives,” over the years, teachers in the Incarcerated Education Program have noted a pattern of youth being arrested and rearrested, and the anecdotal data suggests that many of these young people are essentially:
A)homeless.
B)unteachable.
C)uninterested in rehabilitation.
D)unemotional.
48
According to “Young Women in Jail Describe Their Educational Lives,” in the United States, it is no longer true that most people in jails and prisons are men.
A)True
B)False
49
As noted in "Classroom Problems That Don't Go Away," the first step in addressing attention-seeking negative behaviors is to:
A)stop paying attention to negative behavior.
B)raise the negative consequences of negative behavior.
C)pay attention to positive behavior.
D)isolate children evidencing negative behavior.
50
As reported in "Classroom Problems That Don't Go Away," the Premack Principle maintains that:
A)specifying what a child will receive after completing a task more often ensures completion.
B)negative reinforcement leads to positive results.
C)consistent refusal to perform a specific task reflects fear.
D)democracy requires sharing of rewards and burdens.
51
As pointed out in "Classroom Problems That Don't Go Away," if serious behavior problems are not addressed before age eight, the child is likely to have long-lasting conduct problems.
A)True
B)False
52
As reported in “Assessment and Intervention for Bilingual Children with Phonological Disorders,” the first step in the protocol described is to:
A)perform a relational analysis.
B)obtain speech samples.
C)perform an error analysis.
D)work up a detailed case history.
53
As noted in “Assessment and Intervention for Bilingual Children with Phonological Disorders,” the International Dual Systems Model of phonological representation:
A)suggests that bilingual children are more likely to have phonological disorders than single-language speakers.
B)contends that a bilingual child’s two phonological systems influence each other.
C)contends that separate phonological systems do not exist in multilingual children.
D)was the first model posited.
54
As pointed out in “Assessment and Intervention for Bilingual Children with Phonological Disorders,” there have been extensive studies of providing intervention to bilingual children with phonological disorders.
A)True
B)False
55
As highlighted in "A Speech-Language Approach to Early Reading Success," according to most theories of reading development today, phonological decoding:
A)is essential to reading.
B)rarely brings success to reading challenges.
C)only confuses the reader.
D)cannot be used by those with learning disabilities.
56
As suggested in "A Speech-Language Approach to Early Reading Success," phonemic-awareness training has caused reading and spelling improvement that has:
A)maintained a very small place in the overall curriculum design for students with speech and language problems.
B)benefits that have lasted beyond the end of training.
C)incomparable value only to speech pathologists.
D)necessitated excessive investment of time and money.
57
As indicated in "A Speech-Language Approach to Early Reading Success," failure in response to conventional phonics instruction is frequently due to attempts to match the abstract form of a letter to a sound that is not perceived.
A)True
B)False
58
As reported in “The Debate Over Deaf Education,” the debate concerning the education of deaf students in the United States:
A)has little impact on the way students are actually taught.
B)has been affected by recent medical advances.
C)began in the middle of the twentieth century.
D)is fueled by scientific research showing that oral instruction is intrinsically more effective.
59
As noted in “The Debate Over Deaf Education,” the most common cause of deafness is:
A)brain injury.
B)German measles.
C)damaged inner ear.
D)neurological deficits.
60
As stated in “The Debate Over Deaf Education,” the strongest trend in recent years in academic departments has been a growing openness to whatever works with individual children.
A)True
B)False
61
Overall conclusions about tactile adaptations reached in "Using Tactile Strategies With Students Who Are Blind and Have Severe Disabilities" include that:
A)they should be limited to students with multiple disabilities.
B)sighted classmates should not be involved.
C)they require careful planning on the part of the teacher.
D)teachers should standardize all tactile experiences.
62
As noted in "Using Tactile Strategies With Students Who Are Blind and Have Severe Disabilities," characteristics of tactile information that differ from visual information include that:
A)touch provides the whole of an object at once.
B)it takes more time to examine an object tactilely than it does to examine it visually.
C)all tactile representations of concepts are meaningful to students.
D)abstract concepts are easier to teach tactilely than visually.
63
As pointed out in "Using Tactile Strategies With Students Who Are Blind and Have Severe Disabilities," touching an item to the student's body is less intrusive than manipulating the student's hand to take the object.
A)True
B)False
64
As set forth in “Writing Explicit, Unambiguous Accommodations: A Team Effort,” it is tempting to discuss accommodations as:
A)pre-existing.
B)optional.
C)obvious.
D)generalities.
65
As addressed in “Writing Explicit, Unambiguous Accommodations: A Team Effort,” Byrnes has found that general education and special education teachers hold very different interpretations about the meanings of three frequently encountered accommodations, which include all of the following, except:
A)preferential seating.
B)scribing.
C)review.
D)extended time.
66
As noted in “Writing Explicit, Unambiguous Accommodations: A Team Effort,” fortunately for those writing explicit accommodations, both IDEA and Section 504 are specific about how to select accommodations.
A)True
B)False
67
As profiled in “ADHD and the SUD in Adolescents,” the rates for ADHD and SUD for adults in the United States are:
A)unknown.
B)about 5 percent for ADHD and between 10 and 30 percent for SUD.
C)about the same, 20 percent for each.
D)widely varying by locale and socio-economic groups.
68
As noted in “ADHD and the SUD in Adolescents,” it is considered unlikely that SUD is a risk factor for ADHD because:
A)there are so many more ADHD sufferers than there are SUD sufferers.
B)SUD manifests itself earlier than ADHD.
C)there appears to be no relationship between the two conditions.
D)ADHD manifests itself earlier than SUD.
69
As explained in “ADHD and the SUD in Adolescents,” ADHD and non-ADHD substance abusing teens generally chose different substances to abuse.
A)True
B)False
70
As claimed in "Trick Question," the most common conservative stance regarding Attention Deficit Hyperactivity Disorder (ADHD) is that:
A)the liberal school system is ignoring it.
B)child therapists fail to diagnose most of the cases.
C)it does not exist.
D)liberals are using the disorder to brainwash conservative children.
71
As asserted in "Trick Question," the best way to diagnose many ailments is:
A)through blood tests and other methods that produce visible results.
B)to ignore them and see if they go away.
C)through the use of the Diagnostic and Statistical Manual for Mental Disorders (DSM).
D)to see how they respond to treatment.
72
As noted in "Trick Question," there is no proof that ADHD has a genetic or biological component.
A)True
B)False
73
According to “Monitor That Progress!,” the role of curriculum-based data in educational decision-making has become increasingly important, particularly with regard to:
A)the AT consideration process.
B)teacher preparedness.
C)optimal student performance.
D)instructional coordination.
74
As pointed out in “Monitor That Progress!,” AT is not always clearly linked to CBM measures because it is:
A)compensatory.
B)intangible.
C)instructional.
D)subjective.
75
As evaluated in “Monitor That Progress!,” a writing sample collected during daily journal writing with no AT cannot be compared to a book report collected with AT.
A)True
B)False
76
As suggested in “Addressing the Social and Emotional Needs of Twice Exceptional Students,” support services for twice exceptional children should:
A)focus on academics.
B)stress remediation.
C)stress social development.
D)treat the whole child.
77
In discussing the self-concept of gifted/learning-disabled students, the author notes that these students:
A)tend to set high goals.
B)tend to have higher self-concepts than normally achieving peers.
C)are not affected by the expectations others have of them.
D)tend to have higher self-concepts than other gifted students.
78
As pointed out in “Addressing the Social and Emotional Needs of Twice Exceptional Students,” the self-concepts of students who are gifted/learning-disabled vary according to the type of special-education services they receive.
A)True
B)False
79
According to “Creating a Personal Technology Improvement Plan for Teachers of the Gifted,” in order to maintain a cohesive PTIP, a long-term goal should be:
A)based on economic feasibility.
B)an extension of several short-term goals.
C)to pass the PTIP on to another individual.
D)to make the PTIP obsolete.
80
As examined in “Creating a Personal Technology Improvement Plan for Teachers of the Gifted,” an easy-to-use survey for GT teachers to complete is the TCAP, which stands for:
A)Teaching Children Armed for Progress.
B)Talent, Creativity, And Prodigies.
C)Teacher Computer Ability Profile.
D)Technology Can Aid Performance.
81
As asserted in “Creating a Personal Technology Improvement Plan for Teachers of the Gifted,” the first obstacle to technology integration is access to resources.
A)True
B)False





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