I need it for class.
QUESTION 1 1. As we saw, the area of Learning Disabilities is a bit different in its 'formulation' that the other areas in the course. When identifying what an LD is, this is done by 1. A very narrow definition of what constitutes a learning disability 2. Specific statements about what is/are learning disabilities 3. Noting what a learning disability is not 4. According to the APA definition, defining learning disabilities is mostly an objective process 2.5 points QUESTION 2 1. As we have begun to see related to other disabilities, learning disabilties are diagnosed within the general population of students 1. Evenly as a percentage of different demographics (SES, race, environment) 2. Lower prevelance in groups that are typically margianalized (e.g., low income, POC, etc.) 3. More frequently diagnosed in girls than in boys 4. Higher percentages in groups such as POC and others who are margianilized in our society 2.5 points QUESTION 3 1. There are many causes of learning disabilities. Which of the following is not regarded as a legitimate cause of LD? 1. The contribution of genetics and the disability/s running in families 2. Inability to process full spectrum light (e.g., light that has every wavelength of natural light as does the sun) 3. Lead based paints and other environmental toxins 4. Activities engaged in by the mother during fetal devlopment such as drinking, smoking, and the use of other substances 2.5 points QUESTION 4 1. Cognition is an important aspect of everything we do, the need to process and use information for day-day and other activities. A key aspect in many with LD within this area is [There is only ONE correct answer to this one] 1. A strong ability to think about one's thinking (metacognition) 2. Cognitive aspects do not interfere with the pscyho-social aspects of the child's ability to learn 3. Being able to attend to what is occurring, and correspondingly having good memory skills and strategies 4. The concept of learned helpnessness 2.5 points QUESTION 5 1. Strategies that often work well when instructing students with LD include which of the following 1. Task analysis- breaking down tasks into small, incremental-type steps and having the person master each of the steps before progressing to a more difficult step 2. Direct instruction-which includes many element of presentation, practice, guided practice if needed, and periodic progress review 3. Cognitive activities that might include metacognition, learning how to learn that includes planning, monitoring, and checking the outcomes of the work that the individual completes 4. All the above 2.5 points QUESTION 6 1. Briefly discuss two factors of importance when considering the environment in which the child's learning takes place. Provide examples for each factor For the toolbar, press ALT+F10 (PC) or ALT+FN+F10 (Mac). Paragraph Arial 10pt P 0 WORDSPOWERED BY TINY 2.5 points QUESTION 7 1. When using technology such as computers to assist those who have learning disabilities, which of the following best applies to their use 1. Computers are effective in taking the place of most in-person types of learning as they can ensure the child is able to learn at their own pace 2. Any and all technology can be of great assistance when teaching those with learning disabilities 3. Computers in the classroom should be geared to both education and entertainment purposes. 4. One must ensure that there are other means of teaching that are effective as noted from past experiences and research, and to not overly rely on the use of computers or similar types of technology in the classroom 2.5 points QUESTION 8 1. Determination of of intellectual disability, when properly assessed, should include which of the following. 1. The use of a standardized test such as Binet or Wechsler scales 2. The administration of an adaptive behavior scale to measure such things as daily living skills, social skills, etc. 3. The use of both a standardized test and an adaptive behavior scale 4. Observations only 2.5 points QUESTION 9 1. People with intellectual disabilities in the profound to severe range of disability 1. Do not have the cognitive ability to learn even the most basic tasks 2. Are capable of learning some things very well, but this does take much longer periods of time than those who are in the moderate-mild categories of ID 3. With the proper traininging and services, are able to do as well in the future as those who are in the moderate-mild range of ID 4. All have severe behavior and emotional issues that warrant intervention of some type 2.5 points QUESTION 10 1. Some of the characteristics of children with ID are important to address through careful assessment and teaching strategies/therapeutic settings. One key finding from relatively recent years has been that 1. Learning in skill in one environment does not often carry over well to a different environment (eg, home to school) and that it is best to teach the same skill in both or more environments in order for the skill to generalize across settings 2. In people with ID, expressive communication actually develops earlier than receptive communication 3. While cognitive ability might be mildly to severely impaired, the ability to attend to a task is about the same in both groups 4. The environment in which teaching and learning takes place has little affect on the child's ability to learn when they are diagnosed with ID. 2.5 points QUESTION 11 1. A major concept in special ed and with adults who need similar services when it comes to treatment planning is to consider that 1. One size fits all- similar strategies work equally well with each individual to facilitate their learning 2. Person Centered Planning, whe consideration is given to the uniquness of each individual, their likes and dislikes, their outlook for what they might want to do in the future, and other similar characteristics 3. Treatment teams should come up with similar, but not necessarily identical, methods of teaching and educational means in order to assist those in fitting with as many areas in society as possible; individual preference are typically less important than those related to group preferences 4. Functional academics (e.g., how to do things in life such as buying groceries, picking out clothes, having a basic understanding of math and english concepts) is less important that being able to use and understand the specifics within each academic category in order to do one's best when living with ID. 2.5 points QUESTION 12 1. Depending on the severity of ID in the individual, different prompt levels will often be required given the person's specific strengths and deficits within different academic areas. Which of the following might be considered to be a more restrictive level of prompt compared to the others. 1. Verbal prompt 2. Demonstrating to the child how to do a particular task 3. Physical prompt (pointing, working side-side performing the task with the child, guiding some of the childs activity with your hand, physically placing your hand on that of the child's in order to facilitate the movements and skills needed to complete a task). 4. Shadowing- providing the opportunity for the child to follow the teacher in order to reproduce the specific learning objective that is being demonstrated. 2.5 points QUESTION 13 1. The use of a buddy or peer group of fellow classmated working with someone with ID can be a huge asset in the learning process. Which of the following are typically fostered when using these systems 1. Greater understanding between the disabled and the non-disabled students 2. Helping to increase the social skill development in those who are intellectually deficient 3. Promoting a more inclusive environment for the entire class 4. All the above 2.5 points QUESTION 14 1. It is always preferable to have separate classrooms for those who have intellectual disabilities and their peers who do not have ID. True False 2.5 points QUESTION 15 1. There are several definitions used to define Behavioral and Emotional disorders. While the DSM-5 is the standard, definitions by federal agencies and IDEA differ to some degree. Which of the following are problems cited for IDEA definitions 1. Negative behaviors such as aggression, disruption, or acting out as possible syptoms of the disorders are omitted 2. Complete areas, such as difficulties with social adjustment, are left out 3. Emotional disturbance is too vaguely defined 4. All the above 2.5 points QUESTION 16 1. When comparing males and females being served under IDEA, which of the following groups are more prone to display 'internalizing' disorders, such as depression and anxiety 1. Males 2. Females 3. Those with high SES 4. There is no difference between these groups that has been noted. 2.5 points QUESTION 17 1. When it comes to a child having a behavioral or emotional disorder, academic achievement for the child is 1. Typically lower than those who don't have these disorders 2. no different from their peers who don't display emotional and behavioral disorders 3. Often varies widely in this area because there are so many factors involved in the etiology of these disorders 4. None of the above 2.5 points QUESTION 18 1. As we discussed in class, in assessing emotional and behavioral disorders, which of the following is probably not the best choice of test/assessment tool to use 1. Observation 2. Adaptive Behavior Scales/Behavior Rating Scales 3. Behavior assessment systems such as the Achenbach System of Empirically Based Assessment 4. Projective tests (such as the Rorschach Ink Blot Test and the Thematic Apperception Test) 2.5 points QUESTION 19 1. An important aspect/s of teaching social skills to those who display emotional and behavioral disorders is 1. Ensuring that the methodology and procedures are brief in duration and not overwhelming for the child 2. The use of Functional Analysis tools in order to help determing why the child is acting in an inappropriate manner in situations that require the use of social skills 3. Teaching the child to be able to better self-regulate their behavior, which often involves understanding of ones emotions and why inappropriate actions might be displayed 4. Both 2 and 3. 2.5 points QUESTION 20 1. As with any of the disabilities/disorders we are reviewing, early intervention is the overall general best course of action when addressing these types of disorders because 1. Not beginning to treat the disorders as