Teaching Students with Lower-Incidence Disabilities Chapter 4 Test Items
Multiple Choice
1.
Lower-incidence disabilities can be present at birth or acquired later in life. The terms used to describe these two conditions
are which of the following?
a. Birth-related and accidental
b. Congenital and adventitious
c. Birth-related and adventitious
d. Congenital and accidental
2.
Lower-incidence disabilities include all of the following EXCEPT
a. Visual Impairments
b. Hearing Impairments
c. Autism
d. Learning Disabilities
3.
Orthopedic impairments involve damage to which of the following?
a. Skeletal system
b. Head trauma
c. Nervous system
d. Cardiovascular system
4.
Physical disabilities are frequently referred to by the affected parts of the body. These designations include
a. Quadriplegia
b. Paraplegia
c. Hemiplegia
d. All of these
e. None of these
5.
Common physical disabilities include which of the following?
a. Cerebral palsy
b. Spina bifida
c. Muscular dystrophy
d. A and C
e. All of these
6.
The disability category which includes AIDS, cancer, asthma, and fetal alcohol syndrome is called
a. Physical disabilities
b. Medical disabilities
c. Other health impaired
d. None of these
7.
Traumatic brain injury may result in which of the following difficulties?
a. Physical
b. Cognitive
c. Attention and memory
d. All of these
e. None of these
8.
Traumatic brain injury is often caused by which of the following?
a. Congenital birth defects
b. Falls
c. Infections
d. Causes are unknown
9.
Approximately what percentage of boys and girls will sustain a traumatic brain injury before reaching the age of 16?
a. 4% of boys and 2.5% of girls
b. 3% of boys and 1% of girls
c. 2% of boys and 3% of girls
d. 2.5% of boys and 4% of girls
10. Fetal alcohol syndrome can result in which type of developmental disability?
a. Intellectual disabilities
b. Spina bifida
c. It does not cause disabilities
d. Alcohol abuse
11. HIV can be transmitted to an infant through which of the following?
a. Saliva
b. Kissing
c. Unwashed hands
d. Breast milk
12. Medication schedules, medication side effects, first aid and emergency procedures, and parent communication should all be
elements of
a. School nurse’s notes
b. IEP
c. Classroom medical/emergency procedures
d. Behavior management plan
13. Students with physical disabilities or other health impairments may experience fatigue. These students can be helped by
which of the following?
a. Frequent breaks
b. Prioritized daily schedules
c. Shortened school day
d. All of these
e. None of these
14. If a child is having a seizure, you should do all of the following EXCEPT
a. Help the student to the floor
b. Tilt the head to the side
c. Hold their tongue
d. Put a blanket or pillow under their head
15. When adapting instruction for students with special needs, teachers should consider which of the following?
a. Schedule extra reading, studying, and instructional time
b. Give extra time to respond to questions
c. Excuse them from classroom work
d. A and B
e. All of these
16. Individuals are considered legally blind if their visual acuity is _____ or less even with corrective lenses, and partially
sighted if their visual acuity is _____.
a. 20/100 and 20/80
b. 20/200 and 20/100
c. 20/20 and 20/40
d. 20/200 and 20/70
17. Students with severe visual impairments may rely on auditory and _________________ senses rather than visual sense.
a. Olfactory
b. Taste
c. Tactile
d. Mobility
18. Some students with visual impairments engage in repetitive stereotypic behaviors such as head weaving or body rocking.
These behaviors can be addressed through which of the following?
a. Special seating
b. Reinforcement
c. Behavior plans
d. One-to-one aide
19. When making classroom adaptations for students with visual impairments, teachers should consider which of the following?
a. Ensure that the classroom has clear and open walkways
b. Devise and teach procedures for emergency response
c. Assign peer assistants to help the student during emergency evacuations
d. All of these
e. None of these
20. Keeping aisles clear, familiarizing the student with the room arrangement, notifying the student of changes made, and
planning for extra equipment for reading large print materials are all ways of adapting _________________ for a student
who is visually impaired.
a. Printed materials
b. The physical environment
c. Lesson plans
d. Assistive technology
21. Children who are born deaf have a congenital hearing loss that is called which of the following?
a. Prenatal
b. Postnatal
c. Prelingual
d. Postlingual
22. Causes of hearing impairments include all of the following EXCEPT
a. Poor nutrition
b. Hereditary
c. Prenatal infections
d. Ear infections
23. Using technology such as adapted phone equipment, FM sound systems, computer-assisted instruction, and the internet are
all adaptations for students with which of the following disabilities?
a. Learning disabilities
b. Visual impairments
c. Intellectual disabilities
d. Hearing impairments
24. When modifying testing and evaluation for students with hearing impairments, which of the following would be beneficial?
a. Whole group testing
b. Performance-based assessment
c. Oral presentations
d. Written responses
25. Approximately what percentage of school-age children are identified as having autism?
a. .30%
b. .21%
c. .50%
d. 1.00%
26. A disability which may include difficulty with communication, self-stimulating behaviors, bizarre speech patterns, disruptive
behavior, and self-injury is which of the following?
a. Learning disabilities
b. Cerebral palsy
c. Autism
d. Behavior problems
27. To create an environment in which a student with autism feels comfortable, teachers should consider
a. Predictable schedule of daily activities
b. A pattern of events
c. Class routines
d. All of these
e. None of these
28. These strategies for working with children with autism involve the use of reinforcement and carefully recording student’s
behaviors on charts to aid in making decisions.
a. Social stories
b. Direct Instruction
c. Applied behavior analysis
d. None of the above
29. Self-help skills, communication skills, functional academics, daily living skills, and recreation and social skills are all areas of
instruction for which of the following?
a. All elementary children
b. Students with severe and multiple disabilities
c. Gifted students
d. High school students
30. Primary adaptations for students with severe and multiple disabilities include all of the following EXCEPT
a. Grade level reading
b. Alternative communication
c. Allowing additional time to complete activities
d. Handling instructional materials
Effective Differentiated Instructions for All Students Chapter 6 Test Items
Multiple Choice
1.
Scope and sequence, objectives, curriculum, and pacing are all important elements of which of the following?
a. Assessment
b. Lesson plans
c. IEPs
d. Content coverage
2.
Academic engaged time, teacher presentation, practice activities, review, and formative evaluation are all important
components of which of the following?
a. Assessment
b. Lesson plans
c. Delivering instruction
d. Content coverage
3.
Objectives specify which of the following?
a. What is being taught
b. Conditions under which a student’s performance will be assessed
c. Expected level of achievement
d. A and B
e. All of these
4.
The breadth and depth of content and the order in which the content will be presented is called which of the following?
a. Scope and sequence
b. Lesson plans
c. Assessment
d. Content coverage
5.
Presenting curriculum in a dynamic manner that is appropriate for each learner is called which of the following?
a. Scope and sequence
b. Differentiated Instruction
c. Lesson Plans
d. Content coverage
6.
All of the following are types of learning that occur in school EXCEPT
a. Discrimination
b. Memorizing
c. Factual learning
d. Problem solving
7.
Distinguishing between “p” and “q” or a “b” and “d” is an example of which type of learning?
a. Factual
b. Rule
c. Discrimination
d. Procedural
8.
Acquisition, fluency, application, and generalization are types of
a. Teaching presentations
b. Learning
c. Assessment
d. Levels of learning
9.
A student answering 9 out of 10 correct when asked to list 10 letters of the alphabet is an example of which level of learning?
a. Acquisition
b. Fluency
c. Application
d. Generalization
10. The ability to transfer previous learning to new situations is called
a. Acquisition
b. Fluency
c. Application
d. Generalization
11. Using learned skills or content to relevant contexts is called which of the following?
a. Acquisition
b. Fluency
c. Application
d. Generalization
12. A combination of accuracy criteria with a specified amount of time is called which of the following?
a. Acquisition
b. Fluency
c. Application
d. Generalization
13. A student pointing to a correct answer and responding to matching, true/false, or multiple choice test formats is using which
strategy?
a. Identifying information learned
b. Generalizing information learned
c. Producing information learned
d. Applying information learned
14. Writing, saying, computing, orally spelling, and exhibiting are all example of which of the following?
a. Identifying information learned
b. Generalizing information learned
c. Producing information learned
d. Applying information learned
15. During teacher presentations, if students are actively listening, taking notes, outlining, and asking for clarification they are
demonstrating
a. On-task teacher behavior
b. Off-task teacher behavior
c. Off-task student behavior
d. On-task student behavior
16. Tardiness, daydreaming, attending to inappropriate material, asking irrelevant questions, or interacting inappropriately with
peers or instructional materials are examples of
a. On-task teacher behavior
b. Off-task teacher behavior
c. Off-task student behavior
d. On-task student behavior
17. Making statements which are directly relevant to the lesson, questioning and giving feedback directly relevant to the lesson,
and demonstrating and modeling concepts relevant to the lesson are examples of which of the following?
a. On-task teacher behavior
b. Off-task teacher behavior
c. Off-task student behavior
d. On-task student behavior
18. Making irrelevant digressions, not having student materials prepared, or allowing longer transitions than necessary are
examples of which of the following?
a. On-task teacher behavior
b. Off-task teacher behavior
c. Off-task student behavior
d. On-task student behavior
19. Moving from one location, subject, or group to another is called which of the following?
a. Free time
b. Transition activities
c. Stretch time
d. Block scheduling
20. All of the following are ideas to streamline transition time EXCEPT
a. Being prepared
b. Setting time limits
c. Modeling good transition behavior
d. Not allowing transitions
21. Inappropriate social behavior, such as passing notes, teasing, arguing, and fighting, should be handled by the teacher in what
way?
a. Deal with them quickly and efficiently
b. Stop the lesson and talk to the student immediately
c. Wait until after the lesson, then talk to the student
d. Ignore these behaviors
22. Lessons are structured when you do which of the following?
a. Communicate organization and purpose of the lesson to students
b. Display outlines of the lesson
c. Emphasize the critical points
d. All of these
e. None of these
23. Structure, clarity, redundancy, enthusiasm, appropriate rate, and maximizing engagement are known as
a. Good teaching
b. SCREAM variables
c. PASS variables
d. On-task behavior
24. Questioning has several purposes. Which of the following is a purpose of questioning?
a. Monitoring understanding
b. Testing
c. Increasing active participation
d. A and C
e. All of these
25. Asking yes/no questions, tugging questions (Tell me more), guessing questions, and leading questions (Isn’t that so?) are
examples of which of the following?
a. Good classroom questions
b. Poor classroom questions
c. Good test questions
d. Poor test questions
26. Appropriate feedback can be helpful to students in which way?
a. Informing them of their level of understanding
b. Providing redundancy
c. Encouraging students to continue to learn
d. All of these
e. None of these
27. Practice that takes place under teacher supervision and is most appropriate immediately after presentation of concepts is
called
a. Independent practice
b. Homework
c. Guided practice
d. Assessment
28. Practice that takes place with indirect teacher supervision and is undertaken when students’ rates of correct responding are
very high is called
a. Independent practice
b. Homework
c. Guided practice
d. Assessment
29. The type of assessment which refers to testing at frequent intervals so that student progress can be evaluated is called
a. Criterion-referenced assessment
b. Formative assessment
c. Norm-referenced assessment
d. Summative assessment
30. Prioritizing objectives, adapting instruction, using systematic instruction, and implementing systematic evaluation procedures
is known as which of the following?
a. Good teaching
b. SCREAM variables
c. PASS variables
d. On-task behavior
Improving Classroom Behavior and Social Skills Chapter 8 Test Items
Multiple Choice
1.
Classrooms in which students stay on task, feel free to actively participate, take risks, and interact positively with
others are considered
a. To have small class size
b. To be well managed
c. To have a good teacher
d. To have good students
2.
Student behavior is in many ways a response to which of the following?
a. The environment
b. The administration
c. The school behavior plan
d. Being yelled at
3.
Effective classroom management and controlling the behavior of others can be achieved by which of the
following?
a. Establishing positive and caring relationships with students
b. Implementing and consistently enforcing rules
c. Helping students to learn to make positive choices
d. All of these
e. None of these
4.
Behavior that is described so that another person knows exactly what is meant is called which of the following?
a. On task
b. Operationally defined
c. Descriptive
d. Identified
5.
An operational definition allows others to know exactly what the behavior is, makes creating objectives easier,
and
a. Allows the teacher to teach all students effectively
b. Helps the teacher know whether the behavior has changed
c. Helps the teacher to know what good student behavior is
d. Helps other students to see what bad behavior is
6.
When creating behavioral objectives, teachers should specify all of the following EXCEPT
a. The content of the objective
b. The conditions under which a student’s performance will be assessed
c. The criteria of acceptable performance
d. The rewards that the child will be receiving
7.
One good strategy for determining the dynamics of classroom behavior is to use an A-B-C chart. A-B-C stands for
which of the following?
a. Anger-Behavior-Child
b. Analyze-Brainstorm-Communicate
c. Antecedent-Behavior-Consequence
d. Always Be Careful
8.
Asking when and where the behavior occurred, who was present when it happened, and what activities or events preceded
the behavior are examples of which of the following?
a.
b.
c.
d.
9.
Antecedents
Behaviors
Consequences
Objectives
Asking what happens after the behavior occurs, what changes after behavior is exhibited, and what the student
receives or avoids after the behavior occurs are examples of which of the following?
a. Antecedents
b. Behaviors
c. Consequences
d. Objectives
10. The first and most important step in effective classroom management is which of the following?
a. Establishing rules
b. Establishing lesson plans
c. Establishing a behavior plan
d. Establishing a positive, supportive classroom
11. In order to establish a positive classroom atmosphere, teachers need to do which of the following?
a. Project a feeling, caring persona
b. Teach with sincerity and enthusiasm
c. Allow students to develop rules
d. A and B
e. All of these
12. When familiarizing students with rules, teachers should do all of the following EXCEPT
a. Post rules where students can see them
b. Write them as positively as possible
c. Describe the rules to the students
d. Ask students if they like the rules
13. Many inappropriate behaviors can be effectively attended to by doing which of the following?
a. Ignoring and pointing out positive models
b. Ignoring and pointing out the inappropriate behavior
c. Addressing the inappropriate behavior and pointing out positive models
d. Addressing the inappropriate behavior while pointing it out
14. Establishing a presence and attracting students’ attention by moving around the classroom is known as which of
the following?
a. Direct appeals
b. Proximity
c. Reprimanding
d. Validating students’ feelings
15. Asking a student directly to follow class rules more carefully is known as which of the following?
a. Direct appeals
b. Proximity
c. Reprimanding
d. Validating students’ feelings
16. Warnings and direct feedback that the student’s behavior is inappropriate is known as which of the following?
a. Direct appeals
b. Proximity
c. Reprimanding
d. Validating students’ feelings
17. Reinforcing positive behavior, using punishment, overcorrection, and token systems are examples of which of the
following?
a. Direct appeals
b. Proximity
c. Reprimanding
d. Formal management systems
18. Which system of reinforcement allows the teacher to provide a tangible symbol to reward positive behavior of an individual
student, small groups of students or an entire classroom that can then be exchanged for a backup reinforcer?
a. Behavioral Contract
b. Token System
c. Response cost System
d. Self-reinforcement System
19. Corporal punishment means which of the following?
a. Military school
b. Behavior management
c. Paddling or another method of inflicting pain
d. School wide behavior policy
20. Withdrawing previously earned points for serious behavior is known as which of the following?
a. Direct appeals
b. Response cost
c. Reprimanding
d. Negative attributions
21. Students blaming forces outside of their own control for their behaviors is known as which of the following?
a. Direct appeals
b. Response cost
c. Reprimanding
d. Negative attributions
22. Separating a student from routine classroom environment for inappropriate behavior or noncompliance with
school rules is known as which of the following?
a. Timeout
b. Response cost
c. Reprimanding
d. Negative attributions
23. Timeout in which a student is removed from the classroom activity but can still observe group activities is known
as which of the following?
a. Contingent observation timeout
b. Response cost
c. Seclusionary timeout
d. Negative attributions
24. Timeout in which a student is removed from the instructional setting to another setting such as a timeout room is
known as which of the following?
a. Contingent observation timeout
b. Response cost
c. Seclusionary timeout
d. Negative attributions
25. Before a student is able to return to the classroom from timeout, which of the following should be implemented?
a. Have the student fill out a behavior form
b. Have the student state what the behavior was and how such events can be avoided in the future
c. Develop a behavioral contract
d. Send the student to the principal’s office
26. Establishing a written agreement that formalizes the behaviors a student agrees to exhibit and the positive
consequences is known as which of the following?
a. Timeout
b. Response cost
c. Reprimanding
d. Behavioral Contracting
27. This form of self-management involves teaching the student to evaluate and modify their own classroom behavior.
a. Self-monitoring
b. Self- instruction
c.
d.
Self-recording
Self-evaluation
28. According to Canter and Canter (1993) which sets of steps do they recommend be used to diffuse a confrontation with a
students whose behavior is escalating?
a. Control your breathing, don’t take it personally, remain calm, and take yourself out of the situation by
depersonalizing it.
b. Take yourself out of the situation by depersonalizing it, remain calm, don’t take it personally, and control your
breathing.
c. Remain calm, control your breathing, take yourself out of the situation by depersonalizing it, and don’t take it
personally.
d. None of the above
29. Kerr and Nelson (2006) provide several suggestions for de-escalating verbal confrontations with students. Which of the
following is NOT one of those suggestions?
a. “Pick your battles” by declining to fight over inconsequential issues.
b. Avoid sarcasm, which often escalates tension.
c. Stay in control of your own emotions.
d. Bring up past behavioral issues to diffuse the situation.
30. According to Heinrichs (2003) which of the following is a characteristic of a successful bullying prevention program?
a. Survey students about bullying
b. Supervise high-risk areas during breaks.
c. Display classroom rules about bullying
d. All of the above are characteristics