Top of Form Quiz Chapt. 5 & 6: LD/Attention Deficit 1. (Points: 1

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Quiz Chapt. 5 & 6: LD/Attention Deficit
1.
(Points: 1)
What are some strategies that teachers can use to facilitate student information processing:
1. Repeat important information
2. Provide examples that are meaningful to the students’ experiences
3. Assign reduced homework
4. Answers a & b are correct
5. Answers a & c are correct
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2.
(Points: 1)
Sam is a third grade student who has been identified as having a learning disability. Although he
has many friends, Sam seems naive compared to his peers and often has trouble interpreting the
intentions of his peers. As his teacher, you think:
1. This issue is not related to his learning disability
2. He will grow out of it with time
3. All students develop social skills at different ages
4. Sam should be referred for social skills training
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3.
(Points: 1)
A teachers uses the saying “Please Excuse My Dear Aunt Sally” as a reminder for the order of
operations in Algebra: Parenthesis, Exponents, Multiplication, Division, Addition, and Subtraction.
This is an example of:
1. Creative presentation
2. Mnemonics
3. Rhyming
4. Memorization
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4.
(Points: 1)
Carla is in your language arts class, and because of her learning disability, her handwriting and
spelling are way below grade level. You allow her to use a word processor to type her
assignments because:
1. She can type much faster than her peers
2. Other students will make fun of her handwriting
3. Technology can augment an individual’s strengths and compensate for effects of
disabilities
4. Without it you would never be able to read what she wrote
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5.
(Points: 1)
Tanya has ADHD. She has a lot of trouble staying on task during class activities. In order to help
Tanya stay focused, she wears a watch that beeps quietly every five minutes. After each beep
Tanya marks either a happy face or a sad face on a chart to signify whether she was on task.
This is an example of:
1. Self-management
2. Tallying
3. Self-talk
4. Graphic Organizer
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6.
(Points: 1)
Charlie has struggle through school because of his learning disabilities. He is starting 5th grade
and he is already telling his mom he is not going to understand his math class and that he is
going to fail. He is requesting a math tutor to do his assignments. This is an example of:
1. unexpected underachievement
2. learned helplesness
3. resistant to treatment
4. IQ/Achievement discrepancy
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7.
(Points: 1)
"I can't do it. I am just dumb and I can't learn." This internal dialog is an example of:
1. Lack of motivation
2. Attributions
3. response to intervention
4. Resistance to treatment
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8.
(Points: 1)
Mr. Shelling, school principal, is talking to the teachers before school begins. He is explaining RTI
and its different tiers. He is likely to explain that RTI:
1. pertains mostly to exceptional education teachers.
2. reduces inappropriate referrals.
3. focuses on the discrepancy of potential vs achievement.
4. reduces screening opportunities
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9.
(Points: 1)
When teachin students with learning disabilities, it is important for teachers to use:
1. discrepancy formulas
2. the Strategic Instruction Model
3. internet spellcheckers
4. augmentative devices
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10.
(Points: 1)
If working with a group of 5 students with attencion deficit, it is important that the teacher:
1. presents an advance to help student organize for class.
2. arrange all desks against the wall to avoid distractions.
3. call the attention to the student who is distracted and use him as a nonexample.
4. holds feedback until the end so class is not interrupted.
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