Educational Psychology with Virtual Psychology Labs 1st Edition by Bruce Tuckman - Test Bank

Educational Psychology with Virtual Psychology Labs 1st Edition by Bruce Tuckman – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 5 – Learners With Exceptionalities

 

MULTIPLE CHOICE

 

1. Nanci is a sixth grader who needs an individualized program for reading and physical therapy.  She would be classified as a(n)

a.	disabled learner.	c.	mentally retarded learner.
b.	exceptional learner.	d.	special needs learner.

 

 

ANS:  B                    REF:   p. 183            OBJ:   Background

 

2. When we use the term exceptionality, it does not necessarily mean the individual possess a(n)

a.	handicap.	c.	disorder.
b.	diagnosis.	d.	IEP.

 

 

ANS:  A                    REF:   p. 183            OBJ:   Background

 

3. The new system of classification called curriculum-based assessment, classifies students in terms of

a.	age.
b.	severity of exceptionality.
c.	the extent to which they are learning the curriculum.
d.	IQ scores.

 

 

ANS:  C                    REF:   p. 184            OBJ:   Background

 

4. The primary purpose of the federal law Individuals with Disabilities Education Act is to

a.	provide appropriate special education  to all children with disabilities.
b.	mandate IEP for all students.
c.	provide financial assistance to local school districts.
d.	mandate the qualifications of special education teachers.

 

 

ANS:  A                    REF:   p. 5                OBJ:   Background

 

5. Which of the following is not among the components of Individuals with Disabilities Education Act?

a.	least restrictive environment
b.	free and appropriate public education
c.	parent and student shared decision making
d.	required participation in research

 

 

ANS:  D                    REF:   p. 184            OBJ:   Background    MSC:  JoinIn

NOT:  WWW

 

6. The Individualized Education Program form includes all but one of the following categories.  Which one is not part of the form?

a.	educational needs of students	c.	supplemental aids and services
b.	research rationale for intervention	d.	short-term goals

 

 

ANS:  B                    REF:   p. 187            OBJ:   Special Education

 

7. One shortcoming of many Individualized Education Programs is they typically

a.	are too long.
b.	are not created with parental involvement.
c.	are created with inaccurate data on the student’s ability.
d.	do not have enough detail about what will be done for the student to reach stated goals.

 

 

ANS:  D                    REF:   p. 186-187     OBJ:   Special Education

 

8. To the extent possible, learners with disabilities should be educated with non-disabled learners.  This is known as the concept of

a.	immersion.	c.	IEP.
b.	least restrictive environment.	d.	zero reject.

 

 

ANS:  B                    REF:   p. 189            OBJ:   Special Education

 

9. A least restrictive environment would be appropriate as long as

a.	the student’s needs are being met.
b.	it includes time spent in a regular classroom.
c.	it is approved by the regular classroom teacher.
d.	the student spends time with other learners with disability.

 

 

ANS:  A                    REF:   p. 189            OBJ:   Special Education

 

10. Darin has an IEP.  IN the program, it is stated that she is to be educated in a regular classroom.  Including her in a regular classroom illustrates the idea of

a.	immersion.	c.	inclusion.
b.	zero reject.	d.	differential acceptance.

 

 

ANS:  C                    REF:   p. 189            OBJ:   Special Education

MSC:  JoinIn             NOT:  WWW

 

11. Mr. and Mrs. Norman believe that their mentally retarded son, David should be placed in a regular classroom.  What advantage would David’s classmates experience?

a.	interaction with a student with disabilities
b.	more supervision by administrators
c.	more funding would flow into that classroom allowing purchase of more computers
d.	they would see how adults can effectively work together to help others

 

 

ANS:  A                    REF:   p. 190            OBJ:   Special Education

 

12. Mrs. Davies is the inclusion specialist for Simmons Elementary School.  A recent evaluation by her supervisor noted a common shortcoming seen in other inclusion specialists.  What is that shortcoming?

a.	writing an IEP that is too detailed
b.	focusing just on students with disabilities and not all students
c.	not working with regular classroom teachers
d.	not giving parents enough information about their son or daughter’s abilities

 

 

ANS:  B                    REF:   p. 190            OBJ:   Special Education

 

13. The two main categories of intellectual exceptionalities are

a.	giftedness and talent and mental retardation.
b.	autism and mental retardation.
c.	learning disability and mental retardation.
d.	giftedness and disability.

 

 

ANS:  A                    REF:   p. 191            OBJ:   Intellectual Exceptionalities

 

14. According to Renzulli, the three components of gifted and talented ability include above-average ability, creativity, and

a.	leadership ability.	c.	task commitment.
b.	accelerated learning.	d.	exceptional memory.

 

 

ANS:  B                    REF:   p. 193            OBJ:   Intellectual Exceptionalities

 

15. In her ninth grade class, Ms. Zhao has a student who is gifted and talented.  The student is allowed to move through the curriculum at a much faster pace than his classmates.  This approach for teaching gifted and talented students is called

a.	acceleration.	c.	enrichment.
b.	acculturation.	d.	curriculum compacting.

 

 

ANS:  A                    REF:   p. 194            OBJ:   Intellectual Exceptionalities

MSC:  JoinIn             NOT:  WWW

 

16. Since being identified as a gifted and talented student, Steven has been given more difficult assignments and projects to complete in his tenth grade class.  This curricular approach is called

a.	regular compacting.	c.	acculturation.
b.	Type I compacting.	d.	enrichment.

 

 

ANS:  D                    REF:   p. 194            OBJ:   Intellectual Exceptionalities

 

17. “I’ve already learned this material so I don’t have to relearn it again.”  If this was said by a gifted and talented student, what approach to curriculum is this student experiencing?

a.	curriculum compacting	c.	immersion
b.	acceleration	d.	inclusion

 

 

ANS:  A                    REF:   p. 194            OBJ:   Intellectual Exceptionalities

 

18. Which disability is defined by sub-average intellectual functioning and deficits in adaptive behavior?

a.	autism	c.	learning disability
b.	ADHD	d.	mental retardation

 

 

ANS:  D                    REF:   p. 197            OBJ:   Intellectual Exceptionalities

 

19. To classify a student with mental retardation, her IQ scores are used.  At what level do most students with mental retardation fall?

a.	mild	c.	severe
b.	moderate	d.	significant

 

 

ANS:  A                    REF:   p. 197            OBJ:   Intellectual Exceptionalities

 

20. Pete is a mentally retarded learner.  His IEP is focusing on functional curriculum.  What is he learning?

a.	life skills
b.	self-determination
c.	reading, writing, and arithmetic in the settings that are relevant to him
d.	social skills

 

 

ANS:  C                    REF:   p. 199            OBJ:   Intellectual Exceptionalities

NOT:  WWW

 

21. The educational needs of mentally retarded learners include learning self-determination.   What is the best example of fulfilling this need?

a.	skills need to function as an adult
b.	a teacher taught how students should ask for help in class.
c.	reading, writing, and arithmetic
d.	anything that interests the student and is identified in the IEP

 

 

ANS:  B                    REF:   p. 200            OBJ:   Intellectual Exceptionalities

 

22. Courtney has problems in using language and it shows up in her reading ability.  She is not mentally retarded but rather has a(n)

a.	learning disability.	c.	Asperger syndrome.
b.	autism.	d.	ADHD.

 

 

ANS:  A                    REF:   p. 203            OBJ:   Behaviorally-Challenging Exceptionalities

 

23. The most important consideration in the diagnosis of learning disabilities is

a.	the age of the student.
b.	the IQ of the student.
c.	poor academic performance.
d.	a severe discrepancy between the student’s ability and achievement.

 

 

ANS:  D                    REF:   p. 203            OBJ:   Behaviorally-Challenging Exceptionalities

 

24. A teacher has several learning disabled students in her classroom.  What type of instruction would she be advised to adopt?

a.	group projects	c.	differentiated instruction
b.	explicit instruction	d.	critical pedagogy

 

 

ANS:  B                    REF:   p. 204            OBJ:   Behaviorally-Challenging Exceptionalities

 

25. In working with students with learning disabilities, the key in accommodating these students is to provide them with

a.	structure.
b.	high expectations.
c.	opportunities to interact with nondisabled peers.
d.	an informal classroom atmosphere.

 

 

ANS:  A                    REF:   p. 206            OBJ:   Behaviorally-Challenging Exceptionalities

MSC:  JoinIn             NOT:  WWW

 

26. Excessive, uncontrolled or impulsive activity often characterizes

a.	learning disability.	c.	mental retardation.
b.	Attention Deficit/Hyperactivity Disorder.	d.	behavioral disorders.

 

 

ANS:  B                    REF:   p. 206            OBJ:   Behaviorally-Challenging Exceptionalities

 

27. The challenge in diagnosing Attention Deficit/Hyperactivity Disorder is to

a.	differentiate between normal and abnormal levels of activity and inattentiveness.
b.	correctly identify the severity of the disorders.
c.	apply the same criterion across different age groups.
d.	use the criterion presented in IDEA.

 

 

ANS:  A                    REF:   p. 207            OBJ:   Behaviorally-Challenging Exceptionalities

 

28. What type of intervention appears to be effective to teach self-control to students with ADHD?

a.	cognitive therapy	c.	role playing
b.	applied behavioral analysis	d.	self-talk based on Vygotsky’s theory

 

 

ANS:  B                    REF:   p. 207            OBJ:   Behaviorally-Challenging Exceptionalities

 

29. Rob is a tenth grader who seems to be always fighting, destroying, yelling and cursing.  These are examples of behaviors that are

a.	reflective of ADHD.	c.	externalizing.
b.	consistent with autism.	d.	internalizing.

 

 

ANS:  C                    REF:   p. 210            OBJ:   Behaviorally-Challenging Exceptionalities

 

30. Externalizing is to _______ as internalizing is to ________.

a.	too little; too much	c.	too much; too little
b.	too late; too soon	d.	verbal; physical

 

 

ANS:  C                    REF:   p. 210            OBJ:   Behaviorally-Challenging Exceptionalities

NOT:  WWW

 

31. What is the teacher’s role in diagnosing a student with an emotional or behavioral disorder?

a.	The teacher will be able to administer psychological tests to detect a disorder.
b.	The teacher can formally make the diagnosis.
c.	The teacher has no role.
d.	The teacher can observe and document behaviors.

 

 

ANS:  D                    REF:   p. 211            OBJ:   Behaviorally-Challenging Exceptionalities

 

32. A teacher is addressing her entire class and says, “Now if all of you will seat quietly and work on your projects for the next 15 minutes, we will have a special activity tomorrow.”  This teacher is using

a.	group contingencies.	c.	the IEP approach.
b.	differential acceptance.	d.	empathic acceptance.

 

 

ANS:  A                    REF:   p. 212            OBJ:   Behaviorally-Challenging Exceptionalities

 

33. Mores suggests that teachers should show two traits when dealing with students with emotional and behavioral disorders.  The traits are

a.	internalizing and externalizing.
b.	differential acceptance and empathic relationship.
c.	applied behavior analysis and behavior management.
d.	inclusion and enrichment.

 

 

ANS:  B                    REF:   p. 212            OBJ:   Behaviorally-Challenging Exceptionalities

 

34. What is the best approach in dealing with students with emotional and behavioral disorders?

a.	reacting swiftly to any misbehavior
b.	threatening students with loss of privileges
c.	preventing misbehavior from occurring by using rewards and behavior management
d.	be sure they understand that the teacher is the sole authority in the classroom

 

 

ANS:  C                    REF:   p. 213            OBJ:   Behaviorally-Challenging Exceptionalities

 

35. Sound errors, fluency disorder, and voice disorder are all examples of

a.	speech errors.	c.	speech impairments.
b.	communication disorders.	d.	language disorders.

 

 

ANS:  C                    REF:   p. 214            OBJ:   Communication and Sensorimotor

MSC:  JoinIn             NOT:  WWW

 

36. A student in Mr. Taylor’s class has great difficulty in understanding his instructions but does not have any hearing problems. What problem does this student most likely have?

a.	she has a language impairment	c.	she has a voice disorder
b.	she has a speech impairment	d.	she has a fluency disorder

 

 

ANS:  A                    REF:   p. 214            OBJ:   Communication and Sensorimotor

 

37. Mrs. Anderson has a student in her third class with a fluency disorder.  What is her role in helping this student?

a.	She should ignore it when he starts to show nonfluency and to listen attentively.
b.	She should be very encouraging especially when the student is nonfluent in class discussions.
c.	She shouldm’t call on the student during class.
d.	She should provide speech therapy during the student’s recess time.

 

 

ANS:  A                    REF:   p. 214            OBJ:   Communication and Sensorimotor

 

38. Which of the following is least likely to determine the impact of hearing loss on a student’s academic performance?

a.	the degree of loss
b.	age of loss
c.	attitudes of family, teachers, and other children
d.	gender of the student

 

 

ANS:  D                    REF:   p. 215            OBJ:   Communication and Sensorimotor

 

39. Why do students who are blind often experience delays in developing social skills?

a.	They often are hearing impaired as well.
b.	They cannot see and respond to visual social signals from classmates.
c.	They often are mentally retarded.
d.	Behavior disorders are often diagnosed among student with visual impairements.

 

 

ANS:  B                    REF:   p. 215            OBJ:   Communication and Sensorimotor

 

40. A teacher has a visually impaired student in her class.  What is a simple accommodation this teacher can make for this student?

a.	be sure to verbalize what is being presented visually
b.	use colorful overheads
c.	wait for the student to realize they need help
d.	write large on the blackboard

 

 

ANS:  A                    REF:   p. 216            OBJ:   Communication and Sensorimotor

MSC:  JoinIn             NOT:  WWW

 

41. Why do students with physical disabilities and health impairments often perform below average academically?

a.	They often miss school for long periods of time because of medical treatment or hospitalization.
b.	These students are often diagnosed as being mentally retarded.
c.	Mental retardation is often seen in these same students.
d.	A large portion of students with physical disabilities also have ADHD.

 

 

ANS:  A                    REF:   p. 216            OBJ:   Physical Disabilities

 

42. When would a student with an orthopedic impairment be entitled to special education services under the Individuals with Disabilities Education Act?

a.	when diagnosed with the impairment
b.	when they reach 8 years of age or the 2nd grade, whichever occurs first
c.	when the students or parents ask for services
d.	when the disabilities negatively impact the student’s educational performance

 

 

ANS:  D                    REF:   p. 216            OBJ:   Physical Disabilities

 

43. One of the goals that teachers should have in teaching students with physical disabilities is to

a.	use their disability to teach nondisabled peers about acceptance.
b.	treat them as worthwhile people versus people with disabilities.
c.	show disabled peers how to be helpful even when the disabled students didn’t ask for help.
d.	provide one-on-one behavioral treatment.

 

 

ANS:  B                    REF:   p. 216-217     OBJ:   Physical Disabilities

 

44. ________ refers to any equipment or system that can help students with physical disabilities improve their functional capabilities.

a.	Inclusion technology	c.	Assistive technology
b.	Adaptive technology	d.	Needs-based technology

 

 

ANS:  C                    REF:   p. 216            OBJ:   Physical Disabilities

MSC:  JoinIn             NOT:  WWW

 

45. What is the fastest growing category in special education?

a.	autism	c.	learning disabilities
b.	mentally retardation	d.	Asperger syndrome

 

 

ANS:  A                    REF:   p. 218            OBJ:   Autism

 

46. Clark has an autistim spectrum disorder.  He does not have any language delay and has above average intelligence.  The most likely disorder is

a.	mental retardation.	c.	ADHD.
b.	physical disability.	d.	Asperger syndrome.

 

 

ANS:  D                    REF:   p. 219            OBJ:   Autism

 

47. Ryan is five years old and was recently diagnosed with autism.  In what areas does Ryan show disturbances?

a.	language delay and below average intelligence
b.	communication, social, and emotional functioning
c.	below average intelligence
d.	communication

 

 

ANS:  B                    REF:   p. 219            OBJ:   Autism

 

48. Lovaas reported promising results in treating autistic children with

a.	Ritalin.	c.	one-on-one behavioral treatment.
b.	assistive technology.	d.	differential treatment.

 

 

ANS:  C                    REF:   p. 219            OBJ:   Autism           NOT:  WWW

 

 

MATCHING

 

 

a.	disorder involving inattention, impulsive behaviors	f.	communication, self-care, work, leisure
b.	witness student’s misbehavior without responding in like way	g.	placing a student with non-disabled students to the extent possible
c.	making curriculum richer for gifted and talented students	h.	sub-average IQ and deficits in adaptive functioning
d.	high-functioning autism	i.	difficulty in basic psychological process
e.	programs designed to meet the needs of specific students	j.	students who require special programs or services

 

 

1. mental retardation

 

2. enrichment

 

3. least restrictive environment

 

4. learning disability

 

5. differential acceptance

 

6. exceptional learners

 

7. Asperger Syndrome

 

8. adaptive competence

 

9. ADHD

 

10. special education

 

1. ANS:  H                    REF:   p. 197

 

2. ANS:  C                    REF:   p. 194

 

3. ANS:  G                    REF:   p. 184

 

4. ANS:  I                     REF:   p. 203

 

5. ANS:  B                    REF:   p. 212

 

6. ANS:  J                     REF:   p. 183

 

7. ANS:  D                    REF:   p. 219

 

8. ANS:  F                    REF:   p. 197

 

9. ANS:  A                    REF:   p.  206

 

10. ANS:  E                    REF:   p. 183

 

 

a.	educating exceptional learners in regular classrooms	f.	shyness, withdrawal
b.	federal law requiring free and appropriate education	g.	support given on an as needed basis
c.	disturbing other students, temper tantrums	h.	cerebral palsy
d.	stuttering	i.	Individualized Education Program
e.	biological cause of mental retardation	j.	speeding up pace of instruction and curriculum

 

 

11. acceleration

 

12. IEP

 

13. orthopedic impairment

 

14. inclusion

 

15. fluency disorder

 

16. Down Syndrome

 

17. internalizing behavior

 

18. intermittent classification

 

19. IDEA

 

20. externalizing behavior

 

11. ANS:  J                     REF:   p. 194

 

12. ANS:  I                     REF:   p. 186

 

13. ANS:  H                    REF:   p. 216

 

14. ANS:  A                    REF:   p. 189

 

15. ANS:  D                    REF:   p. 214

 

16. ANS:  E                    REF:   p. 198

 

17. ANS:  F                    REF:   p. 210

 

18. ANS:  G                    REF:   p. 199

 

19. ANS:  B                    REF:   p. 203

 

20. ANS:  C                    REF:   p. 210

 

TRUE/FALSE

 

1. Most students in special education are mentally retarded.

 

ANS:  F                    REF:   p. 183

 

2. IDEA is a federal law that assures that gifted and talented children get the special education and   services they need.

 

ANS:  F                    REF:   p. 184

 

3. Special education does not include vocational skills training.

 

ANS:  F                    REF:   p. 185

 

4. The least restrictive environment is the same for all learners with disabilities.

 

ANS:  F                    REF:   p. 189

 

5. A gifted and talented learner is an exceptional learner.

 

ANS:  T                    REF:   p.  191

 

6. In acceleration, gifted and talented learners participate in honors-type classes.

 

ANS:  F                    REF:   p. 194

 

7. Mental retardation is defined solely by sub-average intellectual functioning.

 

ANS:  F                    REF:   p. 197

 

8. A learning disability could be caused by poor instruction.

 

ANS:  T                    REF:   p. 204

 

9. Most students with externalizing behaviors are boys.

 

ANS:  T                    REF:   p. 210

 

10. Students with physical disabilities are automatically entitled to special education under IDEA.

 

ANS:  F                    REF:   p. 216

 

ESSAY

 

1. Discuss the advantages and disadvantages of classifying students who need special education.

 

ANS:

Not provided

 

2. Describe how the concept of least restrictive environment and the IEP allows students to receive special education.

 

ANS:

Not provided

 

3. Why would a regular teacher be involved in creating an IEP?

 

ANS:

Not provided

 

4. Explain why goals are an important part of the IEP.

 

ANS:

Not provided

 

5. How would a visitor to a school know that genuine inclusion was occurring in a classroom?

 

ANS:

Not provided

 

6. Describe the three types of enrichment for gifted and talented students and how they might appear            in a government class.

 

ANS:

Not provided

 

7. Discuss the three areas of educational need identified for learners with mental retardation.

 

ANS:

Not provided

 

8. What is learning disability?  Create a realistic student who demonstrates difficulty in reading. Be sure your description includes how the disability manifests itself.

 

ANS:

Not provided

 

9. Imagine that you are a teacher and have several students with emotion or behavioral disorders.

Describe how you might use behavior management techniques to help these students.

 

ANS:

Not provided

 

10. Present a brief summary of the approaches found to be effective for students with physical           disabilities.

 

ANS:

Not provided