Special Education Contemporary Perspectives for School Professionals 5Th edition by Marilyn Friend - Test Bank

Special Education Contemporary Perspectives for School Professionals 5Th edition by Marilyn Friend – Test Bank

 

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Special Education: Contemporary Perspectives, 5e (Friend)

Chapter 5   Students with Learning Disabilities

 

5.1   Multiple Choice Questions

 

1) The federal definition of learning disabilities has changed very little since:

1975. A) 1975.
1976. B) 1965.
1977. C) 1995.
1978. D) 1985.

Answer:  A

 

2) According to the NJCLD, each of the following are perceived deficiencies of federal definition EXCEPT:

1. A) Heterogeneity of LD.
2. B) Impact on social perception.
3. C) Too much emphasis on the life-span nature of LD.
4. D) Possibility that learning disabilities can exist concomitantly with other disabilities.

Answer:  C

 

3) Problems with writing are referred to as:

1. A) Dyslexia.
2. B) Dyscalculia.
3. C) Dyscalligraphy.
4. D) Dysgraphia.

Answer:  D

 

4) Approximately how many students are identified as having learning disabilities?

10. A) 10.9 million
11. B) 1.9 million
12. C) 5.9 million
13. D) 2.3 million

Answer:  D

 

5) The use of which category has had an effect on decreasing LD numbers?

1. A) Developmentally delayed
2. B) Intellectually disabled
3. C) ADHD
4. D) Emotionally disordered

Answer:  A

 

6) Which of the following is TRUE?

1. A) The ratio of girls to boys identified with learning disabilities is 3:1, 4:1 or higher.
2. B) The ratio of boys to girls identified with learning disabilities is at least 2:1.
3. C) Girls and boys do not have the same overall intelligence.
4. D) Boys are not labeled with learning disabilities as frequently as girls due to their documented slower rate of the development.

Answer:  B

 

7) In most cases, the cause of LD is:

1. A) Physiological.
2. B) Not known.
3. C) Curricular.
4. D) Environmental.

Answer:  B

 

8) Each of the following is an example of a physiological cause of LD EXCEPT:

1. A) Poor nutrition.
2. B) Brain injury.
3. C) Heredity.
4. D) Chemical imbalance.

Answer:  A

 

9) The term learning disabilities refers to:

1. A) A homogeneous group of disorders.
2. B) A heterogeneous group of disorders.
3. C) Disorders as a result of external factors.
4. D) Disorders as a result of environmental factors

Answer:  B

 

10) Students with learning disabilities typically have problems in:

1. A) Short- and long-term memory.
2. B) Long-term memory only.
3. C) Short-term memory only.
4. D) Academic areas only.

Answer:  A

 

11) Each of the following is a component of oral language EXCEPT:

1. A) Phonology.
2. B) Morphology.
3. C) Punctuation.
4. D) Syntax.

Answer:  C

 

12) Emily listened as her friends discussed their summer plans. She happily commented that she got a new dress yesterday. Emily demonstrated a lack of:

1. A) Social competence.
2. B) Auditory processing.
3. C) Locus of control.
4. D) Behavioral and emotional sensitivity.

Answer:  A

 

13) Brian asks for help from others on math word problems prior to even reading the problems. This is an example of:

1. A) Syntax deficiencies.
2. B) Lack of motivation.
3. C) Learned helplessness.
4. D) Attention deficit disorder.

Answer:  C

 

14) When students’ test results are to be compared to a large number of other students, they are taking which type of test?

1. A) Criterion-referenced test
2. B) Curriculum-based measure
3. C) Norm-referenced test
4. D) Formal assessment

Answer:  C

 

15) When students’ test results must meet an absolute standard, they are taking which type of test?

1. A) Criterion-referenced
2. B) Curriculum-based measure
3. C) Norm-referenced test
4. D) Informal assessment

Answer:  A

 

16) Which of the following is a purposeful collection of a student’s work that demonstrates the quality and progress of learning?

1. A) Curriculum-based measurements
2. B) Observations
3. C) Norm-referenced testing
4. D) Portfolio assessment

Answer:  D

 

17) Each of the following represents questions to determine if a student meets the eligibility criteria for having a learning disability EXCEPT:

1. A) Is the student’s individual intelligence score in the normal range?
2. B) Does a significant gap exist between the student’s ability and academic achievement?
3. C) Is the learning problem the result of a disorder in an area of basic psychological processing involved in understanding language?
4. D) Can other possible causes of the learning problem be eliminated?

Answer:  A

 

18) A common approach for determining a student’s eligibility for learning disabilities is which of the following?

1. A) Compare student’s scores on an intelligence test and a curriculum-based measure.
2. B) Compare student’s scores on a norm-referenced achievement test and a criterion-referenced achievement test.
3. C) Compare student’s scores on an intelligence test with achievement measures.
4. D) Compare student’s scores on an intelligence test with teacher observations and the student’s portfolio.

Answer:  C

 

19) Each of the following helps illustrate how distinct RTI is from traditional assessment and identification procedures for LD EXCEPT:

1. A) It replaces the ability—achievement discrepancy criteria with a simple direct assessment of the extent of a student’s underachievement.
2. B) It includes periodic assessment of all students using high-quality measures.
3. C) It places a strong emphasis on preventing, whenever possible, identification of a student as having a learning disability.
4. D) It compares student’s scores on an intelligence test with achievement measures.

Answer:  D

 

20) Students are typically NOT identified as having a learning disability at which level?

1. A) Preschool
2. B) Elementary school
3. C) Middle school
4. D) High school

Answer:  A

 

21) Programs for young children with developmental delays usually address:

1. A) Early signs of reading difficulty.
2. B) Areas indirectly related to learning disabilities.
3. C) Unusual behavior and attention problems.
4. D) Obvious signs of problems with social competence.

Answer:  B

 

22) A setting where the academic instruction is delivered by a special education teacher 60% of the student’s day is a/an:

1. A) Inclusive classroom.
2. B) Mainstreamed classroom.
3. C) Resource classroom.
4. D) Self-contained classroom.

Answer:  D

 

23) Model practices for transition for students with learning disabilities in one high school were found to include each of the following features EXCEPT:

1. A) Inclusion of career awareness and exploration activities beginning in the freshman year and continuing through high school.
2. B) Increasing focus on academic skills from elementary to high school years.
3. C) Instruction related to skills needed for successful transition, including problem solving, organization, self-advocacy, and communication.
4. D) Transition-planning activities for school professionals and community members regarding the next steps that might be needed to improve activities and service.

Answer:  B

 

24) Direct instruction is based on each of the following guiding principles EXCEPT:

1. A) Present lessons in a well-organized, sequenced manner.
2. B) Begin lessons with a short review of previously learned skills necessary to begin the lesson.
3. C) Present new material in fairly large chunks to keep it interesting, without too much practice and demonstration after each step.
4. D) Ask questions to check students’ understanding, and obtain responses from everyone.

Answer:  C

 

25) Techniques, principles, and rules that guide students to complete tasks independently are:

1. A) Strategies.
2. B) Rules.
3. C) Principles.
4. D) Sequences.

Answer:  A

 

26) Direct instruction would be least appropriate for which task?

1. A) Diagramming sentences
2. B) Writing a paragraph
3. C) Comparing different Native American tribes
4. D) Solving word math problems

Answer:  C

 

27) One of the most common concerns expressed by parents of students with learning disabilities about school communications is:

1. A) It is too frequent and too negative.
2. B) It is too infrequent and too negative.
3. C) It is too infrequent and too positive.
4. D) It is too frequent and too positive.

Answer:  B

 

28) Compared to parents of children with more apparent disabilities, parents of children with learning disabilities:

1. A) Have an increased understanding of the curriculum.
2. B) Have better communication with teachers.
3. C) Are more willing to work with their children.
4. D) Are less satisfied with services their children receive.

Answer:  D

 

29) Educators must understand research-based interventions and strategies for data collection related to screening, diagnostics, and progress monitoring to effectively implement:

1. A) IDEA.
2. B) Transition planning.
3. C) RTI.
4. D) Direct instruction.

Answer:  C

 

30) Students’ knowledge and skills to understand their strengths and weaknesses and to use that knowledge to set and pursue goals is:

1. A) Self-advocacy.
2. B) Self-knowledge.
3. C) Self-determination.
4. D) Self-esteem.

Answer:  C

 

5.2   Praxis Style Questions

 

1) Mary is about to graduate from high school. As she completes college applications, she clearly states that she has been identified as having learning disabilities in written language and reading. By acknowledging that she has learning disabilities and reporting this information, Mary demonstrated:

1. A) Motivation.
2. B) Self-advocacy.
3. C) Internal locus of control.
4. D) Learned helplessness.

Answer:  B

 

2) Mrs. Farlow wrote the following information on the board for her students prior to reading a passage on Anne Frank:

 

Read the title and the questions.

Underline the key word in the questions.

Number the paragraphs.

Now read the passage.

Examine key words/phrases in passage.

Read the questions again.

Select the correct answer.

 

This is an example of:

1. A) Strategy instruction.
2. B) Direct instruction.
3. C) Memory instruction.
4. D) Guided notes.

Answer:  A

 

3) Mr. File teaches history. His teaching style is to lecture to his students and require them to write notes and important dates to study for the chapter tests. A suggestion for Mr. File to differentiate his instructional process would be to:

1. A) Have the students read the chapter on their own.
2. B) Provide visual or graphic organizers to accompany the lectures.
3. C) Tape record the lectures for students to listen to later.
4. D) Continue with the lectures, there is nothing wrong with this teaching style.

Answer:  B

 

5.3   Fill in the Blank Questions

 

1) Federal law uses the term ________, but some states and many authors use the simpler term learning disability.

Answer:  specific learning disability

 

2) The number of students ages six to eleven identified with learning disabilities has ________ since 2002.

Answer:  steadily declined

 

3) Motivation is the desire to engage in an activity. This desire can be ________ (e.g., out of curiosity, as when you complete a crossword puzzle simply to see if you can) or ________ (e.g., for payment, as when you agree to help a neighbor with chores to earn money for a planned vacation).

Answer:  intrinsic, extrinsic

4) ________ percent of school-age students with learning disabilities receive their education in a typical public school setting.

Answer:           Ninety-eight, 98

 

5) Most states require at least some ________ procedures to be followed, even when an RTI system is in place.

Answer:  traditional assessment

 

5.4   Short Answer Questions

 

1) What is Curriculum-Based Measurement (CBM) and how does it affect students with learning disabilities?

Answer:  Curriculum-based Measurement (CBM) is designed to supplement information obtained from formal assessments. CBM may include having a student read short passages from books in the district language arts or English curriculum and answer comprehension questions. By comparing the student’s reading rate and comprehension to a sample of other students in the classroom or the district, a determination can be made about the student’s learning progress. CBM can provide professionals and parents a clearer representation of students’ ability level.

 

2) Briefly describe 3 cognitive characteristics of students with learning disabilities.

Answer:  Answers will come from the following:

Attention: Students with learning disabilities may have poor selective attention. Perception: Many students with learning disabilities exhibit problems with how their brains interpret what is seen or heard and how they act on it. Memory: Many have problems with both short- and long-term memory. Information processing: Students with learning disabilities may have difficulty with metacognition, or thinking about thinking. They may lack the ability to actively consider how new information they are learning relates to other information already stored or how to apply that knowledge in a novel learning situation.

 

3) Students with learning disabilities often experience great difficulty in reading. What are the various types of problems that these students may experience in reading?

Answer:  Most students with learning disabilities experience significant problems in reading. Phonological awareness is the ability to make the connection between letters and the sounds they stand for. Oral fluency refers to reading with appropriate inflection and speed. Comprehension: some students can read a passage so fluently that you might assume they are highly proficient readers. However, when they are asked questions about what they have read, these students may have little or no understanding of the words.

4) How are inclusive practices defined? List both a positive and negative outcome mentioned in the text regarding the effects of inclusion on students with learning disabilities.

Answer:  Inclusion is about how the adults and students in any particular school think about teaching and learning for all the students who go there. Being inclusive does not mean that students never leave the general education setting. Instead, it means that consideration is given to how a student’s needs can be met within the classroom context before resorting to instruction in a separate setting. Positive outcomes include improved grades, scoring at comparable or higher levels than others on achievement tests, and better school attendance. Negative outcomes include problems with reading that require some individual attention in a separate setting, and parents experience frustration and stress.

 

 

5) What is strategy instruction?

Answer:  Strategies are techniques, principles, and rules that guide students to complete tasks independently. Strategies outline the steps students can take to accomplish learning tasks and provide some type of memory assistance so that students can easily recall them. Teachers usually introduce strategies by helping students realize an instructional dilemma and then explaining why the strategy will help them overcome the dilemma.

 

5.5   Essay Questions

 

1) How did the field of learning disabilities become a recognized category in special education?

Answer:  Discussion should include a brief history of the field of learning disabilities including 19th century interest in how brain injuries affected adult functioning; the role of brain injured soldiers from WW1, and how that was later applied to children; and finally, in the 1960s when learning disability was formally established by law as a category of disability. The first federal legislation acknowledging learning disabilities was enacted in 1969. Since then, professionals have continued to build a legal and scientific understanding of learning disabilities and to explore alternative instructional methods for students with learning disabilities.

2) Two definitions of learning disabilities frequently used are the federal definition included in IDEA and the definition proposed by the NJCLD. Compare and contrast the two definitions.

Answer:  Both seem to agree that LD includes these dimensions: they are intrinsic to the individual and have a neurological basis; they are characterized by unexpected underachievement; and, they are not the result of other disorders. The NJCLD addresses what the federal definition does not: the heterogeneity of students with learning disabilities, the impact of learning disabilities on social perception, the life-span nature of learning disabilities, and the possibility that learning disabilities can exist concomitantly with other disabilities.

 

3) The current criteria for identifying students with learning disabilities have been a source of great scrutiny. Individuals who oppose the current criteria have recommended alternative criteria. Describe each.

Answer:  For students with learning disabilities being assessed in the traditional way, the process includes both formal and informal assessments. These assessments are designed to create a picture of a student’s learning capacity (ability), academic achievement in reading and mathematics, social and emotional skills, and behavior patterns. In schools using a traditional approach, the multidisciplinary team convenes to consider 3 questions: 1) Does a significant gap exist between the student’s ability and academic achievement? 2) Is the learning problem the result of a disorder in an area of basic psychological processing involved in understanding language? And, 3) Can other possible causes of the learning problem be eliminated?

The traditional approach has been criticized as a “wait to fail” model because students must progress far enough in school and experience significant academic frustration to even be considered as having learning disabilities. Response to intervention (RTI) was added to IDEA 2004 specifically to address these concerns. RIT replaces the ability—achievement discrepancy criteria with a simple direct assessment of the extent of a student’s underachievement; includes periodic assessment of all students using high quality measures; and a strong emphasis exists in RTI to prevent identification of a student as having a learning disability whenever possible.

 

4) What are two instructional methods that have been found to be beneficial for students with learning disabilities? Explain why these instructional methods are considered so effective.

Answer:  Direct instruction (DI) is a comprehensive, teacher-led approach based on decades of research. It emphasizes maximizing not only the quantity of instruction students receive but also the quality. This approach includes clear demonstrations of new information in small segments, practice that is teacher guided, and immediate feedback to students on their work.

Strategy instruction (SI), includes techniques, principles, and rules that guide students to complete tasks independently. Strategies outline the steps students can take to accomplish learning tasks and provide some type of memory assistance so that students can easily recall them. Teachers usually introduce strategies by helping students realize an instructional dilemma and then explaining why the strategy will help them overcome the dilemma. These techniques have the most research behind them to support their effectiveness with students with learning disabilities.

 

5) Why do parents of children with learning disabilities sometimes have a more difficult time in accepting this diagnosis versus parents of children with cognitive, sensory, or physical disabilities? How can professionals decrease some of the anxiety that parents of children with learning disabilities feel upon learning of the disability?

Answer:  Learning disabilities may not be diagnosed until children begin to struggle academically and socially in school. Other types of disabilities (cognitive, sensory, physical) may be present at birth or soon after, so parents make necessary adjustments beginning very early on. Parents may be surprised when they are informed about their child’s disability, relieved to hear an explanation for their child’s struggles to learn or concerned about the time lost in finding effective interventions. Many parents must redefine their image of their child. Some parents may blame school personnel for their child’s problems, especially if the child is identified during middle or high school. Other parents may believe that they have failed their child and that they should have been able to prevent the disability. Special education teachers and other school professionals need to be aware that their attitudes toward parents, their communications with them, and their openness to parent and family perspectives can affect greatly the quality of the student’s education and support received from home.