Unit 5 Module 10 tests Flashcards Preview

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Flashcards in Unit 5 Module 10 tests Deck (44)
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1
Q

The scenario above describes a number of strengths and deficits for Joseph. What are they?

A. His strengths are social and reading skills, with deficits in behavior, writing skills and spelling.

B. His strengths are behavior, social and gross motor skills, with deficits in fine motor, reading and spelling skills.

C. His strengths are gross motor and reading skills, with deficits in writing and fine motor skills.

D. His strengths are behavior, social and fine motor skills, with deficits in gross motor, reading and writing skills.

A

B. His strengths are behavior, social and gross motor skills, with deficits in fine motor, reading and spelling skills.

2
Q

A common component of the definition of learning disability is that it is a lifelong condition.

True

False

A

True

3
Q

In defining learning disability, the difference between a student’s actual academic performance and his or her estimated ability is described as a __________.

A. familiality study

B. response to intervention

C. discrepancy

D. learned helplessness

A

C. discrepancy

4
Q

Learning disabilities has been called an “umbrella” disability category because it covers a variety of different educational and behavioral components. Examples are: ___________

A. below average academic performance

B. unremarkable behavior performance

and ___________ along with an exclusion of certain etiological factors.

A. processing disorders

B. lack of visual acuity

A

A. below average academic performance

A. processing disorders

5
Q

One explanation for the etiology of learning disabilities is damage to the central nervous system that is caused by an event outside of the person’s body which can occur before, during, or after birth. This is called a/an
______________.

A. hereditary influence

B. biochemical abnormality

C. acquired trauma

D. environmental factor

A

C. acquired trauma

6
Q

It is clear in the scenario that Joseph’s learning problems are due to birth trauma. True or False?

True

False

A

False

7
Q

______________ do not provide strong instructional direction when compared to

A. norm-referenced assessment

B. criterion-referenced assessment

_______________which can provide information for instructional planning, decision-making, and monitoring progress.

A. norm-referenced assessment

B. criterion-referenced assessment

A

A. norm-referenced assessment

B. criterion-referenced assessment

8
Q

Parent Interview

YES

NO

A

YES

9
Q

State Benchmark Test Scores

YES

NO

A

YES

10
Q

Writing Sample

YES

NO

A

YES

11
Q

Classroom Observation

YES

NO

A

YES

12
Q

Achievement Tests

YES

NO

A

YES

13
Q

Woodcock Reading Mastery Test

YES

NO

A

YES

14
Q

Stanford-Binet Intelligence Test

YES

NO

A

YES

15
Q

Ms. James took extra time to use progress monitoring and mnemonics with Joseph in his new classroom. These are examples of ____________

A. portfolio assessment

B. response to intervention (RTI)

C. bilingual instruction

A

B. response to intervention (RTI)

16
Q

In some schools, RTI has now become a way to both identify students with potential learning disabilities as well as a way to pre-refer all students for an LD screening. True or False?

True

False

A

True

17
Q

The previous scenario clearly illustrates two different ways that are currently used by educators throughout the United States to diagnose learning disabilities. For instance, Mr. Martinez took one approach and Ms. James took another.

Which statements below accurately describes the way Mr. Martinez addressed Joseph’s potential learning disabilities?

A. Mr. Martinez used the RTI model to find a significant discrepancy in Joseph’s reading, writing, and spelling skills

B. Mr. Martinez used the discrepancy model when he gave Joseph an I. Q. test, along with additional academic evaluation.

A

B. Mr. Martinez used the discrepancy model when he gave Joseph an I. Q. test, along with additional academic evaluation.

18
Q

Which statements below accurately describes the way Ms. James addressed Joseph’s potential learning disabilities?

A. Ms. James used the discrepancy model to test Joseph and carry out other academic evaluations.

B. Ms. James used the RTI model to expose Joseph to new instructional interventions along with progress monitoring in his regular classroom

A

B. Ms. James used the RTI model to expose Joseph to new instructional interventions along with progress monitoring in his regular classroom

19
Q

A student with a learning disability who has difficulty conversing and picking up social cues has problems with ________________________.

A. short-term memory

B. syntax

C. semantics

D. pragmatics

A

D. pragmatics

20
Q

A student with a learning disability who has difficulty discerning the last sound in the word “cliff” is having a problem involving ____________________________.

A. Phonemic awareness

B. Phonological awareness

C. Dyslexia

D. Syntax

A

A. Phonemic awareness

21
Q

In the definition of learning disability, the notion of discrepancy refers to the comparison of which two factors? (Select all that apply.)

A. Intellectual ability

B. Severity of impairment

C. Academic achievement

D. Type of impairment

A

A. Intellectual ability

C. Academic achievement

22
Q

What is the most recent approach of professionals working with people who have learning disabilities?

A. Focus on the lifelong nature of learning disabilities

B. Focus on wide range of characteristics of learning disabilities

C. Focus on academic performance

D. Focus on attention disorders

A

A. Focus on the lifelong nature of learning disabilities

23
Q

Auditory memory problems are thought to create difficulties with __________________
for individuals with learning disabilities.

A. spelling

B. sentence structure

C. reading

D. story writing

A

A. spelling

24
Q

Which action below is NOT an example of using a metacognitive skill?

A. A student consults a dictionary to make sure a word is correct.

B. A student rehearses a list of numbers in his mind.

C. A student rereads her work as she writes.

D. A student scans ahead in her reading assignment.

A

B. A student rehearses a list of numbers in his mind.

25
Q

_______________ children with learning disorders display symptoms of ADHD.

A. all

B. few

C. some

D. most

A

C. some

26
Q

Its balanced application to all academic areas

YES

NO

A

NO

27
Q

Fewer students recognized as learning disabled

YES

NO

A

YES

28
Q

Fewer inappropriate referrals for special education

YES

NO

A

YES

29
Q

Less stigma placed on learners

YES

NO

A

YES

30
Q

One advantage of norm-referenced tests is that they ______________________.

A. provide professionals with large amounts of data

B. offer teachers a way of assessing their teaching

C. provide instructional direction

D. allow professionals to describe an individual student’s performance

A

A. provide professionals with large amounts of data

31
Q

What do metacognition deficits, memory problems, and outer-directedness have in common?

A. They all result from problems with attribution.

B. They can all be improved with teaching.

C. They all result from disorders of attention.

D. They are all associated with oral language difficulties.

A

B. They can all be improved with teaching.

32
Q

According to federal law, all evaluations of children with potential learning disabilities are conducted in English.

True

False

A

False

33
Q

Read each statement below and indicate whether it is (Yes) or is not (No) a core characteristic of RTI?

It is generally three-tiered.

YES

NO

A

NO

34
Q

Read each statement below and indicate whether it is (Yes) or is not (No) a core characteristic of RTI?

It is language-based.

YES

NO

A

YES

35
Q

Read each statement below and indicate whether it is (Yes) or is not (No) a core characteristic of RTI?

It combines assessment and teaching.

YES

NO

A

YES

36
Q

Read each statement below and indicate whether it is (Yes) or is not (No) a core characteristic of RTI?

It is a 20-to-26 week process.

YES

NO

A

NO

37
Q

Which of the following actions would be easier for a teacher to complete if a student of his has undergone criterion-referenced assessment? (Select all that apply.)

A. compare her to how her peers are doing

B. develop an individual instruction plan (IEP).

C. see a portfolio of her work

D. determine her level of mastery in a subject

A

A. compare her to how her peers are doing

D. determine her level of mastery in a subject

38
Q

Which factor is NOT considered a common component of different definitions of learning disabilities?

A. Intellect within normal range

B. Lifelong condition

C. Learning disabilities are not primarily caused by other disabilities

D. Behavioral problems

A

D. Behavioral problems

39
Q

Problems with reading and writing may be linked to
__________ for individuals with learning disabilities.

A. phonological awareness

B. memory

C. phonemic awareness

D. semantics

A

A. phonological awareness

40
Q

Short-term memory tasks involve retaining information while completing another cognitive task at the same time.

True

False

A

False

41
Q

Low self-esteem is a common cause of learning disabilities.

True

False

A

False

42
Q

Which of the following statements expresses a problem associated with the assessment of discrepancy?

A. Clinical judgment is a subjective measure.

B. Intelligence is not tested as a discrete measure.

C. Different states quantify discrepancy differently.

D. Educational achievement is overshadowed by cognitive measures.

A

C. Different states quantify discrepancy differently.

43
Q

Unlike discrepancy testing, RTI assesses the entire student population, not just those thought to have a learning disability.

True

False

A

True

44
Q

Curriculum-based measurement (CBM) is similar to RTI in that it ___________________.

A. is a tier-based system

B. narrows down the number of students over time

C. works across a wide range of disciplines

D. tightly links assessment and instruction

A

D. tightly links assessment and instruction