Deck 12: Low-Incidence Disabilities: Multiple Disabilities, deaf-Blindness, and Traumatic Brain Injury

Question 1

Teaching recreation and leisure skills to students with severe or multiple disabilities is important for all of the following reasons except _____.

A)accessing the general curriculum
B)helping students interact socially
C)maintaining their physical health and motor skills
D)becoming more involved in community activities

Answer 1

A

Question 2

Mrs. Keller wants Tony to participate in making a snack with other children in a kindergarten class. He is able to pour things but his movements are jerky. She does not want him to spill the cereal and waste it. She has him point to the cereal to indicate that it needs to go in the bowl next. Which misuse of partial participation does this exemplify?

A)Missed participation
B)Myopic participation
C)Passive participation
D)Piecemeal participation

Answer 2

B

Question 3

Which of the following has not been identified as a cause of severe disabilities?

A)Refractive errors
B)Infectious diseases
C)Premature births
D)Rh incompatibility

Answer 3

A

Question 4

Which of the following is not a characteristic of a student with dual sensory impairments?

A)displaying characteristics of emotional disturbance
B)Failing to initiate interactions
C)Engaging in self-stimulatory behaviors
D)Appearing to be passive or noncompliant

Question 5

Which of the following students would most likely be classified as a student with traumatic brain injury?

A)Kelsey, who has hydrocephalus.
B)Anna, who has a closed head injury.
C)Isaac, who was born with cerebral palsy.
D)Jerome, who has Charge syndrome.

Question 6

A term used to describe multiple disabilities, deaf-blindness and traumatic brain injury is _____.

A)autosomal disabilities
B)comorbid disabilities
C)high impact disabilities
D)low incidence disabilities

Question 7

Contemporary curriculum for students with severe or multiple disabilities _____.

A)focuses only on current needs
B)focuses on functional skills needed in immediate and future environments
C)is based on general education curricula but done at a slower pace with adaptations
D)is based on developmental age and emphasizes skills that are prerequisites for approaching milestones

Question 8

Which of the following statements about students with profound disabilities is accurate?

A)Most of them are ambulatory.
B)They need minimal support with daily living skills.
C)They function no higher than a typically developing two-year-old in many areas.
D)Sophisticated IQ tests are needed to plan educational programs for this population.

Question 9

Which of the following is not an example of a social or behavioral impairment caused by a brain injury?

A)Mood swings
B)Self-centeredness
C)Lack of motivation
D)Difficulty maintaining attention

Question 10

Mr. Santos is trying to teach Carl, a student with a severe disability, how to get lunch from the cafeteria independently. To see the learning that is occurring, he should measure progress _____.

A)each time a skill is taught
B)twice a week
C)at least once a week
D)prior to beginning instruction and after it has ended

Question 11

Which of the following would qualify as a student with severe disability?

A)Karin, a student who is deaf and blind.
B)Liam, a student with an IQ of 35.
C)Melanie, a student with severe emotional disturbance.
D)Nathan, a student with traumatic brain injury.

Question 12

Charlie is a student with muscular dystrophy and an intellectual disability. He would be classified as a child with multiple disabilities _____.

A)automatically
B)if both disabilities were diagnosed in infancy
C)if more than two areas of functioning were affected
D)if his educational needs could not be met in a program for one of the disabilities

Question 13

All of the following are reasons for the gap in the number of students with traumatic brain injury and the number of students receiving services in this category except _____.

A)public awareness is low about the disability
B)many students with brain injury recover
C)many students are receiving services in other categories of disability
D)brain injury does not always have an adverse effect on educational performance

Question 14

Which of the following is an example of embedding core content into a functional skills activity for a student with a severe or multiple disability?

A)Teaching a high school student to use a graphing calculator.
B)Teaching an elementary student to use pictures and a graphic organizer to make comparisons.
C)Teaching an elementary student the scientific method.
D)Teaching a middle school student to read vocabulary words necessary to understand Huckleberry Finn.

Question 15

Which of the following would be the least functional activity for a sixteen-year-old with severe or multiple disabilities?

A)Sorting M & M's by color
B)Fastening a pair of shoes
C)Operating a vending machine
D)Reading words such as stop, walk, men and women

Question 16

What percentage of students with dual sensory impairments do not have other disabilities?

A)About 10%
B)About 20%
C)About 25%
D)About 30%

Question 17

Which statement about the causes of many cases of severe disabilities is true?

A)The cause of most severe disabilities is delayed speech.
B)Severe disabilities are rarely acquired later in life.
C)The cause of a severe disability in almost every case is a brain disorder.
D)Most severe disabilities are caused by a lack of adequate prenatal care.

Question 18

Recent statistics on traumatic brain injury indicate that _____.

A)traumatic brain injuries are decreasing
B)most traumatic brain injuries occur in adults
C)incidence of traumatic brain injury is lower in rural areas
D)traumatic brain injury is the leading cause of death in children

Question 19

Which of the following would be the most age-appropriate recreation and leisure activity for a teenage girl with severe or multiple disabilities?

A)Watching Dora on TV
B)Going to a school football game
C)Listening to Baby Einstein music alone in her bedroom
D)Playing a game of clap your hands

Question 20

Determining what should be taught to students with severe or multiple disabilities focuses on _____.

A)standardized scores
B)developmental levels
C)alignment with curriculum standards
D)functionality and age appropriateness

Question 21

Imagine you are a special educator with a student, Maya, who has severe/multiple disabilities. Your supervisor wants to recommend that Maya be sent to a special residential school because he (the supervisor)sees no significant change in her academic levels of performance. Draft a response letter that supports your reasons for keeping Maya in her neighborhood school.

Question 22

Which of the following is not an element of positive behavioral support?

A)Teaching a student a desirable alternative behavior
B)Understanding the function of the behavior for a student
C)Using natural aversive consequences when the inappropriate behavior occurs
D)Arranging the environment so that the inappropriate behavior is less likely to occur

Question 23

Why is choice making important for students with severe disabilities?

A)It increases compliance during instruction.
B)It improves instructional control for educators.
C)It removes some of the burden from the community.
D)It improves the quality of life for students with severe disabilities.

Question 24

Which of the following is NOT a component of an instructional program that is recommended by authors of leading texts on teaching students with severe disabilities?

A)Problem, inquiry, and project based learning
B)generalization and maintenance learning
C)Response prompts and repeated practice
D)Task analysis and time delay

Question 25

Serving as a peer buddy for a student with a severe or multiple disability has all of the following benefits for students without disabilities except _____.

A)helps develop empathy
B)helps develop responsibility
C)provides a source of paid income
D)fosters friendships

Question 26

Which of the following reasons for educating students with severe disabilities in neighborhood schools has the most empirical support?

A)Parents and families have greater access to school activities.
B)Inclusion has beneficial effects on social skills and relationships.
C)Integrated schools are more meaningful instructional environments.
D)Students without disabilities learn to accept diversity and they function better as adults.

Question 27

Shelby, a student with a severe disability, is based in a general education class. Brown and colleagues suggest this means that _____.

A)she spends 100% of her time there
B)she spends at least 70% of her day there
C)she is included in homeroom and then goes elsewhere
D)she is regarded as a class member rather than a visitor

Question 28

When developing an IEP for a student with severe or multiple disabilities, one of the greatest responsibilities of a special educator as an IEP team member is _____.

A)providing appropriate assistive technology
B)providing appropriate positive behavior supports
C)selecting and prioritizing instructional objectives
D)ensuring that the student is included with nondisabled peers

Question 29

Explain the importance of choice making for students with severe disabilities.

Question 30

Which of the following is true regarding small-group instruction and students with severe or multiple disabilities?

A)Partial participation is the primary goal.
B)In some instances, it is the least cost effective instructional arrangement.
C)Skills learned are less likely to generalize to other settings.
D)It provides opportunities for incidental learning from others.

Question 31

Which of the following is true regarding shared meaning?

A)The less skilled partner will eventually develop speech.
B)Shared communication is dependent on the form or mode used.
C)The more skilled partner should take more responsibility for communication.
D)The more skilled partner should follow the lead of the less skilled partner to initiate communication.

Question 32

Which of the following best illustrates building communication skills?

A)Jason plays quietly with the blocks. He is praised for attending to the task.
B)Kyle rarely demonstrates eye contact. His teacher does not notice when he does.
C)Madison is learning to do laundry. Her teacher creates a washing machine from a large box.
D)Kibe's lunch tray is out of reach. He indicates "eat" with his communication device, so his teacher moves the tray where he can reach it.