Deck 7: Children With Attention Deficit Hyperactive Disorders

Question 1

Prevalence estimates for ADHD range from of school age children.

A) 1-2 percent
B) 3-7 percent
C) 9-11 percent
D) 12-16 percent

Answer 1

B

Question 2

About of children with ADHD also have learning disabilities.

Answer 2

1/3
one-third

Question 3

Describe some of the factors that make it difficult to get an accurate estimate of the number of children with ADHD.

Answer 3

Answers should address the following factors: 1. students who are diagnosed in private or clinical settings may receive medication and supports but not be included in special education counts; 2. ADHD is included in Other Health Impairments which is not broken down by specific disability; 3, Many students with ADHD receive supports through section 504 or tier II of RtI but do not count in special education numbers; 4. ADHD is comorbid with many other disabilities.

Question 4

Which of the following is NOT a symptom of ADHD as defined by the DSM-5?

A) Fidgets with hands or feet and squirms in seat
B) Blurts out answers before questions have been completed
C) Does not seem to listen when spoken to directly
D) Scores lower than average on standard tests of cognitive ability

Question 5

Remy is an English Language Learner from a low-income background in the 2nd grade. His teachers have expressed concern about his behavior in class and academic difficulties and have referred him for ADHD evaluation. What factors must the evaluators take into account as they examine Remy's behavior?

Question 6

Food additives have been linked to increased hyperactive behavior.

Question 7

The co-existence of conditions that can make diagnosis and treatment more complex is known as .

Question 8

What evidence exists for a genetic cause of ADHD?

A) ADHD runs in families.
B) Researchers have identified the genes responsible for ADHD.
C) There are no other explanations for ADHD.
D) All of the above are true.

Question 9

Marco is a an 8-year-old who has difficulty with both attention and hyperactivity. How can we use the Information Processing Model to describe Marco's difficulties?

Question 10

Educational supports specifically for children with hyperactivity and/or attention problems have existed since the late 1800s.

Question 11

According to the American Psychiatric Association, a child can be said to have ADHD if he or she has difficulties only at school but not in other environments.

Question 12

was coined in the early 20th century to describe children with a cluster of symptoms including hyperactivity and inattention.

A) Strauss Syndrome
B) ADHD
C) Asperger's Syndrome
D) Cruickshank's Condition

Question 13

Test of cognitive ability should also be considered when identifying a student with ADHD.

Question 14

Which of the following is NOT true regarding the prevalence of ADHD?

A) Children from highly educated families and children from families receiving Medicaid are most likely to be identified.
B) Black students make up less of the ADHD population but are identified at higher rates than their white peers.
C) Male students are at least twice as likely to be identified as having ADHD as are their female peers.
D) The numbers of students identified as ADHD is steadly dropping each year as prevention techinques are discovered.

Question 15

Why are boys more likely than girls to be identified as having ADHD?

A) Girls are genetically wired to be calmer in complex social situations such as school.
B) Teachers are more likely to view male students as "problems" they would like to remove from their classroom.
C) Boys are genetically predisposed to attention and hyperactivity, making them more prone to ADHD.
D) Girls are more likely to display inattention without hyperactivity, making them easier to overlook.

Question 16

IDEA 2004 classifies ADHD under which disability category?

A) Learning Disabilities
B) Attention and Mood Disorders
C) Other Health Impairments
D) ADHD is not covered by IDEA 2004

Question 17

Individuals with ADHD may suffer from , the inability to attend and focus, and/or , problems with impulsivity and self-regulation.

Question 18

The DSM-5 makes a conceptual distinction between ADHD and conduct disorders.

Question 19

The primary difficulty for most children with ADHD occurs in which area of the Information Processing Model?

A) Information input
B) Executive function
C) Information output
D) Processing

Question 20

Monique has been referred for evaluation for ADHD. How will her parents and teachers provide formal input for evaluation in the ADHD identification process? Why is their input important?

Question 21

Why are multi-tiered systems of support such as RtI so important for addressing the needs of students with ADHD?

Question 22

An instructional strategy that builds from supported work to independent work is known as .

Question 23

Family stressors such as poverty or unsafe living conditions can exacerbate the symptoms of a child's ADHD.

Question 24

Why are medications that increase neurotransmitter production useful for students with ADHD?

A) Neurotransmitters allow students to learn more quickly and effectively.
B) Neurotransmitters have a direct effect of on a student's mood and happiness level.
C) Neurotransmitters increase the capacity for attending and controlling impulses.
D) Neurotransmitters reduce the potential side effects of any medication.

Question 25

The Daily Report Card is an example of an intervention designed to

A) increase communication between school and home.
B) give regular academic updates.
C) provide behavior feedback and strategies.
D) clarify goals for classroom performance.

Question 26

The complex critical thinking tasks required by the Common Core State Standards are difficult for many students with ADHD because they

A) have difficulty sustaining the attention required to tackle such tasks.
B) lack sufficient cognitive abilities to master such tasks.
C) are unable to socially integrate into the classroom to participate in such tasks.
D) are too frequently "in trouble" and miss too much instruction.

Question 27

Children who have another disorder comorbid with their ADHD diagnosis tend to fare better than children with only ADHD because of the additional supports they receive.

Question 28

There are no significant differences in the brains of individuals with ADHD and the brains of individuals without ADHD.

Question 29

Electronic devices are too distracting and should never be used with students with ADHD.

Question 30

Kara's IEP requires that she work with a reading specialist to address the reading difficulties caused by her ADHD and LD. This intervention is an example of which tier of the RtI model?

A) Tier I
B) Tier II
C) Tier III
D) This could occur at any tier.

Question 31

In planning instruction for students with ADHD, teachers must consider both __________________ strengths and needs.

Question 32

Typically, teachers are not aware of a student with ADHD's medication use because it is considered a privacy violation.

Question 33

Modifications to the general classroom curriculum using UDL strategies typically take place at what level of RtI?

A) Tier I
B) Tier II
C) Tier III
D) This would not occur in the RtI model.

Question 34

Explain the 4 variables for successful learning strategies that can be used to help all students, including those with ADHD, to find academic success.

Question 35

What class of medication is most often prescribed to children with ADHD?

A) Stimulants
B) Depressants
C) Mood-enhancers
D) Anti-anxiety

Question 36

Students with intense behavioral needs may be evaluated using a ; a can then be created to address their behavioral needs.

Question 37

The three-pronged approach to address the needs of students with ADHD known as "multimodal support" involves ______________, ______________, and _______________.

Question 38

Which of the following can increase engagement with academic tasks for students with ADHD?

A) Multi-step tasks presented without explicit instruction
B) Rapid fire questioning strategies
C) Movement and other kinesthetic learning strategies
D) Emphasis on only written delivery of content

Question 39

Which of the following is NOT true about students with ADHD?

A) They are more likely to be cognitively advanced.
B) They are more likely to have absences and missing work.
C) They are less likely to perform on grade level.
D) They often experience social problems in school.

Question 40

Describe some of the key differences in eligibility and services for students with ADHD between IDEA 2004 and Section 504 of the Rehabilitation Act of 1973.

Question 41

Which of the following is NOT true of individuals with ADHD as they move beyond secondary school?

A) They frequently find it impossible to complete college or enter a successful career.
B) They are more at risk for continued social and academic problems.
C) They have a greater risk than peers for substance abuse problems.
D) They often go on to successful social lives and careers.