Question 1

All of the following are suggestions for teaching students with ADHD EXCEPT

Accepted Answer

The suggestion to avoid "thinking aloud" as it is very distracting is not a helpful suggestion for teaching students with ADHD. In fact, some students with ADHD may benefit from hearing the teacher's thought process out loud. Therefore, all other options (A, B, and C) are helpful suggestions for teaching students with ADHD.

Question 2

All of the following are intervention principles for ADHD, according to Pfiffner, Barkley, & DuPaul (2006), EXCEPT

Accepted Answer

Reinforcers should be varied to maintain interest and effectiveness, rather than remaining consistently the same.

Question 3

The behavior of one student is tied to the outcome of the whole group in a

Accepted Answer

In a group contingency model, the behavior of one student is tied to the outcome of the whole group. This type of model is commonly used in educational settings to promote positive behavior and academic achievement. Group contingency models often involve rewards or consequences that are contingent upon the behavior of the group as a whole, rather than just one individual.

Question 4

The most frequently prescribed types of medication for students with ADHD are

Accepted Answer

Psychostimulants are the most frequently prescribed types of medication for students with ADHD. These medications work by increasing the levels of dopamine and norepinephrine in the brain, which can improve attention, focus, and impulse control. Examples of psychostimulant medications include Ritalin, Adderall, and Vyvanse.

Question 5

Most students with ADHD spend most of their time in which of the following settings?

Accepted Answer

Most students with ADHD are educated in general education classrooms with accommodations and supports to address their specific needs. It is important for them to have access to the general education curriculum and interact with their peers without being segregated into a separate classroom or school. Students with severe impairments or comorbidities may require specialized services in self-contained classrooms or special day schools, but this is not the norm for most students with ADHD. The resource room is a supportive setting where students can receive individual or small-group instruction to reinforce or supplement their classroom learning, but it is not where they spend most of their time.

Question 6

ADHD has been frequently shown to coexist with each of the following EXCEPT

Accepted Answer

ADHD does not typically coexist with intellectual disabilities. However, it is frequently comorbid with learning disabilities, emotional or behavioral disorders, and substance abuse.

Question 7

Determining the antecedents, consequences, and setting events that maintain inappropriate behaviors is called

Accepted Answer

Functional assessment is the process of identifying the antecedents (what happens before the behavior), consequences (what happens after the behavior), and setting events (other factors that affect the behavior) that maintain inappropriate behaviors. This information is used to develop interventions that address the function of the behavior in order to decrease or eliminate it. Functional analysis, mentioned in choice B, is a more intensive form of functional assessment that involves experimental manipulation of antecedents and consequences to identify the function of a behavior. Behavior management, mentioned in choice C, is a broad term that encompasses a range of strategies used to address and modify behavior. Behavioral contracting, mentioned in choice D, is a specific type of intervention where a contract is created between the individual and a caregiver or therapist to outline specific goals and rewards for meeting those goals. While all of these options may be used in conjunction with functional assessment, A) functional assessment is the most appropriate answer for the given question.

Question 8

Each of the following statements about the coexistence of ADHD with other conditions is true EXCEPT

Accepted Answer

Studies have found that there is no increased risk of intellectual disability in individuals with ADHD compared to the general population. Options A, B and D are true statements.

Question 9

A teaching model that includes content instruction by one teacher to a large group of students and remedial or supplementary instruction by the other teacher to a small group of students is

Accepted Answer

Alternative teaching is a teaching model where one teacher provides content instruction to the whole class while the other teacher provides remedial or supplementary instruction to a small group of students. This model allows for differentiation of instruction and addresses the needs of individual students. Parallel teaching involves dividing the class into two smaller groups, and both teachers provide the same instruction simultaneously. Team teaching involves two or more teachers sharing responsibility for the instruction of the whole class. Station teaching involves dividing the class into small groups and each group rotates between different stations where different teachers provide instruction on different topics. However, none of these models specifically involve one teacher providing content instruction to the whole class while the other provides remedial or supplementary instruction to a small group.

Question 10

According to Barkley, each of the following is a way that people with ADHD can exhibit problems with executive function EXCEPT

Accepted Answer

The answer of According to Barkley, each of the following...

Question 11

Abilities needed to be successful in one's living environment (e.g., communication, self-care, social skills, and leisure)are called

Accepted Answer

Adaptive behavior skills refer to the abilities needed to effectively manage and succeed in one's living environment, including communication, self-care, social skills, and leisure activities.

Question 12

The negative social status experienced by students with ADHD is

Accepted Answer

Studies have shown that the negative social status experienced by students with ADHD can be long lasting, often persisting into adulthood. They may struggle with social skills, have difficulty understanding nonverbal cues, and be seen as disruptive or annoying to their peers.

Question 13

All of the following are characteristics of Cruickshank's program for students who would today meet the criteria for ADHD EXCEPT

Accepted Answer

Cruickshank's program emphasized teacher-directed learning rather than student-directed learning.

Question 14

All of the following are examples of behavioral inhibition EXCEPT

Accepted Answer

Behavioral inhibition refers to the ability to control one's impulses and delay gratification in order to pursue long-term goals. Option C, working for immediate gratification or short-term rewards, is actually an example of a lack of behavioral inhibition, as it shows a tendency toward impulsive behavior and prioritizing immediate rewards over long-term goals. The other options all involve skills related to behavioral inhibition, such as waiting one's turn, refraining from interrupting, and resisting distractions.

Question 15

In contingency-based self-management, the "contingency" is usually a type of

Accepted Answer

In contingency-based self-management, a specific reward is contingent upon the completion of a desired behavior or task. This serves to reinforce the behavior and increase the likelihood of its recurrence in the future. Punishment and aversive consequences are not typically used in contingency-based self-management, as these may lead to negative reinforcement and decreased motivation to engage in the desired behavior. Contracts may be used in conjunction with contingency-based self-management as a way to formalize the expectations and rewards for completing the desired behavior.

Question 16

Compared to students with other disabilities, students with ADHD

Accepted Answer

Studies have consistently shown that students with ADHD are more likely to be disliked by their peers and have fewer friendships than their non-ADHD peers. However, this does not necessarily mean they have fewer social skills than students with other disabilities. While ADHD can interfere with social interactions, individuals with ADHD can still have adequate social skills and make friends. The option A and D are incorrect because there is no conclusive evidence to suggest that students with ADHD have fewer social skills or are viewed as less rude than other students with disabilities.

Question 17

Having persons keep track of their own behavior and then receive consequences based on that behavior is called

Accepted Answer

Contingency-based self-management involves individuals tracking their own behavior and then implementing consequences based on that behavior. This helps individuals take responsibility for their actions and make positive changes in their behavior. Consequence-based self-monitoring and consequence-based self-management are not accurate descriptions of this process, and contingency-based functional assessment is a different process altogether.

Question 18

Which of the following is a recommended technique for co-teaching students with ADHD?

Accepted Answer

Parallel Teaching is a recommended technique for co-teaching students with ADHD as it allows for smaller group instruction, which can help maintain student engagement and provide more individualized attention.

Question 19

Which of the following statements about Ritalin is true?

Accepted Answer

Research shows that Ritalin is effective for about 70% of people who take it for ADHD. However, it is not effective for about 30% of people.

Question 20

The ability to withhold a planned response; to interrupt a response that has been started; to protect an ongoing activity from interfering activities; and to delay a response refers to

Accepted Answer

Behavioral inhibition involves the ability to withhold or interrupt responses, protect ongoing activities, and delay responses, aligning with the description provided.

Quiz 7: Learners With Attention Deficit Hyperactivity Disorder