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

Question 1

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

Answer 1

C

Question 2

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

Answer 2

B

Question 3

According to Coulter (1994),most cases of severe cognitive limitations are caused by

A)perinatal brain damage
B)postnatal brain dysgenesis
C)prenatal brain damage
D)prenatal brain dysgenesis

Answer 3

A

Question 4

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 5

Which of the following students would be most likely to 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 Huntington's Chorea

Question 6

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 45
C)Melanie,a student with severe emotional disturbance
D)Nathan,a student with traumatic brain injury

Question 7

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 8

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

A)emotional detachment
B)failure to initiate interactions
C)engaging in self-stimulatory behaviors
D)appearing to be passive or noncompliant

Question 9

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 two-year-old in many areas.
D)Sophisticated IQ tests are needed to plan educational programs for this population.

Question 10

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 11

TASH is an advocacy organization for people who

A)are most likely to be granted unique rights
B)have significant disabilities and support needs
C)have the tools and opportunities to make their own decisions
D)are most likely to live,work,and play in integrated environments

Question 12

Which of the following is not true of specialized communication systems for students with severe or multiple disabilities?

A)They are contrived and idiosyncratic in nature.
B)They enable students with severe disabilities to receive information.
C)They enable students with severe disabilities to express their wants and needs.
D)They enable students with severe disabilities to communicate with an unlimited number of people.

Question 13

Students with severe disabilities

A)have IQ's of 25 and below
B)constitute a separate category under IDEA
C)probably won't achieve in meaningful ways
D)have tremendous diversity in learning and physical challenges

Question 14

IEP goals for students with traumatic brain injury may need to be reviewed and modified

A)as often as every 30 days
B)at least every six months
C)when students reach a plateau
D)as seldom as every three years

Question 15

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 16

Which of the following could not result in a closed head injury?

A)a bicycle accident
B)a car accident
C)a gunshot wound to the head
D)shaken baby syndrome

Question 17

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

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

Question 18

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

A)refractive errors
B)infectious diseases
C)premature birth
D)Rh incompatibility

Question 19

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 often cannot be determined.
D)Most severe disabilities are caused by a lack of adequate prenatal care.

Question 20

Dawson was in a bicycle accident recently.His doctor says that he will probably make a full recovery,but he has sustained a moderate brain injury.Based on this diagnosis,his teacher can expect his behavior and cognition to be impaired for

A)a week or two
B)a month
C)a long and unpredictable period
D)several days

Question 21

Which elements of instruction are critical for students with severe disabilities?

A)active engagement and repeated practice
B)contrived prompts and guided practice
C)response prompts and independent practice
D)task analysis and time delay

Question 22

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 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 parents and caregivers.
D)It improves the quality of life for students with severe disabilities.

Question 24

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 calculator
B)teaching an elementary students to use pictures and a graphic organizer to summarize key facts
C)teaching an elementary student about states of matter in relation to the weather
D)teaching a middle school student to read vocabulary words necessary to understand Huckleberry Finn

Question 25

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 26

All of the following are characteristics of interventions informed by functional analyses except

A)they are less restrictive
B)they are more likely enhance family discussions
C)they are more likely to be viewed as acceptable
D)they are more likely to result in lasting improvements in behavior

Question 27

A peer buddy for a student with a severe or multiple disability does all of the following except

A)teach conversational skills
B)serve as role model of positive social interactions
C)assist partners with tasks in community based settings
D)provide support to partners in general education and career/technical classes

Question 28

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 29

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 30

Which of the following is not an element of positive behavior 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 31

Contemporary curriculum for students with severe or multiple disabilities

A)focuses mainly 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 32

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 and 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

Question 33

When developing an IEP for a student with severe or multiple disabilities,one of the greatest responsibilities of a special educator 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 34

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)in every lesson
B)twice a week
C)at least once a week
D)prior to beginning instruction and after it has ended

Question 35

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)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 36

Functional assessment refers to

A)an assessment of a student's current abilities and needs
B)a test that measures true ability rather than the effects of a disability
C)a process that measures how well a student is likely to function in a specific environment
D)a process that determines environmental variables that cue and maintain an undesirable behavior

Question 37

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

Question 38

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 provides reinforcement 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.

Question 39

Which of the following is most important in determining which curriculum areas to include in the IEP of a student with severe or multiple disabilities?

A)the student's age
B)the student's interests
C)the student's ability level
D)the student's mode of communication

Question 40

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 41

The majority of students with deaf-blindness have some functional hearing and/or vision.

Question 42

Functionality means the usefulness of a skill for a student with a severe or multiple disability.

Question 43

Compare and contrast open and closed head injuries.

Question 44

Children with severe disabilities are not able to benefit from instruction in reading and math.

Question 45

Contusions usually accompany mild brain injuries.

Question 46

Most students with multiple disabilities also have deaf-blindness.

Question 47

Which is better for a child with deaf-blindness,an education program for a blind child or an education program for a deaf child? Explain your answer.

Question 48

A person with a severe disability needs instruction in skills that most children without disabilities acquire in the first five years of life.

Question 49

Some students with severe disabilities do not need special education services.

Question 50

Briefly explain the prevalence rates of severe/multiple disabilities.

Question 51

What is the first step in designing effective instruction for a student with severe/multiple disabilities?

Question 52

What are the three areas of functioning in which students with severe disabilities show significant deficits?

Question 53

How does IDEA define multiple disabilities?

Question 54

What is PECS an acronym for? How is PEC useful?

Question 55

One-to-one instruction is the only effective teaching arrangement for students with severe disabilities.

Question 56

A plateau usually signals the end of functional improvement for a student with traumatic brain injury.

Question 57

Students with severe disabilities constitute the most homogeneous group of all exceptional children.

Question 58

Although no specific set of behaviors is common to all individuals with severe or multiple disabilities,the author provides a list of frequently observed behaviors.List five of the seven.

Question 59

What should the curriculum for a student with severe/multiple disabilities primarily focus on?

Question 60

What is the best placement for a student with severe disabilities?

Question 61

Teaching social skills to teenagers is the most difficult task for an adult.