Question 1

What was the purpose of making you read the passage that was presented in mirror image in your book?

Accepted Answer

The passage presented in mirror image was likely used to help readers appreciate the complexity and effort involved in reading, emphasizing that it requires significant concentration and can be challenging, especially for those learning to read or with reading difficulties.

Question 2

Which of the following is FALSE?

Accepted Answer

Specific learning disorders are not as common as 35% to 40% of school-aged children. Most studies show a lower prevalence, typically ranging from 5% to 15%. The statement D overestimates the prevalence significantly.

Question 3

Which of the following are criteria for specific learning disorders based on the new DSM-5 criteria?

Accepted Answer

The DSM-5 criteria for specific learning disorders include all of the listed options: difficulties in learning despite interventions (A), academic skills significantly below what is expected for the individual's age that interfere with school, work, or daily activities (B), and the onset of learning difficulties during school-age years, though they may not become fully apparent until the demands exceed the individual's capacities (C).

Question 4

Which of the following is NOT a current specifier of impairment in specific learning disorder?

Accepted Answer

Cognitive is not a specifier of impairment in specific learning disorder. Specific learning disorder specifiers are focused on areas of academic skills (reading, mathematics, and written expression), not broad cognitive processes.

Question 5

Specific learning disorders can be specified for which of the following severities?

Accepted Answer

Specific learning disorders can be specified for three levels of severity: mild, moderate, or severe, to indicate the degree of impact on academic or daily functioning.

Question 6

Dyslexia is:

Accepted Answer

Dyslexia is specifically recognized as a learning disorder with impairment in reading, involving difficulties with accurate and/or fluent word recognition, decoding, and spelling abilities.

Question 7

Many researchers have identified a fourth type of specific learning disorder, known as:

Accepted Answer

Nonverbal learning disorders are recognized by many researchers as a specific type of learning disorder that affects a person's ability to understand nonverbal cues and spatial relationships, among other challenges.

Question 8

Children with a nonverbal learning disorder most often:

Accepted Answer

Children with a nonverbal learning disorder typically exhibit deficits in social perception, spatial skills, time orientation, and directionality, distinguishing their challenges from those related to verbal communication or general intelligence.

Question 9

Nonverbal learning disorders are sometimes confused with:

Accepted Answer

Nonverbal learning disorders share several characteristics with high functioning autism spectrum disorder, such as difficulties in social interaction and understanding nonverbal cues, leading to confusion between the two.

Question 10

With all types of specific learning disorders combined, approximately what percent of children in public schools meet criteria for a specific learning disorder?

Accepted Answer

Specific learning disorders affect approximately 5-15% of children in public schools, reflecting a significant portion of the student population that may require specialized educational interventions.

Question 11

Which of the following specific learning disorder impairments shows the highest prevalence rates?

Accepted Answer

Reading disorders, often referred to as dyslexia, have the highest prevalence rates among specific learning disorders. This is widely recognized in educational and psychological research.

Question 12

A common age for a specific learning disorder with impairment in reading is:

Accepted Answer

Specific learning disorders, including those with impairment in reading (dyslexia), are often not formally identified until a child is in school and has begun learning to read, which typically becomes more apparent around age 7 or second grade when the discrepancy between the child's reading ability and what is expected becomes noticeable.

Question 13

With regard to gender differences and specific learning disorders (SLD):

Accepted Answer

Studies and clinical observations have consistently shown that a higher proportion of boys are referred for evaluations of specific learning disorders (SLD) compared to girls. This is often attributed to observable behavioral differences and possibly referral biases, but not in the direction stated in option C.

Question 14

Specific learning disorders most often co-occur with:

Accepted Answer

Specific learning disorders frequently co-occur with language disorders and attention-deficit/hyperactivity disorder (ADHD), as these conditions can share underlying cognitive impairments and can affect learning and academic performance.

Question 15

The tendency to create new and independent diagnostic categories when using currently existing categories might be more appropriate is called the:

Accepted Answer

Balkanization process refers to the tendency to create new and independent diagnostic categories rather than using existing, broader categories that might be more appropriate. This term is metaphorically derived from the historical political fragmentation of the Balkan region.

Question 16

Approximately what percent of children and adolescents with a specific learning disorder drop out of school before high school graduation?

Accepted Answer

Children and adolescents with specific learning disorders have a higher dropout rate from school, with approximately 40% not completing their education up to high school graduation. This is significantly higher compared to their peers without learning disorders.

Question 17

Regarding the course of specific learning disorders:

Accepted Answer

Children with less severe specific learning disorders are often identified at an older age because their difficulties might be less noticeable or may be compensated for in early years, making their struggles less apparent until the academic demands increase.

Question 18

The etiological factors that have received the most support regarding the development of specific learning disorders are:

Accepted Answer

Genetic and biological factors have been consistently supported by research as contributing to the development of specific learning disorders. Ineffective learning strategies, while not a cause, can exacerbate difficulties. Lack of motivation, low parental education, and poor teaching are more environmental and situational factors rather than direct causes. Behavioral and cognitive factors are more symptoms or consequences rather than causes. Familial factors could imply genetic links, but the question specifically asks for the most supported etiological factors, making A the most accurate choice.

Question 19

If children who experience a specific learning disorder and attention-deficit/hyperactivity disorder are given a psychostimulant medication like Ritalin:

Accepted Answer

Psychostimulant medications like Ritalin can help reduce aversive behaviors associated with ADHD, such as hyperactivity and impulsivity, but they do not directly address the underlying learning problems, so the impact on academic achievement is often limited.

Question 20

Based on the meta-analysis study of special education interventions for specific learning disorders, which of the following services were effective in treating specific learning disorders (i.e., they showed a large effect size)?

Accepted Answer

The answer of Based on the meta-analysis study of special...

Quiz 13: Specific Learning Disorders and Intellectual Disability