Sped Test 2 True/false

Front 1

Students with learning disabilities are taught in the least restrictive environment.

Back 1

true

Front 2

Both sensory impairments and environmental disadvantage must be ruled out as the primary cause of learning problems when determining if a student has a specific learning disability.

Back 2

True

Front 3

Some problems associated with specific learning disabilities in the area of mathematics include calculation and problem-solving skills.

Back 3

true

Front 4

Many students with learning disabilities have problems with both visual and auditory short-term memory

Back 4

true

Front 5

A student who has been initially identified as having a possible learning disability automatically qualifies to receive special education services.

Back 5

False

Front 6

Response to intervention is the only way to currently identify a student with a learning disability according to IDEA 04.

Back 6

False

Front 7

For students with learning disabilities, study skills may be included in the IEP from first through twelfth grade.

Back 7

True

Front 8

In the direct instruction approach to teaching, programming for generalization begins with a rationale during presentation of the skill.

Back 8

ture

Front 9

Research has indicated that individuals with learning disabilities often do not know how to to learn.

Back 9

true

Front 10

Acronyms and acrostics are forms of mnemonics.

Back 10

True

Front 11

An individual who is found to have sub-average intellectual functioning, as well as deficits in two or more adaptive skill areas, and who is diagnosed in his or her twenties should be identified as an individual with an intellectual disability.

Back 11

true

Front 12

According to the 2002 definition of mental retardation, individuals are classified by the types of support (i.e., intermittent, limited, extensive or pervasive) needed.

Back 12

true

Front 13

Social and personal characteristics of individuals with intellectual disabilities refer to the person having difficulty applying what is learned in one setting to another setting.

Back 13

false

Front 14

When a special education teacher knows a student's IQ and the adaptive skill areas which are a deficit for the individual, he or she has all the information needed to implement an effective IEP.

Back 14

false

Front 15

The Vineland Adaptive Behavior Scales – II is a test widely used to determine deficits in students' academic skills.

Back 15

false

Front 16

Self-advocacy and self-determination skills are generally included in transition plans and taught to students with intellectual disabilities.

Back 16

true

Front 17

When a teacher assists students in retrieving the correct answer through providing an additional stimulus or cue, he or she is using a suggestion.

Back 17

false

Front 18

More and more often, the general education classroom, with supports and modifications, has been found to be the least restrictive environment for students with intellectual disabilities.

Back 18

true

Front 19

Assistive technology can help in the teaching and learning of students with intellectual disabilities by removing barriers, adapting the curriculum, and by providing the student with independent or assisted drill and practice.

Back 19

true

Front 20

In order to increase the participation of minority family involvement in selecting and using assistive technology for a child, it has been recommended that schools may need to cover the expenses of families to attend conferences, seminars, and training.

Back 20

true

Front 21

Attention deficit/hyperactivity disorder is a controversial disability.

Back 21

true

Front 22

General education teachers can often diagnose AD/HD within the first couple of weeks of the school year.

Back 22

false

Front 23

Students with AD/HD have fewer close friends and more peer rejection than those without AD/HD.

Back 23

true

Front 24

Information from a parent or teacher is sufficient to identify an individual with AD/HD.

Back 24

false

Front 25

General education teachers play the most important role in identifying a student with AD/HD.

Back 25

false

Front 26

The use of stimulant medication along with training teachers and parents how to manage the student's behavior is the most common and successful combination procedure in teaching students with AD/HD.

Back 26

true

Front 27

Medicating students with AD/HD is a controversial issue in the field of special education.

Back 27

true

Front 28

Once a student has been prescribed medication to treat his or her AD/HD, no other treatments should be considered to ensure the medication is effective.

Back 28

false

Front 29

Children with AD/HD should be seated in the classroom away from predictable distractions, such as the door.

Back 29

true

Front 30

Given their high rate of distractibility, classwide peer tutoring is not an effective strategy for students with AD/HD.

Back 30

false