Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition Global

Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

TEST Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Table of Contents Chapter One: Promoting Success for All Students

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Chapter Two: Collaboration and the Team Approach

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Chapter Three: Students with Disabilities and Other Types of Special Needs

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Chapter Four: Diversity in Today’s Classrooms

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Chapter Five: Arranging the Learning Environment and Modifying Instruction

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Chapter Six: Encouraging Positive Classroom Behavior

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Chapter Seven: Promoting Social Acceptance

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Chapter Eight: Monitoring Student Performance Using Response to Intervention (RTI)

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Chapter Nine: Teaching Students with Learning Disabilities

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Chapter Ten: Teaching Students with Communication Disorders

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Chapter Eleven: Teaching Students with Emotional or Behavioral Disorders

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Chapter Twelve: Teaching Students with Autism Spectrum Disorder

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Chapter Thirteen: Teaching Students with Intellectual Disabilities

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Chapter Fourteen: Teaching Students with Physical and Health Impairments including ADHD

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Chapter Fifteen: Teaching Students with Visual and Hearing Impairments

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Test Answers

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter One Promoting Success for All Students Multiple Choice Questions 1. Students with learning disabilities have average a. memory abilities. b. intelligence. c. ability to pay attention. d. academic skills.

2. A student who is disruptive or lacks the skills necessary for appropriate social interactions is most likely to be identified as having a. communication disorders. b. specific learning disabilities. c. behavioral disorders. d. adapted physical education.

3. Inclusion teams are composed of each of the following except which one? a. the student's general education class teacher. b. any specialists. c. the parents and the student (when appropriate). d. community members, unless invited by parents 4. The educational plan devised by an inclusion team is called a. the Itinerant Instructional Plan (IIP). b. the Individualized Education Program (IEP). c. the Annual Evaluation Program (AEP). d. the Remedial Services Plan (RSP).

5. An individualized educational plan is prepared for a. only students who are in special classes. b. only students who are fully included. c. each student receiving special education services. d. only students in programs for individuals with intellectual disabilities.

6. Which is the most restrictive educational placement? a. services in a hospital setting b. a special school located next door to a general education school c. a general education class placement with special education services on a pullout basis d. a special class located in a general education school

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

7. The philosophy that states that persons with disabilities have the right to the same types of experiences as persons without disabilities is called a. normalization. b. special education. c. mainstreaming. d. individualization.

8. The general education teacher contributes to the success of students with special needs by participating in each except which one? a. assessment. b. program planning and IEP development. c. placement decisions. d. providing special education services 9. Which of the following is a provision of IDEA? a. Tests must not discriminate on the basis of race, culture, or disability. b. Charter schools must serve students with disabilities. c. Any program receiving federal financial assistance may not exclude individual with disabilities. d. Discrimination against individuals with disabilities in employment is prohibited.

10. Which of the following should be the first step in the special education process? a. Special needs assessment. b. Identification of students with special needs. c. Coordination with parents. d. Writing an IEP 11. Provisions in the Individuals with Disabilities Education Improvement Act of 2004 address all of the following except: a. relaxes requirement for IEP meetings b. requires the use of benchmarks or short-term objectives in the IEP c. addresses highly-qualified status for special educators d. changes the criteria for identifying students with specific learning disabilities 12. Each of the following is a reason students with disabilities may have special learning needs except: a. cognitive disabilities b. physical disabilities c. language disorders d. low income 13. PL 94-192 requires all of the following except: a. a free, appropriate public education b. the right for parents to participate in their child's educational program c. an Individualized Education Program d. free after school care for children between the ages of 5-12

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

14. Currently, students with disabilities spend the majority of their educational experience in which of the following settings? a. a resource room b. a separate classroom c. a general education classroom d. a separate facility 15. Which of the following is crucial in ensuring the benefit from including students with disabilities in a general classroom? a. other students with disabilities b. peers c. teachers d. support staff 16. A special education program is: a. designed to draw attention to students with learning disabilities b. only necessary for schools with severely disabled students c. instruction that is specifically designed to meet individual needs of students d. only needed for students with cognitive disabilities 17. Section 504 of the Rehabilitation Act of 1973 applies to: a. children, birth to three years old b. students K to 21 c. all individuals, all ages d. students, ages 3 to age 21 Essay Questions 1. Advocates of full inclusion maintain that the general education classroom is the most appropriate full-time placement for all students with disabilities. Make an argument for and against full inclusion. Be sure to include evidence from the text for each point.

2. In the past, students considered difficult to teach, such as those with severe disabilities, were excluded from public education. Describe the evolution of special education law that now protects all children with exceptional needs.

3. Describe the principle of the least restrictive environment.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter Two Collaboration and the Team Approach Multiple Choice Questions 1.

Every prereferral team should include at the minimum a. a school nurse. b. a district-level administrator. c. general and special teachers. d. a school psychologist.

2.

Which of the following professionals is most likely to refer a student for special education assessment? a. counselor b. general education teacher c. principal d. special education teacher

3.

The written individual educational plan for each student should be formally reviewed at least a. monthly. b. each quarter. c. weekly. d. annually.

4.

Inclusion teams are responsible for assuring that each student receives services in the a. resource program. b. least restrictive environment. c. individualized instructional program. d. general education class for at least some portion of the day.

5.

The most restrictive of educational environments in which the student still receives instruction on the general education campus is a. the general education class. b. the full-time special class. c. the special class and general education class. d. the special school.

6.

The most restrictive of all educational placement options is the a. residential program. b. special school. c. special class. d. resource room.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

7.

The IEP team does each of the following except? a. reviews assessment results. b. identifies and selects appropriate annual goals and objectives. c. designates the appropriate placement in the LRE. d. implements services

8.

Response to Intervention does each of the following except? a. is a process intended to help educators maximize student achievement through early identification of learning or behavioral difficulties. b. provides information about how a child responds to evidence-based interventions and other supports enabling teachers to adjust their instruction to best meet the needs of their students. c. combines several key components, one of which is different levels or tiers of support for students with different levels of need. d. identifies a student for special education.

9.

According to IDEA 2004, each of the following are important terms appearing in special education law except: a. a statement in the IEP of needed transition services beginning at age 16 (transition services). b. the identification of unserved students in need of special education (child find). c. the ability to choose who receives an education (reject principle) d. the use of technically sound assessment instruments and materials (nondiscriminatory assessment).

10. Teams serving students with special needs are typically composed of each of the following except: a. general education and special education teachers. b. lawyers c. parents. d. school administrators.

11. IEPs typically include information about each except? a. the student’s outward characteristics. b. necessary special services and placement. c. the student’s most recent report card progress. d. the student’s daily schedule.

12. Itinerant teachers a. work only half-days. b. are also called resource specialists. c. travel from school to school. d. provide in-class supports for students with disabilities

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

13. Providing additional instruction, reducing the number of items to complete, and grouping students with similar needs for instruction are all examples of a. instructional accommodations. b. management accommodations. c. environmental accommodations. d. personnel accommodations.

14. Who is not responsible for implementing the IEP? a. the general education teacher b. the parent c. the special education teacher d. the related services personnel 15. The goal of the various teams servicing students with special needs is to: a. remove students with special needs from the general education class. b. ensure that students are provided an appropriate education based on individual abilities and needs. c. meet to develop an IEP. d. add more paperwork to the teacher’s repertoire 16. Programs for infants and preschoolers with disabilities include which of the following? a. later identification and resolution of problems children have b. coordinated efforts to prohibit transition of the young children from early childhood to school programs. c. Individualized Education Plans d. Individualized Family Services Plans 17. Classroom modifications can consist of each of the following except which one? a. curricular adaptations b. instructional adaptations c. environmental adaptations d. personal adaptations

Essay Questions 1. Describe the types of teaming found at each school level (early childhood, elementary school, middle school and high school).

2. Who is mandated to be part of the IEP team and who is voluntary? Describe each role in its entirety.

3. Compare the difference between classroom accommodations and modifications.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter Three Students with Disabilities and Other Types of Special Needs Multiple Choice Questions 1. Mike is 17 years old; he has below-average intellectual ability and deficits in his adaptive behavior. Mike may have a. a learning disability. b. a behavioral disorder. c. an intellectual disability. d. a communication disorder.

2. Students with physical and health problems are considered to have a disability when a. a limb is partially or totally missing. b. the disability interferes with the individual's academic attainment. c. school grades are low. d. limitations are related to intellectual functioning.

3. Teachers have control over which important features of student behaviors? a. input and output b. reinforcement and extinction c. antecedents and consequences d. baseline and tracking 4. Which type of assessment procedures are easily utilized in the general education classroom? a. norm-referenced tests b. group tests c. curriculum-based measures d. interviews and rating scales 5. What are the four types of needs students with learning disabilities may have? a. academic, behavior, social, and physical b. academic, behavior, social, and psychological c. academic, behavior, health, and psychological d. academic, communication, health, and psychological 6. Information processing is sometimes referred to as a. learning styles. b. cognition. c. psychological processing. d. intellectual processing.

7. Each of the following is accurate regarding gifted and talented students except which one? a. may be exceptionally bright. b. may have special talents. c. may be both gifted and talented. d. cannot have a learning disability

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

8. Students with visual and hearing impairments have special needs in which of the following areas? a. academic only b. academic, physical, and social c. academic and physical d. classroom behavior, physical, and social 9. If the etiology of a learning problem occurred at the perinatal stage, it occurred a. before birth. b. during birth. c. after birth. d. during childhood 10. When students are referred for special education assessment, no matter what disability is suspected, the multidisciplinary team will collect information on each the following except which one? a. intellectual performance. b. academic achievement. c. area of disability. d. medical records 11. Approximately of the special education population has mild learning needs that are at least partly addressed in a general education setting. a. 45% b. 75% c. 85% d. 65% 12. Students with disorders tend to be aggressive, defiant, uncooperative, disobedient and disruptive. a. conduct b. learning c. intellectual d. sexual 13. Physical and health impairments comprise a. 5% b. 25% c. less than 1% d. 40%

of the school-aged population.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

14. The most common causes of injuries and sometimes assaults. a. traumatic brain injuries b. autism c. intellectual disabilities d. dyslexia

are motor vehicle accidents, falls, sports

15. A student whose behavior is markedly and chronically different from current social or cultural norms may have a disorder. a. cultural b. communication c. learning d. behavioral 16. Dysgraphia and dyslexia are: a. communicative diseases b. social disorders c. types of learning disabilities d. speech disorders 17.

18.

tests provide information about a student's status in relation to other students of the same age or grade. a. curriculum-based b. informal c. norm-based d. clinical is the process of gathering information about students to make important education decisions. a. Advisement b. Assessment c. Collection d. Summarization

19. TBI refers to a. The Bureau of Information b. Traumatic Behavior Interference c. Traumatic Brain Infection d. Traumatic Brain Injury 20. EMR is an outdated term that refers to a. remedial education programs b. intellectual disability c. memory loss d. teacher responsibility

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Essay Questions 1. Describe the steps involved in information processing.

2. Explain the concept of adaptive behavior and be sure to use examples.

3. Who are the students “at risk” and describe the reasons they are at risk?

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter Four Diversity in Today’s Classrooms Multiple Choice Questions 1. One-parent homes, many students who do not speak English as their primary language, and extended families not present are examples of a. a response to intervention. b. the differences between classrooms of 1950 and 2015. c. ethnicity. d. collaboration.

2. The complex system of meaning and behavior that defines the way of life for a given group or society is the definition for a. culture. b. ethnicity. c. race. d. gender 3. A group of individuals who share some, but not all, of the cultural patterns of the dominant culture and a common set of cultural patterns distinct from those of the dominant culture is called a. having no culture. b. a subculture. c. a miniculture. d. individualized culture.

4. A group that shares a common ancestry, culture, history, tradition, and sense of peoplehood is called a. a racial group. b. a related group. c. a common group. d. an ethnic group.

5. Which of the following is defined as being based on a person’s family origins? a. race. b. citizenship. c. heritage. d. population.

6. This term is used to describe groups with fewer members than the majority group. a. mini populations. b. minority. c. small majority. d. density.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

7. Multicultural education is an instructional approach based on the perspective. a. legalistic b. democratic c. pluralistic d. automatic 8. In 2006, each of the following were the most common countries of birth for persons granted permanent resident status in the United States except: a. Mexico. b. People’s Republic of China. c. India. d. Japan.

9. Of the 10 most common languages spoken by English learners in U.S. schools, is the most common language group. a. Korean b. Russian c. Spanish d. Navajo 10. One of the most powerful determinants of diversity among children in the United States is a. religion. b. gender. c. family income. d. language.

11. According to the Food and Nutrition Service of the U.S. Department of Agriculture (2008), free and low-cost lunches were provided to more than million children in 2007 by the National School Lunch Program. a. 30 b. 78 c. 52 d. 3 12. Teachers and students working together, connecting lessons to student’s lives, and engaging students with challenging lessons are examples of a. cooperative learning. b. standards for effective pedagogy for diverse learners. c. social acceptance. d. contextual teaching.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

13. Which component is not one of the 3 cross-cultural competencies for teachers and other professionals? a. awareness of one’s own culture b. proficiency in all of your students’ languages c. awareness and understanding of students’ cultures d. development of effective cross-cultural communication skills.

Essay Questions 1.

Describe the trend of this shift towards a minority majority.

2.

Students are culturally diverse when their home culture is at variance with that of the school. What are some strategies teachers can employ in order to meet the needs of diverse students?

3.

What is the difference between bilingualism and one’s heritage language?

4.

What role does nutrition play in cognitive and physical development?

5.

What are three strategies to use in order to get students to respect each other’s cultures?

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter Five Arranging the Learning Environment and Modifying Instruction Multiple Choice Questions 1.

An example of a rote skill is a. comprehension. b. word recognition. c. understanding word meanings. d. solving math word problems.

2.

One of the basic tenets in providing appropriate instruction for included students is a. alternate education. b. structured instruction. c. instructional aides. d. independent study.

3.

In what part of the lesson should independent practice occur? a. opening of the lesson b. body of the lesson c. close of the lesson d. assessment of the lesson

4.

When students give an incorrect response, the teacher should not a. give a reinforcer. b. provide knowledge of results. c. use a correction procedure. d. give process feedback.

5.

The first type of accommodations which should take place for students experiencing difficulty learning information and skills is a. changing the teaching procedures. b. selecting an alternate task. c. breaking the task into smaller tasks. d. modifying the materials and activities.

6.

A good guideline to use when student performance is unsatisfactory is a. introducing the least intrusive instructional modification first. b. selecting an alternate task. c. changing the criteria for success. d. re-evaluating the student's ability immediately.

7.

The strategy which should be employed last when students are experiencing difficulty is a. slowing the pace of instruction. b. breaking the tasks into smaller tasks. c. substituting a prerequisite task. d. altering the task requirements.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

8.

Reducing the number of questions, altering time limits, or accepting lower accuracy rates are examples of which strategy to improve student success? a. changing criteria b. slowing the pace c. teaching to specific student errors d. adding prompts

9.

When students respond incorrectly, a. the teacher should provide process feedback. b. they should be told. c. teachers should ignore the error. d. they should be penalized.

10. If students have trouble in task performance, the teacher should try each of the following except which one? a. adding prompts to the learning task. b. give them easier work c. providing additional guided practice. d. slowing the pace of instruction.

11. The three stages of learning are: a. Acquisition, generalization, transition b. Acquisition, maintenance, generalization c. Acquisition, practice, engaged time d. Acquisition, maintenance, application 12. To understand the complexity of a task, it is helpful to conduct a. task analysis b. error analysis c. guided practice d. task inventory 13. Prompts or cues a. are used only for students who are struggling with the content b. are inappropriate because students can cheat c. are means for assisting students to complete tasks d. are useless because they get faded away 14. Requiring more student responses, scheduling extra sessions, and providing feedback are examples of a. punishment b. positive reinforcement c. task analysis d. guided practice

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

15. In differentiated instruction changes should be made to each of the following except which one? a. product b. process c. content d. presentation

Essay Questions 1. Explain the most powerful indicators for learning.

2. What are the three stages of learning and explain how students move through each stage?

3. Write a task analysis for making a peanut and butter sandwich. Were there more or fewer steps than you thought?

4. When and how do teachers conduct error analysis?

5. Describe an instance of how a teacher may demonstrate a new skill.

6. What is the validity of individualized instruction? How would you describe this to someone who doesn’t believe in individualized instruction?

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter Six Encouraging Positive Classroom Behavior Multiple Choice Questions 1.

An effective strategy for students exhibiting a high rate of inappropriate behaviors is a. punishment. b. reinforcing appropriate behaviors which are incompatible with inappropriate behaviors. c. utilizing the Premack Principle. d. negative reinforcement.

2.

The removal of reinforcers which have previously followed a behavior in an effort to help decrease the behavior would be a. positive reinforcement. b. extinction. c. negative reinforcement. d. modeling.

3.

Noting the occurrence or nonoccurrence of a behavior within a specific period of time is called a. event recording. b. duration recording. c. interval recording. d. permanent product recording.

4.

With intermittent schedules of reinforcement, if a reinforcer is given after each 10 responses, this is an example of a. fixed interval. b. variable ratio. c. variable interval. d. fixed ratio.

5.

When the target (i.e., "problem") student is present, reinforcing other individuals for exhibiting a desired behavior is a technique called a. shaping. b. manipulation. c. modeling. d. generalization.

6.

All of the following are principles of managing behavior except a. reduce the occurrence of behaviors by reinforcement. b. remember that behavior is learned. c. identify consequences that are meaningful to students. d. reduce behavior management problems with careful organization of the classroom.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

7.

Preventing inappropriate conduct by monitoring behavior and providing feedback is an example of a. momentary time sampling. b. a positive strategy for managing and improving behavior. c. operant conditioning. d. antecedents and consequences.

8.

Telling Amy that she may work on the computer for 15 minutes if she finishes her math seatwork is an example of a. social reinforcement. b. extinction. c. the Premack Principle. d. a token economy.

9.

Operant behaviors a. are innate. b. develop from the student’s experiences. c. are under the voluntary control of the individual. d. are cruel

10. When a student receives praise for turning in his homework, this is an example of a. negative reinforcement. b. extinction. c. positive reinforcement. d. the Premack Principle.

11. When an inappropriate behavior is followed by the loss or withdrawal of earned reinforcers or privileges, this is called a. negative reinforcement. b. response cost. c. token economy. d. extinction.

12. The misuse of punishment can produce each of the following adverse effects except which one? a. harm student’s self-concept b. produce avoidance c. produce aggressive behaviors d. increased self esteem 13. a. b. c. d.

and reinforcers are examples of classroom reinforcers students value.

Social and activity Extinction and punishment Time-out and negative Verbal and visual

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

14. Effective teachers take the following measure(s) for classroom management. a. Ignore all problem behaviors b. Suspend students with behavior problems c. Explain rules and procedures clearly d. Use corporal punishment 15. A list of reinforcers and the number of points or tokens needed to obtain them is called a. response menu b. reinforcement menu c. token menus d. Premack Principle 16. Careful arrangement of such things as physical space, , and student traffic patterns can greatly reduce the potential for classroom disruptions and the occurrence of behavior problems. a. student seating b. grades c. playground d. conduct 17. a. b. c. d.

is necessary for effective classroom management. punishment consistency money food

18. An example of a student with poor study skills would be a. failure to complete assignments b. prompt completion of assignments c. tardiness d. volunteering to take a test orally 19. Which of the following is an example of the most useful method to gather student classroom behavior information? a. antecedents b. consequences c. direct observation d. peer tutoring 20. A form of the time-out procedure where the student is removed from an event so they watch but do not participate. a. contingent observation b. narrative recording c. sequence observation d. response cost

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Essay Questions 1. Choose one new skill you would use modeling as the strategy and explain why you feel this skill is a good one for modeling.

2. Compare positive and negative reinforcement and give examples of each.

3. The systematic process used to collect data that will help educators to understand factors associated to a behavior problem and help to develop methods for changing the behavior is conducting a functional behavioral assessment. What are the steps in an FBA? 4. What is the difference between a teacher monitoring the student’s behavior and the student monitoring his or her own behavior? What are the pros and cons of each method?

5. Write a sample contingency contract for a student demonstrating a misbehavior.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter Seven Promoting Social Acceptance Multiple Choice Questions 1.

Prior to including students with special needs, it is important to do each of the following except which one? a. prepare parents for inclusion. b. prepare students with special needs for inclusion. c. prepare general education students for inclusion. d. prepare students by disclosing disabilities

2.

Research indicates that a. teachers ask students with disabilities more questions b. teachers make more negative comments to students with disabilities c. teachers provide more feedback to students with disabilities d. teachers expect more from students with disabilities

3.

Which of the following is not a useful technique for promoting interactions among general education students and students receiving special education services? a. speeches b. cooperative learning c. peer tutoring d. group rewards

4.

A method that focuses on changing the thinking strategies of students with special needs in order to help them develop better social skills is called a. cognitive dissonance. b. cognitive training. c. operant cognition development. d. cognitive insight.

5.

Each of the following are ways in which general education teachers can upgrade their information and skills concerning students with special needs except? a. asking administrators. b. asking other teachers. c. teacher swap with a special education teacher. d. using the same strategies recommended for general education students.

6.

Being open and honest with students, emphasizing how much alike we all are, and encouraging a buddy system are all ways to a. improve social skills. b. structure interactions between students. c. enhance social acceptance. d. prepare students for inclusion.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

7.

In cooperative learning, general education students and students with special needs work together as a team to a. foster competition. b. encourage individuality. c. outdo each other. d. complete activities or assignments.

8.

Shelley, the Hyperactive Turtle, Making Room for Uncle Joe, and There’s a Little Bit of Me in Jamey are all examples of a. instructional materials to assist in the teaching of social skills. b. norm-referenced assessment tools. c. children’s literature about disabilities. d. instructional materials to assist in the teaching of language arts.

9.

Changing attitudes with information, recognizing the similarities between special and general education students, and preparing students with special needs for inclusion are all principles for enhancing a. writing skills. b. reading skills. c. social acceptance. d. interpersonal relationships.

10. When students are identified by a negatively perceived label, teachers are more likely to a. observe them in the school setting. b. rate their performance. c. plan appropriate interventions for their behavior. d. act according to their label.

11. All of the following are techniques for structuring interaction except a. direct instruction b. group rewards c. peer or cross-age tutoring programs d. cooperative learning 12. The statement, “It is important that integrated exceptional children display as many positive characteristics as they can to facilitate acceptance by non-exceptional peers” was in the chapter. This means: a. students should not be themselves b. students should act older than they really are c. non-disabled peers will only accept students who are phony d. students with disabilities will not always be accepted by peers

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

13. STAD is an acronym for a. Support Teams-and-Tournaments b. Student-Teams Association Divisions c. Student-Teams Achievement Divisions d. Cooperative Integrated Reading and Composition 14. The following is not an inclusive statement a. Be open and honest with your students. Answer questions. b. Discuss disabilities with your class. c. Read books to your class about people with disabilities d. Speak about how students are different, not how they are similar 15. The following is not a way a teacher can establish and guide a cooperative learning environment a. Change rules frequently to allow flexibility b. Make the requirements for students within reason c. Select the most appropriate group size for the lesson d. Clearly specify learning objectives 16. Skill streaming programs are a. programs that aid related arts b. programs that aid diabetes and ADHD c. programs that aid coordination skills d. programs that aid behavior and home work 17. All are strategies for promoting acceptance of students with special needs except a. cooperative learning experiences b. time out programs c. friendship programs d. cross-age tutoring programs Essay Questions 1. Simulation is one way to assist typical students in understanding the problems experienced by individuals with special needs. Give an example of a simulation you may use in your classroom.

2. Explain each of the settings that students can experience social acceptance.

3. What are the components of a cooperative learning experience?

4. Write a lesson plan that supports the acquisition of a new social skill.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter Eight Monitoring Student Performance Using Response to Intervention (RTI) Multiple Choice Questions 1.

Academic difficulties often go hand and hand with which of the following? a. Behavioral difficulties b. Attendance c. Positive attitudes toward instruction d. Immediate referral to special education

2.

The first step in the RTI process is: a. progress monitoring. b. data based reflection c. universal screening d. review of fidelity

3.

What should be at the center of decision making in the RTI process? a. Data b. Teacher observation c. Parent reports d. Programmed instruction

4.

Which of the following is the process used to assess the academic performance of students? a. Curriculum assessment b. Universal screening c. Instructional assessment d. Progress monitoring

5.

During this tier of intervention, the determination is mad for schoolwide, gradewide or classwide problems: a. Tier 3 b. Tier 2 c. Tier 1 d. Progress monitoring

6.

The DIBELS is used to gauge which academic area progress? a. Math b. Literacy c. Science d. Writing

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7.

The specific service, instruction, and interventions offered within each of the tiers should always be based on: a. what the teacher thinks is best. b. evidence based practices. c. direct instruction. d. a good estimate of student need.

8.

Supplemental instruction is found at: a. Tier 3. b. Tier 1. c. universal screening. d. Tier 2.

9.

The most rigorous supports are found at: a. Tier 3. b. Tier 1. c. universal screening. d. Tier 2.

10. At which level is a student likely to be instructed in a 1:1 setting? a. Tier 2. b. Tier 1. c. universal screening. d. Tier 3.

11. The model relies on a major difference in IQ and performance to determine LD in students. a. IQ-Achievement b. RTI c. discrepancy d. wait to fail 12. What does WCPM stand for in classroom assessment? a. words correct per method b. words called per minute c. words correct per minute d. words called per method 13. Students receive specialized instruction for Tier 3 in in RTI; in PBIS, students receive which of the following for Tier 3? a. Tertiary supports b. Large group instruction c. Primary intervention d. Small group interventions

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14. Check in Check Out is an example of which of the following? a. Tier 3 supports in RTI b. Tier 3 supports in PBIS c. Tier 2 supports in RTI d. Tier 2 supports in PBIS 15. RTI and PBIS both do each of the following, except which one? a. utilize a team-based model and employ universal screening b. rely on the teacher’s insight and intuition c. gather data on student performance d. utilize a rich array of evidence-based practices 16. Which of the following best describes implementation fidelity? a. interventions, once designed, are implemented the same way each session, so there is no difference b. implementations are inconsistently applied every time c. the level of rigor per student d. differing results based on student performance 17. In writing, which of the following does research suggest are the most beneficial for students? a. Handwriting practice b. Brainstorming c. Summarizing d. Collaborating with peers 18.

Organizing content logically, making the learner aware of instructional goals, providing demonstrations, offering guided practice, and providing several examples are examples of which of the following? a. Behavior instruction b. Implicit instruction c. Explicit instruction d. Social skill training

Essay Questions 1. Describe interventions that are used in each tier of RTI. 2. Describe interventions that are used in each tier of PBIS. 3. How are PBIS and RTI similar and how are they different?

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Chapter Nine Teaching Students with Learning Disabilities Multiple Choice Questions 1. To help students who have difficulty focusing attention on relevant instructional cues, the teacher can a. provide prompts. b. allow extra practice. c. give additional instruction. d. use peer tutors.

2.

Which of the following is not a suggested method of modifying basic skills instruction for students with learning disabilities? a. Teach reading comprehension skills directly. b. Drill high frequency reading and spelling words. c. Provide instruction in math facts, algorithms, and problem solving. d. Allow students to practice independently before beginning instruction on a new skill.

3.

Reading programs that use this type of vocabulary help students to acquire skills quickly and gain confidence in their ability to decode. a. simple b. survival c. controlled d. corrective

4.

To assist students with learning disabilities to acquire content area information, which of the following accommodations may not be useful? a. taped texts b. allowing students to respond through a medium which demonstrates their abilities c. telling the student they don’t have to do the assignment d. manipulative aids

5.

In the assessment of learning disabilities, information is gathered about all of the following areas except a. intellectual functioning. b. personality and social-emotional development. c. performance in school. d. strategies for learning.

6.

The SQ3R method a. increases both speed and accuracy of reading skills because students have the opportunity to master material before attempting more difficult selections. b. is a strategy to help students organize their ideas before writing. c. helps students improve their comprehension of expository reading materials by providing a strategy for studying the material. d. is a graphic organizer for content learning 93

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7.

When a student reads a short passage in which every fifth word has been replaced with a blank, this is called a. automatic reading. b. the Cloze procedure. c. imaginative reading. d. a phonics-based approach to reading.

8.

Which of the following statements is false? a. Tapes can only be used to present content area information. b. Tapes should be of sufficient quality to ensure comprehension. c. Principles of learning should guide tape preparation. d. Teachers should decide what material is to be taped.

9.

This strategy is not used with reciprocal teaching a. predicting b. asking questions c. clarifying d. rereading

10. Materials based on this method represent a code-based approach to reading: a. phonics b. whole language c. multisensory reading d. whole-to-part reading 11. Which of the following is a typical behavior of students with learning disabilities? a. hyperactivity b. impulsivity c. attention disorders d. exhibits low intelligence 12. Torgesen referred to students with learning disabilities as a. inactive learners b. problem learners c. troubled learners d. lazy learners 13. This strategy is used to help students organize their ideas for writing. a. automaticity b. prompts c. advanced organizers d. mapping

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14. Students are typically diagnosed with a learning disability in: a. early grades in elementary school b. middle grades in elementary school c. middle school d. high school 15. Bypassing a student’s weaknesses by using accommodations is a form of: a. remediation b. compensation c. deficiency model d. content analysis 16. One way to accommodate for learning disabilities in content area reading is by presenting the material in another medium. Which of the following is not a way to present information through another medium? a. visual aids b. audiovisual aids c. resource people who can be interviewed d. reduce the amount of reading required Essay Questions 1. Describe the different types of checklists that are used in identifying students with learning disabilities.

2. Oral reading samples should be collected in a private setting so that students are not distracted or embarrassed by the errors they make. What are some other assessment accommodations you may make?

3. Describe the difference between the discrepancy model and the RTI model for referral.

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Chapter Ten Teaching Students with Communication Disorders Multiple Choice Questions 1.

Communication disorders are comprised of two types: a. speech and language. b. visual and auditory. c. short-term and long-term. d. receptive and expressive language.

2.

Members of the inclusion team for students with communication disorders may include each of the following except a(n) a. speech-language pathologist. b. school psychologist. c. audiologist. d. orientation and mobility specialist

3.

Which of the following statements is not true? a. Resource services may be provided to students if communication problems are related to other disabilities such as learning disabilities. b. It is usually necessary for the general education teacher to make major classroom adaptations for students with communication disorders who are included. c. Some students with communication disorders also have social needs. d. Most students with communication disorders remain in the general education classroom and receive special services only on a part-time basis.

4.

Each of the following are ways general education classroom teachers help students with language disorders who are included, except? a. help to expand their listening and speaking vocabularies b. modify their classroom activities and assignments c. model appropriate grammar d. single them out for direct instruction

5.

Which of the following is not true regarding communication boards? a. are considered “low” technology. b. can be very simply constructed or be very complex. c. are necessary for all students. d. may include pictures, letters, words, and/or phrases.

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6.

Which of the following statements regarding students leaving the classroom for special services is false? a. Maintain a regular daily schedule so that the teacher and the student know what will be missed each day. b. Arrange a communication system so that when a student returns to class, he or she knows how to find out what to do. c. Penalize students for missed work due to leaving the classroom regardless of the reason. d. Work with the special education teacher to arrange the best time for each student to leave the classroom.

7.

The meaningful aspects of language are called a. semantics. b. syntax. c. phonology. d. pragmatics.

8.

The way a student communicates with peers can be very different than in a formal setting.

What feature of language does this represent? a. semantics. b. syntax. c. phonology. d. pragmatics.

9.

Most speech problems are detected a. at an early age b. when the child begins to speak words c. when the child stops sucking his/her thumb d. within the first few grades of school

10. Most children have mastered the sounds of English by a. age 4 b. age 8 c. age 5 d. age 10 11. A major speech goal for the general classroom is a. isolated practice b. oral communication practice c. reading practice d. large motor skill practice

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12. VOCAs are a. vocational occupation coach assistants b. voice-over computer action c. vocation outpost communication associates d. voice output communication aids 13. Each of the following strategies is a way to prearrange opportunities for students to communicate except which one? a. answering a question in class b. teaming students as partners during class learning activities c. during lunchtime d. during playtime 14. An individual who does not play a direct role in the student’s speech/language program is a. the classroom teacher b. the speech/language therapist c. the physical therapist d. the parent 15. It is better for students to receive special education during the following times except which one? a. Independent practice b. The student’s best subject c. The student’s worst subject d. The student’s least liked activity 16. When a student is out of class for special education services, the teacher can help facilitate the student’s ability to keep up with missed work by encouraging which of the following? a. Check in the work folder on the student’s desk b. Ask the teacher in front of the class what was missed c. The student to pretend they know what they are doing d. The student to skip the missed work Essay Questions 1.

How do we assess a student’s classroom language performance?

2.

IEP goals for a student with a language delay could include increased numbers of interactions with peers in order to have opportunities to practice. Describe how to facilitate this in the classroom.

3.

Explain each step in the LISTEN strategy.

4.

Many types of augmentative communication system assist students with communication disorders to participate in the general classroom. Choose one device and describe how it could be used in the classroom.

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Chapter Eleven Teaching Students with Emotional and Behavioral Disorders Multiple Choice Questions 1.

Research suggests that the behavior of students considered hyperactive, distractible, or impulsive can be improved by a. systematic instructional/management techniques. b. treatment gleaned from medical etiology. c. strong disciplinary techniques. d. special class placement.

2.

Which of the following techniques should not be used to improve student social relationships? a. teaching students acceptable responses to verbal or physical attacks b. role playing c. including the withdrawn student in a classroom group assigned to complete a project d. explaining the student’s disability to the rest of the class

3.

One important sign observed by teachers regarding students with emotional and behavioral disorders is when a student displays: a. a lack of information or skills. b. perseveration. c. academic underachievement. d. competitiveness.

4.

Each of the following are examples of psychostimulant medications often used with students with ADHD except a. Ritalin. b. Ventolin. c. Dexedrine. d. Cylert.

5.

Which of the following is not reflective of the nature of the inappropriate behavior? a. latency b. frequency c. duration d. intensity

6.

Joan breaks her pencil during class and starts to scream and cuss. This is an example of: a. latency b. frequency c. duration d. intensity

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7.

Substance abuse has many indicators. Which of the following is not a typical characteristic in someone who is abusing substances? a. changes in the student’s ability to attend to instruction b. changes in temperament c. preoccupation with death d. changes in work quality

8.

The Behavior Evaluation Scale-3 allows teachers to rate each of the following behaviors except? a. learning problems and unhappiness/depression b. interpersonal difficulties and physical symptoms/fears c. inappropriate behavior d. home behavior

9.

Helping students analyze the skills or steps required to arrive in class on time is a strategy to reduce a. tardiness. b. verbal outbursts. c. moving about the classroom. d. social relationships.

10. Having students record the number of times they talk out in class each day is a strategy to reduce a. tardiness. b. verbal outbursts. c. moving about the classroom. d. social relationships.

11. Recording the amount of time a student is out of his or her seat is a strategy to reduce a. tardiness. b. verbal outbursts. c. moving about the classroom. d. social relationships.

12. Reinforcing students who substitute appropriate, nonaggressive responses for the aggressive behaviors they previously exhibited is a strategy to increase a. tardiness. b. verbal outbursts. c. moving about the classroom. d. social relationships.

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13. These populations are not over represented in behavioral disorders a. males b. Caucasians c. minorities d. lower socioeconomic 14. The Council for Exceptional Children calls its division related to behavioral disorders a. CCED. b. CSED. c. CCBD. d. DBD. 15. There are three possible instructional goals tied to behaviors. Introducing and teaching a new skill such as a replacement behavior is an example of which one of these? a. Increase the occurrence of an appropriate behavior. b. Decrease the occurrence of an inappropriate behavior. c. Teach a new behavior that is presently absent from a student’s repertoire. d. Collect additional data.

16. Role-playing is a great way to improve what in students with behavioral disorders. a. Social relationships b. Active behaviors c. Task analysis skills d. Goal setting

Essay Questions 1.

Name and describe three general types of verbal messages students learn in selfinstruction training.

2.

Students with behavioral disorders lack appropriate study and social skills. How can you integrate social skills training with study skills in the classroom?

3.

What are some questions teachers must ask themselves when introducing a replacement behavior for a child with emotional and behavioral disorders?

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Chapter Twelve Teaching Students with Autism Spectrum Disorder Multiple Choice Questions 1. Delays in language may include: a. lack of speech and imaginative play b. lack of first initiation of conversations and body postures c. repetitive use of language and lack of first initiation of conversations d. extensive vocabulary and lack of first initiation of conversation 2. This is an example of an augmentative communication system. a. Sign language b. Voice output device c. Speech d. Timer 3. It is estimated that boys are a. Two b. Three c. Four d. Five

times more likely than girls to have autism.

4. Hand flapping is an example of what type of behavior? a. Self-stimulation b. Self-mutilation c. Self-injurious d. Self-deprecating 5. There is a four-step model for an integrated curriculum based approach (Shapiro & Elliot, 1999). What is the second step in this model? a. Assess the academic environment b. Make appropriate modifications c. Progress monitoring d. Assess the curriculum 6. This method is useful for preparing students with ASD for transition. a. Timer b. Verbal warning c. Suddenly stopping the student without warning d. Eye cues 7. Since students with ASD are less likely to learn from imitating others, they may need to be directed in all but which of the following? a. Stereotypic behaviors b. Reading facial expressions of emotion c. Taking turns d. Using gestures when communicating

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8. Carol Gray has found the use of social stories to be an effective method of facilitating appropriate peer interactions through: a. Describing the situation and ideal behavior of the main character b. Describing ideal behavior of the main character and exact time it will occur c. Describing the schedule of the day and the behavior of the main character d. Describing the situation and the exact time it will occur 9. This method teaches students with ASD to share toys and to make comments during play and teach conversational skills. a. Social stories b. Buddy system c. Video-modeling d. Picture schedule 10. Which is not a characteristic of a person with mild ASD? a. Moderate intellectual disability b. Impaired social interactions c. Stereotyped patterns of behavior d. Age appropriate language and communication skills 11. Students with ASD have difficulty generalizing social skills. To facilitate generalization a teacher should: a. make sure the student works on social skills with a familiar person b. have the student practice social skills with peers first c. give the student opportunities to practice skills with many individuals d. guarantee that the student can perform the skill correctly before trying it in new situations 12. Due to an avoidance of peer interactions the student with ASD should be placed: a. near the back of the class so she can observe more students b. near the center of the class to be near more peers c. near the front of the class so the teacher can monitor her behavior d. around the class so she can learn to adapt 13. Which of the following examples are reflective of using peers for social skills enhancement? a. Homework Help, Social Partners b. Facilitated Communication, Speakers c. Peer tutors, Friends Club, Lunch Bunch d. Circle of Friends, Handy Helpers, Cross-age tutors

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14. Some students may develop a dependency on teacher oral prompts. One way to avoid that from happening is to: a. use sign language b. hold up signs c. use peers to prompt the student d. photographic activity schedules 15. The characteristics of autism do not include: a. social delays b. language delays c. delays in imaginative play d. delays in motor skills 16. A child with ASD usually has difficulty initiating social contact. To assist a child with ASD the teacher should: a. Make sure that the child has all of his needs met so he does not need to ask for anything b. Provide him with an aide so he can get used to one person c. Locate him near all supplies in the classroom d. Place him in social situations where he will need to interact with other peers 17. An example of a stereotypic behavior is: a. Fluttering ones hands in front of her face b. Smiling when someone says her name c. Raising hand to be called on d. Rolling her eyes when her teacher gives a direction Essay Questions 1. What questions can teachers and parents use to promote independence when the student is getting ready for a new activity?

2. Describe PECS. 3. Why is it is very important that the student with ASD does not interact solely with the classroom aide?

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Chapter Thirteen Teaching Students with Intellectual Disabilities Multiple Choice Questions 1.

Which of the following statements is not true? a. Students with mild intellectual disabilities have special needs in academic, classroom behavioral, physical, and social performance. b. For most persons with mild intellectual disabilities, the cause of the disability is brain damage. c. When students with mild intellectual disabilities are included in regular classes, the general education teacher must often modify classroom procedures for academic instruction. d. Students with mild intellectual disabilities may require help in learning to generalize skills from one situation to another.

2.

A rating scale completed by teachers and others to indicate adaptive behavior skills is the a. WISC-III. b. WRAT3. c. PIAT-R. d. DABS.

3.

In Fall 2012, according to the U.S. Department of Education, % of students served in special education programs were identified as having intellectual disabilities. a. 49.7%. b. 7.3%. c. 25.9%. d. 72.6%.

4.

The two main indicators of mild intellectual disabilities are: a. race and gender. b. age and sex. c. slow rate of learning, and most areas of development are delayed. d. independent learner, and master academic skills up to about the twelfth grade level.

5.

These individuals are not one of the three prime candidates for referral for special education assessment for suspected intellectual disabilities. a. Students who have a physical disability. b. Students who learn slowly. c. Students who show consistent delays in several areas. d. Students who perform at a level appropriate for younger individuals.

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6.

When assessing an individual for intellectual disabilities, it is important to collect information about the following areas of current performance, except for: a. academic achievement. b. computer knowledge. c. intellectual functioning. d. adaptive behavior.

7.

The major approach to the education of mainstreamed students with mild intellectual disabilities is a. determination. b. compensation. c. remediation. d. habilitation.

8.

Academic instruction can be adapted by all of the following except a. providing prompts. b. scheduling an IEP meeting. c. giving additional instruction. d. allowing extra guided practice.

9.

Two major strategies are used for teaching functional academic skills: a. mobility training and career education. b. career awareness and exploration. c. unit approach and teaching reading, writing, and math as separate subjects. d. transition and career education.

10. Simon S.I.O., WordMaker, Edmark Reading Program, and Read Naturally are examples of a. transitional reading programs. b. speech and language development programs. c. computer software programs that are used to help develop basic reading skills. d. crossword puzzle programs.

11. Following directions, working with others, and accepting supervision are examples of a. cooperative learning. b. multidisciplinary reports. c. personal-social behaviors. d. important work behaviors.

12. General education teachers can help students develop and improve their general work habits by doing each of the following except? a. accepting acquisition of work habits as a valuable educational goal. b. make sure the student with an intellectual disability does everything the same as the non-disabled peers c. having students receive instruction and practice in specific work behaviors. d. reinforcing good work habits.

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13. Group instruction, class discussions, and group/team projects can provide opportunities for students to a. practice working with others. b. learn to compete with peers. c. make the teacher’s job easier. d. use functional skills 14. For students with severe intellectual disabilities, poor intellectual performance may be accompanied by a. only physical impairments. b. only physical and sensory impairments. c. physical impairments, sensory impairments, and emotional disturbance. d. only emotional impairments.

15. During the 2012 school year, approximately % of the students with intellectual disabilities in the United States spent less than 40% of their school day in a regular education classroom. a. 72% b. 49% c. 94% d. 18% 16. In a full-inclusion classroom, the the education of all students. a. science b. physical education c. general education d. literacy/reading

teacher becomes responsible for

17. A circle of friends is a. a traveling basketball team. b. a group of friends who gather to practice culinary skills. c. a geometry study group. d. a network of students who volunteer to offer friendship to students with disabilities.

18. Focusing on skills needed beyond high school is known as: a. transition b. MAPS c. work skills d. functional academics

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19. According to the ARC, social accessibility refers to the availability of opportunities for interaction between students with and without disabilities. Each of the following are ways to support this premise except: a. arriving and departing school at the same time as other children b. attend school events c. eat lunch during separate times d. have similar recess times Essay Questions: 1.

The need to provide instruction and practice in skill generalization is a major consideration when teaching students with mild intellectual disabilities. How can a teacher achieve this?

2.

Differential grading is an alternative way of grading the performance of students with special needs in general education classes. Describe this process.

3.

One way to teach the importance of work habits, such as attendance and punctuality, is to incorporate these behaviors into the class rules. Give three examples of meaningful class rules that exemplify this.

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Chapter Fourteen Teaching Students with Physical and Health Impairments Including ADHD Multiple Choice Questions 1.

Which of the following statements is false? a. There is no educational justification for grouping children with physical and health impairments in school by their medical diagnosis. b. The special education teacher is usually the first professional to identify possible physical and health problems of students. c. The names of the medical conditions give few clues to individual special educational needs. d. Only a minority of children with these conditions have any special education needs at all.

2.

Which should not be done when a student experiences an epileptic seizure? a. When the child regains consciousness, let him/her rest if he/she wishes. b. Place a pencil or a tongue depressor in the child's mouth to prevent swallowing of the tongue. c. Turn the child on one side for the release of saliva. d. Keep the child calm.

3.

Which disorder sometimes results in seizures? a. epilepsy b. diabetes c. hemophilia d. poliomyelitis

4.

An example of a device designed to enhance the mobility of students with physical disabilities is a(n) a. communication board. b. electronic page turner. c. power wheelchair. d. switch-operated computer.

5.

Reentry plans for students with traumatic brain injuries may include all of the following except a. elimination of academic responsibility. b. reduced course loads and special scheduling. c. rest breaks and adaptive physical education. d. lunch room provisions and counseling.

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6.

A disease that is characterized by fever, inflammation, and pain around the joints and inflammation of the muscle and valves of the heart is called a. arthritis. b. diabetes. c. hemophilia. d. rheumatic fever.

7.

Head dropping, tic-like movements, and staring spells are all significant classroom signs of a. diabetes. b. epilepsy. c. asthma. d. hemophilia.

8.

Panic, guilt feelings, and reconciliation are all stages a child goes through before accepting a. death. b. inclusion. c. medication. d. illness.

9.

Are the water fountain controls hand-operated? Is there an opening of at least 32” when the door is open? Both of these are legitimate questions in a discussion of school a. safety. b. accessibility. c. layout. d. adjustment.

10. A group of chronic inherited disorders characterized by progressive weakening and wasting of voluntary skeletal muscles is called a. arthritis. b. cerebral palsy. c. muscular dystrophy. d. diabetes.

11. Which of the following is not an example of physical / health impairments? a. Allergies b. Epilepsy c. Asthma d. Intellectual disability 12. The following is not a sign of diabetes? a. frequent thirst b. frequent need to urinate c. tic- like movements d. ketone breath

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13. Congenital means: a. lower limb paralysis b. present at birth c. friendly d. seizure 14. “Medically fragile" is: a. the loss or alteration of consciousness due to a compulsive disorder b. an anomaly characterized by a defect in the bone that encases the spinal cord c. a chronic medical condition that requires ongoing medical management d. the inability to move from place to place 15. a. b. c. d.

is the loss or alteration of consciousness due to a convulsive disorder. seizure medically fragile traumatic brain disorder anemia

16. Which of the following statements is not a recommended for adapting instruction for children with ADHD? a. Increase the amount of short answer and essay tests. b. Make lists that will help the students organize tasks. c. Provide the students with extra time to complete assignments. d. Seat the students away from noise.

17. This percentage of school-aged populations is estimated to have ADD/ADHD a. 1 to 3 b. 3 to 5 c. 7 to 9 d. 10 to 15 18. Students with ADHD are identified by a. their academic work b. their peers c. their behaviors d. their appearance 19. After a decision has been made that a student is eligible for special education services, a. the student is placed in a resource room b. the team begins to gather information about education needs c. the classroom teacher is no longer involved d. the student chooses his classroom placement

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20. There are a. 3 b. 2 c. 4 d. 6

classifications of ADHD

Essay Questions 1. Describe four signs of undiagnosed diabetes.

2. Name four significant signs of epilepsy.

3. What are three areas of the school that should be checked for accessibility?

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Chapter Fifteen Teaching Students with Visual and Hearing Impairments Multiple Choice Questions 1.

Individuals who are blind use the long cane or guide dog for the important skill of a. amplification. b. echolocation. c. independent travel. d. agility.

2.

Which of the following is appropriate for students with visual impairments? a. changing instructional procedures only when absolutely necessary b. encouraging the use of a typewriter or computer c. developing critical listening skills d. rely on graphic organizers

3.

Total communication involves a. both orientation and mobility skills. b. both oral communication and sign language. c. speechreading but not speech. d. fingerspelling but not speechreading.

4.

Which of the following are not used to assist students with visual impairments? a. large-print materials. b. tape-recorded materials. c. captioned films and videos. d. Braille materials

5.

Inflamed or watery eyes, excessive rubbing of the eyes, and blurred or double vision are all signs of possible a. vision problems. b. hearing problems. c. communication problems. d. a medical issue

6.

Which of the following statements is true? a. Students with hearing impairments should be encouraged to use their hearing aids only at school. b. Hearing aids should be checked weekly. c. Students with hearing impairments should be questioned to find out if they understand information presented in class. d. The academic problems of many students with hearing impairments are directly related to their generally low level of intelligence.

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7.

Which of the following statements is true? a. Students with severe visual and hearing impairments are typically identified after they enter school. b. Students with milder visual and hearing impairments may be identified as a result of school screening. c. Students with severe visual and hearing impairments are typically identified as a result of school screening. d. Students with mild visual impairments are typically identified at birth.

8.

Hearing losses are measured in a. decibels b. degrees c. percentages d. stanines

9.

One of the more common accommodations in the IEPs of students with hearing impairments might be the use of: a. visual aids b. speech reading c. adaptive P.E. d. tutoring skills

10. Teachers working with students with visual impairments may accommodate instructional procedures by each of the following except: a. providing print material in large print b. speaking aloud material being written on the board c. use American Sign Language cues d. allowing adequate time to complete assignments 11. Assessments of students with visual and hearing impairments should be conducted by a. peers b. parents c. general education teachers d. specialists in sensory impairments 12. When communicating with a student with a hearing impairment a. nod in agreement, even if you have difficulty understanding b. point out the student’s speech errors c. realize that the student may have limited vocabulary d. attempt to use sign language 13. The following is not an aid for students with visual impairments a. Talking calculator b. Slate and stylus c. Braillewriter d. Wireless microphone

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14. In order to accommodate students with hearing impairments, general education teachers should a. stand in the direct sunlight b. label items in the classroom c. seat interpreters with backs to students d. seat the student close to the door 15. About how many students have a highly significant non-correctable visual impairment? a. 1 in 1000 b. 3 in 10 c. 1 in 100 d. 1 in 500 Essay Questions 1. Describe the different types of hearing loss.

2. Students with visual impairments develop balance, spatial orientation, and eye-hand coordination through physical exercise. Give an example of how you would achieve this in your classroom.

3. Products that produce glare, such as white boards and glossy paper should not be used in the classroom with students with visual impairments. Choose and explain four other accommodations to make in the classroom for students with visual impairments.

4. Describe some classroom strategies for working with students with hearing loss.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter 1 – ANSWER KEY Promoting Success for All Students MULTIPLE CHOICE 1. b 2. b 3. d 4. b 5. c 6. a 7. a 8. d 9. a 10. c 11. c 12. d 13. d 14. c 15. c 16. c 17. c

ESSAY QUESTIONS 1.

2.

3.

Answers will vary Answers will vary but should include PL 94-142 and IDEA. Answers will vary but should mention most restrictive (seclusive) placements, the continuum of service placements, and the IEP.

Chapter 2 – ANSWER KEY COLLABORATION AND THE TEAM APPROACH MULTIPLE CHOICE 1. c 2. b 3. d 4. b 5. b 6. a 7. d 8. d 9. c 10. b 11. a 12. d 13. a 14. b 15. c 16. d 17. d

ESSAY QUESTIONS 1.

2.

3.

Answers will vary but should mention IFSP, IEP, transition, and pre-referral Parents, teacher (special and general education), assessment specialist, specialists, administrator; Answers will vary

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter 3 – ANSWER KEY STUDENTS WITH DISABILITIES AND OTHER TYPES OF SPECIAL NEEDS MULTIPLE CHOICE 1. c 2. b 3. c 4. c 5. a 6. c 7. d 8. d 9. b 10. a 11. d 12. a 13. a 14. a 15. d 16. c 17. c 18. b 19. d 20. b

ESSAY QUESTIONS 1.

2.

3.

Answers will vary but should include reference to memory retrieval, working memory, generalization Answers should include living skills such as dressing, feeding oneself, toileting, etc.…

Answers will vary

Chapter 4 – ANSWER KEY DIVERSITY IN TODAY’S CLASSROOMS MULTIPLE CHOICE 1. b 2. a 3. b 4. d 5. c 6. b 7. c 8. d 9. c 10. c 11. a 12. b 13. b

ESSAY QUESTIONS 1.

2.

3.

4.

5.

Answers will vary Answers will vary Answers will vary Answers will vary but should include reference to poverty, neural development, prenatal development Answers will vary

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter 5 – ANSWER KEY Arranging the Learning Environment and Modifying Instruction ESSAY QUESTIONS MULTIPLE CHOICE 1. b 1. Answers will vary but should include reference to engaged 2. b learners.

3. b 2. acquisition; maintenance; generalizations 4. a 3. Answers will vary 5. c 4. Answers will vary 6. a 5. Answers will vary 7. d 6. Answers will vary 8. a 9. a 10. b 11. b 12. a 13. c 14. d 15. c Chapter 6 – ANSWER KEY ENCOURAGING POSITIVE CLASSROOM BEHAVIOR MULTIPLE CHOICE 1. b 2. b 3. a 4. d 5. c 6. a 7. b 8. b 9. b 10. c 11. b 12. d 13. a 14. c 15. c 16. a 17. b 18. a 19. c 20. a

ESSAY QUESTIONS 1.

2.

3.

4.

5.

Answers will vary Answers will vary Problem behavior identification, data collection, data analysis, behavior replacement, reevaluation Answers will vary Should include a contingency, a time frame, signatures, monitoring practices

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

MULTIPLE CHOICE 1. d 2. b 3. a 4. b 5. d 6. c 7. d 8. c 9. c 10. d 11. a 12. d 13. c 14. d 15. a 16. c 17. b

Chapter 7 – ANSWER KEY PROMOTING SOCIAL ACCEPTANCE ESSAY QUESTIONS 1.

2.

3.

4.

Answers will vary home, neighborhood, community Answers will vary Answers will vary

Chapter 8 – ANSWER KEY Monitoring Student Performance Using Response to Intervention (RTI) MULTIPLE CHOICE 1. a 2. c 3. a 4. d 5. c 6. b 7. b 8. d 9. a 10. d 11. c 12. c 13. a 14. d 15. b 16. a 17. b 18. c

ESSAY QUESTIONS 1.

2.

3.

Answers will vary but should mention universal screening, evidence based teaching; small group instruction, some direct instruction; individual supports, one on one interventions, scripted curriculum Answers will vary but should mention school wide interventions, contingency contracts, reinforcers Answers will vary

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter 9 – ANSWER KEY TEACHING STUDENTS WITH LEARNING DISABILITIES MULTIPLE CHOICE 1. a 2. b 3. d 4. c 5. d 6. c 7. b 8. a 9. d 10. a 11. c 12. a 13. c 14. b 15. b 16. d

ESSAY QUESTIONS 1.

2.

3.

Answers will vary Answers will vary Answers will vary but should include IQ, achievement, wait to fail, and evidence based practices

Chapter 10 – ANSWER KEY TEACHING STUDENTS WITH COMMUNICATION DISORDERS MULTIPLE CHOICE 1. a 2. d 3. b 4. d 5. c 6. c 7. a 8. d 9. a 10. b 11. b 12. d 13. a 14. c 15. c 16. a

ESSAY QUESTIONS 1.

2.

3.

4.

Answers will vary but should include oral directions, complete sentences, correct grammar/ ageappropriate vocabulary Answers will vary Look, Idle your motor, Sit up straight, Turn to me, Engage your brain, Now …

Answers will vary

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter 11– ANSWER KEY TEACHING STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS MULTIPLE CHOICE 1. a 2. d 3. c 4. b 5. a 6. d 7. c 8. d 9. a 10. b 11. c 12. d 13. b 14. c 15. c 16. a

ESSAY QUESTIONS 1.

2.

3.

Examples: problem definition, focusing of attention, coping statements, self-reinforcement Answers will vary Answers will vary but some examples are: Can the intervention be consistent? How to collect data? Are there prerequisite skills? How can students be involved?

Criteria and evidence of success/failure? Meaningful reinforcers?

Chapter 12 – ANSWER KEY TEACHING STUDENTS WITH AUTISM SPECTRUM DISORDER MULTIPLE CHOICE 1. c 2. b 3. c 4. a 5. d 6. a 7. a 8. a 9. b 10. d 11. c 12. b 13. c 14. c 15. d 16. d 17. a

ESSAY QUESTIONS 1.

2.

3.

Answers will vary but may include: “Check your schedule.”

“What’s on the schedule?” “Where is the schedule?”

Answers will vary but should include: picture/photo for desired objects, activities or “what they want” S/he may become overly dependent or comfortable with that singular interaction.

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter 13 – ANSWER KEY TEACHING STUDENTS WITH INTELLECTUAL DISABILITIES MULTIPLE CHOICE 1. b 2. d 3. b 4. c 5. a 6. b 7. d 8. b 9. c 10. c 11. d 12. b 13. a 14. c 15. b 16. c 17. b 18. a 19. c

1.

2.

3.

ESSAY QUESTIONS Answers will vary Answers will vary but may include IEP goals, setting different criteria Answers will vary

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Test Bank for Teaching Students with Special Needs in General Education Classroom 9th Edition (Global Edition ) By Rena B Lewis, John J. Wheeler, Stacy L. Carter

Chapter 14 – ANSWER KEY TEACHING STUDENTS WITH PHYSICAL AND HEALTH IMPAIRMENTS AND ADHD MULTIPLE CHOICE ESSAY QUESTIONS 1. b 1. Examples: frequent use of bathroom, typically lean, 2. b unhealthy skin color, sweet smelling breath, frequent 3. a thirst, recurring nausea, dry skin, muscular 4. c weakness, abdominal pain 5. a 2. Examples: staring spells, tic-like movements, seizures, 6. d rhythmic head movements, head dropping, eyes rolling 7. b upward, chewing and swallowing movements 8. a 3. Examples: sidewalks, ramps, doors, elevator, floor, toilets, 9. b water fountains 10. c 11. d 12. c 13. b 14. c 15. a 16. a 17. b 18. c 19. b 20. a Chapter 15 – ANSWER KEY TEACHING STUDENTS WITH VISUAL AND HEARING IMPAIRMENTS MULTIPLE ESSAY QUESTIONS CHOICE 1. c 1. unilateral hearing loss, bilateral, adventitious, congenital 2. c 2.

Answers will vary 3. b 3.

Answers will vary 4.

Answers will vary 4. c 5. a 6. b 7. b 8. a 9. a 10. c 11. d 12. c 13. d 14. b 15. a

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