EDU 300 – CHAPTER 13 Learners with Low-Incidence, Multiple, and Severe Disabilities – Flashcards
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Each of the following statements about severe and multiple disabilities is true EXCEPT a) A person with TBI can be expected, with time and care, to recover completely and function without disabilities. b) Many people with severe and multiple disabilities can now live independently or semi-independently. c) People who cannot speak can still carry on conversations. d) Many people with severe and multiple disabilities can be employed outside of sheltered workshops.
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A person with TBI can be expected, with time and care, to recover completely and function without disabilities.
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Each of the following statements about severe and multiple disabilities is true EXCEPT a) It includes individuals with disabilities who require extensive ongoing support in more than one major life activity. b) Nearly any severe disability will involve extensive ongoing support in more than one major life activity. c) People with a severe disability in any area typically have more than one disability. d) Even combinations of mild disabilities do not constitute severe educational problems.
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Even combinations of mild disabilities do not constitute severe educational problems.
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All low-incidence, severe, and multiple disabilities combined probably affect what percentage of the population? a) about 2% b) less than 1% c) about 3% d) about 4%
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less than 1%
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Traumatic brain injury (TBI) is one of the most common injuries of a) children over 5 because of falls. b) males over 30 because of vehicular accidents. c) the wars in Iraq and Afghanistan. d) adults over 20 because of risk-taking.
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the wars in Iraq and Afghanistan.
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Each of the following is a feature of definitions of TBI EXCEPT a) injury to the brain can be caused by a degenerative or congenital condition. b) injury to the brain is caused by an external force. c) there is a diminished or altered state of consciousness. d) neurological or neurobehavioral dysfunction results from the injury.
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injury to the brain can be caused by a degenerative or congenital condition.
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Brain damage caused by internal compression, stretching, or other shearing motion of neural tissues within the head is due to a) open head injuries. b) external force. c) closed head injuries. d) degenerative conditions.
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closed head injuries.
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Possible effects of TBI include each of the following EXCEPT a) problems learning new information. b) difficulty processing information. c) sudden improvement in memory. d) becoming easily tired.
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sudden improvement in memory.
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Which statement about TBI is TRUE? a) The age range in which TBI is most likely to occur in males is late adulthood. b) Males are more prone to TBI than females are. c) The age range in which TBI is most likely to occur in females is early childhood. d) Females and males have about the same prevalence rate for TBI, with it most likely occurring in late adolescence.
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Males are more prone to TBI than females are.
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The prevalence of TBI has increased so much in recent years that a) it is now sometimes referred to as a silent epidemic. b) it is now considered a high incidence disability. c) it has passed intellectual disabilities in prevalence. d) the Center for Disease Control is lobbying Congress to make it mandatory that those under the age of 21 wear helmets while driving automobiles.
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it is now sometimes referred to as a silent epidemic
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Carl was three years old when he acquired TBI. Which of the following was the most likely cause of his brain injury? a) He was accidentally shot by a playmate when showing off his father's gun. b) He was violently shaken by a babysitter. c) He was in a car that was hit by another car. d) He had an accidental fall.
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He had an accidental fall
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After age 5, and increasingly through adolescence, the primary cause of TBI is a) assaults. b) accidental falls. c) vehicular accidents. d) gunshot wounds.
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vehicular accidents.
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Each of the following characteristics is an essential feature of appropriate education for students with TBI EXCEPT a) emphasis on catching up to academic content, rather than spending time trying to develop basic cognitive skills. b) assistance with transition from a hospital or rehabilitation center to the school. c) educational procedures to help solve problems in focusing and sustaining attention for long periods. d) an IEP concerned with cognitive, social/behavioral, and sensory-motor domains.
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emphasis on catching up to academic content, rather than spending time trying to develop basic cognitive skills.
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Chronic traumatic encephalopathy (CTE) a) is a degenerative brain disease caused by repetitive trauma to the brain. b) was over-diagnosed before the advent of sophisticated neuroimaging techniques. c) manifests itself in adulthood but is the result of an undiagnosed concussion in early childhood. d) is largely a media-created condition.
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is a degenerative brain disease caused by repetitive trauma to the brain.
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The greatest complicating factor in most students' return to school following TBI is a) social skills. b) physical appearance. c) physical strength. d) language or speech disorders.
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language or speech disorders
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Concussions in organized sports a) have decreased among females while increasing among males. b) has increased in prevalence because of a greater awareness of their consequences as well as an increase in actual injuries. c) have decreased among females while increasing among males. d) have decreased among males while increasing among females.
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has increased in prevalence because of a greater awareness of their consequences as well as an increase in actual injuries.
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Effective education and treatment for students with TBI often requires each of the following EXCEPT a) Avoid trying to develop a personal relationship. B) Practice classroom behavior management techniques. C) Engage in family therapy. D) Arrange communication training.
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Avoid trying to develop a personal relationship.
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Each of the following statements about the outcomes for individuals with deaf-blindness is true EXCEPT a) All interactions with adults and the environment should be viewed as learning opportunities. b) The quality and intensity of instruction the person receives is critical c) The more severe the impairments, the greater the impact on a person's ability to adapt. d) Additional disabilities do not tend to increase the impact on a person's ability to adapt.
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Additional disabilities do not tend to increase the impact on a person's ability to adapt.
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Each of the following is a feature of the federal government's definition of deaf-blindness EXCEPT a) visual acuity of 20/200 or less in the better eye, with correction. b) hearing impairment so severe that most speech cannot be heard, even with amplification. c) problems with vision and hearing that cause extreme difficulty in attaining independence. d) hearing impairment of 30 dB or greater in the better ear.
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hearing impairment of 30 dB or greater in the better ear.
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All of the following are true about the prevalence of deaf-blindness EXCEPT a) Many students with deaf-blindness also have other disabling conditions. b) Obtaining an accurate prevalence rate is very difficult c) There are more children who are deaf-blind than there are children who are blind. d) There are more children who are deaf-blind than there are children who are deaf.
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There are more children who are deaf-blind than there are children who are blind.
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All of the following syndromes are associated with deaf-blindness EXCEPT a) Down syndrome. b) CHARGE syndrome. c) Usher syndrome. d) Bright Eye syndrome.
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Bright Eye syndrome
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All of the following are prenatal conditions that can result in deaf-blindness EXCEPT a) German measles b) rubella c) coloboma d) congenital cytomegalovirus (CMV)
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congenital cytomegalovirus (CMV)
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The Acadian French of south Louisiana are known for a) having a high incidence of Usher syndrome. b) being the first cultural group to establish special schools for children with deafblindess. c) ostracizing families with children who are deaf-blind. d) believing that high levels of consumption of beignet doughnuts by pregnant women can cause deaf-blindness in their babies.
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ostracizing families with children who are deaf-blind.
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Hurricane Katrina in 2005 and the British Petroleum oil spill in 2006 are associated with which condition? a) CHARGE syndrome b) Usher syndrome c) German measles d) Down syndrome
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CHARGE syndrome
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An inherited syndrome of deaf-blindness characterized by hearing loss and retinitis pigmentosa is a) Usher syndrome. b) Asperger syndrome. c) Down syndrome. d) CHARGE syndrome.
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Asperger syndrome.
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A syndrome that causes deaf-blindness and is characterized by a number of physical defects, such as an abnormally shaped pupil, and results in difficulties in swallowing and breathing is a) Usher syndrome. b) Down syndrome. c) Asperger syndrome. d) CHARGE syndrome.
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Usher syndrome.
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The fact that Usher syndrome is an autosomal recessive disorder means that a) both parents must carry the gene and there is a 50% chance of the child having the syndrome. b) one parent can carry the gene and there is a 25% chance of the child having the syndrome. c) both parents must carry the gene and there is a 25% chance of the child having the syndrome d) one parent can carry the gene and there is a 50% chance of the child having the syndrome.
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both parents must carry the gene and there is a 25% chance of the child having the syndrome
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Which condition is associated with tunnel vision? a) Down syndrome b) Usher syndrome c) CHARGE syndrome d) Asperger syndrome
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Usher syndrome
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Each of the following has been shown to sometimes cause deaf-blindness EXCEPT a) rubella. b) congenital cytomegalovirus. c) meningitis. d) allergic reaction to kombucha.
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allergic reaction to kombucha
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Most authorities agree that the biggest obstacle faced by persons with deaf-blindness is a) self-help skills. b) accessing information. c) navigating the environment. d) communication.
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communication
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The first person who was deaf-blind who was known to be taught language was a) Helen Keller. b) Samuel Howe. c) Laura Bridgman. d) Annie Sullivan.
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Laura Bridgman.
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In addressing the needs of students with deaf-blindness, two principles that practitioners and parents should keep in mind are a) incidental learning and structured routines. b) direct instruction and structured routines. c) direct instruction and variable routines. d) indirect instruction and structured routines.
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direct instruction and structured routines.
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Each of the following is an objective to help meet the needs of infants who are deaf-blind EXCEPT a) identify predictable sequences within specific activities. b) identify and use specific auditory, visual, tactile, olfactory, and kinesthetic cues to help the infant anticipate familiar activities. c) avoid using subroutines within specific activities as this leads to confusion. d) create a predictable routine by identifying at least five daily activities that can be scheduled in the same sequence each day.
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avoid using subroutines within specific activities as this leads to confusion.
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Tactual signals that can convey a number of messages depending on the situation and context are a) hand-under-hand guidance. b) touch cues. c) adapted signs. d) tactual signs.
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touch cues.
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An adaptation that may be used by a person who is deaf-blind to communicate with the public is a) assistance cards. b) braille notepads. c) the long cane. d) audio-recorded messages.
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assistance cards.
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Most authorities agree that a student with Usher syndrome should a) begin using braille and O & M training as soon as all sight is gone. b) begin using braille while sighted, but wait for O & M training until all sight is gone. c) begin braille and O & M training while functioning as a seeing person. d) begin O & M training while sighted, but wait until sight is gone to begin braille.
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begin braille and O & M training while functioning as a seeing person.
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Any manual or electronic means by which a person who is unable to communicate through normal speech can express wants and needs, share information, engage in social closeness, or manage social etiquette is a) facilitated communication. b) augmentative or alternative communication. c) manual communication. d) applied functional communication.
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augmentative or alternative communication.
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Major problems to be solved in helping individuals communicate in ways other than signing include a) determining whether the individuals are visual or auditory learners. b) finding appropriate reinforcers. c) selecting a vocabulary and giving them an effective, efficient means of indicating elements in their vocabularies. d) speech synthesizers.
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selecting a vocabulary and giving them an effective, efficient means of indicating elements in their vocabularies.
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Augmentative/alternative communication a) relies on technological advances to maintain their effectiveness. b) has been made obsolescent by nanotechnology. c) is most effective when the person has speech articulation problems. d) includes manual as well as electronic means of communication.
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includes manual as well as electronic means of communication.
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Each of the following is a challenge particular to users of augmentative or alternative communication (AAC) not faced by natural communicators EXCEPT a) There are no systems that allow for expression of complex, abstract thoughts. b) AAC is much slower. c) Users of AAC who are not literate must rely on a vocabulary and symbols selected by others. d) AAC must be constructed to be useful in a variety of social contexts, allow efficient communication without undue fatigue, and support learning of language and academic skills.
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There are no systems that allow for expression of complex, abstract thoughts.
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Any repetitive, stereotyped behavior that seems to have no immediately apparent purpose is a) self-mutilation. b) self-stimulation. c) tantrums. d) self-injury.
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tantrums.
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Each of the following statements about self-stimulation is true EXCEPT a) The type of self-stimulation among those with disabilities is what differentiates it from the norm. b) It may take a wide variety of forms. c) Nearly everyone engages in some form of self-stimulation. d) Only the high rate, lack of subtlety, and social inappropriateness of disabling selfstimulation differentiates it from the norm.
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The type of self-stimulation among those with disabilities is what differentiates it from the norm.
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Tantrums a) are a form of self-torture. b) inhibit socialization. c) are best dealt with by not giving in and holding firm to expectations. d) are the result of having poor self-concepts.
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inhibit socialization.
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Shaunta's mother told her to pick up her stuffed bear and put it away. Shaunta threw herself to the ground and began kicking and screaming. Shaunta's mom put the bear away herself, telling Shaunta, "O.K, O.K., calm down." Shaunta quickly ended her tantrum and returned to playing. Which statement is true? a) The mother's behavior makes future tantrums less likely. b) The mother's behavior reinforced the tantrum behavior. c) The mother imposed an unreasonable demand on her child. d) People with multiple severe disabilities should not be expected to do chore
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The mother's behavior reinforced the tantrum behavior.
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The process of finding out why or under what circumstances problem behavior is exhibited is called a) positive behavioral support. b) functional behavioral assessment. c) functional support. d) positive behavior management.
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functional behavioral assessment.
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The process of identifying alternative, acceptable ways to communicate through teaching more appropriate behaviors and/or changing the environment to reduce the likelihood of prompting the undesirable behavior is a) positive behavioral support. b) functional behavioral assessment. c) functional behavior analysis. d) negative reinforcement.
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positive behavioral support.
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Each of the following is considered a criterion essential for early intervention programs in special education EXCEPT a) research-or value-based practices. b) family-centered practices. c) disregard for the principle of normalization. d) chronologically age-appropriate practices.
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disregard for the principle of normalization.
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Michelle is an early intervention specialist who works with families who have children with severe disabilities. Although they are not proven to be effective by research, she knows that she needs to provide individualized practices for each family, communicate with family members in a non-paternalistic manner, and ensure that any placement she recommends be safe and clean. These are examples of a) multiculturally-based practices. b) cross-disciplinary collaboration. c) family-centered practices. d) value-based practices.
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value-based practices.
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Each of the following statements about early intervention is true EXCEPT a) It is best to assume that all parents need to be educated about how to be better parents to avoid overlooking a likely problem. b) Someone in the program, or immediately available, should speak the family's preferred language. c) Professionals in related disciplines should work collaboratively, not independently. d) Developmentally appropriate practices should be balanced with practices that are also chronologically age appropriate.
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It is best to assume that all parents need to be educated about how to be better parents to avoid overlooking a likely problem.
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Each of the following is an example of vocational training that would likely occur in elementary school EXCEPT a) learning to keep a schedule. b) apprenticeships at different jobs. c) performing work-like tasks. d) building social skills.
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apprenticeships at different jobs.
