Pre-Assessment Measure 8-EDU 310/610 Teaching and Assessing Children with Disabilities

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Pre-Assessment Measure 8-EDU 310/610—Teaching and Assessing Children with Disabilities

1)Excessive gross motor movement in students with ADHD (cf. Sarver, et al., 2015) is likely determined by

a)Subjective measures by biased clinical observers

b)Objective measures of student activity behavior

c)Direct measures of attentional compliance

d)Indirect measures of impulsive behavior

2)A correlation coefficient of 0.32 between measures of direct observation of excessive gross motor activity indicates a

a)Useful agreement measure

b)Minimal agreement

c)Significant agreement

d)Modest agreement

3)Of the 6 symptoms of “hyperactivity”, the DSM-5, excessive gross motor activity features in

a)5 of 6

b)All of 6

c)4 of 6

d)3 of 6

4)Which of the following is not a characteristic of Attention Deficit Hyperactivity Disorder (ADHD)?

a)Loses things necessary for tasks or activities.

b)Talking excessively.

c)A form of learning disability.

d)Has the ability to hyper focus on tasks of interest to them.

5)An example of instructional accommodation for a student with ADHD is

a)Confirm the problem behaviors with a school psychologist

b)Shorten the amount necessary to demonstrate learning

c)Get a formal diagnosis of ADHD

d)Keep homework assignments separate from unfinished classwork

6)The article by Sarver, et al. (2012) is best characterized as

a)A review of literature

b)An empirical study

c)An opinion

d)A “How to” article

7)When a student in a classroom receives a blow to the head, an appropriate definition of Traumatic Brain Injury (TBI) to use in this instance for would be

a)An acquired injury to the brain resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance

b)A bump, blow, or penetrating injury to the head that disrupts normal brain function

c)Depends if the head wound is an open or closed (blunt force)

d)Only if the injury affects “language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech.”

8)Educationally, “mental retardation” or Cognitive/developmental delay is primarily distinguished by

a)Adaptive functioning

b)Intellectual disability

c)Information processing disability

d)Significantly sub-average intellectual functioning

9)A designation of multiple disabilities is defined in IDEA as Two or more

a)contingent disabilities

b)consecutive disabilities

c)previous disabilities

d)concomitant disabilities

10)Adolescents with developmental cognitive delay, chronic diseases, and “healthy controls” without cognitive delays or diseases share all the following except

a)Attention to tasks

b)Maturation in abstract thinking

c)Bio-social development

d)Perceptions of self-image

11)Adolescents with intellectual disabilities are more likely to have

a)Clinical depression

b)Conduct disorder

c)Eating disorders

d)Psychosis

12)A study that involves transcription, management, and analysis of interview data from teacher perceptions would be an example of a(n)

a)Qualitative empirical study

b)Causal/comparative experimental study

c)quasi-experimental with a control group study

d)A Case Study