Autism Spectrum Disorders in Education
Practice Questions
Course Introduction
This course explores the characteristics, causes, and impacts of Autism Spectrum Disorders (ASD) within educational settings. Students will examine current theories, assessment strategies, and evidence-based interventions tailored to individuals with ASD. Emphasis is placed on understanding the diverse needs of learners with autism, fostering inclusive classroom environments, and collaborating effectively with families and multidisciplinary teams. Through case studies and practical applications, the course prepares educators and support staff to develop and implement individualized educational plans that promote academic, social, and behavioral success for students on the autism spectrum.
Recommended Textbook
Exceptional Learners An Introduction to Special Education 12th Edition by Daniel P. Hallahan
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15 Chapters
1039 Verified Questions
1039 Flashcards
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Chapter 1: Exceptionality and Special Education
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Sample Questions
Q1) In the prerevolutionary era in Europe and America, what goal predominated in the actions of society towards people with disabilities?
A)protection
B)inclusion
C)prevention
D)adaptation
Answer: A
Q2) Discuss the two reasons for which legal suits (for or against special education)might be filed.
Answer: Litigation may involve legal suits filed for either of two reasons: because special education services are not being provided for students whose parents want them or because students are being assigned to special education when their parents believe that they should not be. Most often, suits are filed by parents whose children are being denied services, or who are receiving poor services. Parents of children with mild or questionable disabilities may fight against the potentially stigmatizing and discriminatory effects of their children being identified for special education services.
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Chapter 2: Current Practices for Meeting the Needs of
Exceptional Learners
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Sample Questions
Q1) Describe the Multi-tiered Model for Identification and explain why it is used.
Answer: Response to Intervention seeks to reduce the number of students identified for special education services, but its use for the purpose of identification has been questioned in the research. As one model of RTI, the three-tiered approach seeks to improve this situation. In this approach, all students are screened to determine if they are at risk for school failure and are given research-based instruction with frequent monitoring (tier 1). Students who show problems in learning go on to receive more intensive instruction with different formats (like small group)and continue to be monitored (tier 2)while the other students continue with tier 1 methods. If students in tier 2 improve, they may return to tier 1, or may remain in tier 2. For students who do not respond to tier 2, a multidisciplinary team convenes to conduct a full evaluation and plan an IEP. In tier 3, those students receive special education services in the most appropriate setting for their needs.
Q2) The key to improving special education is
A)knowledge of special education law.
B)management of serious behavior problems.
C)exceptional instruction.
D)use of technological advances.
Answer: C
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Chapter 3: Multicultural and Bilingual Aspects of Special Education
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Sample Questions
Q1) The use of language is a controversial aspect of multicultural education because of all of the following EXCEPT
A)It may not be appropriate to refer to a group as a "minority" if it constitutes half or more of the population in an area.
B)It is difficult to determine labels and terms that are acceptable for designating various groups.
C)It is generally agreed among professionals that English should be the only language of instruction.
D)It is difficult to decide what language(s)or dialect(s)should be used for instruction.
Answer: C
Q2) An example of a disability with a highly organized subculture is A)mental retardation.
B)autism.
C)deafness.
D)blindness.
Answer: C
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Chapter 4: Parent and Families
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Sample Questions
Q1) Transitions between stages are difficult because
A)the next stage brings on overwhelming challenges.
B)parents aren't ready to give their child added independence.
C)increasingly fewer professionals become involved.
D)each new phase presents uncertainty to the family.
Q2) Evidence suggests that Latino families are more likely than Anglo families to view having a child with a disability as a positive experience because of A)resignation to the fact that bad things happen in life.
B)their religious views.
C)the importance of the family and the social supports it provides.
D)the importance of following advice from authority figures.
Q3) In families of a child with a disability, parental stress is usually the result of A)daily burdens related to child care.
B)the child's medical involvement.
C)demands placed on the family by the school system.
D)catastrophic events.
Q4) What does research suggest about the adjustment of siblings of people with disabilities? What factors help siblings adjust?
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Page 6
Chapter 5: Learners With Intellectual and Developmental Disabilities
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70 Verified Questions
70 Flashcards
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Sample Questions
Q1) The purpose of early intervention programs for children at risk for mild intellectual disabilities is
A)improving parents' teaching skills.
B)preventing intellectual disabilities or furthering development of children who have intellectual disabilities.
C)improving family financial status through job training for parents.
D)improving the quality of the children's medical care.
Q2) A person's awareness of what strategies are needed to perform a task, the ability to plan how to use the strategies, and the evaluation of how well the strategies are working is
A)metacognition.
B)self-regulation.
C)working memory.
D)perception.
Q3) Identify and describe three environmental causes of intellectual disabilities.
Q4) Distinguish between intelligence and adaptive behavior, giving examples of tasks that are representative of each. Why is adaptive behavior included in the definition of mental retardation?
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Chapter 6: Learners With Learning Disabilities
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Sample Questions
Q1) The technology often used with infants to measure the brain's response to perceptual and cognitive processing is
A)ERP
B)MRI
C)PET scan
D)fMRI
Q2) The most common testing accommodations for students with learning disabilities are
A)extended time and small group administration.
B)dividing assessment into multiple sessions and individual assessment.
C)having directions read aloud and group administration.
D)extended time and group administration.
Q3) Effective writing instruction involves teaching systematic strategies for each of the following EXCEPT
A)planning.
B)handwriting skills.
C)revising.
D)editing.
Q4) Describe four psychological or behavioral characteristics of students with learning disabilities.
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Chapter 7: Learners With Attention Deficit Hyperactivity
Disorder
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Sample Questions
Q1) Each of the following statements about the coexistence of ADHD with other conditions is true EXCEPT
A)There is an overlap of 10 to 25 percent between ADHD and learning disabilities.
B)There is an overlap of 25 to 50 percent between ADHD and emotional or behavioral disorders.
C)Intellectual disability occurs more often among people with ADHD than in the general population.
D)Very little research supports the claim that children treated with psychostimulants are more likely to use illegal substances later in life.
Q2) Explain the difficulty students with ADHD have managing task switches and suggest three cognitive supports for transitioning from one activity to another.
Q3) Rating scales are generally filled out by each of the following EXCEPT
A)parents
B)medical doctors
C)teachers
D)the child
Q4) Describe the four components used in the identification of ADHD.
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Chapter 8: Learners With Emotional or Behavioral Disorders
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Sample Questions
Q1) What procedures are used to identify students with E/BD?
Q2) Each of the following cultural conditions may predispose children to develop E/BD EXCEPT
A)availability and level of drug use.
B)a child's temperament.
C)level of violence depicted in the media.
D)use of terror as a means of coercion.
Q3) Discuss the controversy associated with the present federal definition of E/BD and list three advantages of the National Mental Health and Special Education Coalition definition.
Q4) "Zero tolerance" in the school system is similar to "mandatory sentencing" in the legal system. Provide an example illustrating zero tolerance and why this policy is sometimes considered to be unfair by teachers, administrators, and parents.
Q5) Each of the following statements about children with E/BD is true EXCEPT
A)aggressive acting-out behavior is most common.
B)boys outnumber girls.
C)most students identified are psychotic.
D)juvenile delinquency and conduct disorder cannot be clearly distinguished from emotional disturbance.
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Chapter 9: Learners With Autism Spectrum Disorders
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Sample Questions
Q1) Applied Behavior Analysis (ABA)includes each of the following components EXCEPT
A)using structured lessons.
B)limited use of reinforcement.
C)focus on functional skills.
D)require continuous assessment of progress.
Q2) Which of the following statements illustrates evidence for autism having a hereditary component?
A)"Refrigerator mothers" have been shown to have had mothers who were also "cold" and uninvolved.
B)Identical twins are much more likely to both have autism than are fraternal twins.
C)When one family member has autism, the chances are 10 times higher that another family member has autism than in the population as a whole.
D)Family members of those with autism are less likely to have a preference for routines than people in general.
Q3) What characteristics should early education and interventions for students with autism have?
Q4) Briefly describe attempts to construct a unifying theory of autism spectrum disorders.
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Chapter 10: Learners With Communication Disorders
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Sample Questions
Q1) To document outcomes based on individual intervention plans, speech-language pathologists use demographic and diagnostic data along with a series of scales that measure
A)academic achievement.
B)functional communication.
C)social skills.
D)social communication.
Q2) About 50% of the children whose language is delayed at age 2 will gradually catch up developmentally with their age peers.
A)True
B)False
Q3) Communication requires
A)language.
B)encoding and decoding.
C)speech.
D)listening and speaking.
Q4) Explain how teachers' problems with communication skills can interfere with the progress of students with speech or language disorders. Provide four examples of specific problems with communication that teachers sometimes demonstrate.
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Chapter 11: Learners Who Are Deaf or Hard of Hearing
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Sample Questions
Q1) From the physiological perspective, the distinction between "deaf" and "hard of hearing" is based on
A)decibels levels detected.
B)frequency of sounds detected.
C)location of hearing loss.
D)language ability.
Q2) Whether a person thinks of himself or herself as deaf is referred to as
A)behavioral deafness.
B)vestibular deafness.
C)attitudinal deafness.
D)associative deafness.
Q3) The genetic engineering debate regarding Deaf activism refers to members of the Deaf community who want to
A)eliminate embryos that do not have a gene associated with deafness
B)physically alter a gene to cause a baby to be deaf
C)eradicate deafness in vitro
D)deliberately increase their chances of having a deaf child
Q4) Describe the process of hearing within the context of the anatomy and physiology of the ear.
Q5) Describe four factors that demarcate the Deaf community as a true culture.
Page 13
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Chapter 12: Learners With Blindness or Low Vision
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Sample Questions
Q1) Which of the following statements about the conceptual abilities of children with visual impairment is true?
A)The performance of infants with visual problems is the same as that of their peers with sight on conceptual tasks.
B)Adults need to directly encourage infants and toddlers with vision problems to explore their environment as they are less likely than their sighted peers to do so on their own.
C)Touch is just as efficient as sight for arriving at conceptualizations of objects.
D)Infants with vision problems pick up information incidentally in the same way as their peers with sight.
Q2) The colored portion of the eye that contracts or expands depending on the amount of light striking it is the A)pupil.
B)lens.
C)iris.
D)cornea.
Q3) Explain why there is a common misconception that people who are blind develop an "extra sense."
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Chapter 13: Learners With Low-Incidence, Multiple, and
Severe Disabilities
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Sample Questions
Q1) Each of the following is a symptom of CHARGE syndrome EXCEPT A)abnormally shaped pupils.
B)tunnel vision.
C)paralysis or weakness of facial nerves.
D)heart defects.
Q2) Many teachers don't want students with TBI in their classrooms, probably because A)the students may exhibit characteristics the teachers find troublesome.
B)there are no support services available to students with TBI in the regular classroom. C)they do not want the other students exposed to the trauma of having a student with TBI in the room.
D)there are no effective strategies for behavior management of students with TBI.
Q3) A condition in which a child is born with an abnormally shaped pupil and/or abnormalities of the retina or optic nerve is
A)atresia.
B)choanae.
C)coloboma.
D)retinitis pigmentosa.
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Page 15
Chapter 14: Learners With Physical Disabilities and Other Health Impairments
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Sample Questions
Q1) Although cerebral palsy is not contagious, it is progressive. A)True
B)False
Q2) Sociosexual education for students with physical disabilities includes instruction in all of the following EXCEPT
A)structure and functions of bodies.
B)suppression of sexual desire.
C)alternative modes of sexual gratification.
D)human relationships and responsibilities.
Q3) Motor skills need to be taught in isolation to avoid confusing the learner.
A)True
B)False
Q4) The primary distinguishing characteristic of children with physical disability is A)intellectual and health problems.
B)intellectual and medical problems.
C)medical or health problems.
D)medical or cognitive problems.
Q5) Describe four ways that many physical disabilities could be prevented.
Q6) Describe the procedures to be followed when a child has a seizure.
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Chapter 15: Learners With Special Gifts and Talents
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Sample Questions
Q1) Leaders in the field agree that special education for students with gifts or talents should have each of the following characteristics EXCEPT
A)a curriculum designed to accommodate advanced cognitive skills.
B)instructional strategies consistent with the learning of students in particular content areas.
C)administrative arrangements facilitating appropriate grouping of students for instruction.
D)a program that emphasizes keeping gifted students with their age peers at all times.
Q2) Students who are gifted are not likely to excel without special education programs.
A)True
B)False
Q3) The major goals with respect to students with disabilities who also have special gifts or talents include each of the following EXCEPT
A)identification of such talents.
B)research and development.
C)preparation of teachers.
D)limiting the allowed combinations of disability/giftedness.
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