Behavioral Interventions in Special Education Chapter Exam Questions
Course Introduction
This course delves into the principles and application of behavioral interventions to support students with special needs in educational settings. Participants will explore evidence-based strategies grounded in behavior analysis, focusing on assessment, development, implementation, and monitoring of individualized intervention plans. The course emphasizes positive behavioral supports, data-driven decision-making, and collaboration with families and multidisciplinary teams to address challenging behaviors and promote pro-social skills. Through practical case studies and hands-on activities, students will gain the essential skills to design and apply effective behavioral interventions that enhance learning, inclusion, and quality of life for individuals with diverse abilities.
Recommended Textbook
Educating Exceptional Children 13th Edition by Samuel Kirk
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Chapter 1: Children With Exceptionalities and Their Families
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Q1) Contrast interindividual differences and intraindividual differences and explain how cultural context influences our perception of these differences.
Answer: Interindividual differences are substantial differences between people.These differences are often in academic performance, physical development, or social development.It is important to consider cultural factors when interpreting interindividual differences.Variations among individuals may be more of an expression of differences in attitudes, values, customs, and language related to heritage and cultural patterns than a deviation from normal development.Intraindividual differences are differences within a single child.They can show up in any area: intellectual, psychological, physical, or social.The uneven development of specific characteristics may also be affected by family culture (see case study discussion).
Q2) The components of the Information Processing Model include all but one of the following components.
A)executive function
B)emotional context
C)genetic predisposition
D)visual input of information
Answer: C
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Chapter 2: Exceptional Children and Social Institutions:
Government, Courts, and the Schools
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Q1) Instructions can be changed to meet interindividual or intraindividual differences by making adaptations in
A)content, consensus, and adjustment.
B)content, teaching strategies, and the learning environment.
C)the learning environment, adjustment, and skills.
D)skills, content, and adjustment.
Answer: B
Q2) PL 107-110, No Child Left Behind
A)sets the standards for all special education students.
B)sets unrealistic expectations for some students with disabilities.
C)sets the standards of 75 percent proficiency on the part of students and schools.
D)sets the short-term objectives on the student's IEP.
Answer: B
Q3) Gardner's theory regarding intelligences focuses primarily on the concept of A)multiple intelligences.
B)general intelligence.
C)above average academic achievement.
D)above average task commitment and completion.
Answer: A
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Chapter 3: Early Intervention Supports and Services
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Q1) Early intervention for children with disabilities was a direct result of
A)pressure on local schools by state governments.
B)legislation proposed by forward-thinking members of Congress without pressure from their constituents.
C)a grassroots movement of local education agencies.
D)pressure on schools, communities, and Congress from families of children with disabilities.
Answer: D
Q2) Which of the following pieces of legislation was the first special education mandate to serve children with disabilities?
A)Public Law 94-142
B)Public Law 98-111
C)Public Law 102-119
D)Public Law 99-457
Answer: A
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Chapter 4: Children With Learning Disabilities
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Q1) Six-year-old Jackie has been classified as dyslexic.She is likely to have difficulties
A)with her speech.
B)nonverbal problem solving.
C)single-word decoding.
D)motor skills.
Q2) Most students with learning disabilities are served
A)in resource rooms.
B)in self-contained special education classrooms.
C)in general education classrooms without modifications.
D)in general education classrooms with appropriate modifications.
Q3) The "wait-to-fail" model
A)is one of the components of the RTI model.
B)waits until the gap between IQ and achievement is wide enough to be noticeable.
C)helps to identify children with ADHD.
D)helps the child get services quickly.
Q4) Episodic memory is the ability to recall whole scenes or episodes from our past.
A)True
B)False
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Chapter 5: Children With Autism Spectrum Disorders
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Q1) Children with Asperger's syndrome
A)are high functioning with autism-like symptoms.
B)may develop normally for the first year or two and then regress in their development.
C)are also intellectual disabled.
D)have language impairments but are not socially impaired.
Q2) Which of the following programs teach social skills as discrete skills such as "play initiation?"
A)Pivotal Response Model
B)Young Autism Project
C)TEACCH
D)LEAP
Q3) Thimerosal, an ingredient found in ________________, was originally thought to be a cause of ASD but this theory has now been discredited.
A)paint used in children's furniture
B)ADHD medication
C)vaccinations
D)soy-based formulas
Q4) Discuss three of the major treatment centers for children with Autism
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Chapter 6: Children With Intellectual and Developmental Disabilities
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Q1) The following syndrome is now recognized as a leading cause of inherited intellectual and developmental disabilities:
A)Tay-Sachs disease.
B)Down syndrome.
C)Turner's syndrome.
D)Fragile X syndrome.
Q2) In ____________________, a single-gene defect that can produce severe IDD, the absence of a specific enzyme in the liver leads to a buildup of the amino acid phenylalanine.
Q3) ________ is an application of technology that is used in a classroom to increase a student's understanding of vocabulary
A)CD-RO
B)Scaffolding software
C)Adaptive instruction
D)Hypertext software
Q4) The term ____________________ includes intellectual disabilities plus other conditions of mental and physical impairment for which the child is likely to need lifelong help from a variety of health, social, and educational agencies.
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Chapter 7: Children With Emotional and Behavior Disorders
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Q1) A multi-step procedure carried out for the purpose of understanding the intended objective of the student's behavior as well as describing that behavior.
A)Replacement Behaviors
B)School behavior supports
C)Coercive cycle
D)Functional behavioral assessment
E)Support teacher
Q2) Which of the following could be used to make ten-year-old Michelle more able to cope with her environment?
A)Teaching her how to understand and avoid failure
B)Allowing her to succeed in every situation
C)Minimizing the need to learn from failure
D)Maintaining a protective class environment
Q3) ____________________ is partly defined as the inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
Q4) Identify and discuss several potential causes of behavior problems.
Q5) Describe some cognitive strategy techniques that are used to help students manage their own behavior.
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Chapter 8: Children With Communication, Language, and Speech Disorders
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Q1) Understanding sarcasm and/or puns is being skilled in the area of A)supralinguistics
B)syntax.
C)semantics.
D)phonology.
Q2) A system of gesturing that contains meaning.
A)American Sign Language
B)Articulation
C)Audition
D)Augmented and alternative communication
E)Communication
F)Communication disorder
G)Dialect
H)Dysphonia
I)Fluency
J)Language disorder
K)Phonation
L)Phonology
M)Resonation
Q3) Explain the roles of speech and language in the communication process.
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Chapter 9: Children With Special Gifts and Talents
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Q1) __________ studied outstanding Englishmen and concluded that extraordinary ability ran in families and was genetic in origin.
A)Lewis Terman
B)Francis Galton
C)Paul Torrance
D)David Wechsler
Q2) In the education of gifted and talented students, more attention has been paid to _______________ than to any other single factor.
A)creativity
B)insight
C)long-term memory
D)short-term memory
Q3) Describe the roles that heredity and the environment play in the development of intellectual giftedness.
Q4) ____________________ are children who develop extraordinarily fast.
Q5) The term ____________________ is used to refer to people who perform at remarkably high levels of accomplishment when compared with others of their age, experience, or environment.
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Chapter 10: Children With Deafness or Hearing Loss
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Q1) A condition involving problems in the outer ear as well as in the middle or inner ear.
A)American Sign Language
B)Auditory global method
C)CAPD
D)Conductive loss
E)Mixed hearing loss
F)Postlinguistic deafness
G)Prelinguistic deafness
Q2) A hearing loss that occurs before the child's language has developed is a____________________, and one that occurs after the child has acquired some speech and language is called a ____________________.
Q3) An infection that causes fluid to accumulate in the middle ear is
A)TORCHS.
B)malleus.
C)otitis media.
D)meningitis.
Q4) What should the classroom teacher watch for to be able to identify possible hearing problems?
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Chapter 11: Children With Visual Impairments
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Q1) The restricted mobility and consequent limited experiences of individuals with visual impairments appear to cause
A)hostility and depression.
B)fear and stress.
C)depression and anxiety.
D)passivity and dependency.
Q2) Which of the following is (are) an area of special instruction needed by most students with visual impairments?
A)Concepts that require long periods of concentration for understanding
B)Concepts and skills related to higher math, such as calculus
C)Concepts that sighted children learn through incidental visual observation
D)All of these.
Q3) A blind child best acquires the concept of a box by
A)being told the many characteristics of a box.
B)studying the various definitions of a box.
C)telling others the definitions of a box.
D)feeling, touching, and manipulating different boxes.
Q4) Visual impairments fall along a ______________, with ______________ vision at one end and profound visual ______________ (______________) at the other.
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Chapter 12: Children With Physical Disabilities, Health
Impairments, and Multiple Disabilities
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Q1) A person who plans for and assists an individual with disabilities in the transition from high school to a community setting is called a A)rehabilitation counselor.
B)parent.
C)transition coordinator.
D)job coach.
Q2) Carla has curvature of the spine, which is a condition known as A)astigmatism.
B)roseola.
C)scoliosis.
D)sciatica.
Q3) The goal of COACH (Choosing Options and Accommodations for Children) is to
A)develop throughout elementary, middle school, and high school individualized programs that lead to a successful transition to adult life.
B)provide training and assistance for teachers of children with severe disabilities.
C)develop individualized programs for preschool children and their families.
D)provide families with employment options for their child.
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