Understanding Students With Ci

16 Questions | Total Attempts: 23

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Questions and Answers
  • 1. 
    In general, adolescents who have moderate cognitive impairments are likely to be most similar to peers without disabilities in which of the following areas?
    • A. 

      Social skills

    • B. 

      Moral reasoning

    • C. 

      Self-knowledge

    • D. 

      Emotional needs

  • 2. 
    In general, which of the following is the most advanced gross-motor skill that typically developing five-year-old children can be expected to demonstrate?
    • A. 

      Climbing stairs using alternating feet

    • B. 

      Jumping rope

    • C. 

      Kicking a stationary ball forward

    • D. 

      Riding a tricycle

  • 3. 
    Compared to classmates without disabilities, a first grader with a mild cognitive impairment would likely have significantly more trouble with which of the following?
    • A. 

      Sustaining focused attention

    • B. 

      Indicating distress or anxiety

    • C. 

      Responding when called by name

    • D. 

      Demonstrating feelings of affection

  • 4. 
    A severe congenital vision loss would most likely affect a child's cognitive development primary by limiting the child's:
    • A. 

      Ability to use his or her other sensory modes.

    • B. 

      Motivation to bond emotionally with his or her caregivers.

    • C. 

      Ability to communicate his or her basic physical needs.

    • D. 

      Motivation to explore his or her environment.

  • 5. 
    A student who is taking a stimulant medication is most likely to experience which of the following side effects?
    • A. 

      Ringing in the ears

    • B. 

      Increase in appetite

    • C. 

      Weight loss

    • D. 

      Numbness in hands and feet

  • 6. 
    Taylor is a fifth-grade student who has a mild intellectual disability and an expressive language delay.  Taylor enjoys reading and will often read for pleasure at home and at school.  She has strong decoding skills but struggles with comprehension, and reads at a third- grade level.  Which of the following reading- related activities is likely to be most challenging for Taylor?
    • A. 

      Spelling key vocabulary from a book

    • B. 

      Describing an event from a chapter in a book

    • C. 

      Taking a turn reading aloud from a book

    • D. 

      Remembering the name of a character in a book

  • 7. 
    A ten-year-old student with a moderate intellectual disability attends school in a self-contained classroom where he receives instruction in functional academic skills.  The student lives at home with his parents and two siblings.  Every morning, one parent dresses the student, brushes the student's teeth, and combs the student's hair.   These actions by the parent are likely to contribute to which of the following characteristics?
    • A. 

      Learned helplessness

    • B. 

      A defeated attitude

    • C. 

      A sense of entitlement

    • D. 

      Symptoms of anxiety

  • 8. 
    Heather is 19 years old.  She has fetal alcohol syndrome (FAS) and a mild intellectual disability.  Heather recently completed high school and has maintained a part-time job.  Heather will likely need the most support for which of the following day-to-day living activities?
    • A. 

      Time management

    • B. 

      Communication with her boss

    • C. 

      Transportation to her job

    • D. 

      Money management

  • 9. 
    Which of the following behaviors by a five-year-old child with a cognitive impairment best demonstrates the acquisition of an adaptive behavior?
    • A. 

      Crying when the child hurts himself or herself

    • B. 

      Buttoning his or her jacket

    • C. 

      Jerking when he or she is startled

    • D. 

      Recognizing his or her sibling

  • 10. 
    A student with a mild cognitive impairment would likely find it most difficult to:
    • A. 

      Use common social conventions such as saying "goodbye."

    • B. 

      Remember the name of a favorite teacher.

    • C. 

      Follow a routine that occurs every day in the classroom.

    • D. 

      Transfer a learned skill to a new situation.

  • 11. 
    When determining appropriate interventions for a student whose assessment scores indicate severe cognitive impairment, it would be most important to pose which of the following questions?
    • A. 

      What was the etiology of the student's disability?

    • B. 

      Where has the student received prior services?

    • C. 

      What is the student currently able to do?

    • D. 

      When was the student's disability diagnosed?

  • 12. 
    Which of the following is a genetic cause of cognitive impairment?
    • A. 

      Hypoxia

    • B. 

      Nuerofibromatosis

    • C. 

      Meningitis

    • D. 

      Maternal rubella

  • 13. 
    To foster motivation for academic tasks in students with cognitive impairments, a teacher's best strategy would be to provide the students with:
    • A. 

      Instruction in learning strategies that promote self-reliance.

    • B. 

      Immediate assistance whenever they seem uncertain.

    • C. 

      Assignments that can be accomplished with minimal effort.

    • D. 

      External rewards for answering questions correctly.

  • 14. 
    An individual with a mild cognitive impairment would be likely to experience the greatest difficulty with which of the following behaviors?
    • A. 

      Acquiring personal interests

    • B. 

      Developing emotional attachments

    • C. 

      Understanding social rules

    • D. 

      Forming likes and dislikes

  • 15. 
    A seven-year-old student with a moderate cognitive impairment is reluctant to engage in outdoor recess activities.  The teacher of students with cognitive impairments wants to promote the student's ability to participate more at recess.  When planning how to help the student overcome the challenge, the teacher's most effective first consideration would be:
    • A. 

      Classmates' willingness to include everyone in recess activities.

    • B. 

      The student's ability to learn rules and skills involved in the activities.

    • C. 

      The student's difficulties with balance, locomotion, and manual dexterity.

    • D. 

      Adult's ability to effectively monitor student safety during recess.

  • 16. 
    Students with Down syndrome typically have learning strengths in the area of:
    • A. 

      Motor coordination.

    • B. 

      Visual memory.

    • C. 

      Oral language.

    • D. 

      Auditory processing.

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