EDUC 521 Chapter_4_Children_with_Intellectual_and_Developmental_Disabilities

1. Although original work was with children with intellectual and developmental disabilities, it is now
widely applied to the teaching of young typically developing children.
a. Itard's
b. Sequin's
c. Montessori's
d. Kirk's

ANSWER: c
POINTS: 1
REFERENCES: A Brief History of IDD
LEARNING OBJECTIVES: EDUC.KIRK.14.04.01 - Who were key pioneers in the early evolution of the field of
intellectual and developmental disabilities (IDD)?
KEYWORDS: Blooms: Remembering

2. The term "mental retardation" has been largely abandoned in favor of "intellectual and developmental disabilities"
because of the negative connotation of the term.
a. True
b. False

ANSWER: True
POINTS: 1
REFERENCES: A Brief History of IDD
LEARNING OBJECTIVES: EDUC.KIRK.14.04.01 - Who were key pioneers in the early evolution of the field of
intellectual and developmental disabilities (IDD)?
KEYWORDS: Blooms: Remembering

3. The most obvious characteristic of children who are mildly or moderately intellectually disabled is
limited a. cognitive ability.
b. motor ability.
c. verbal ability.
d. emotional ability.

ANSWER: a
POINTS: 1
REFERENCES: Defining IDD
LEARNING OBJECTIVES: EDUC.KIRK.14.04.02 - How do educators define IDD?
KEYWORDS: Blooms: Understanding

,4. The definition of IDD requires that there be limitations in
a. intellectual functioning.
b. perceptual-motor skills.
c. adaptive skills.
d. intellectual functioning and adaptive skills.

ANSWER: d
POINTS: 1
REFERENCES: Defining IDD
LEARNING OBJECTIVES: EDUC.KIRK.14.04.02 - How do educators define IDD?
KEYWORDS: Blooms: Remembering

5. The degree to which individuals meet the standards of personal independence and social responsibility expected of
their age and cultural group is an indication of their
a. adaptive skills.
b. intelligence quotient.
c. physical maturity.
d. moral development.

ANSWER: a
POINTS: 1
REFERENCES: Defining IDD
LEARNING OBJECTIVES: EDUC.KIRK.14.04.02 - How do educators define IDD?
KEYWORDS: Blooms: Understanding

6. The intensity of support for students with intellectual and developmental disabilities is measured as
a. primary, secondary, and tertiary.
b. mild, moderate, severe, and profound.
c. dependent and independent.
d. intermittent, limited, extensive and pervasive.

ANSWER: d
POINTS: 1
REFERENCES: Defining IDD
LEARNING OBJECTIVES: EDUC.KIRK.14.04.02 - How do educators define IDD?
KEYWORDS: Blooms: Understanding

, 7. Adaptive Behavior Scales measure which of the following three categories?
a. Social skills, behavioral skills, and academic skills
b. Conceptual skills, social skills, and occupational skills
c. Behavioral skills, cognitive skills, and pre-vocational skills
d. Occupational skills, behavioral skills and academic skills

ANSWER: b
POINTS: 1
REFERENCES: Defining IDD
LEARNING OBJECTIVES: EDUC.KIRK.14.04.02 - How do educators define IDD?
KEYWORDS: Blooms: Understanding

8. There are fewer children classified as having IDD in recent years because of changes in the way disabilities are
identified and classified.
a. True
b. False

ANSWER: True
POINTS: 1
REFERENCES: Defining IDD
LEARNING OBJECTIVES: EDUC.KIRK.14.04.02 - How do educators define IDD?
KEYWORDS: Blooms: Understanding

9. In order to be identified as having an intellectual and developmental disability, an individual must have
significant limitations in
a. only intellectual ability.
b. only adaptive skills.
c. only academic achievement.
d. both intellectual ability and adaptive skills.

ANSWER: d
POINTS: 1
REFERENCES: Defining IDD
LEARNING OBJECTIVES: EDUC.KIRK.14.04.02 - How do educators define IDD?
KEYWORDS: Blooms: Remembering

10. Memory, association and classification of information, and reasoning and making judgments are assessed by means
of
a. achievement tests.
b. adaptive behavior scales.
c. intelligence tests.
d. criterion referenced tests.

ANSWER: c
POINTS: 1
REFERENCES: Defining IDD
LEARNING OBJECTIVES: EDUC.KIRK.14.04.02 - How do educators define IDD?
KEYWORDS: Blooms: Understanding