EDUC 521 Chapter 4–14 Children with Intellectual and Developmental Disabilities Questions and Answers.

EDUC 521 Chapter 4–14 Children with Intellectual and Developmental Disabilities Questions and Answers. 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.