est Bank: Multiple Choice and Short Answer Questions

For Strategies for Teaching Students with Learning and Behavior Problems Tenth Edition Sharon R. Vaughn Candace S. Bos

Prepared by:

Heather Garrison, Ph.D. 1 / 4

iv Table of Contents T

est Bank: Multiple Choice and Short Answer Questions

Chapter 1 -------------------------------------------------------------------------------------- 42 Chapter 2 -------------------------------------------------------------------------------------- 49 Chapter 3 -------------------------------------------------------------------------------------- 57 Chapter 4 -------------------------------------------------------------------------------------- 64 Chapter 5 -------------------------------------------------------------------------------------- 71 Chapter 6 -------------------------------------------------------------------------------------- 79 Chapter 7 -------------------------------------------------------------------------------------- 86 Chapter 8 -------------------------------------------------------------------------------------- 93 Chapter 9 ------------------------------------------------------------------------------------- 100 Chapter 10 ------------------------------------------------------------------------------------- 107 Chapter 11 ------------------------------------------------------------------------------------- 114 Answer Key Grid (Multiple Choice Questions, Chapters 1-11) -------------------------- 123 Complete Answers to Multiple Choice and Short Answer Questions Chapter 1 ------------------------------------------------------------------------------------- 125 Chapter 2 ------------------------------------------------------------------------------------- 128 Chapter 3 ------------------------------------------------------------------------------------- 131 Chapter 4 ------------------------------------------------------------------------------------- 135 Chapter 5 ------------------------------------------------------------------------------------- 138 Chapter 6 ------------------------------------------------------------------------------------- 142 Chapter 7 ------------------------------------------------------------------------------------- 146 Chapter 8 ------------------------------------------------------------------------------------- 149 Chapter 9 ------------------------------------------------------------------------------------- 152 Chapter 10 ------------------------------------------------------------------------------------- 156 Chapter 11 ------------------------------------------------------------------------------------- 159 R

esources Included for Each Chapter:

Ov erview Learning Outcomes Fo cus Questions Key Topics for Mastery Learning Activities Think and Apply Suggested Readings (Multiple Choice, Sh ort Answer) and Answer Key 2 / 4

Copyright © 2020 Pearson Education, Inc. All rights reserved.42 Chapter 1 Monitoring and Teaching for Understanding

Multiple Choice Questions

1) Among all students, approximately what percent has some type of learning or behavior problem?

A) 3–6%

B) 8–12%

C) 15–25%

D) 30–40%

2) Which of the following is NOT a consideration when determining the severity of a learning or behavior problem?

• Persistence of the problem
• Speed of progress
• The student’s motivation
• The student’s grade level

3) Sophie exhibits social skills difficulties in her second-grade classroom. She often displays defiant behavior toward other students and lashes out verbally or physically when she becomes frust . Her language skills are delayed for her age. She sees a speech- language therapist twice a week for small group instruction. The type of support she

receives by the speech-language therapist is considered:

• Specialized instruction
• Rapid instruction
• Least restrictive instruction
• Independent instruction

4) Which of the following choices is NOT a defining feature of special education?

• Individually planned
• Specialized
• Intensive
• Self-guided

5) Most students with learning and behavior problems receive most of their education in what setting?

• General education classroom
• Special education classroom
• Paraprofessional classroom
• Individualized computer-assisted programming

6) A setting in which an individual receives little or no instruction with nondisabled peers is

considered:

• Special education
• Inclusion 3 / 4

Copyright © 2020 Pearson Education, Inc. All rights reserved.43

• Differentiated
• Restrictive

7) Which of the following is the least restrictive setting for a child with learning difficulties in reading?

• The child receives assignments and homework that are modified by the regular

classroom teacher.

• The child receives support from a special education teacher outside the classroom.
• The child receives supplemental instruction from a reading specialist outside the

classroom.

• The child receives assistance from a teaching assistant in a resource room.

8) The reauthorization of IDEA (2004) mandates that:

• All students with IEPs must be educated in inclusive settings.
• All students should be educated in the least restrictive environment possible.
• General education teachers must accommodate all students with all disabilities.
• Instruction in self-contained classrooms is unlawful.

9) Which of the following demonstrates the importance of inclusion for students with learning and behavior problems?

• Young children with disabilities receive interventions at a later age.
• More children with disabilities receive instruction in special education settings.
• More youth with disabilities graduate from high school.
• For children with disabilities, being included in general education does not change

their academic performance.

10) What percentage of students with specific learning disabilities spend at least 80 percent of the day in general education classrooms?

• 12 percent
• 28 percent
• 59 percent
• 68 percent

11) What percentage of students identified as emotionally disturbed spend at least 80 percent of the day in general education classrooms?

• Less than 10%

B) 18%

C) 37%

D) 45%

12) The most frequently suggested alternative to traditional IQ-achievement discrepancy

approaches for identifying students with learning disabilities is:

A) ABA

B) IEP

C) RTI

• IDEA
• / 4