Intellectual Disability And Developmental Ch5 Full Test Bank - Abnormal Child Psychology 3e | Test Bank by Robert Weis by Robert Weis. DOCX document preview.
Chapter 5: Intellectual Disability and Developmental
Disorders Test Bank
Multiple Choice
1. What is the moral of the broken-pot story in your text?
a. Once a person is broken, he or she cannot be fixed.
b. Sometimes trying to fix something breaks it even more.
c. Every person has dignity and value.
d. The value of a person is in how much he or she can do all the things that other people can do.
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Analysis
Answer Location: Introduction
Difficulty Level: Hard
2. Which of the following is NOT part of intellectual functioning?
a. processing new information
b. thinking creatively
c. forming and maintaining social relationships
d. responding rapidly and accurately
Learning Objective: LO 5.1 Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay.
List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: What Is Intellectual Disability?
Difficulty Level: Medium
3. Which of the following is true of IQ in individuals with intellectual disability?
a. All those with IQs below 70 qualify for diagnosis of intellectual disability.
b. None of those with IQs above 70 qualify for diagnosis of intellectual disability.
c. About 2% to 3% of the population have IQs in the range recommended as the cutoff for intellectual disability.
d. IQ cutoffs only apply to adults with intellectual disability.
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Medium
Answer Location: What Is Intellectual Disability?
Difficulty Level: Medium
4. Which of the following factors have been found to relate to markedly lower degrees of marital satisfaction and quality of life in parents?
a. severity of the child’s disability
b. low support from the spouse
c. lower levels of family-related stress
d. using problem-focused techniques to deal with stress
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: How Can Clinicians Help the Caregivers of Children With Intellectual Disability?
Difficulty Level: Medium
5. Which of the following is NOT one of the three domains of adaptive functioning?
a. conceptual
b. social
c. academic
d. practical
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Knowledge
Answer Location: What Is Intellectual Disability?
Difficulty Level: Easy
6. Marty has an intellectual disability. He has difficulty in a variety of domains and one of these is when bowling. He doesn’t wait his turn and often bowls other bowlers’ frames. This reflects difficulties in which domain?
a. conceptual
b. social
c. academic
d. practical
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Application
Answer Location: What Is Intellectual Disability?
Difficulty Level: Medium
7. How is adaptive functioning typically assessed?
a. via the child’s self-report
b. via an intelligence test
c. via a checklist that parents fill out
d. via a semistructured interview given to caregivers
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: What Is Intellectual Disability?
Difficulty Level: Medium
8. Which of the following is true of age and intellectual disability (ID)?
a. Only children can be diagnosed with ID.
b. In order to be diagnosed with ID, onset of the intellectual and adaptive functioning problem must be in early childhood.
c. There is no age criterion for ID; anyone could develop difficulties at any age and be diagnosed with the condition.
d. ID is continuous with Alzheimer’s dementia; when diagnosed in those above age 18, the diagnosis would be Alzheimer’s dementia.
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: What Is Intellectual Disability?
Difficulty Level: Hard
9. Which of the following levels of intellectual disability (ID) is INCORRECTLY paired with its typical adaptive functioning range?
a. Mild; 55–70
b. Moderate; 40–55
c. Severe; 25–40
d. Intense; <25
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Knowledge
Answer Location: How Does Intellectual Disability Differ Based on Severity?
Difficulty Level: Easy
10. Medications frequently prescribed to reduce challenging behaviors in youths with intellectual disability are ______.
a. antidepressants
b. antipsychotics
c. anxiolytics
d. sedatives
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Knowledge
Answer Location: Medication
Difficulty Level: Easy
11. Millie has an intellectual disability (ID). She had delays sitting up and walking as an infant and has been diagnosed with a biological anomaly, though now, at age 6, she can use the toilet on her own. Which degree of intellectual disability does Millie most likely have?
a. mild
b. moderate
c. severe
d. profound
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Application
Answer Location: Severe Intellectual Disability (Adaptive Functioning Scores 25-40)
Difficulty Level: Hard
12. What is the main difference between the DSM and AAIDD definitions of intellectual disability?
a. Only the DSM includes intellectual impairment.
b. Only the DSM includes adaptive functioning.
c. Only AAIDD focuses on needed supports.
d. Only AAIDD requires impairment to occur during the developmental period.
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Needed Supports
Difficulty Level: Hard
13. What is the main difference between response cost and time out?
a. Response cost is positive punishment, while time out is negative punishment.
b. Response cost is implemented by therapists, while time out is implemented by parents or caregivers.
c. Response cost is the withdrawal of a specific quantity of reinforcers, while time out is the withdrawal of reinforcers for a specific amount of time.
d. Response cost has been shown to be effective, while time out has not.
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Negative Punishment
Difficulty Level: Hard
14. Neil has been having tantrums. Neil’s behavior analyst tells Neil’s mom to ignore Neil’s next tantrum. Which of the following is true of this approach?
a. It is negative reinforcement.
b. It is a more aversive approach than positive punishment.
c. It will likely decrease the rate of Neil’s tantrums immediately.
d. It will likely be a slow but effective means of reducing Neil’s tantrums.
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Application
Answer Location: Negative Punishment
Difficulty Level: Medium
15. Which of the following is true of children with global developmental delay (GDD)?
a. All will go on to be diagnosed with intellectual disability.
b. It is called a delay because those with GDD will eventually catch up to their peers.
c. They are usually diagnosed within the first year of life.
d. They almost always have a genetic disorder such as Down syndrome that explains their problem.
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: What Is Global Developmental Delay?
Difficulty Level: Medium
16. The standard test for infants with global developmental delay (GDD) is
a. chromosomal microarray (CMA)
b. G-banded karyotyping
c. fMRI
d. genome hybridization
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Knowledge
Answer Location: Identification
Difficulty Level: Medium
17. Dylan always moves her fingers in the same pattern. Which of the following is true of Dylan?
a. She is exhibiting a motor stereotypy.
b. She requires behavioral treatment.
c. She can be diagnosed with stereotyped movement disorder.
d. She is almost certainly an infant as it is very rare for children past infancy to engage in these behaviors.
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Application
Answer Location: Stereotypies
Difficulty Level: Medium
18. Which of the following is NOT a way of describing and categorizing self-injurious behaviors as discussed in the text?
a. by severity
b. by setting
c. by frequency
d. by purpose
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Self-Injurious Behaviors
Difficulty Level: Easy
19. Which of the following is true of self-injurious behaviors (SIBs)?
a. Almost all children with intellectual disability engage in SIBs.
b. SIBs are most commonly seen in children with severe and profound intellectual and adaptive impairments.
c. SIBs are less common in individuals with comorbid intellectual disability and autism spectrum disorder.
d. Eye gouging is the most common SIB.
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay.
List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Self-Injurious Behaviors
Difficulty Level: Medium
20. Every night, Melinda throws the utensils when asked to set the dinner table. Which of the following is true?
a. Having Melinda pick up the utensils, wash them, and reset the table would be an example of overcorrection.
b. Having Melinda practice setting the table in the morning would be an example of positive practice because it comes before the anticipated unacceptable behavior of that evening.
c. Having Melinda no longer set the table would be an example of negative punishment.
d. Ignoring Melinda’s outburst would be a response cost.
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Application
Answer Location: Positive Punishment
Difficulty Level: Hard
21. Which of the following was NOT a piece of evidence discussed in the text that provides support for the endorphin hypothesis for self-injurious behaviors (SIBs)?
a. Rats whose endorphin centers were lesioned never engaged in SIBs.
b. People with intellectual disability who show SIBs display a significant endorphin release after engaging in the SIB.
c. Many people with intellectual disability and SIBs have abnormalities in the way opioid receptors work in their brains.
d. Blocking opioid receptors by administering drugs has been shown in some studies to reduce SIBs.
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Self-Injurious Behaviors
Difficulty Level: Hard
22. Zander is engaging in self-injurious behavior by biting his lips until they bleed. His therapist praises him when he talks, chews gum, or even sticks out his tongue, because when he engages in these behaviors he cannot bite his lips. This approach is ______.
a. differential reinforcement of incompatible behaviors
b. differential reinforcement of zero behavior
c. punishment by contingent stimulation
d. overcorrection
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Application
Answer Location: Positive Reinforcement
Difficulty Level: Easy
23. Which interventions tend to be most helpful in reducing aggressive acts in those with intellectual disability ?
a. psychodynamic therapy
b. communication training
c. cognitive skills training
d. social interaction therapy
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Physical Aggression
Difficulty Level: Medium
24. What particular term is used to refer to the presence of mental disorders among individuals with intellectual disability (ID)?
a. comorbidity
b. dual diagnosis
c. diagnostic overshadowing
d. concomitant disorder
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Knowledge
Answer Location: Comorbid Disorders
Difficulty Level: Medium
25. Which of the following is true of the prevalence of intellectual disability (ID)?
a. Since a person’s IQ is stable, someone diagnosed with ID in childhood always continues to qualify for a diagnosis later in life.
b. The prevalence of ID is 2.2% because that is the percentage of individuals who fall 2 standard deviations below the mean on the normal curve of IQ scores.
c. Screening adults for ID results in a much lower prevalence rate than screening school-age children.
d. ID occurs in equal rates in males and females.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: How Common Is Intellectual Disability?
Difficulty Level: Medium
26. Towanda is engaging in challenging behaviors, such as tantrumming and throwing objects. A behavior analyst conducts a functional behavior analysis and notices Towanda is most likely to display these behaviors when she’s asked to engage in a difficult and undesirable task. Which of the following is likely true?
a. Towanda’s challenging behaviors were likely maintained by positive social reinforcement.
b. Towanda’s challenging behaviors were likely maintained by negative reinforcement.
c. Towanda’s challenging behaviors were likely automatically reinforced.
d. Towanda’s challenging behaviors were likely maintained by positive punishment.
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Application
Answer Location: Applied Behavior Analysis
Difficulty Level: Medium
27. Which of the following is not a difference between children with organic intellectual disability (ID) and those with cultural–familial ID?
a. Those with organic ID tend to have higher IQ scores.
b. Those with organic ID are less likely to have medical complications.
c. Those with cultural–familial ID tend to have abnormal physical features.
d. Those with cultural–familial ID often have relatives with low intellectual functioning.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Zigler’s Classification
Difficulty Level: Easy
28. The similar sequence and similar structure hypothesis ______.
a. posits that children whose brains have the typical structure will proceed through the same stages of cognitive development, while those with brain abnormalities will not
b. holds that children with intellectual disability will proceed through the same stages of cognitive development as typically developing children, but that the children with intellectual disability will proceed through each stage incompletely
c. has been shown by research to apply equally to those with organic intellectual disability as to those with cultural–familial intellectual disability
d. holds for those with cultural–familial intellectual disability, but only the similar sequence component reliably holds for those with organic intellectual disability
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Similar Sequence and Similar Structure Hypothesis
Difficulty Level: Medium
29. To determine a behavior’s purpose, a behavior analyst places a child in four different conditions. In which condition would the behavior analyst respond, “Stop that,” when the child engages in the problem behavior?
a. attention condition
b. demand condition
c. alone condition
d. play condition
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Application
Answer Location: Applied Behavior Analysis
Difficulty Level: Medium
30. Which of the following is true of conditions that cause intellectual disability (ID)?
a. Over 500 unique causes of ID that have been identified.
b. Genetic mutation is a category of causes that result in ID.
c. Known conditions explain nearly 100% of cases of ID.
d. Down syndrome is a chromosomal abnormality that can cause ID.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?
Difficulty Level: Medium
31. Which of the following is true of Down syndrome?
a. The most common form of the disorder is also known as trisomy 21.
b. Trisomy 21 is an inherited disorder.
c. It is due to disjunction.
d. It cannot occur due to problems in mitosis.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Down Syndrome
Difficulty Level: Medium
32. For a behavior analyst, duration recording would be most useful ______.
a. in setting an operational definition of the problem behavior
b. for behaviors that occur frequently and have a clear beginning and ending
c. for behaviors that occur frequently without clear beginnings and endings
d. for behaviors that take a long time to resolve
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Applied Behavior Analysis
Difficulty Level: Medium
33. Which of the following is true regarding the strengths and weaknesses of children with Down syndrome?
a. Most children with Down syndrome show impairments in the first year of life.
b. Most children with Down syndrome have trouble with articulating speech.
c. Most children with Down syndrome show severely impaired visual–spatial reasoning.
d. Children with Down syndrome are more likely to develop psychiatric disorders than other children with intellectual disabilities are.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Down Syndrome
Difficulty Level: Medium
34. Which of the following is NOT a similarity between Down syndrome and Prader-Willi syndrome?
a. Both are genetic disorders.
b. Both relate to missing paternal genetic information.
c. Both result in relative strengths in visual–spatial skills.
d. Both are associated with reduced life expectancy, compared to typically developing individuals.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?
Difficulty Level: Medium
35. Hyperphagia is associated with which condition?
a. Down syndrome
b. Angelman syndrome
c. Williams syndrome
d. Prader-Willi syndrome
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Knowledge
Answer Location: Prader-Willi Syndrome
Difficulty Level: Easy
36. Which of the following is NOT associated with Prader-Willi syndrome?
a. hoarding
b. physical outbursts
c. obsessions and compulsions
d. depression
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Knowledge
Answer Location: Prader-Willi Syndrome
Difficulty Level: Medium
37. Which of the following conditions is NOT associated with a happy demeanor?
a. Down syndrome
b. Prader-Willi syndrome
c. Angelman syndrome
d. Williams syndrome
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?
Difficulty Level: Medium
38. What is the difference between event recording and interval recording?
a. Event recording is used by a behavior analyst, whereas interval recording is used by a teacher.
b. Event recording is a type of observation, whereas interval recording is a type of assessment.
c. Event recording refers to how many times a behavior occurs in an allotted period of time, whereas interval recording refers to whether or not the problem behavior occurs in each brief time segment of analysis.
d. Event recording refers to how often a problem behavior occurs during a particularly salient event (such as a birthday party), whereas interval recording refers to how often a problem behavior occurs during an uneventful interval (such as the month of March).
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Applied Behavior Analysis
Difficulty Level: Medium
39. What is the relationship between the cause of Prader-Willi syndrome and the cause of Angelman syndrome?
a. Both involve chromosome 15; Prader-Willi involves a deletion of genetic material on this chromosome, while Angelman Syndrome involves extra material on this chromosome.
b. Both involve chromosome 15; Prader-Willi involves a deletion of genetic material from the father whereas Angelman involves a deletion of genetic material from the mother.
c. Both involve the deletion of genetic material; Prader-Willi from chromosome 15 and Angelman from chromosome 16.
d. Both involve nondisjunction; Prader-Willi on chromosome 15 and Angelman on chromosome 16
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?
Difficulty Level: Medium
40. Seizures are most commonly seen in which of the following disorders?
a. Down syndrome
b. Prader-Willi syndrome
c. Angelman syndrome
d. Williams syndrome
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?
Difficulty Level: Medium
41. Billy, who has intellectual disability, has been “acting out,” according to his parents. What is his behavior analyst’s first job?
a. to operationally define acting out
b. to determine the antecedents of the acting out
c. to determine the consequences of the acting out
d. to observe the child’s behavior
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Applied Behavior Analysis
Difficulty Level: Medium
42. Which of the following conditions is most associated with anxiety?
a. Down syndrome
b. Prader-Willi syndrome
c. Angelman syndrome
d. Williams syndrome
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?
Difficulty Level: Medium
43. Which of the following conditions is associated with schizophrenia?
a. Down syndrome
b. 22q11.2 DS
c. Angelman syndrome
d. Williams syndrome
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?
Difficulty Level: Medium
44. What is the relationship between a CGG nucleotide sequence on the X chromosome and the development of Fragile X syndrome?
a. Anyone who has a CGG nucleotide sequence repeating more than twice on the X chromosome will show symptoms of Fragile X syndrome.
b. Any male who has a CGG nucleotide sequence repeating more than twice on the X chromosome will show symptoms of Fragile X syndrome.
c. Anyone who has more than 50 repeats of the CGG sequences usually shows symptoms of Fragile X syndrome
d. In general, the more repeats of the CGG nucleotide sequence, the more severe the children’s cognitive impairments.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Fragile X Syndrome (FMR-1 Disorder)
Difficulty Level: Medium
45. In what ways do boys and girls with Fragile X syndrome differ?
a. Boys tend to show a more severe form of the disorder.
b. Girls tend to produce less FMRP because both of their X chromosomes are typically affected, creating a more severe version of the disorder.
c. Physical abnormalities are more common in girls with Fragile X than in boys with Fragile X, while behavioral challenges are more common in boys with Fragile X than in girls with Fragile X.
d. Boys with Fragile X show more problems in simultaneous processing while girls with Fragile X show more problems with sequential processing.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Fragile X Syndrome (FMR-1 Disorder)
Difficulty Level: Medium
46. Which of the following is the most common cause of severe intellectual disability (ID) in girls?
a. Angelman syndrome
b. Rett syndrome
c. fetal alcohol syndrome
d. Down syndrome
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Rett Syndrome
Difficulty Level: Medium
47. An individual has PKU. Which of the following must be true?
a. His biological parents must both have had PKU.
b. At least one of his biological parents must have had PKU.
c. At least one of his biological parents must have been a carrier for PKU.
d. Each of his parents must have either been a carrier for, or had, PKU.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Application
Answer Location: How Can Metabolic Disorders Cause Intellectual Disability?
Difficulty Level: Hard
48. Which of the following is a metabolic disorder that can cause intellectual disability?
a. Angelman syndrome
b. Down syndrome
c. PKU
d. Rett syndrome
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: How Can Metabolic Disorders Cause Intellectual Disability?
Difficulty Level: Medium
49. Which of the following is true of PKU?
a. It always results in intellectual disability.
b. It is a condition in which intellectual disability can be reversed by adhering to a strict diet.
c. It is a condition in which intellectual disability can be prevented by adhering to a strict diet.
d. It is a condition in which intellectual disability can result if an individual is on a vegetarian diet.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: How Can Metabolic Disorders Cause Intellectual Disability?
Difficulty Level: Easy
50. Expectant mothers are advised to avoid cleaning cats’ litter boxes while pregnant to prevent which condition?
a. toxoplasma
b. rubella
c. cytomegalovirus
d. Zika virus disease
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Knowledge
Answer Location: Maternal Illness
Difficulty Level: Medium
51. Delivery by Caesarean ______.
a. increases the risk of intellectual disability in the child
b. can minimize the risk of contracting Herpes simplex type 2 or HIV/AIDS from an infected mother
c. can increase the risk of contracting Herpes simplex type 2 or HIV/AIDS from an infected mother
d. decreases the risk of intellectual disability by Down syndrome in the child
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Maternal Illness
Difficulty Level: Medium
52. Which condition is most likely to lead to microcephaly?
a. toxoplasma
b. rubella
c. cytomegalovirus
d. Zika virus disease
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Knowledge
Answer Location: Maternal Illness
Difficulty Level: Medium
53. Which of the following is NOT a way a fetus or child might be exposed to lead in toxic amounts?
a. if a mother is exposed to lead during gestation
b. if a mother was exposed to lead in childhood and adolescence and consumes too much calcium during pregnancy
c. if a mother was exposed to lead in childhood and adolescence and consumes too little calcium during pregnancy
d. if a child ingests lead-based paint
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Lead Exposure
Difficulty Level: Medium
54. Which of the following is NOT a recommendation for minimizing the risk of lead exposure?
a. Regularly clean floors and other surfaces of the home.
b. Remove shoes before entering the home.
c. Never drink tap water.
d. Limit exposure to toys that may contain lead-based paint.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Knowledge
Answer Location: Lead Exposure
Difficulty Level: Easy
55. Which of the following is true of alcohol consumption during pregnancy and fetal alcohol spectrum disorder (FASD) in children?
a. Mothers with alcohol use disorder almost always have children with FASD.
b. Only women who binge drink during pregnancy have children with FASD.
c. A minimum of 8 oz. of alcohol daily during pregnancy is typically required for the child to develop FASD.
d. The American Academy of Pediatrics states that no amount of alcohol during pregnancy is safe.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Alcohol and Other Drugs
Difficulty Level: Medium
56. What is the difference between instructional technology and assistive technology?
a. Only assistive technology falls under the category of universal design.
b. Only assistive technology is used by all students.
c. Only instructional technology refers to the presentation of ideas.
d. Only instructional technology can take the form of software.
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Universal Design in the Classroom
Difficulty Level: Medium
57. Which is true of the relationship between gestational age at birth and IQ scores?
a. They are positively correlated.
b. They are negatively correlated.
c. They are only correlated if mother’s age and education are controlled for.
d. They are not correlated.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Analysis
Answer Location: Complications With Pregnancy and Delivery
Difficulty Level: Easy
58. Cultural–familial intellectual disability (ID) results from which of the following?
a. genes
b. the environment
c. the interaction of genes and the environment
d. the interaction of multiple environments (within the home and outside the home)
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: What Causes Cultural–Familial Intellectual Disability?
Difficulty Level: Medium
59. The Individuals with Disabilities Education Act requires that ______.
a. children with disabilities be educated in the least restrictive environment possible
b all infants and toddlers be identified and provided an individualized education program
c. all school-aged children with disabilities be provided an individualized family services plan
d. all children with disabilities be educated in the same classes as typically developing children in all circumstances
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Mainstreaming and Academic Inclusion
Difficulty Level: Medium
60. What have brain studies shown about the relationship between poverty and children’s cognitive development?
a. Poverty causes about a 10% reduction in brain volume.
b. Brain volume reductions of those in poverty were greatest in the problem-solving and memory areas of the brains.
c. Though there were brain volume reductions in those with poverty, they did not confer a behavioral disadvantage in IQ.
d. Brain volume reductions in those with poverty were associated with deficits in both IQ and academic achievement.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: What Causes Cultural–Familial Intellectual Disability?
Difficulty Level: Hard
61. Sattler (2014) identified two broad ways for parents to enrich their children’s home environment to help them achieve their intellectual potentials. Which of the following best describes their findings?
a. Provide ample verbal stimulation and interact with children through talking, playing, and reading.
b. Provide ample verbal stimulation and encourage academic achievement and curiosity.
c. Provide significant mathematical concept training and rigorous use of flashcards, even at an early age.
d. Provide ample verbal stimulation and discourage creative play and arts and crafts in favor of academically oriented tasks.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: What Causes Cultural–Familial Intellectual Disability?
Difficulty Level: Hard
62. Studies on mainstreaming have shown that children with intellectual disability who spent most of the school day with their typically-developing peers ______.
a. had lower achievement scores and lower adaptive functioning than children assigned to special education classes
b. had lower achievement scores but higher adaptive functioning than children assigned to special education classes
c. had higher achievement scores and higher adaptive functioning than children assigned to special education classes
d. had higher achievement scores but lower adaptive functioning than children assigned to special education classes
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Mainstreaming and Academic Inclusion
Difficulty Level: Medium
63. To determine whether early education programs can prevent intellectual disability, the Infant Health and Development Program assigned half of a group of premature, low-birth weight infants to an early intervention group with a program that lasted until age 3 and compared their outcomes to those of the infants in the control group. Which of the following best describes the findings of the study?
a. Children who participated in the program had much higher IQs at 3, 5, and 8 years old than did children in the control group.
b. Children who participated in the program had slightly higher IQs at 3, 5, and 8 years old than did children in the control group.
c. Children who participated in the program had much higher IQs at age 3 and 5 than those in the control group but these differences disappeared by age 8.
d. Children who participated in the program had slightly higher IQs at age 3 than those in the control group, but these differences disappeared by age 5.
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Infants and Toddlers
Difficulty Level: Medium
64. Which of the following best describes results from studies on the effectiveness of Head Start and other preschool prevention programs?
a. Overall, these programs have had no consistent measurable benefit on children’s IQ or other outcomes.
b. Youths who participate in preschool programs are approximately an academic year ahead of kindergarten classmates who did not attend these programs.
c. The benefits of preschool are generally lasting, continuing throughout elementary school.
d. The benefits of preschool are greatest for minority children, youths from low-SES backgrounds, and youths at risk for developmental disability.
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Head Start and Preschool Prevention
Difficulty Level: Hard
True/False
1. The label Intellectual Disability tells us about a person’s etiology, symptoms, and likely outcome.
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Analysis
Answer Location: What Is Intellectual Disability?
Difficulty Level: Medium
2. Because IQ is normally distributed in the population and 2.2% of individuals would be expected to earn IQ scores less than 70, the prevalence of intellectual disability is 2.2%.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: How Common Is Intellectual Disability?
Difficulty Level: Easy
3. Those with cultural–familial intellectual disability (ID) are believed to have developed ID due to genetic predisposition toward the condition in combination with their environment.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Zigler’s Classification
Difficulty Level: Easy
4. If we know the cause of a child’s ID it would be classified as organic, even if the cause were environmental, such as the mother’s alcohol use during pregnancy.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Zigler’s Classification
Difficulty Level: Hard
5. Now that lead-based paint has been outlawed, lead poisoning from paint is no longer a concern in the United States.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Lead Exposure
Difficulty Level: Easy
6. Heroin use in a pregnant mother is much more likely to result in intellectual disability in the child than alcohol use by a pregnant mother is.
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Comprehension
Answer Location: Alcohol and Other Drugs
Difficulty Level: Medium
7. Punishment is typically the first type of treatment that is used to correct behavior.
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Positive Punishment
Difficulty Level: Easy
8. Stimulant medications have been shown to reduce self-injurious behaviors in youths with intellectual disability because these medications increase the dopamine in the system.
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: Medication
Difficulty Level: Medium
Essay
1. In what ways can challenging behavior adversely affect children?
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Comprehension
Answer Location: What Challenging Behaviors Are Associated With Intellectual Disability? and What Is Global Developmental Delay?
Difficulty Level: Easy
2. What is the importance of the finding that different types of organic intellectual disability (ID) show particular characteristic patterns of cognitive and behavioral characteristics?
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Analysis
Answer Location: Behavioral Phenotypes
Difficulty Level: Medium
3. How have the relative strengths of those with Down syndrome been capitalized on in teaching them to read?
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: ComprehensionAnswer Location: Down Syndrome
Difficulty Level: Medium
4. In what ways might the characteristics of Williams syndrome (WS) predispose those with the condition toward anxiety problems?
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in children.
Cognitive Domain: Analysis
Answer Location: Williams Syndrome
Difficulty Level: Medium
5. What is the difference between mainstreaming and inclusion?
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Analysis
Answer Location: Mainstreaming and Academic Inclusion
Difficulty Level: Medium
6. Provide an example of universal design in the classroom.
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities. Cognitive Domain: Application
Answer Location: Universal Design in the Classroom
Difficulty Level: Medium
7. Provide an example of the use of positive punishment to correct behavior. Under what conditions would such an approach be used?
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities.
Cognitive Domain: Application
Answer Location: Positive Punishment
Difficulty Level: Medium
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Abnormal Child Psychology 3e | Test Bank by Robert Weis
By Robert Weis