Chapter 05 Ipad PDF

Name: Class: Date: Chapter 05 1. Evolutionary degeneracy theory attributed the intellectual and social problems of children with intellectual disability to ____. a. cold parenting b. regression to an earlier peri...

Name: Class: Date: Chapter 05 1. Evolutionary degeneracy theory attributed the intellectual and social problems of children with intellectual disability to ____. a. cold parenting b. regression to an earlier period in the development of humankind c. degeneration of societal values d. genetic abnormalities ANSWER: b 2. During the eugenics movement, persons with intellectual disability were considered ____. a. relatively harmless b. a threat to society c. the missing evolutionary link d. amusing individuals ANSWER: b 3. Subaverage intellectual functioning is defined as an IQ approximately ____. a. one standard deviation below the mean b. two standard deviations below the mean c. a mental age of less than 10 years d. a mental age of less than 15 years ANSWER: b 4. To be diagnosed with intellectual disability, a person must exhibit ____. a. subaverage intellectual functioning b. genetic anomalies c. deficits in adaptive functioning d. subaverage intellectual functioning and deficits in adaptive functioning ANSWER: d 5. IQ scores among individuals without intellectual disability are ____. a. stable throughout the life span b. stable only after age 12 c. relatively stable with the exception of infancy d. not at all stable ANSWER: c 6. In comparison to the IQ scores of normally developing children, those of infants and children with developmental delays or intellectual disability are ____. a. more stable b. less stable c. equally stable Copyright Cengage Learning. Powered by Cognero. Page 1 Name: Class: Date: Chapter 05 d. unmeasurable ANSWER: a 7. The ____ refers to the phenomenon that IQ scores have risen sharply since the beginning of IQ testing. a. Flynn effect b. Foster effect c. IQ effect d. scoring effect ANSWER: a 8. The rising of IQ scores is due to ____. a. more testing b. rising cost of living c. medical advances d. decreased need for manual labor ANSWER: c 9. The most likely explanation for the discrepancy in IQ scores between blacks and whites in North America is ____. a. genetic dissimilarities b. test bias c. economic and social inequalities d. poor attitude ANSWER: c 10. To be labeled with intellectual disability, below average intellectual and adaptive abilities must be ____. a. due to chromosomal abnormalities b. due to genetic anomalies c. present before age 12 d. present before age 18 ANSWER: d 11. Examples of conceptual adaptive behavior skills are: a. money concepts. b. responsibility. c. obeying laws. d. eating, dressing, mobility, and toileting. ANSWER: a 12. In the DSM-5, the level of disability, reflecting a child’s degree of difficulty, is based upon the ____. a. number of deficits in adaptive functioning Copyright Cengage Learning. Powered by Cognero. Page 2 Name: Class: Date: Chapter 05 b. extent of cognitive impairment c. extent of support needed d. number of social deficits ANSWER: b 13. The majority of individuals with intellectual disabilities have ____ impairment. a. mild b. moderate c. severe d. profound ANSWER: a 14. The ____ category of intellectual disability is overrepresented in minority groups. a. mild b. moderate c. severe d. profound ANSWER: a 15. Individuals with mild intellectual disability can usually acquire academic skills up to approximately the _______ grade level. a. second b. sixth c. tenth d. twelfth ANSWER: b 16. Many persons with Down syndrome function at the ____ level of disability. a. mild b. moderate c. severe d. profound ANSWER: b 17. The more severe forms of intellectual disability are more likely due to ____ causes than is mild intellectual disability. a. cultural b. familial c. idiopathic d. organic ANSWER: d Copyright Cengage Learning. Powered by Cognero. Page 3 Name: Class: Date: Chapter 05 18. Adults with mild intellectual development disorder need support with all of the following EXCEPT: a. shopping and transportation. b. cooking and money management. c. considerable support needed from co-workers/supervisors in employment. d. health care and legal decisions ANSWER: c 19. The American Association on Intellectual and Developmental Disabilities (AAIDD) categorizes persons with intellectual disability according to the ____. a. number of deficits in adaptive functioning b. extent of cognitive impairment c. extent of support needed d. number of social deficits ANSWER: c 20. The prevalence estimate for intellectual disability in children and adults is about ____ of the entire population. a. 0.4% b. 1% c. 4% d. 5% ANSWER: b 21. If a true male excess of intellectual disability exists, and the higher prevalence rate is not due to identification and referral patterns, it is likely due to ____. a. testosterone b. fetal alcohol syndrome c. fragile-X syndrome d. Klinefelter’s syndrome ANSWER: c 22. Intellectual disability is more prevalent among ____. a. lower SES b. rural families c. higher SES d. middle children ANSWER: d 23. The suggestion that children with intellectual disability demonstrate the same behaviors and underlying processes as typically developing children who are at the same level of cognitive functioning is referred to as the ____. Copyright Cengage Learning. Powered by Cognero. Page 4 Name: Class: Date: Chapter 05 a. difference hypothesis b. developmental hypothesis c. similar sequence hypothesis d. similar structure hypothesis ANSWER: d 24. The ____ argues that cognitive development of children with intellectual disability differs from that of children without intellectual disability in more ways than merely differences in developmental rate and upper limit. a. developmental difference b. developmental viewpoint c. disparity hypothesis d. difference viewpoint ANSWER: d 25. In general, children with Down syndrome display ____. a. progressive loss of adaptive functioning skills from birth on b. declining IQ but increasing social skills c. significant gains in adaptive behaviors up to age 6, followed by a leveling off or decline d. a surge in abilities from ages 10 to 15 ANSWER: c 26. The observation that children with Down syndrome may alternate between periods of gain and functioning and periods of little or no advance is the ____. a. functioning difference hypothesis b. variance hypothesis c. variance observation d. slowing and stability hypothesis ANSWER: d 27. Children with Down syndrome display considerable delay in ____. a. expressive language development b. receptive language development c. expressive and receptive language development d. neither expressive nor receptive language development ANSWER: a 28. ____ is critical to regulating social interaction and providing a foundation for early self/other understanding. a. Expressive language b. Receptive language c. Internal state language Copyright Cengage Learning. Powered by Cognero. Page 5 Name: Class: Date: Chapter 05 d. Secure attachment ANSWER: c 29. In the “strange situation” attachment assessment technique, children with Down syndrome ____. a. display significant distress upon separation b. readily reach for strangers for comfort c. show few distress signals despite an apparent need for contact with their caregivers d. angrily turn away from their caregivers upon reunion ANSWER: c 30. When toddlers with Down syndrome begin to recognize themselves in a mirror, they often ____. a. cry b. smile and laugh c. strike out d. appear confused ANSWER: b 31. Children with mild to moderate intellectual disability learn symbolic play ____. a. in much the same manner as other children b. in a different manner than other children c. only to a very small degree d. in a different manner than other children and only to a very small degree ANSWER: a 32. When mainstreamed into a regular classroom, children with intellectual disability ____. a. are accepted readily by other children b. are targeted and abused by other children c. are often aggressive toward other children d. end up being socially isolated because other children do not play with them ANSWER: d 33. Which chronic health condition is most common among children with intellectual disability? a. Epilepsy b. Oppositional deviant disorder c. Anxiety disorders d. Autistic disorder ANSWER: a 34. Generally, the emotional and behavioral problems of children with intellectual disability ____. a. constitute major psychiatric disorders b. are considered part of the spectrum of problems coexisting with intellectual disability Copyright Cengage Learning. Powered by Cognero. Page 6 Name: Class: Date: Chapter 05 c. often are not severe enough to require intervention d. have prevalence rates comparable to those of the general population ANSWER: b 35. Children with intellectual disability and ADHD, when placed on stimulant medication, typically: a. show slight but limited gains on cognitive tasks. b. are overstimulated. c. are able to remain on task for longer periods. d. show no increased functioning as a result of medication. ANSWER: c 36. Which statement regarding the causes of intellectual disability is false? a. The causes of mild intellectual disability are better understood than the causes of moderate to severe intellectual disability. b. There are over 1,000 different known organic causes of intellectual disability. c. Scientists cannot account for the cause of intellectual disability in the majority of cases. d. A genetic cause is known for almost three-quarters of individuals with moderate intellectual disability. ANSWER: a 37. As a social risk factor for intellectual disability, this stands as both a prenatal and a postnatal condition.. a. Lack of access to prenatal care b. Domestic violence c. Malnutrition d. Poverty ANSWER: d 38. ______ factors are implicated in mild forms of intellectual disability. a. Genetic b. Environmental c. Genetic and environmental d. Situational ANSWER: c 39. The proportion of variance in a trait attributable to genetic influences is called ____. a. genotype b. phenotype c. heritability d. attribution ANSWER: c Copyright Cengage Learning. Powered by Cognero. Page 7 Name: Class: Date: Chapter 05 40. The gene-environment interaction is referred to as ____. a. genotype b. phenotype c. heritability d. attribution ANSWER: b 41. The evidence points to a heritability of intelligence of approximately ____. a. 0% b. 10% c. 50% d. 75% ANSWER: c 42. Postnatal risk factors for intellectual disability include a. parental immaturity. b. traumatic brain injury. c. lack of preparation for parenthood. d. parental abandonment of child. ANSWER: b 43. ____ is the most common form of intellectual disability resulting from chromosomal abnormalities. a. Klinefelter’s syndrome b. Fragile-X syndrome c. Down syndrome d. Prader-Willi syndrome ANSWER: c 44. ____ is associated with intellectual disability and is a disorder in which males have an extra X chromosome. a. Klinefelter’s syndrome b. Turner’s syndrome c. Fragile-X syndrome d. Prader-Willi syndrome ANSWER: a 45. Down syndrome occurs more often with older mothers than younger mothers because_______. a. chromosomal nondisjunction increases with maternal age b. women’s ova become generally less healthy with age c. older women are generally less healthy than younger women d. younger mothers do not carry genes containing chromosome issues ANSWER: a Copyright Cengage Learning. Powered by Cognero. Page 8 Name: Class: Date: Chapter 05 46. ____ is the most common cause of inherited intellectual disability. a. Down syndrome b. Fragile-X syndrome c. Prader-Willi syndrome d. Phenylketonuria ANSWER: b 47. Lindsay and her sister were born into a socially disadvantaged family. Lindsay was adopted into a more privileged home. Lindsay’s IQ score is likely to be: a. higher then her sister’s score b. the same as her sister’s score c. lower then her sister’s score d. one standard deviation lower than her sister’s score ANSWER: a 48. Which cause of intellectual disability is associated with an involuntary urge to eat? a. Down syndrome b. Fragile-X syndrome c. Prader-Willi syndrome d. Angelman syndrome ANSWER: c 49. Both Prader-Willi and Angelman syndromes are ____. a. inherited conditions b. associated with an involuntary urge to eat c. believed to be spontaneous genetic birth defects that occur around the time of conception d. none of these ANSWER: c 50. Phenylketonuria is a(n) ____ that can cause intellectual disability if untreated. a. chromosomal abnormality b. environmental toxin c. inborn error of metabolism d. infection ANSWER: c 51. Which of the following is not associated with fetal alcohol syndrome? a. Central nervous system dysfunction b. Abnormalities in facial features c. Growth retardation below the tenth percentile Copyright Cengage Learning. Powered by Cognero. Page 9 Name: Class: Date: Chapter 05 d. Non-teratogenic cause ANSWER: d 52. Behavioral risk factors that contribute to intellectual disability include all of the following EXCEPT: a. parental smoking and drug and alcohol use. b. lack of adequate stimulation. c. parental immaturity and rejection of caretaking. d. child abuse, neglect, and domestic violence. ANSWER: b 53. On average, the IQ of children with fetal alcohol syndrome is in the ____ range of intellectual disability. a. mild b. moderate c. severe d. profound ANSWER: a 54. What is most likely to be of concern to the father of a child with intellectual disability? a. How to raise the child properly b. What effect the child will have on his personal relationship with his wife c. What restrictions the child will place on his role in the family d. How to feel close to the child ANSWER: d 55. _______ teaches children to use verbal cues to process information, to keep themselves on task, and to remind themselves how to approach a new task. a. Strategic training b. Self-instructional training c. Metacognitive training d. Social skill training ANSWER: b 56. Self-instructional training programs are most beneficial for ____. a. children with severe intellectual disability b. children whose parents are also mentally retarded c. children with no language skills d. children with some language proficiency, but who have trouble understanding and following directions ANSWER: d 57. Which of the following is NOT a recommendation for enhancing children’s lives through early Copyright Cengage Learning. Powered by Cognero. Page 10 Name: Class: Date: Chapter 05 intervention? a. Encouragement of exploration b. Emphasis on developing rote knowledge and skills through repeated drills c. Mentoring in basic skills d. A rich and responsive language environment ANSWER: b 58. Which statement regarding the adjustment of families of children with intellectual disability is false? a. Most parents of children with intellectual disability come to see their child as a positive contributor to their family and quality of life. b. Families of children with intellectual disability experience higher-than-average levels of stress. c. Parents of children with intellectual disability experience higher-than-average depressive symptoms. d. Family involvement has not been shown to be as beneficial as residential care. ANSWER: d 59. Research investigating the effectiveness of residential care for children with intellectual disability indicates that ____. a. residential care is not an effective treatment option b. family involvement is crucial to children’s adaptation to and benefit from residential care c. contact with family serves to confuse the child and disrupts the child’s progress d. residential care is the most effective treatment option ANSWER: b 60. The inclusion movement, along with this law, give children with disabilities the option of being educated in regular education settings.. a. No Child Left Behind Act b. Individuals with Disabilities Education Improvement Act c. Every Student Succeeds Act d. Disabled Student Success Act ANSWER: b 61. Provide examples of adaptive behaviors as outlined in the text. ANSWER: Personal activities of daily living such as eating, dressing, mobility, and toileting. Instrumental activities of daily living such as preparing meals, taking medication, using the telephone, managing money, using transportation, and doing housekeeping activities. 62. Discuss three reasons why IQ scores have been rising. ANSWER: In attempting to explain the Flynn effect, scientists have considered the rising standards of living, better schooling, better nutrition, medical advances, more stimulating environments, and even the influence of computer games and complex toys. Additionally, relatively permissive and child-focused parenting style has emerged during recent decades, which may have given children greater facility with language and stronger overall cognitive capacity. Moreover, there are unprecedented cultural differences between successive generations—daily life and occupational experiences are far more complex today than in the past. Copyright Cengage Learning. Powered by Cognero. Page 11 Name: Class: Date: Chapter 05 63. Trace the origins and development of the Eugenics movement in the nineteenth century, including causes of popularity of the movement as well as emphasis on labels such as “imbecile” and “moron.” ANSWER: Evolutionary degeneracy theory attributed the intellectual and social problems of children with intellectual disability to regression to an earlier period in human evolution. Researchers such as Down believed that persons with intellectual disability were an evolutionary throwback to the Mongol race, and that such individuals represented a “retrogression” to another group. Evolutionary degeneracy theory served as an explanation for insanity, mental deficiency, and social deviance in the late nineteenth century. By 1910, eugenics gained popularity as the needs of individuals with intellectual disabilities became less important than the perceived needs of society; that is, to protect others from the harm done by such individuals. Thus, people with intellectual disabilities were blamed for the social ills of their time and given such labels as moral imbecile or moron to describe and explain these differences. Morons were considered a threat to society because they could easily pass for “normal,” unlike others deemed to be insane. 64. Discuss the different reasons why more males than females are diagnosed with intellectual disability. ANSWER: Similar to racial differences in the diagnosis of intellectual disability, gender differences in ID may be an artifact of identification and referral patterns rather than true differences in prevalence (Einfeld et al., 2010). If a true male excess of intellectual disability does exist, researchers suspect this may be due to the occurrence of X-linked genetic disorders such as fragile-X syndrome, which affect males more often than females (Handen, 2007). 65. Discuss the connection between SES and intellectual disability. ANSWER: This link is found primarily among children in the mild intellectual disability range; children with more severe levels are identified almost equally in different racial and economic groups. Whether or not signs of organic etiology are present, diagnoses of mild intellectual disability increase sharply from near zero among children from higher SES categories to about 2.5% in the lowest SES category (APA, 2000). These figures indicate that SES factors play a suspected role both in the cause of intellectual disability and in the identification and labeling of persons with intellectual disability. 66. Discuss the developmental-versus-difference controversy regarding the development of children with intellectual disability. ANSWER: Simply stated, the developmental-versus-difference controversy is this: Do all children—regardless of intellectual impairments—progress through the same developmental milestones in a similar sequence, but at different rates? Or do children with intellectual disability develop in a different, less sequential, and less organized fashion? 67. Explain how learned helplessness may arise in a child with intellectual disability. ANSWER: This learned helplessness may be unwittingly condoned by adults. When they are told a child is “retarded,” adults are less likely to urge that child to persist after failure than they are to urge a normal child at the same level of cognitive development. 68. Discuss why some children with Down syndrome have problems developing secure attachments. ANSWER: A significant number of these children may have problems in developing a secure attachment because they express less emotion than other children. 69. What considerations would you have to take into account when diagnosing ADHD in a child with intellectual disability? ANSWER: The diagnosis of attention-deficit/hyperactivity disorder (ADHD) requires the presence of behavioral disturbance that is inappropriate for an individual’s developmental level. Attention spans, distractibility, and on-task behaviors vary considerably among individuals with profound intellectual disability. An individual Copyright Cengage Learning. Powered by Cognero. Page 12 Name: Class: Date: Chapter 05 with profound intellectual disability must be compared with other children with profound intellectual disability for the purpose of diagnosing any other psychiatric disturbance. 70. Describe common emotional and behavioral problems for individuals with intellectual disabilities ANSWER: Typical problems experienced include internalizing problems such as a decline in sociability, increased depression, and social withdrawal. Additionally, ADHD-related symptoms are common, as well as Pica and other self-injurious behaviors. 71. Discuss two conditions that can arise from chromosomal abnormalities. ANSWER: The most common disorder that results from a chromosome abnormality is Down syndrome. These abnormalities also can occur in the number of sex chromosomes, resulting in intellectual disability syndromes such as Klinefelter’s (XXY, a disorder in which males have an extra X chromosome) and Turner’s (XO, a disorder in which women are missing a second X chromosome). 72. Explain how intellectual disability may result from PKU. ANSWER: One of the best understood examples of a single gene condition is phenylketonuria (PKU), a rare disorder occurring in approximately 1 in 15,000 individuals (Waisbren, 2011). Unlike chromosomal abnormalities that cause Down syndrome, the cause of PKU is a recessive gene transmitted by typical Mendelian mechanisms. 73. Describe how you would use shaping to teach a nonverbal child to say “hungry.” ANSWER: Shaping is a procedure that begins by forming a list of responses (such as “he,” “ha,” “hu”) that were progressively more similar to the target response (in this case, the word hungry). After an individual mastered the first sound, she would be reinforced only for attempts at the next sound on the list, and so on, until the desired sound or word was gradually shaped. 74. What are practical recommendations for enhancing children’s lives through early intervention, according to Ramsey and Ramsey (1992)? ANSWER: Recommendations include: encouragement of exploration; mentoring in basic skills; celebration of developmental advances; guided rehearsal and extension of new skills; protection from harmful displays of disapproval, teasing, or punishment; and a rich and responsive language environment. 75. Describe self-instructional training used with children with intellectual disability. ANSWER: Self-instructional training is most beneficial for children who have developed some language proficiency but still have difficulty understanding and following directions. Self-instructional training teaches children to use verbal cues, initially taught by the therapist or teacher, to process information, to keep themselves on task. Copyright Cengage Learning. Powered by Cognero. Page 13