This Document Contains Chapters 1 to 4 Chapter 1 Historical Perspectives Evaluation Questions Multiple Choice 1) The history of intellectual disabilities A) indicates repeated events are nonexistent. B) suggests issues and events are cyclic. C) is not well documented. D) is not relevant for understanding the development of special education. 2) Renaissance thinking encouraged a philosophy of A) optimism B) humanism C) pessimism D) skepticism 3) The person who tried to educate a young child found in the woods was A) Sequin B) Itard C) Howe D) Dix 4) Why does the story of Victor have significance in the field of intellectual disabilities? A) The use of systematic instruction was introduced. B) It highlights the need for separate schools. C) It demonstrates the usefulness of intelligence testing. D) It illustrates the fact that spoken language can be acquired at any age. 5) The person who developed a systematic methodology that emphasized physiological and moral education was A) Sequin B) Itard C) Howe D) Guggenbuhl 6) The prototype for institutional care was developed by A) Dix B) Itard C) Howe D) Guggenbuhl 7) Special education as a discipline originated in A) North America. B) Africa. C) Europe. D) Asia. 8) The person who campaigned for better treatment of those who were economically disadvantaged or receiving institutional care in America was A) Itard. B) Howe. C) Dix. D) Wilber. 9) How did the work of Dorothea Dix apply to the field of intellectual disabilities? A) Dix observed a young child on the street who appeared to be in pain. She was then moved to make a difference. B) Dix had an adoptive son with an intellectual disability and she witnessed his pain. She was then moved to make a difference. C) Individuals with intellectual disabilities lacked a strong advocacy base and Dix was an advocate for individuals who were less fortunate. D) both a & b 10) Wilbur was the person who established the first private facility for treating individuals with intellectual disabilities in A) Africa B) Europe C) Asia D) America 11) The person to establish the first public facility for training individuals with intellectual disabilities in America was A) Itard. B) Howe. C) Dix. D) Wilbur. 12) The initial purpose of institutions in the United States was to provide A) custodial care B) education C) punishment D) housing 13) What was the impetus behind the changing view of society towards people with intellectual disabilities during the Facilities-Based Orientation Era (1890–1960)? A) Not enough teachers could be found to instruct the children with intellectual disabilities. B) Studies began to show students with intellectual disabilities learned better in a full-care facility. C) Citizens became afraid that people with intellectual disabilities were dangerous. D) Funding was only supplied for full-service facilities. 14) What was the result of the Eugenics movement for people with intellectual disabilities? A) the enactment of sterilization laws B) better education C) free choice D) better health care 15) What is the significance of the ideas expressed in Sir Francis Galton’s Hereditary Genius? A) Galton established a theoretical basis for the inheritance of mental defectiveness. B) Galton’s work seemed to catalyze the eugenics movement that advocated the genetic control of mental defectiveness. C) both a & b D) none of the above 16) What role did Oliver Wendell Holmes play in the history of intellectual disabilities? A) He was instrumental in the testing movement. B) He helped reintegrate them into the community. C) He assisted in the mainstreaming of individuals with intellectual disabilities. D) He supported the enactment of sterilization laws. 17) The process of rendering an individual unable to reproduce is termed A) neutered B) eugenics C) normalization D) sterilization 18) Marcia is a seventeen year-old female with an IQ of 68 who works at a grocery store during evening hours and attends public school during the day. Which Act is responsible for her ability to accomplish this feat? A) Social Security Act B) Job Force Act C) Handicapped Individuals Against Discrimination Act D) Vocational Rehabilitation Act 19) The first national organization to become a key force in special education was the A) Special Education Association for Disabled Children. B) International Council for the Education of Exceptional Children. C) Association for Retarded Citizens. D) President’s Panel on Mental Retardation. 20) The issue of educating all students with intellectual disabilities was formally addressed with the passage of A) P.L. 94-142. B) P.L. 85-926. C) P.L. 93-531. D) P.L. 91-421. 21) PKU, a known cause of mental retardation is considered to be a A) genetic malformation B) metabolic disturbance C) result of inbreeding D) chromosomal defect 22) The Vineland Social Maturity Scale (VSMS) measures A) daily living skills B) IQ C) verbal skills D) social competence 23) Who inferred that environmental factors have a critical effect on IQ? A) Doll B) Itard C) Skeels and Dye D) Binet 24) What is the difference between Mills v. Board of Education of the District of Columbia and PARC v. Commonwealth of Pennsylvania? A) The focus for Mills was a free public education for all individuals with disabilities, whereas PARC focused on free public education specifically for individuals with intellectual disabilities. B) The focus for PARC was a free public education for all individuals with disabilities, whereas Mills focused on free public education specifically for individuals with intellectual disabilities. C) The focus for Mills was to provide special accommodations for individuals in wheelchairs, whereas PARC focused on accommodations for individuals with hearing impairments. D) The focus for PARC was to provide special accommodations for individuals in wheelchairs, whereas Mills focused on accommodations for individuals with hearing impairments. 25) What happened in the 1971 case of Wyatt v. Stickney? A) A child was not receiving fair treatment in the public school setting. B) There was a lack of appropriate treatment to residents at an institution in Alabama. C) Individuals with disabilities were denied access to jobs. D) Individuals with disabilities were denied access to education. 26) The right to education states that children with disabilities are entitled to A) specialized classrooms B) free and appropriate public school education C) private tutoring D) extra classroom time 27) Gina is a thirty-year-old female with an IQ of 61. Five years ago she lived in a group home and worked in a sheltered workshop. She and the other five residents went everywhere together and were required to wear bright orange shirts to enable the staff to keep up with them better. Now she lives in an apartment with a friend. She also works five days a week at the local library and is a member of a bicycle club. The change in Gina’s life demonstrates the concept of A) segregation B) mainstreaming C) normalization D) all of the above 28) Why was Arthur Jensen’s writing considered inflammatory? A) He implied blacks were intellectually inferior to whites. B) He implied whites were superior to blacks athletically. C) He felt individuals with intellectual disabilities were less than human. D) He was in agreement with sterilizing individuals with intellectual disabilities. 29) Erin is a fourteen-year-old female with Down syndrome. She is currently attending classes with individuals without intellectual disabilities. Furthermore, she is not receiving special resources for her disability. She is a member of several extracurricular clubs and has a group of friends with whom she spends time after school. This is known as A) inclusion B) mainstreaming C) both a and b D) neither a nor b 30) Which piece of legislation protects the civil rights of people with disabilities? A) IDEA. B) the Americans with Disabilities Act. C) Larry P. v. Riles. D) the Rehabilitation Act. True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. Prior to 1700, knowledge of intellectual disability by society was quite extensive. A. True B. False 2. Prior to 1700 milder forms of intellectual disabilities as we perceive it today were not recognizable. A. True B. False 3. During the Facilities-Based Orientation Era (1890–1960), institutions in the United States switched from the role of providing custodial care to one of providing education. A. True B. False 4. Toward the end of the 19th century important social forces, such as urbanization and industrialism were occurring that would have effects on those with cognitive limitations. A. True B. False 5. President Kennedy had a profound effect on the field of intellectual disabilities. A. True B. False 6. The Supreme Court decision in the Brown v. Board of Education (1954) desegregation case affected policy making for individuals with intellectual disabilities. A. True B. False 7. The Civil Rights Movement impeded the progress of legislation for protecting and educating individuals with disabilities. A. True B. False 8. During the Supports-Based Orientation (1985–Present), the number of students identified as intellectually disabled continued to increase, with a slight decrease in recent years. A. True B. False 9. The Supreme Court of the United States has decided that schools must provide appropriate as opposed to optimal education programs. A. True B. False 10. During the Services-Based Orientation (1960–1985) the notion of maintaining individuals with intellectual disabilities in inclusive settings along with appropriate supports took hold. A. True B. False Discussion 1. During the Facilities-Based Orientation (1890–1960) what standardized scales for measuring social maturity and intelligence were introduced and what were they used for? 2. What services existed before the 1700s for individuals with intellectual disabilities? 3. What events triggered the eugenics scare? 4. Explain the phenomenon that sparked the medical field’s interest in issues pertaining to intellectual disabilities. 5. What are the major historical eras associated with certain dominant trends regarding intellectual disabilities? 6. Name three individuals who have had a significant effect on the development of the field of intellectual disabilities. 7. What sociopolitical events have affected the treatment of people with intellectual disabilities? 8. Describe the evolutionary development of the contemporary societal view of people with intellectual disabilities. Answer Key Multiple Choice 1. b 2. b 3. b 4. a 5. a 6. d 7. c 8. c 9. c 10. d 11. c 12. b 13. c 14. a 15. c 16. d 17. d 18. d 19. b 20. a 21. b 22. d 23. c 24. a 25. b 26. b 27. c 28. a 29. a 30. b True or False 1. False 2. True 3. False 4. True 5. True 6. True 7. False 8. False 9. True 10. False Discussion 1. During the Facilities-Based Orientation (1890–1960), standardized scales like the Stanford-Binet Intelligence Scales were introduced. These were used to assess and categorize social maturity and intelligence, influencing educational placement and institutionalization decisions. 2. Before the 1700s, care for individuals with intellectual disabilities included informal support from families or communities, with some provision in religious or charitable institutions, but systematic services were minimal. 3. The eugenics scare was triggered by early 20th-century fears about hereditary mental disorders and the belief that selective breeding could improve human populations, leading to forced sterilizations and discriminatory policies. 4. The medical field's interest in intellectual disabilities was sparked by advances in genetics and neurology, which led to a better understanding of the biological and medical underpinnings of intellectual impairments. 5. Major historical eras include the institutionalization period (1890–1960), the deinstitutionalization movement (1960–1980), and the current era focused on inclusion and community-based support. 6. Key figures include Jean Itard, known for his work with the "Wild Boy of Aveyron"; Leta Hollingworth, who advanced educational methods for gifted and special needs children; and Benjamin Spock, whose pediatric expertise influenced developmental care. 7. Sociopolitical events such as the Civil Rights Movement and the passage of the Americans with Disabilities Act (ADA) have significantly impacted the treatment of people with intellectual disabilities, promoting rights and inclusion. 8. The contemporary view of people with intellectual disabilities has evolved from institutionalization and segregation to a focus on inclusion, community integration, and the recognition of individuals' rights and potential. Chapter 2 Definition and Terminology Evaluation Questions Multiple Choice 1. Developmental disability refers to individuals with mental retardation particularly among A. preschool children B. children between the ages of 3 and 18 C. adults D. none of the above 2. ________ offers a social system perspective of mental retardation, defining it as “an achieved social status in a social system.” A. Mercer B. Gold C. Kolstoe D. Doll 3. The preferred term used when speaking of individuals with cognitive and adaptive deficits is A. mental retardation B. intellectual disability C. developmentally challenged D. intellectually handicapped 4. The term “idiot” was A. used to include all levels of mental retardation. B. only used to describe individuals with behavior disorders. C. clearly defined. D. first defined by a medical doctor. 5. Dominic has an IQ of 65 and presents with rapid mood swings along with visual hallucinations. Dominic is most likely A. dually diagnosed B. physically ill C. severely mentally retarded D. schizoid 6. The term ________ refers to students whose abilities were adequate for them to profit from an academically-oriented curriculum. A. educable mentally retarded (EMR) B. trainable mentally retarded (TMR) C. both a and b D. developmental disabilty 7. What program for children with intellectual disabilities was abandoned because they were being teased by their classmates? A. Program for the Intellectually Handicapped B. Children in Need of Special Services C. DDP D. DISTAR 8. Peter is a twenty-two-year-old man with an IQ of 72 who is shopping at the corner drug store. Mr. Smith, the owner of the store refuses to allow Peter to shop without another adult present. Peter is most likely a victim of A. racism B. unfairness C. disablism D. handicappism 9. Performing at least 1 standard deviation below the mean on a standardized intelligence test is referred to as A. mentally retarded B. subaverage general intellectual functioning C. adaptive deficits D. intellectually challenged 10. Ms. Tran’s son has been evaluated for the gifted program at his elementary school. She is interested in learning where his IQ score of 135 compares to the mean score for the general population. Which of the following terms will provide the most accuracy in determining this information? A. incidence B. percentage C. ratio D. standard deviation 11. An individual’s adaptation to the demands of his or her environment is referred to as A. adaptive behavior B. emotional maturation C. social adjustment D. environmentally sound 12. The period during which primary growth and development occur (birth through 16 years of age) is termed A. growth period B. primary period C. developmental period D. both a & d 13. What is the primary factor used to describe and determine intellectual disabilities today? A. intellectual functioning B. adaptive behavior C. deficits in daily living D. communication deficits 14. Martina and her brother live in a low income housing project in a large city. They have both been misclassified as mentally retarded and have been placed in special education classes for the past several years. These children are known as A. forgotten children B. six-hour retarded children C. deprived children D. victims 15. The first time the term adaptive behavior was used in the AAMD definition was in A. 1961 B. 1973 C. 1977 D. 1988 16. The first time the guideline of an IQ score that was two standard deviations below the mean was added to the AAMD definition was in A. 1961 B. 1973 C. 1977 D. 1988 17. In 1977 the AAMD’s major change in their definition focused on the concept of A. age of onset B. adaptive behavior C. intellectual functioning D. clinical judgment 18. The ________ stressed the interaction among these three major dimensions: a person’s capabilities, the environments in which the person functions, and the need for varying levels of support. A. 1977 AAMD definition B. 1983 AAMR definition C. 1992 AAMR definition D. 2002 AAMR definition 19. The current APA definition of mental retardation is essentially a restatement of the A. 1977 AAMD definition B. 1983 AAMR definition C. 1992 AAMR definition D. 2002 AAMR definition 20. The DSM-IV-TR definition of mental retardation is a derivative of the A. 1977 AAMD definition B. 1983 AAMR definition C. 1992 AAMR definition D. 2002 AAMR definition 21. Who took the position that intellectual disabilities should be dealt with from a behavioral perspective? A. Kidd B. Bijou C. Greenspan D. Blatt 22. Greenspan and colleagues have done the most work to promote the idea that social and everyday intelligence are as important as ______ in understanding and defining intellectual disabilities. A. behavior B. deficits C. age of onset D. conceptual intelligence 23. The term that refers to the number of new cases identified within a population over a specific period of time is A. prevalence. B. frequency. C. incidence. D. occurrence. 24. The term that refers to the total number of cases of a disorder existing within a population at a particular place or at a particular time is A. frequency. B. prevalence. C. incidence. D. occurrence. 25. Prevalence is usually expressed as a A. percentage. B. ratio. C. fraction. D. frequency. 26. Incidence figures are valuable for A. investigating the causes of a disability. B. determining how many children need to be served. C. establishing how many teachers a system will need. D. abstract research purposes only. 27. As the age of the mother increases, the incidence of children born with Down syndrome A. decreases. B. increases. C. fluctuates. D. stabilizes. 28. Individuals with intellectual disabilities are more apt to be identified in which of the following? A. rural communities and high SES conditions. B. rural communities and low SES conditions. C. urban communities and high SES conditions. D. urban communities and low SES conditions. 29. If IQ were the only criterion for defining mental retardation, approximately ______ of the population could be considered mentally retarded. A. 4.3 % B. 3.3 % C. 2.3 % D. 1.3 % 30. Since the implementation of PL 94-142, the number of students classified as mentally retarded by school systems throughout the United States has A. increased B. dropped substantially C. stayed the same D. shown significant variation True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. The term mental retardation is used more in the United States; however intellectual disability is used more often worldwide. A. True B. False 2. Most contemporary definitional perspectives of intellectual disabilities suggest a prevalence figure that is below 1 %. A. True B. False 3. The AAMR now recommends that the use of levels of severity of mental retardation (mild, moderate, etc.) be discontinued. A. True B. False 4. Dunn wrote an article in which he reported that many culturally disadvantaged children were being incorrectly identified as mildly retarded. A. True B. False 5. In general more females than males are identified as mentally retarded at all age levels. A. True B. False 6. People are more apt to be identified as mentally retarded in rural communities than urban communities. A. True B. False 7. Just as many wealthy families as poor families have children with severe intellectual disabilities. A. True B. False 8. When identifying children with mental retardation intellectual functioning is less of a consideration than adaptive behavior. A. True B. False 9. The prevalence of intellectual disabilities varies according to the level of development of a country. A. True B. False 10. More students are identified as mentally retarded since the federal mandate for special education was implemented in the mid-1970’s A. True B. False Discussion 1. Discuss the distinction that has been made between mental retardation as a state and as a trait. 2. Discuss at length the historical terminology of intellectual disabilities. 3. Discuss the Systems of Classification. 4. Discuss the concept of disablism and how it relates to intellectual disabilities. 5. Discuss the evolution of the AAMD/AAMR definition of mental retardation. 6. Discuss mental retardation as a developmental disability. 7. Discuss Greenspan’s definition of mental retardation. 8. Discuss the current four ideas regarding the definition and identification of mental retardation. 9. Compare and contrast incidence and prevalence. Answer Key Multiple Choice 1. c 2. a 3. b 4. a 5. a 6. a 7. d 8. c 9. b 10. d 11. a 12. c 13. a 14. b 15. a 16. b 17. d 18. c 19. b 20. c 21. b 22. d 23. c 24. b 25. a 26. a 27. b 28. d 29. c 30. b True or False 1. True 2. True 3. True 4. True 5. False 6. False 7. True 8. False 9. True 10. False Discussion 1. Mental retardation as a state vs. a trait: Mental retardation as a state refers to an individual's condition at a specific time, focusing on current abilities and limitations. As a trait, it suggests a more permanent, stable characteristic inherent in the individual. This distinction emphasizes whether intellectual impairment is viewed as a temporary condition influenced by external factors or a fixed attribute that defines the person's abilities. 2. Historical terminology: The term "mental retardation" has evolved significantly. Originally, terms like "idiocy" and "imbecility" were used, reflecting less understanding and more stigma. In the 20th century, "mental retardation" became standard, but it has been replaced in recent times by "intellectual disabilities" to reflect a more respectful and precise understanding, acknowledging the diversity and complexity of cognitive impairments. 3. Systems of Classification: Classification systems for intellectual disabilities include diagnostic frameworks like the DSM (Diagnostic and Statistical Manual) and the ICD (International Classification of Diseases). These systems categorize intellectual disabilities based on criteria such as cognitive functioning, adaptive behavior, and developmental history, aiding in diagnosis and treatment planning. 4. Disablism: Disablism refers to the discrimination and societal attitudes that devalue individuals with disabilities, including intellectual disabilities. It manifests in barriers to inclusion and equal opportunities, perpetuating stereotypes and marginalizing affected individuals. Addressing disablism involves promoting equity and challenging prejudiced attitudes. 5. AAMD/AAMR definition evolution: The American Association on Mental Deficiency (AAMD), now known as the American Association on Intellectual and Developmental Disabilities (AAMR), has evolved its definition from focusing on a fixed level of cognitive impairment to incorporating adaptive functioning and developmental history. This shift emphasizes a more comprehensive view of intellectual disabilities. 6. Mental retardation as a developmental disability: Mental retardation, now referred to as intellectual disability, is considered a developmental disability because it manifests early in life and affects intellectual and adaptive functioning. It is characterized by limitations in cognitive abilities and adaptive skills that emerge during developmental periods. 7. Greenspan’s definition: Stanley Greenspan defined mental retardation as a condition involving significant limitations in intellectual functioning and adaptive behavior, emphasizing developmental perspectives and the importance of early intervention to support individuals’ growth and functional skills. 8. Current four ideas regarding definition and identification: The modern definition of intellectual disabilities often includes four key ideas: significant limitations in intellectual functioning, deficits in adaptive behavior, onset before age 18, and the need for support in various life areas. These criteria help in identifying and understanding the condition comprehensively. 9. Incidence vs. prevalence: Incidence refers to the number of new cases of a condition that develop in a specific period, while prevalence denotes the total number of cases (new and existing) at a given time. Incidence measures the risk of developing the condition, whereas prevalence provides insight into the overall burden of the condition in the population. Chapter 3 Assessment Of Individuals With Intellectual Disabilities Evaluation Questions Multiple Choice 1. The collection of information for educational, psychological, and vocational decision making is called A. evaluation B. assessment C. functional analysis D. examination 2. Psychoeducational evaluations for special education programs must include two critical assessment areas: intelligence and _______ A. communication skills B. problem solving skills C. adaptive behavior D. motor functioning 3. An essential activity for the purpose of making a diagnosis of mental retardation is the A. assessment of communication skills B. assessment of intelligence C. assessment of ability to problem solve D. assessment of motor ability 4. ______ defined intelligence as, “the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with this environment.” A. Gardner B. Simon C. Cattell D. Wechsler 5. ______ have their roots in differential psychology, the study of group differences. A. psychometric theories B. genetic theories C. biological theories D. physiological theories 6. Psychometric theorists A. study the methods by which an individual processes information. B. propose that an individual’s underlying abilities account for variations in intellect. C. study the methods by which an individual applies information. D. propose that there are different types of intellect. 7. Which of the following theories of intelligence represent an interdisciplinary approach? A. differential. B. multiple intelligences. C. cognitive modifiability. D. information processing. 8. Greenspan’s model of personal competence is a tripartite model of intelligence that includes conceptual, practical, and A. adaptive intelligence B. social intelligence C. motor intelligence D. none of the above 9. Ben’s adoptive mother is interested in determining whether or not Ben’s IQ of 75 is due to living in an impoverished neighborhood the first seven years of his life, or if it is an issue of genetics. This phenomenon is related to the A. environmental theory B. theory of evolution C. genetic controversy D. nature-nurture controversy 10. The best research to date states that the heritability of intelligence is estimated to be around A. 80% B. 70% C. 60% D. 50% 11. The earliest and least sophisticated term for describing a person’s level of intellectual functioning is called A. mental age B. IQ C. cognitive age D. deviation IQ 12. Who coined the term intelligence quotient in 1916? A. Wechsler B. Cattell C. Terman D. Doll 13. Raw scores from subtests that have been converted to standard scores for the examinee’s own age group are called A. intelligence quotients. B. deviation IQ. C. mental ages. D. Z-scores. 14. A series of three individually administered intelligence tests, modeled after one another in which a person’s intellectual abilities are described using a verbal/motor framework is the A. Wechsler scales. B. Stanford-Binet IV. C. Matrix Analogies. D. Differential Ability Scales. 15. Elizabeth is a four year-old child who is in need of an evaluation for special education services. The intelligence test which would be most appropriate for her is the A. WPPSI-III B. WISC-IV C. WAIS-III D. VABS 16. Which of the following tests tends to be much more clinical rather than school- based? A. WPPSI-III B. WISC-IV C. WAIS-III D. VABS 17. An individually administered intelligence test based on a three-level hierarchical model of cognitive abilities is the A. Wechsler scales. B. Stanford-Binet IV. C. Matrix Analogies. D. Differential Ability Scales. 18. On the Stanford-Binet IV, which terms are used? A. intelligence, IQ, and mental age. B. block design and symbol search. C. mazes and similarities. D. verbal, abstract, quantitative reasoning, and SAS 19. The Matrix Analogies Test is a(n) A. test for social competence B. adaptive behavior test C. test developed in 1915 D. “culture-free” test 20. Critics of intelligence testing find fault with the A. tests B. examinees C. testing process D. all of the above 21. IQ tests are intended to ______ the number of children qualifying for special education. A. reduce B. increase C. encourage D. none of the above 22. The AAMR 2002 manual defines _______ as, “ the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives.” A. intelligence B. cognitive development C. adaptive behavior D. social maturity 23. Adaptation has historically been considered a A. psychological phenomenon. B. biological phenomenon. C. mental phenomenon. D. emotional phenomenon. 24. Homeostasis occurs when an organism A. functions over a normal range of biologically acceptable environments. B. remains at equilibrium with itself. C. migrates to other environments. D. mutates into other, newer forms. 25. Homeokinesis occurs when an organism A. functions over a normal range of biologically acceptable environments. B. remains at equilibrium with itself. C. migrates to other environments. D. mutates into other newer forms. 26. The ______ is a popular measure of social competency and many now place it among the best measures of adaptive behavior. A. VABS B. Leiter-R C. Matrix Analogies Test D. UNIT 27. Abdul is a thirty year-old male with an IQ of 70. He is currently living in supervised housing due to his level of intellectual functioning; however, he is encountering a great deal of difficulty adapting to situations, such as shopping and attending social events with friends. The issue of concern is his A. level of intelligence B. level of mental retardation C. adaptive behavior D. all of the above 28. ______ is a norm-referenced, individually administered, comprehensive measure of adaptive and maladaptive behavior intended for use with persons living in residential and community settings. A. VABS B. ABS-RC:2 C. Stanford-Binet D. Leiter-R 29. Julie is a forty year-old woman with an IQ of 60 who allegedly engaged in armed robbery. The judicial system must determine whether or not Julie is fit to stand trial. The judicial system is evaluating Julie’s A. will B. ability C. readiness D. competence 30. Alma murdered her husband of ten years and was afraid she would receive a harsh penalty for her actions. Therefore, she intentionally scored low on all of the assessments administered to her to appear as though she had an intellectual disability. This phenomenon is termed A. dissimulation B. deception C. maladaptive behavior D. none of the above True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. Theories of intelligence are useful to the extent that they provide educators with an organizing structure for understanding and evaluating how children learn. A. True B. False 2. The Stanford-Binet and Wechsler scales have been and remain very popular with school personnel and are the most widely used instruments. A. True B. False 3. In the Stanford-Binet IV, the term intelligence has been replaced by the term cognitive development. A. True B. False 4. The Binet has a strong fine-motor component, while the WISC-IV does not. A. True B. False 5. Wechsler believed that motor skills were an important aspect of intelligence. A. True B. False 6. Wechsler only devised intelligence tests for adults. A. True B. False 7. A low IQ score is not a sufficient basis on which to identify a child as intellectual disabilities. A. True B. False 8. IDEA mandates that transition services be provided to students beginning at age 10. A. True B. False 9. A narrow range of activities are used in the assessment of mental and special abilities. A. True B. False 10. Adaptive behavior measures are generally culture fair. A. True B. False Discussion 1. Discuss the history of intellectual assessments. 2. Discuss the need for “culture-free” tests. 3. Discuss the key influences in developing tests for adaptive behavior. 4. Discuss the evolution of adaptive behavior assessments. 5. Discuss the most widely used instruments for determining intellectual functioning. 6. Compare and contrast the constructs of adaptive behavior and intelligence 7. Discuss legal proceedings involved in assessment. 8. Discuss Edgar Doll’s influence on assessments. Answer Key Multiple Choice 1. b 2. c 3. b 4. d 5. a 6. b 7. d 8. b 9. d 10. d 11. a 12. c 13. b 14. a 15. a 16. c 17. b 18. d 19. d 20. d 21. a 22. c 23. b 24. b 25. a 26. a 27. c 28. b 29. d 30. a True or False 1. True 2. True 3. True 4. False 5. True 6. False 7. True 8. False 9. False 10. False Discussion 1. History of intellectual assessments: Intellectual assessments began in the early 20th century with the development of the Binet-Simon scale, which later evolved into the Stanford-Binet Intelligence Scales. These tests aimed to measure cognitive abilities and predict academic success, shaping the field of psychological testing. Over time, additional assessments, such as the Wechsler scales, were developed to provide more comprehensive evaluations of intelligence and cognitive functioning. 2. Need for “culture-free” tests: "Culture-free" tests aim to minimize cultural bias and ensure that assessments measure cognitive abilities without being influenced by an individual's cultural background. The goal is to provide a fair evaluation for individuals from diverse cultural contexts, reducing the risk of misinterpretation due to cultural differences and promoting equity in testing. 3. Key influences in developing tests for adaptive behavior: Key influences include the recognition of the importance of assessing practical skills necessary for daily living. Researchers like Willard and Spivack, as well as modern theorists, emphasized evaluating an individual's ability to adapt to everyday demands, leading to the creation of tools like the Vineland Adaptive Behavior Scales. 4. Evolution of adaptive behavior assessments: Adaptive behavior assessments have evolved from simple checklists to comprehensive scales that assess a range of daily living skills, communication, and socialization. Advances in the field have led to more detailed and nuanced tools that capture the complexity of adaptive functioning and its impact on an individual's quality of life. 5. Most widely used instruments for determining intellectual functioning: The Stanford-Binet Intelligence Scales and Wechsler Intelligence Scales (WAIS and WISC) are the most widely used instruments for assessing intellectual functioning. These tests measure various cognitive abilities, including verbal and non-verbal skills, providing a broad understanding of an individual's intellectual capabilities. 6. Adaptive behavior vs. intelligence: Intelligence generally refers to cognitive abilities such as reasoning, problem-solving, and abstract thinking, while adaptive behavior encompasses practical skills necessary for everyday life, including self-care, communication, and social interaction. While intelligence tests focus on cognitive potential, adaptive behavior assessments evaluate functional skills and practical competence. 7. Legal proceedings in assessment: Legal proceedings often involve ensuring that assessments are conducted fairly and ethically, with attention to issues like informed consent, confidentiality, and the validity of the tests used. Legal cases may address whether appropriate assessments have been administered and whether results have been used correctly in decision-making processes. 8. Edgar Doll’s influence: Edgar Doll significantly influenced the field of assessments through his development of the Vineland Social Maturity Scale, which was one of the first standardized tools to measure adaptive behavior. His work emphasized the importance of assessing practical life skills and contributed to the broader understanding of adaptive functioning in individuals with intellectual disabilities. Chapter 4 Individual Rights and Legal Issues Evaluation Questions Multiple Choice 1. The courts, state legislatures, and Congress historically have A. been the front runners in securing the rights of individuals with disabilities. B. reflected the views of society regarding the rights of individuals with disabilities. C. been reluctant to rule on any matters regarding the rights of individuals with disabilities. D. ruled consistently in favor of parents thereby establishing the rights of individuals with disabilities. 2. What event set the stage for increased educational opportunities and served as a major legal turning point in the lives of people with disabilities? A. San Antonio Independent School District v. Rodriguez B. Timothy W. v. Rochester School District C. Brown v. Board of Education D. Hobson v. Hansen 3. In what case did the Supreme Court rule that the racial segregation concept of separate but equal was unconstitutional? A. San Antonio Independent School District v. Rodriguez B. Timothy W. v. Rochester Schoold District C. Brown v. Board of Education D. Hobson v. Hansen 4. The due process clause and the equal protection clause are both part of the A. 14th amendment B. 7h amendment C. 5th amendment D. 3rd amendment 5. Jamila is an individual with an intellectual disability who is frequently discriminated against due to her disability. Jamila would most likely be considered a member of a A. quasi-suspect class B. quasi-discriminatory class C. quasi-prejudicial class D. quasi-separate class 6. The federal court system is comprised of approximately 100 U. S. District Courts, which are trial courts and represent the A. highest level of authority B. lowest level of authority C. highest level at times and lowest level at times D. second level of authority 7. There are how many U. S. Circuit Courts of Appeal? A. 7 B. 10 C. 13 D. 16 8. Today ______ is perhaps the most important function of state and local governments. A. employment B. vocation C. disability D. education 9. Which case established a precedent guaranteeing access to publicly supported education for all students who have mental retardation? A. Timothy W. v. Rochester School District B. Hobson v. Hansen C. Wyatt v. Stickney D. PARC 10. What was the ruling of Mills v. Board of Education of the District of Columbia? A. schools could no longer permit IQ tests for African-Americans B. right to free and appropriate public education for all children C. school districts had to provide an extended school year D. none of the above 11. In the case of Timothy W. v. Rochester School District, what was the focus? A. right to a free and appropriate public education B. lending rights to individuals in institutions C. whether a child with profound mental retardation and other disabilities has educational needs D. administering IQ tests to minorities 12. The case in which the courts ruled that the practice of denying low socioeconomic status school-age children educational services equal to those of the more affluent was unconstitutional was A. Brown v. Board of Education. B. Mills v. Board of Education of the District of Columbia. C. Larry P. v. Riles. D. Hobson v. Hansen. 13. In the case of Larry P. v. Riles, the three largest school districts in ______ decided to ban the use of intelligence tests with all students regardless of race, for special education purposes. A. Alabama B. California C. Iowa D. Texas 14. Javier is Mexican-American and speaks Spanish as his first language. Because Javier does not speak English fluently, the special education committee at his school states that he cannot be issued an intelligence test in English for placement in special classes. Which case is most likely credited for this situation? A. Diana v. State Board of Education B. San Antonio Independent School District v. Rodriguez C. Hobson v. Hansen D. Timothy W. v. Rochester School District 15. The case in which the courts ruled that IQ tests could not be used as the primary determinant in placing African-American students in classes for the educable mentally retarded was A. Brown v. Board of Education. B. Mills v. Board of Education of the District of Columbia. C. Larry P. v. Riles. D. Hobson v. Hansen. 16. The outcome of W. B. v. Matula resulted in clear changes in the A. exclusion of students who display severe disruptive behaviors. B. methods and procedures used for identifying and placing students in special classes. C. preclusion of plaintiffs seeking monetary damages. D. rights of people with disabilities who are placed in institutional settings. 17. The interpretation of the Supreme Court on the intention of P.L 94-142 regarding the level of education to be provided to students has been that A. programs are required to develop students to their maximum potential. B. programs are not required to develop students to their maximum potential. C. students may not receive special education services once they have continuously failed to accomplish the goals set forth in the IEP. C. students may receive special education services even if they continuously fail to accomplish the goals set forth in the IEP. 18. The Supreme Court ruled that the term related services only A. exclude services which must be conducted by a medical doctor. B. exclude services conducted by outside agencies. C. include services that directly impact the academic functioning of the child. D. include services related to school performance. 19. The first important case regarding the extended school year was A. Armstrong v. Kline B. Irving Independent School District v. Tatro C. Cedar Rapids Community School District v. Garret F. D. Sacramento City Board of Education v. Rachel H. 20. Daniel is an individual with an intellectual disability who is very capable of entering the community college in his small town. However, the Dean of Academic Affairs has reservations about admitting him into the school because of his disability. Which law is most apt to protect Daniel from this act of discrimination? A. the No Child Left Behind Act B. the Americans with Disabilities Act C. the Individuals with Disabilities Education Act D. the Vocational Rehabilitation Act 21. Which law ensures that all students are able to meet high standards in education? A. the Vocational Rehabilitation Act B. the Americans with Disabilities Act C. the No Child Left Behind Act D. the Individuals with Disabilities Education Act 22. “Behavior change in the direction of those skills that cumulatively allow community living is known as A. behavior modification B. behavior management C. habilitation D. treatment 23. Which case had a direct impact on the adequacy of services in residential facilities for individuals with intellectual disabilities? A. Armstrong v. Kline B. Wyatt v. Stickney C. O’Connor v. Donaldson D. Larry P. v. Riles 24. The Wyatt case which began in 1972 finally came to an end in December of A. 2003 B. 1990 C. 1982 D. 1978 25. Which case was referred to as “the Willowbrook case”, since the institution under scrutiny was the Willowbrook State School? A. New York Association for Retarded Children v. Rockefeller B. Wyatt v. Stickney C. O’Connor v. Donaldson D. Halderman v. Pennhurst 26. In the case of Wyatt vs. Stickney, the constitutional rights of the residents were being violated under the A. 14th amendment B. 7th amendment C. 5th amendment D. 3rd amendment 27. In Youngberg v. Romeo (1982), the U.S. Supreme Court ruled that individuals with severe retardation who were involuntarily confined to any state facility had a constitutional right to habilitative services to ensure their safety and freedom from undue restraint. This right is based on A. substantive due process B. equal protection C. due process D. procedural due process 28. According to Henderson and Vitello (1988), barriers that interfere with the community living movement for individuals with intellectual disabilities are A. local zoning ordinances, state legislation requiring notification, and restrictive covenants. B. a lack of appropriate recreational facilities and few employment opportunities. C. inappropriate housing and insufficient support from state legislation. D. Housing contracts, and lack of available housing. 29. Which case helped make it possible for group homes to have establishment in desirable areas? A. Cleburne Living Center, Inc. v. City of Cleburne Texas B. Mills v. Board of Education of the District of Columbia C. Hobson v Hansen D. Diana v. State Board of Education 30. Sobsey (1997) reports that physical and sexual abuse rates are _____ times higher for adults with disabilities than those adults without disabilities. A. 10 to 15 times higher B. 6 to 10 times lower C. 4 to 10 times higher D. 2 to 4 times lower True or False Directions: If the statement is true, simply mark True. If the statement is false, mark False and rewrite the statement so that it is true. 1. In Hendrick Hudson Central School District v. Rowley, the U. S. Supreme Court decided that a beneficial, not necessarily optimal, educational program should be provided to students with disabilities. A. True B. False 2. The foremost issues in Armstrong v. Kline were regression and recoupment. A. True B. False 3. Individuals with intellectual disabilities who need transplants are frequently denied. A. True B. False 4. When those who commit crimes against individuals who are disabled are prosecuted, they receive harsher sentences in comparison to sentences for crimes committed against those without disabilities. A. True B. False 5. In June of 2002, the Supreme Court ruled in Atkins v. Virginia that it was cruel and unusual punishment to subject individuals with intellectual disabilities to the death penalty. A. True B. False 6. Over 100 individuals with intellectual disabilities were executed in the United States from 1976 to 1996. A. True B. False 7. The U. S. Supreme Court has decided that education is a fundamental right. A. True B. False 8. The Association of Retarded Citizens (ARC) provides assistance to individuals accused of crimes and develops sentencing alternatives for convicted offenders with disabilities. A. True B. False 9. A student is guaranteed rights under IDEA even if he/she cannot benefit from special education. A. True B. False 10. Children with disabilities are abused at higher rates than children without disabilities. A. True B. False Discussion 1. Discuss the requirements that must be made for a student to receive extended school year services. 2. Jennifer is a five-year-old, African American child with an intellectual disability and multiple physical disabilities. Her parents would like for her to attend school even though her disabilities are extensive. Identify and discuss the Acts and cases that have made it possible for Jennifer to attend school. 3. Discuss the legal bases for establishing the rights of persons with intellectual disabilities. 4. Discuss the legal history for establishing educational, institutional, and community rights. 5. Discuss the problems that occur when individuals with intellectual disabilities are involved in criminal acts. 6. Discuss the three types of analyses applied to the equal protection clause provided by the 14th Amendment. 7. Discuss sexual abuse and domestic violence and how it pertains to individuals with intellectual disabilities 8. Identify the future trends and issues pertinent to the lives of individuals with intellectual disabilities. Answer Key Multiple Choice 1. b 2. c 3. c 4. a 5. a 6. a 7. c 8. d 9. d 10. b 11. c 12. d 13. b 14. a 15. c 16. c 17. b 18. a 19. a 20. d 21. c 22. c 23. b 24. a 25. a 26. a 27. a 28. a 29. a 30. c True or False 1. True 2. True 3. True 4. False 5. True 6. False 7. False 8. True 9. True 10. True Discussion 1. Requirements for Extended School Year (ESY) Services: To qualify for ESY services, students must demonstrate significant regression in skills during school breaks and lack of substantial recoupment of those skills upon return. The need for ESY is typically assessed through Individualized Education Program (IEP) teams, considering factors like the severity of the disability, the rate of skill loss, and the student's ability to benefit from the educational program. 2. Acts and Cases for Jennifer’s Education: Jennifer’s right to attend school is supported by the Individuals with Disabilities Education Act (IDEA), which mandates free and appropriate public education (FAPE) for all students with disabilities. Landmark cases like Brown v. Board of Education and Board of Education v. Rowley further affirm the right to education for students with disabilities, ensuring accommodations and supports are provided. 3. Legal Bases for Rights of Persons with Intellectual Disabilities: Legal bases include the Americans with Disabilities Act (ADA), which prohibits discrimination based on disability, and IDEA, which guarantees educational rights. The Rehabilitation Act of 1973 also provides protection against discrimination in programs receiving federal funding, establishing the framework for equal access and opportunities. 4. Legal History of Rights: The legal history includes significant milestones such as the PARC v. Commonwealth of Pennsylvania and Mills v. Board of Education cases, which established the right to education for students with disabilities. The 1975 Education for All Handicapped Children Act (now IDEA) and subsequent legislation further defined and expanded educational, institutional, and community rights. 5. Criminal Acts Involving Individuals with Intellectual Disabilities: Individuals with intellectual disabilities involved in criminal acts may face challenges related to understanding legal proceedings and their rights. Issues include determining competency to stand trial and providing appropriate accommodations, such as specialized legal representation and support services, to ensure fair treatment within the criminal justice system. 6. Equal Protection Clause Analyses: The three types of analyses are: strict scrutiny, applied to laws affecting fundamental rights or suspect classifications; intermediate scrutiny, used for gender discrimination cases; and rational basis review, applied to other classifications, requiring that the law be rationally related to a legitimate government interest. 7. Sexual Abuse and Domestic Violence: Individuals with intellectual disabilities are at a heightened risk for sexual abuse and domestic violence due to vulnerabilities such as communication difficulties and dependency on caregivers. Advocating for protective services, accessible reporting mechanisms, and tailored support is crucial to addressing these issues effectively. 8. Future Trends and Issues: Future trends may include greater emphasis on inclusive education, advancements in technology for support and communication, and increased focus on community integration and self-advocacy. Issues to watch include the need for improved access to services, addressing disparities, and ensuring that policies continue to adapt to evolving needs and advancements. Test Bank for Mental Retardation: An Introduction to Intellectual Disability Mary Beirne-Smith, James Patton, Shannon Kim 9780131181892
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