Show:
Autism
ADHD
Intellectual Disabilities & Family
100
Repetitive, ritualistic motor movements such as twirling, flapping hands, and rocking are known as
stereotypic behaviors
100
(TRUE OR FALSE) Hyperactivity is a characteristic of all children with ADHD.
FALSE
100
Under IDEA, one form of advocacy to which parents are entitled is/are
due process
200
Two critical areas of assessment for students with autism spectrum disorders are
progress in language development and social/adaptive behavior
200
Part of the brain responsible for executive functions such as the ability to regulate one’s own behavior is the
frontal lobes
200
The classification system that most school systems use to describe levels of intellectual disabilities is based on
IQ score
300
According to the Centers for Disease Control and Prevention, how many people have an autism spectrum disorder?
about 1 out of 110
300
Students with ADHD receive special education services under the Individuals with Disabilities Education Act (IDEA) in which category?
other health impaired
300
Current estimates place the prevalence of students identified with intellectual disabilities at approximately
1%
400
Neurological research that involves the brain and head size of people with autism strongly suggests that for many their brains
grow suddenly and excessively in the first two years of life
400
The most frequently prescribed types of medication for students with ADHD are
psychostimulants
400
In person-centered planning, professionals are seen as
working for individuals with intellectual disabilities.
500
The social skills that are not taught directly but people are assumed to know, or social rules or conventions that most of us learn incidentally, are what is referred to as the
hidden curriculum
500
The ability to withhold a planned response; to interrupt a response that has been started; to protect an ongoing activity from interfering activities; and to delay a response refers to
behavioral inhibition
500
Discuss at least 3 challenges that parents of a child with a disability will face.
May include: dealing with transitions, public perception of the disability, child's understanding of self/disability, coordinating with school personnel, explaining to siblings, managing care for a child with exceptional needs.