SPE 3350 True/False

We can only infer that learning has occurred from observing the performance and behavior of the learner

Individuals with mild disablitlties tend to believe that their efforts are relevant and determine outcomes

Motivation only encourages one to do what one is capable of doing

Extrinsic motivation frequently leads to significant learning

Experiences with failure tend to result in student's lowering their goals and reducing their effort

A history of intensive teacher help can promote learned helplessness.

Individuals with mild disabilities tend to attribute their success and failures to forces outside themselves

Problems solving and independent learning requrie increased levels of external locus of control

Research indicates that the majority of time spent by students in school meets the requirements of academic learning time

Students with mild disabilities generally need more time than is often provided to achieve full learning

Individuals at the early stages of emotional development exhibit more concern with the effect of events and their own actions on others (and on society)

Initially, children view events as if their view were the only perspective

Social behaviors develop independently of cognitive development

General personal competence derives from the interaction of physical competence, conceptual intelligence, emotional competence, and social competence

The ecological perspective suggests that all behavior can be interpreted in light of interactions between the individual, the enviroment, and the bbehavioral context

Social skill is the ability to receive and interpret social information and then adapt behavior o the demands of the information

Studies indicate that maladaptive behaviors or psychiatric diagnoses do not often coexist with other disabilities such as mental retardation, learning disabilities, or ADHD

The manifestation of depression is different in children and adults

IDEA requires the use of the ability/achievement discrepancy as the means to determine the existence of a learning disability

Students with learning disabilities can be identified by the fact that they reverse letters, numbers, and words

Students with learning disabilities are heterogeneous

The largest number of students with disabilities have learning disabilities

Documented brain injury is one cirterion for identifying a child as having a learning disability

The source of a learning disability is presumed to lie in the way the brain processes information

Educators and psychologists are in agreement on what constitutes a learning disability

IDEA 2004 now specifies how schools should determine if a student has a severe discrepancy between ability and achievement, thereby meeting one of the criteria for identficiation as a child with a learning disability

Learning disabilities are now presumed to persist throughout life, although effective remediation can improve the ability to function

Learning disabilities may lead to the student having problems with social adjustment and demonstration of social skills

Determining that a child has a learning disability provides clear guidance for designing remedial interventions

Children are typically not identified as having a learning disability until they are school aged

Teachers are unlikely to ever encounter two students with learning disabilities who have the same educational needs

ADHD-Inattentive type is less prevalent than ADHD-Hyperactive-Impulsive type or ADHD-Combined type

ADHD is a problem of childhood; it gradually goes away by the time the individual reaches adolescence or adulthood

Prevalence estimates indicate that 10-20% of students with learning disabilities also have ADHD

Children who do not pay attention in school have ADHD

Children who are inattentive and overly active in the classroom but not at home or in the community would not be considered to have ADHD

Brain studies such as MRI's and PET scans are necessary to confirm a diagnosis of ADHD

Rating scales are useful as one component of the process for determining if a student may have ADHD

Advocates for the creation of a seperate service category for ADHD believe that students with ADHD are not currently getting the services they need

All students with ADHD are distractible, inattentive, and hyperactive

ADHD is a category under which students may receive IDEA services

Children with Asperger's syndrome need to be in a self-contained classroom due to their limited intellectual functioning

General education teachers work closely with related service providers when serving students with low incidence disabilities such as physical disabilities, health impairments, and visual and hearing impairments