The dimension of behavior that refers to its magnitude is
a. rate.
b. intensity.
c. duration.
d. age-appropriateness.
[Ques. 2] The dimension of behavior that refers to how often a behavior occurs is
a. rate.
b. intensity.
c. duration.
d. age-appropriateness.
[Ques. 3] Which of the following is NOT a criterion for emotional disturbance?
a. A pervasive mood of unhappiness or depression
b. A tendency to develop physical symptoms or fears associated with personal or school problems
c. Aggressive behaviors toward oneself or others
d. Inability to build or maintain satisfactory interpersonal relationships with peers or teachers
[Ques. 4] The term used in IDEA to describe students whose behavior qualifies them for special education services is
a. emotional disturbance.
b. emotional handicap.
c. behavior disordered.
d. behavior handicap.
[Ques. 5] Choose an important issue related to the education of individuals with severe disabilities, and write a brief overview of why this issue is important, using an example if possible.
What will be an ideal response?
[Ques. 6] Compare and contrast the advantages and disadvantages of segregated and integrated placements in the public school system for students with severe disabilities.
What will be an ideal response?
[Ques. 7] Define and describe the two categories of environmental support that we can use to facilitate the integration, independence, and success of individuals with severe disabilities.
What will be an ideal response?
[Ques. 8] What is a functional curriculum? How is the content of a functional curriculum determined?
What will be an ideal response?
[Ques. 9] How does the process of transition from school to work apply to persons with severe disabilities? What are some of the specific issues that need to be addressed?
What will be an ideal response?
[Ques. 10] Describe the philosophy of normalization. How has normalization affected current practices related to persons with severe disabilities?
What will be an ideal response?
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