Educational adaptations when working with children with developmental delays or intellectual disabilities include working from:
A. complex to simple and abstract to concrete.
B. simple to concrete and complex to abstract.
C. simple to complex and concrete to abstract.
D. abstract to complex and concrete to simple.
Question 2An intellectual disability is no longer viewed as a permanent condition.
Indicate whether this statement is true or false.
Question 3Many children who in the past were classified as having an intellectual disability are now classified as having a chronic health impairment.
Indicate whether this statement is true or false.
Question 4Children with profound intellectual delays usually have an identifiable neurological condition that accounts for the intellectual disability.
Indicate whether this statement is true or false.
Question 5In the theoretical distribution of IQ scores there will be as many children who have scores above 130 points as those who have IQs below 70 points.
Indicate whether this statement is true or false.
Question 6To be classified as having an intellectual disability by the American Association on Intellectual and Developmental Disabilities it must be apparent before age 12.
Indicate whether this statement is true or false.
Question 7Infant developmental tests do a good job of identifying infants and toddlers with mild and moderate delays but are not as effective in identifying infants and toddlers with severe to profound delays.
Indicate whether this statement is true or false.
Question 8To classify someone as having an intellectual disability, a test of intelligence and a test of adaptive skills are required.
Indicate whether this statement is true or false.
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