FREE OSAT Mild-Moderate Disabilities Questions and Answers
A pupil with _____________ needs help with writing mechanically. She drops her pencil, struggles to write well, and has trouble reading what she has written.
Dysgraphia. Dysgraphic people struggle with the physical demands of writing. While many discographers are pretty clever and capable of articulate communication, they need help to hold a writing instrument and form letters.
7 Cory, a student in the fifth grade, has attention deficit hyperactivity disorder (ADHD). Which of the following conditions has a higher likelihood of co-occurring with ADHD?
Compared to those without ADHD, individuals with it are more likely to have a learning handicap. Although kids with ADHD can also have other difficulties, it is more usual for them to also have learning disabilities. Students with ADHD may struggle academically or fall behind because their learning abilities are impacted. Answers B, C, and D are erroneous since learning problems are more common in these individuals than speech impediments, sadness, or anxiety.
An ODD diagnosis has been made for a high school student. Following are a few examples of the diagnostic' symptoms:
He makes it a point to irritate others, acts defiantly, occasionally loses control, and snaps at them while blaming others. Oppositional Defiant Disease, a mental disorder marked by disobedience, temper tantrums, annoying behavior, reluctance to obey rules, argumentative behavior, and placing blame on others, has been identified as the student's condition.
The acronym for the behavior analysis ABC technique is...
Events that occur just before a problem behavior and potentially cause it are called antecedents. Events that follow a problematic action are known as consequences, and they have the power to reinforce the habit. The ABC behavior analysis model looks at the sequence of an antecedent, the conduct, the reinforcement of the behavior by the consequence, and so on. The purpose of an action, or what it achieves for the individual, may be ascertained by understanding what prompts it and what rewards it.
A pupil who struggles to comprehend spoken language is lacking in ___.
The inability to comprehend spoken language one hears a sign of communication impairment in receptive communication. Speaking issues are a sign of expressive communication deficits (A), caused by speech issues like poor articulation, stuttering, voice issues, or language processing issues like trouble remembering words or building sentences. Verbal communication (C) involves using words instead of nonverbal cues like body language, facial expression, and gestures. However, this term does not distinguish between expressive and receptive communication. Understanding spoken language is not just restricted to social interactions; it also happens in lectures, classes, audio and video recordings, and other settings. Social communication (D) is communication utilized in social interactions.
What categories of intelligence are students grouped into according to Howard Gardner's theory of multiple intelligences?
Verbal-linguistic, logical-mathematical, musical, spatial-visual, kinesthetic-body, naturalistic, existential. As a solution to how teachers might most successfully reach all of their pupils, Harvard Professor Howard Gardner points to his theory of multiple intelligences, often known as learning styles. The learning styles of pupils with learning difficulties should be considered while designing classes.
A second grader needs help to stay seated. When asked to do math problems, she paces the room, sprawls on the floor, rolls back and forth, and leaps up and down. She rolls her eyes in obvious contempt as the teacher urges her to sit down and turns to the other pupils for encouragement. She chuckles and makes a face when she sees a pupil staring back. The child can regularly control her activities for extended periods; the instructor has observed when a reward is associated with excellent behavior. She becomes angry, emotional, and pouty when punished without a reward. Most likely, this youngster is exhibiting:
The youngster may or may not be hyperactive, but the fact that she can restrain herself for a long time in exchange for a reward implies that she may be overindulged outside the classroom. The likelihood of Tourette syndrome and Attention Deficit Hyperactivity Disorder is also ruled out by the fact that she appears to act out to win her peers' attention. In the first scenario, she wouldn't likely ask for permission. Second, she might be unable to restrain herself in certain situations—nothing in her conduct points to psychosis.