ADHD (ch. 8) and Speech and Language Disorder (ch. 11)

The majority of individuals identified as ADHD fit into which profile?

• ADHD–predominantly inattentive type

• ADHD–predominantly hyperactive type

• ADHD–predominantly impulsive type

• ADHD–combined type

________ are common in persons with ADHD; they impact executive functions by affecting the ability to withhold a planned response, interrupt an ongoing process, and protect an ongoing process from distractions.

• Executive Functions

• Psychostimulants

• Behavioral inhibitions

• Self-regulation

A problem experienced by individuals with impaired executive functioning may be

• forgetfulness

• difficulty following rules and directions

• lack of emotional control

• all of these

ADHD has a high level of ______ with other problems such as learning disabilities and emotional disorders.

• comorbidity

• disconnect

• similarity

• discrepancy

The use of concurrent treatment approaches with students who exhibit attention deficit hyperactivity disorder refers to _________.

• prereferral interventions

• multimodal interventions

• functional behavior

• self-regulation

The three basic types of speech impairments are ______, ______, and ______.

• a. Articulation disorders, voice disorders, fluency disorders

• b. Aphasia, apraxia, articulation

• c. Resonance, phonation, nasality

• d. Central auditory processing disorder, developmental delay, receptive disorder

A student with aphasia exhibits __________.

• additions of speech sounds in words (e.g., likes for like)

• breathiness

• an impairment of language function

• an inability to position speech muscles to produce speech sounds

All of the following are characteristics of children who have receptive language problems EXCEPT problems ___________.

• with vocabulary

• following directions

• understanding figurative langauge

• responding to questions appropriately

Which of the following would NOT be a characteristic of an expressive language disorder?

• Difficulty formulating questions

• Difficulty following oral directions

• Difficulty with correct grammar usage

• Difficulty developing vocabulary

A mild to moderate speech and language disorder

• is so subtle that it usually affects students' lives inconsequentially

• is experienced only by a small percentage of students

• most often occurs secondary to pervasive cognitive disabilities

• may have a profound effect on all aspects of a student's life