WorksheetsSPE 338 Midterm
Total questions: 11
Worksheet time: 6mins
The type of support for students with intellectual disabilities that consists of constant high-intensity help across environments and involves more staff members is
pervasive support.
limited support.
intermittent support.
extensive support.
sporadic support.
Fred hears a sound. He calls upon his past experiences of related sounds. His brain organizes these possibilities before he comes to a conclusion as to what might or might not be the actual meaning of this sound. This progression and its outcome describe the process of
filtration.
selective recall.
perception.
short-term memory.
long-term memory
Being able to direct and plan one’s thinking strategies for efficient learning is referred to as
maturational lag.
passive learning.
automaticity.
learned helplessness.
metacognition.
The term “learned helplessness” describes students who approach learning tasks in what manner?
Reflectively
Inquisitively
Actively
Passively
Independently
Beginning instruction at the appropriate difficulty level refers to
the zone of proximal development.
psychological processing disorders.
interactive dialogues.
metacognition.
developmental variations.
When a student has learned something so well that the performance becomes subconscious and requires little processing effort, this is referred to as
decoding.
problem solving.
metacognition.
information processing.
automaticity.
Mrs. Smith relates the ideas in her science class through a diagram he draws with her students on the whiteboard. This diagram helps students see the relationship among the ideas. This technique is
a graphic organizer.
cognitive behavior modification.
verbal rehearsal.
drill and practice.
Sam has difficulty distinguishing between the printed letters b, p, q, and d. His problem lies in
figure-ground association.
visual discrimination.
visual closure.
auditory discrimination.
visual acuity.
Sue is able to pronounce each letter in a word individually, but she cannot combine the sounds to pronounce the word. Her problem is
auditory sequencing.
auditory memory.
auditory closure.
auditory blending.
auditory acuity.
Five-year-old Danny cannot recognize that words rhyme in songs and in nursery rhymes. His problem might be identified as difficulty with
visual memory.
auditory closure.
visual-motor perception.
phonological awareness.
auditory blending.
Handwriting is a skill that is most closely related to ability in
the vestibular system.
auditory sequencing.
fine-motor activities.
gross-motor activities.
auditory perception.
