行動・感情障害教育の理解度をチェキ！

ぽっくり参った〜（略してポクッター）ファウンダーの◯◯◯ッチででん！

ちな、ネタいじりだけ集約したマガジンもあるんで見逃しチェキっちょw

ドロン希望の方は、ココから他の理解度チェキにバシルーラしちまお〜ぅ。

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The U.S. Department of Education’s definition of emotional disturbance includes a criterion that learning is impeded, but not by:

❎ IQ score levels

❎ Sensory impairments

❎ Health problems

⭕️ Any of the above (among others)

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The definition of emotional disturbance under IDEA includes which of the following criteria?

❎ Neither "A child cannot form or maintain satisfying interpersonal relations" nor "A child has behaviors or feelings not appropriate to circumstances" are mentioned as criteria in the definition

❎ A child has behaviors or feelings not appropriate to circumstances

❎ A child cannot form or maintain satisfying interpersonal relations

⭕️ A child exhibits "A child cannot form or maintain satisfying interpersonal relations", "A child has behaviors or feelings not appropriate to circumstances", or both long-term, which affects education

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Which of the following criteria is NOT included in the federal definition of emotional disturbance?

❎ Generally depressive affect

⭕️ A generally euphoric affect

❎ Somatic/phobic symptoms

❎ All of the above are included

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Which of the following is NOT true of minority children and special education in the USA?

❎ Black children represent more of the population of disabled children than they do the general population of children

❎ Black children have higher rates of being identified as having intellectual disabilities and emotional disturbances than white children

❎ Schools with more white teachers and students put more minority students in special services than white students

⭕️ Fewer minority children get special services in proportion to their prevalence in the population

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Federal law states that in awarding grants, etc., the secretary may give priority to projects that address needs of “children whose behavior interferes with their learning and socialization”:

❎ Ahead of projects addressing disabilities

❎ After projects addressing content areas

❎ After projects addressing gifted children

⭕️ Neither ahead of nor after any of these projects

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Legally, if a child’s behavior interferes with the child’s and/or other children’s education, the child’s IEP team must first consider:

❎ All of the above alternatives

❎ Assigning a different teacher

⭕️ Positive behavioral supports

❎ A more restrictive placement

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Which of the following is NOT an example of a maladaptive behavioral characteristic?

❎ Self-injury

❎ Aggression

⭕️ Depression

❎ Delinquency

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Susan seems to worry about anything and everything. She worries the school bus will crash, that something bad will happen to her parents or baby brother, that the house will burn down, that there will be a bomb in the school, etc. She has not had any recent experiences that could be contributing to her worries. Susan’s most likely DSM-IV-TR diagnosis is:

❎ Obsessive-compulsive disorder

❎ Post-traumatic stress disorder

❎ None of the above

⭕️ A generalized anxiety disorder

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Lana has just turned 13. She has periods when she seems excited and happy, but also irritable. She will speak rapidly and almost continuously, stay up all night, and make highly questionable decisions. At other times, her buoyancy seems to deflate. She withdraws socially, cries easily, and may sleep all day. Lana’s most likely DSM-IV-TR diagnosis is:

❎ Conduct disorder

❎ Attention deficit disorder

❎ Schizophrenia

⭕️ Bipolar disorder

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Jimmy, age 11, loses his temper daily, gets into fights, constantly argues with his parents and teachers, openly flouts rules, blames others for his problems, does things to others out of spite, and seeks revenge for real or imagined insults. What is the most likely provisional DSM-IV-TR diagnosis for Jimmy?

❎ Histrionic personality disorder

⭕️ Oppositional defiant disorder

❎ Obsessive-compulsive disorder

❎ Antisocial personality disorder

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