Introduction To Abnormal Child and Adolescent Psychology 3rd Edition Weis Test Bank Download

Instructor Resource
Weis, Abnormal Child and Adolescent Psychology, 3e

SAGE Publishing, 2017
Test Bank for Introduction to Abnormal Child and

Adolescent Psychology 3rd Edition Weis 150633976X
9781506339764
Download full test bank at:
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adolescent-psychology-3rd-edition-weis-150633976x-9781506339764/
Chapter 5: Intellectual Disability and Developmental

Disorders Test Bank
Multiple Choice
1. What is the moral of the broken-pot story in your text?

a. Once a person is broken, he or she cannot be fixed.
b. Sometimes trying to fix something breaks it even more.
c. Every person has dignity and value.
d. The value of a person is in how much he or she can do all the things that other people can do.
Ans: C
Learning Objective: LO 5.1. Describe the key features of intellectual disability and the way in which
children with this condition can vary in terms of their adaptive functioning. Differentiate ID from global
developmental delay (GDD). Differentiate intellectual disability from global developmental delay. List and
provide examples of challenging behaviors shown by some children with developmental disabilities.
Cognitive Domain: Analysis
Answer Location: Introduction
Difficulty Level: Hard
2. Which of the following is NOT part of intellectual functioning?

a. processing new information
b. thinking creatively
c. forming and maintaining social relationships
d. responding rapidly and accurately
Ans: C
Learning Objective: LO 5.1 Describe the key features of intellectual disability and the way in which
developmental delay (GDD). Differentiate intellectual disability from global developmental delay.
List and provide examples of challenging behaviors shown by some children with developmental
disabilities.
Cognitive Domain: Comprehension
Answer Location: What Is Intellectual Disability?
Difficulty Level: Medium
3. Which of the following is true of IQ in individuals with intellectual disability?

a. All those with IQs below 70 qualify for diagnosis of intellectual disability.
b. None of those with IQs above 70 qualify for diagnosis of intellectual disability.
c. About 2% to 3% of the population have IQs in the range recommended as the cutoff for intellectual
disability.
d. IQ cutoffs only apply to adults with intellectual disability.
Ans: C
Instructor Resource
Cognitive Domain: Medium
4. Which of the following factors have been found to relate to markedly lower degrees of marital
satisfaction and quality of life in parents?
a. severity of the child’s disability
b. low support from the spouse
c. lower levels of family-related stress
d. using problem-focused techniques to deal with stress
Ans: B
Learning Objective: LO 5.3. Identify evidence-based techniques to prevent and treat developmental
disabilities. Apply learning theory to reduce challenging behaviors in youths with developmental
disabilities.
Answer Location: How Can Clinicians Help the Caregivers of Children With Intellectual Disability?
5. Which of the following is NOT one of the three domains of adaptive functioning?
a. conceptual
b. social
c. academic
d. practical
Ans: C
Cognitive Domain: Knowledge
Difficulty Level: Easy
6. Marty has an intellectual disability. He has difficulty in a variety of domains and one of these is when
bowling. He doesn’t wait his turn and often bowls other bowlers’ frames. This reflects difficulties in which
domain?
a. conceptual
b. social
c. academic
d. practical
Ans: B
Cognitive Domain: Application
7. How is adaptive functioning typically assessed?

a. via the child’s self-report
b. via an intelligence test
c. via a checklist that parents fill out
Instructor Resource
d. via a semistructured interview given to caregivers

Ans: D
8. Which of the following is true of age and intellectual disability (ID)?

a. Only children can be diagnosed with ID.
b. In order to be diagnosed with ID, onset of the intellectual and adaptive functioning problem must be in
early childhood.
c. There is no age criterion for ID; anyone could develop difficulties at any age and be diagnosed with the
condition.
d. ID is continuous with Alzheimer’s dementia; when diagnosed in those above age 18, the diagnosis
would be Alzheimer’s dementia.
Ans: B
9. Which of the following levels of intellectual disability (ID) is INCORRECTLY paired with its typical
adaptive functioning range?
a. Mild; 55–70
b. Moderate; 40–55
c. Severe; 25–40
d. Intense; <25
Ans: D
Answer Location: How Does Intellectual Disability Differ Based on Severity?
10. Medications frequently prescribed to reduce challenging behaviors in youths with intellectual disability
are ______.
a. antidepressants
b. antipsychotics
c. anxiolytics
d. sedatives
Ans: B
disabilities.
Answer Location: Medication
Instructor Resource
11. Millie has an intellectual disability (ID). She had delays sitting up and walking as an infant and has
been diagnosed with a biological anomaly, though now, at age 6, she can use the toilet on her own.
Which degree of intellectual disability does Millie most likely have?
a. mild
b. moderate
c. severe
d. profound
Ans: C
Answer Location: Severe Intellectual Disability (Adaptive Functioning Scores 25-40)
12. What is the main difference between the DSM and AAIDD definitions of intellectual disability?
a. Only the DSM includes intellectual impairment.
b. Only the DSM includes adaptive functioning.
c. Only AAIDD focuses on needed supports.
d. Only AAIDD requires impairment to occur during the developmental period.
Ans: C
Answer Location: Needed Supports
13. What is the main difference between response cost and time out?
a. Response cost is positive punishment, while time out is negative punishment.
b. Response cost is implemented by therapists, while time out is implemented by parents or caregivers.
c. Response cost is the withdrawal of a specific quantity of reinforcers, while time out is the withdrawal of
reinforcers for a specific amount of time.
d. Response cost has been shown to be effective, while time out has not.
Ans: C
disabilities.
Answer Location: Negative Punishment
14. Neil has been having tantrums. Neil’s behavior analyst tells Neil’s mom to ignore Neil’s next tantrum.
Which of the following is true of this approach?
a. It is negative reinforcement.
b. It is a more aversive approach than positive punishment.
c. It will likely decrease the rate of Neil’s tantrums immediately.
d. It will likely be a slow but effective means of reducing Neil’s tantrums.
Ans: D
disabilities.
Instructor Resource
Answer Location: Negative Punishment

15. Which of the following is true of children with global developmental delay (GDD)?
a. All will go on to be diagnosed with intellectual disability.
b. It is called a delay because those with GDD will eventually catch up to their peers.
c. They are usually diagnosed within the first year of life.
d. They almost always have a genetic disorder such as Down syndrome that explains their problem.
Ans: C
Answer Location: What Is Global Developmental Delay?
16. The standard test for infants with global developmental delay (GDD) is
a. chromosomal microarray (CMA)
b. G-banded karyotyping
c. fMRI
d. genome hybridization
Ans: A
Answer Location: Identification
17. Dylan always moves her fingers in the same pattern. Which of the following is true of Dylan?
a. She is exhibiting a motor stereotypy.
b. She requires behavioral treatment.
c. She can be diagnosed with stereotyped movement disorder.
d. She is almost certainly an infant as it is very rare for children past infancy to engage in these
behaviors.
Ans: A
Answer Location: Stereotypies
18. Which of the following is NOT a way of describing and categorizing self-injurious behaviors as
discussed in the text?
a. by severity
b. by setting
c. by frequency
d. by purpose
Ans: B
Instructor Resource
Answer Location: Self-Injurious Behaviors
19. Which of the following is true of self-injurious behaviors (SIBs)?

a. Almost all children with intellectual disability engage in SIBs.
b. SIBs are most commonly seen in children with severe and profound intellectual and adaptive
impairments.
c. SIBs are less common in individuals with comorbid intellectual disability and autism spectrum disorder.
d. Eye gouging is the most common SIB.
Ans: B
developmental delay (GDD). Differentiate intellectual disability from global developmental delay.
List and provide examples of challenging behaviors shown by some children with developmental
disabilities.
20. Every night, Melinda throws the utensils when asked to set the dinner table. Which of the following is
true?
a. Having Melinda pick up the utensils, wash them, and reset the table would be an example of
overcorrection.
b. Having Melinda practice setting the table in the morning would be an example of positive practice
because it comes before the anticipated unacceptable behavior of that evening.
c. Having Melinda no longer set the table would be an example of negative punishment.
d. Ignoring Melinda’s outburst would be a response cost.
Ans: A
disabilities.
Answer Location: Positive Punishment
21. Which of the following was NOT a piece of evidence discussed in the text that provides support for
the endorphin hypothesis for self-injurious behaviors (SIBs)?
a. Rats whose endorphin centers were lesioned never engaged in SIBs.
b. People with intellectual disability who show SIBs display a significant endorphin release after engaging
in the SIB.
c. Many people with intellectual disability and SIBs have abnormalities in the way opioid receptors work in
their brains.
d. Blocking opioid receptors by administering drugs has been shown in some studies to reduce SIBs.
Ans: A
Instructor Resource
22. Zander is engaging in self-injurious behavior by biting his lips until they bleed. His therapist praises
him when he talks, chews gum, or even sticks out his tongue, because when he engages in these
behaviors he cannot bite his lips. This approach is ______.
a. differential reinforcement of incompatible behaviors
b. differential reinforcement of zero behavior
c. punishment by contingent stimulation
d. overcorrection
Ans: a
disabilities.
Answer Location: Positive Reinforcement
23. Which interventions tend to be most helpful in reducing aggressive acts in those with intellectual
disability ?
a. psychodynamic therapy
b. communication training
c. cognitive skills training
d. social interaction therapy
Ans: B
Answer Location: Physical Aggression
24. What particular term is used to refer to the presence of mental disorders among individuals with
intellectual disability (ID)?
a. comorbidity
b. dual diagnosis
c. diagnostic overshadowing
d. concomitant disorder
Ans: B
Answer Location: Comorbid Disorders
25. Which of the following is true of the prevalence of intellectual disability (ID)?
a. Since a person’s IQ is stable, someone diagnosed with ID in childhood always continues to qualify for a
diagnosis later in life.
b. The prevalence of ID is 2.2% because that is the percentage of individuals who fall 2 standard
deviations below the mean on the normal curve of IQ scores.
c. Screening adults for ID results in a much lower prevalence rate than screening school-age children.
d. ID occurs in equal rates in males and females.
Ans: C
Learning Objective: LO 5.2. Distinguish between organic and cultural–familial intellectual disability.
Explain how genetic, metabolic, and environmental factors can lead to developmental disabilities in
children.
Instructor Resource

Answer Location: How Common Is Intellectual Disability?
26. Towanda is engaging in challenging behaviors, such as tantrumming and throwing objects. A
behavior analyst conducts a functional behavior analysis and notices Towanda is most likely to display
these behaviors when she’s asked to engage in a difficult and undesirable task. Which of the following is
likely true?
a. Towanda’s challenging behaviors were likely maintained by positive social reinforcement.
b. Towanda’s challenging behaviors were likely maintained by negative reinforcement.
c. Towanda’s challenging behaviors were likely automatically reinforced.
d. Towanda’s challenging behaviors were likely maintained by positive punishment.
Ans: B
disabilities.
Answer Location: Applied Behavior Analysis
27. Which of the following is not a difference between children with organic intellectual disability (ID) and
those with cultural–familial ID?
a. Those with organic ID tend to have higher IQ scores.
b. Those with organic ID are less likely to have medical complications.
c. Those with cultural–familial ID tend to have abnormal physical features.
d. Those with cultural–familial ID often have relatives with low intellectual functioning.
Ans: D
children.
Answer Location: Zigler’s Classification
28. The similar sequence and similar structure hypothesis ______.

a. posits that children whose brains have the typical structure will proceed through the same stages of
cognitive development, while those with brain abnormalities will not
b. holds that children with intellectual disability will proceed through the same stages of cognitive
development as typically developing children, but that the children with intellectual disability will proceed
through each stage incompletely
c. has been shown by research to apply equally to those with organic intellectual disability as to those
with cultural–familial intellectual disability
d. holds for those with cultural–familial intellectual disability, but only the similar sequence component
reliably holds for those with organic intellectual disability
Ans: D
children.
Answer Location: Similar Sequence and Similar Structure Hypothesis
29. To determine a behavior’s purpose, a behavior analyst places a child in four different conditions. In
which condition would the behavior analyst respond, “Stop that,” when the child engages in the problem
behavior?
a. attention condition
Instructor Resource
b. demand condition
c. alone condition
d. play condition
Ans: A
disabilities.
30. Which of the following is true of conditions that cause intellectual disability (ID)?
a. Over 500 unique causes of ID that have been identified.
b. Genetic mutation is a category of causes that result in ID.
c. Known conditions explain nearly 100% of cases of ID.
d. Down syndrome is a chromosomal abnormality that can cause ID.
Ans: D
children.
Answer Location: How Can Chromosomal Abnormalities Cause Intellectual Disability?
31. Which of the following is true of Down syndrome?

a. The most common form of the disorder is also known as trisomy 21.
b. Trisomy 21 is an inherited disorder.
c. It is due to disjunction.
d. It cannot occur due to problems in mitosis.
Ans: A
children.
Answer Location: Down Syndrome
32. For a behavior analyst, duration recording would be most useful ______.
a. in setting an operational definition of the problem behavior
b. for behaviors that occur frequently and have a clear beginning and ending
c. for behaviors that occur frequently without clear beginnings and endings
d. for behaviors that take a long time to resolve
Ans: D
disabilities.
33. Which of the following is true regarding the strengths and weaknesses of children with Down
syndrome?
a. Most children with Down syndrome show impairments in the first year of life.
b. Most children with Down syndrome have trouble with articulating speech.
c. Most children with Down syndrome show severely impaired visual–spatial reasoning.
Instructor Resource
d. Children with Down syndrome are more likely to develop psychiatric disorders than other children with
intellectual disabilities are.
Ans: B
children.
Answer Location: Down Syndrome
34. Which of the following is NOT a similarity between Down syndrome and Prader-Willi syndrome?
a. Both are genetic disorders.
b. Both relate to missing paternal genetic information.
c. Both result in relative strengths in visual–spatial skills.
d. Both are associated with reduced life expectancy, compared to typically developing individuals.
Ans: B
children.
35. Hyperphagia is associated with which condition?

a. Down syndrome
b. Angelman syndrome
c. Williams syndrome
d. Prader-Willi syndrome
Ans: D
children.
Answer Location: Prader-Willi Syndrome
36. Which of the following is NOT associated with Prader-Willi syndrome?

a. hoarding
b. physical outbursts
c. obsessions and compulsions
d. depression
Ans: D
children.
Answer Location: Prader-Willi Syndrome
37. Which of the following conditions is NOT associated with a happy demeanor?
a. Down syndrome
b. Prader-Willi syndrome
c. Angelman syndrome
d. Williams syndrome
Ans: B
Instructor Resource
children.
38. What is the difference between event recording and interval recording?
a. Event recording is used by a behavior analyst, whereas interval recording is used by a teacher.
b. Event recording is a type of observation, whereas interval recording is a type of assessment.
c. Event recording refers to how many times a behavior occurs in an allotted period of time, whereas
interval recording refers to whether or not the problem behavior occurs in each brief time segment of
analysis.
d. Event recording refers to how often a problem behavior occurs during a particularly salient event (such
as a birthday party), whereas interval recording refers to how often a problem behavior occurs during an
uneventful interval (such as the month of March).
Ans: C
disabilities.
39. What is the relationship between the cause of Prader-Willi syndrome and the cause of Angelman
syndrome?
a. Both involve chromosome 15; Prader-Willi involves a deletion of genetic material on this chromosome,
while Angelman Syndrome involves extra material on this chromosome.
b. Both involve chromosome 15; Prader-Willi involves a deletion of genetic material from the father
whereas Angelman involves a deletion of genetic material from the mother.
c. Both involve the deletion of genetic material; Prader-Willi from chromosome 15 and Angelman from
chromosome 16.
d. Both involve nondisjunction; Prader-Willi on chromosome 15 and Angelman on chromosome 16
Ans: B
children.
40. Seizures are most commonly seen in which of the following disorders?
a. Down syndrome
Ans: C
children.
41. Billy, who has intellectual disability, has been “acting out,” according to his parents. What is his
behavior analyst’s first job?
a. to operationally define acting out
Instructor Resource
b. to determine the antecedents of the acting out

c. to determine the consequences of the acting out
d. to observe the child’s behavior
Ans: A
disabilities.
42. Which of the following conditions is most associated with anxiety?

a. Down syndrome
Ans: D
children.
43. Which of the following conditions is associated with schizophrenia?

a. Down syndrome
b. 22q11.2 DS
Ans: B
children.
44. What is the relationship between a CGG nucleotide sequence on the X chromosome and the
development of Fragile X syndrome?
a. Anyone who has a CGG nucleotide sequence repeating more than twice on the X chromosome will
show symptoms of Fragile X syndrome.
b. Any male who has a CGG nucleotide sequence repeating more than twice on the X chromosome will
show symptoms of Fragile X syndrome.
c. Anyone who has more than 50 repeats of the CGG sequences usually shows symptoms of Fragile X
syndrome
d. In general, the more repeats of the CGG nucleotide sequence, the more severe the children’s cognitive
impairments.
Ans: D
children.
Answer Location: Fragile X Syndrome (FMR-1 Disorder)
45. In what ways do boys and girls with Fragile X syndrome differ?
Instructor Resource
a. Boys tend to show a more severe form of the disorder.

b. Girls tend to produce less FMRP because both of their X chromosomes are typically affected, creating
a more severe version of the disorder.
c. Physical abnormalities are more common in girls with Fragile X than in boys with Fragile X, while
behavioral challenges are more common in boys with Fragile X than in girls with Fragile X.
d. Boys with Fragile X show more problems in simultaneous processing while girls with Fragile X show
more problems with sequential processing.
Ans: A
children.
Answer Location: Fragile X Syndrome (FMR-1 Disorder)
46. Which of the following is the most common cause of severe intellectual disability (ID) in girls?
a. Angelman syndrome
b. Rett syndrome
c. fetal alcohol syndrome
d. Down syndrome
Ans: B
children.
Answer Location: Rett Syndrome
47. An individual has PKU. Which of the following must be true?

a. His biological parents must both have had PKU.
b. At least one of his biological parents must have had PKU.
c. At least one of his biological parents must have been a carrier for PKU.
d. Each of his parents must have either been a carrier for, or had, PKU.
Ans: D
children.
Answer Location: How Can Metabolic Disorders Cause Intellectual Disability?
48. Which of the following is a metabolic disorder that can cause intellectual disability?
a. Angelman syndrome
b. Down syndrome
c. PKU
d. Rett syndrome
Ans: C
children.
49. Which of the following is true of PKU?

a. It always results in intellectual disability.
Instructor Resource
b. It is a condition in which intellectual disability can be reversed by adhering to a strict diet.

c. It is a condition in which intellectual disability can be prevented by adhering to a strict diet.
d. It is a condition in which intellectual disability can result if an individual is on a vegetarian diet.
Ans: C
children.
50. Expectant mothers are advised to avoid cleaning cats’ litter boxes while pregnant to prevent which
condition?
a. toxoplasma
b. rubella
c. cytomegalovirus
d. Zika virus disease
Ans: A
children.
Answer Location: Maternal Illness
51. Delivery by Caesarean ______.

a. increases the risk of intellectual disability in the child
b. can minimize the risk of contracting Herpes simplex type 2 or HIV/AIDS from an infected mother
c. can increase the risk of contracting Herpes simplex type 2 or HIV/AIDS from an infected mother
d. decreases the risk of intellectual disability by Down syndrome in the child
Ans: B
children.
52. Which condition is most likely to lead to microcephaly?

a. toxoplasma
b. rubella
c. cytomegalovirus
d. Zika virus disease
Ans: D
children.
53. Which of the following is NOT a way a fetus or child might be exposed to lead in toxic amounts?
a. if a mother is exposed to lead during gestation
b. if a mother was exposed to lead in childhood and adolescence and consumes too much calcium during
pregnancy
Instructor Resource
c. if a mother was exposed to lead in childhood and adolescence and consumes too little calcium during
pregnancy
d. if a child ingests lead-based paint
Ans: B
children.
Answer Location: Lead Exposure
54. Which of the following is NOT a recommendation for minimizing the risk of lead exposure?
a. Regularly clean floors and other surfaces of the home.
b. Remove shoes before entering the home.
c. Never drink tap water.
d. Limit exposure to toys that may contain lead-based paint.
Ans: C
children.
55. Which of the following is true of alcohol consumption during pregnancy and fetal alcohol spectrum
disorder (FASD) in children?
a. Mothers with alcohol use disorder almost always have children with FASD.
b. Only women who binge drink during pregnancy have children with FASD.
c. A minimum of 8 oz. of alcohol daily during pregnancy is typically required for the child to develop
FASD.
d. The American Academy of Pediatrics states that no amount of alcohol during pregnancy is safe.
Ans: D
children.
Answer Location: Alcohol and Other Drugs
56. What is the difference between instructional technology and assistive technology?
a. Only assistive technology falls under the category of universal design.
b. Only assistive technology is used by all students.
c. Only instructional technology refers to the presentation of ideas.
d. Only instructional technology can take the form of software.
Ans: C
disabilities.
Answer Location: Universal Design in the Classroom
57. Which is true of the relationship between gestational age at birth and IQ scores?
a. They are positively correlated.
b. They are negatively correlated.
c. They are only correlated if mother’s age and education are controlled for.
Instructor Resource
d. They are not correlated.

Ans: A
children.
Answer Location: Complications With Pregnancy and Delivery
58. Cultural–familial intellectual disability (ID) results from which of the following?
a. genes
b. the environment
c. the interaction of genes and the environment
d. the interaction of multiple environments (within the home and outside the home)
Ans: C
children.
Answer Location: What Causes Cultural–Familial Intellectual Disability?
59. The Individuals with Disabilities Education Act requires that ______.
a. children with disabilities be educated in the least restrictive environment possible
b all infants and toddlers be identified and provided an individualized education program
c. all school-aged children with disabilities be provided an individualized family services plan
d. all children with disabilities be educated in the same classes as typically developing children in all
circumstances
Ans: A
disabilities.
Answer Location: Mainstreaming and Academic Inclusion
60. What have brain studies shown about the relationship between poverty and children’s cognitive
development?
a. Poverty causes about a 10% reduction in brain volume.
b. Brain volume reductions of those in poverty were greatest in the problem-solving and memory areas of
the brains.
c. Though there were brain volume reductions in those with poverty, they did not confer a behavioral
disadvantage in IQ.
d. Brain volume reductions in those with poverty were associated with deficits in both IQ and academic
achievement.
Ans: B
children.
61. Sattler (2014) identified two broad ways for parents to enrich their children’s home environment to
help them achieve their intellectual potentials. Which of the following best describes their findings?
a. Provide ample verbal stimulation and interact with children through talking, playing, and reading.
Instructor Resource
b. Provide ample verbal stimulation and encourage academic achievement and curiosity.
c. Provide significant mathematical concept training and rigorous use of flashcards, even at an early age.
d. Provide ample verbal stimulation and discourage creative play and arts and crafts in favor of
academically oriented tasks.
Ans: B
children.
62. Studies on mainstreaming have shown that children with intellectual disability who spent most of the
school day with their typically-developing peers ______.
a. had lower achievement scores and lower adaptive functioning than children assigned to special
education classes
b. had lower achievement scores but higher adaptive functioning than children assigned to special
education classes
c. had higher achievement scores and higher adaptive functioning than children assigned to special
education classes
d. had higher achievement scores but lower adaptive functioning than children assigned to special
education classes
Ans: C
disabilities.
63. To determine whether early education programs can prevent intellectual disability, the Infant Health
and Development Program assigned half of a group of premature, low-birth weight infants to an early
intervention group with a program that lasted until age 3 and compared their outcomes to those of the
infants in the control group. Which of the following best describes the findings of the study?
a. Children who participated in the program had much higher IQs at 3, 5, and 8 years old than did children
in the control group.
b. Children who participated in the program had slightly higher IQs at 3, 5, and 8 years old than did
children in the control group.
c. Children who participated in the program had much higher IQs at age 3 and 5 than those in the control
group but these differences disappeared by age 8.
d. Children who participated in the program had slightly higher IQs at age 3 than those in the control
group, but these differences disappeared by age 5.
Ans: D
disabilities.
Answer Location: Infants and Toddlers
64. Which of the following best describes results from studies on the effectiveness of Head Start and
other preschool prevention programs?
a. Overall, these programs have had no consistent measurable benefit on children’s IQ or other
outcomes.
b. Youths who participate in preschool programs are approximately an academic year ahead of
kindergarten classmates who did not attend these programs.
Instructor Resource
c. The benefits of preschool are generally lasting, continuing throughout elementary school.
d. The benefits of preschool are greatest for minority children, youths from low-SES backgrounds, and
youths at risk for developmental disability.
Ans: D
disabilities.
Answer Location: Head Start and Preschool Prevention
True/False
1. The label Intellectual Disability tells us about a person’s etiology, symptoms, and likely outcome.
Ans: F
2. Because IQ is normally distributed in the population and 2.2% of individuals would be expected to earn
IQ scores less than 70, the prevalence of intellectual disability is 2.2%.
Ans: F
children.
Answer Location: How Common Is Intellectual Disability?
3. Those with cultural–familial intellectual disability (ID) are believed to have developed ID due to genetic
predisposition toward the condition in combination with their environment.
Ans: T
children.
4. If we know the cause of a child’s ID it would be classified as organic, even if the cause were
environmental, such as the mother’s alcohol use during pregnancy.
Ans: T
children.
Instructor Resource
5. Now that lead-based paint has been outlawed, lead poisoning from paint is no longer a concern in the
United States.
Ans: F
children.
6. Heroin use in a pregnant mother is much more likely to result in intellectual disability in the child than
alcohol use by a pregnant mother is.
Ans: F
children.
Answer Location: Alcohol and Other Drugs
7. Punishment is typically the first type of treatment that is used to correct behavior.
Ans: F
disabilities.
8. Stimulant medications have been shown to reduce self-injurious behaviors in youths with intellectual
disability because these medications increase the dopamine in the system.
Ans: F
disabilities.
Answer Location: Medication
Essay
1. In what ways can challenging behavior adversely affect children?
Ans: It can physically hurt them, strain relationships with parents and cause rejection or ostracism from
peers, limit children’s access to developmentally normative social experiences, interfere with learning and
cognitive development, place a financial burden on families and the public.
Answer Location: What Challenging Behaviors Are Associated With Intellectual Disability? and What Is
Global Developmental Delay?
Instructor Resource
2. What is the importance of the finding that different types of organic intellectual disability (ID) show
particular characteristic patterns of cognitive and behavioral characteristics?
Ans: The information could be used to provide a more accurate prognosis, and help to plan the children’s
education and needed supports across areas. It might allow more targeted interventions for improving
adaptive functioning.
children.
Answer Location: Behavioral Phenotypes
3. How have the relative strengths of those with Down syndrome been capitalized on in teaching them to
read?
Ans: Because those with Down syndrome tend to have relatively unimpaired visual–spatial reasoning,
they might be better able to learn to read by visually matching printed words with pictures and similarly
manipulating words in other physical ways.
children.
Cognitive Domain: ComprehensionAnswer Location: Down Syndrome
4. In what ways might the characteristics of Williams syndrome (WS) predispose those with the condition
toward anxiety problems?
Ans: “Dykens and Hodapp (2001) have suggested that the characteristic features of WS may place them
at increased risk for developing anxiety problems. For example, their hyperacusis may make them
especially sensitive to developing fears of loud noises. Early problems with balance and gait might
contribute to fears of falling from high places. Their social sensitivity may place them at increased risk for
social anxiety. Consequently, the fears of children with WS may stem from the interaction of genotype,
early experiences, and the behavioral characteristics of WS.”
children.
Answer Location: Williams Syndrome
5. What is the difference between mainstreaming and inclusion?

Ans: Mainstreaming involves placing children with ID in classrooms with typically developing peers, to the
maximum extent possible. Inclusion involves the education of children with ID alongside typically
developing peers for all subjects, usually with the support of a classroom aide. Inclusion, therefore, is
typically more all-encompassing than mainstreaming, and involves additional supports (an aide) to allow it
to work.
disabilities.
6. Provide an example of universal design in the classroom.

Ans: “Universal design can be used to plan the way teachers introduce content to students, the format of
instructional material, and the way students demonstrate their learning”. Tracing bodies to learn about
anatomy and demonstrating the steps involved in writing a book report using graphic organizers can help
all students better understand. Using instructional technology to provide more accessible/enriched
Instructor Resource
instruction, such as a website with enhanced features would be another example. So would the use of
assistive technology for assessment (such as using a digital or human scribe for those with motoric
writing difficulties).
disabilities. Cognitive Domain: Application
Answer Location: Universal Design in the Classroom
7. Provide an example of the use of positive punishment to correct behavior. Under what conditions would
such an approach be used?
Ans: The book describes the story of Johanna who banged her head 100 times a day against her crib,
causing bruises. Because reinforcement of incompatible and zero behaviors had not worked in this case,
the parent consented to using positive punishment. A small, painful but not harmful electric shock was
administered to Johanna when she engaged in the behavior. Over time, this decreased the behavior to
zero.
disabilities.

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Introduction To Abnormal Child and Adolescent Psychology 3rd Edition Weis Test Bank Download

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Weis, Abnormal Child and Adolescent Psychology, 3e

Test Bank for Introduction to Abnormal Child and

Chapter 5: Intellectual Disability and Developmental

1. What is the moral of the broken-pot story in your text?

2. Which of the following is NOT part of intellectual functioning?

3. Which of the following is true of IQ in individuals with intellectual disability?

7. How is adaptive functioning typically assessed?

d. via a semistructured interview given to caregivers

8. Which of the following is true of age and intellectual disability (ID)?

Answer Location: Negative Punishment

19. Which of the following is true of self-injurious behaviors (SIBs)?

Cognitive Domain: Comprehension

28. The similar sequence and similar structure hypothesis ______.

31. Which of the following is true of Down syndrome?

35. Hyperphagia is associated with which condition?

36. Which of the following is NOT associated with Prader-Willi syndrome?

b. to determine the antecedents of the acting out

42. Which of the following conditions is most associated with anxiety?

43. Which of the following conditions is associated with schizophrenia?

a. Boys tend to show a more severe form of the disorder.

47. An individual has PKU. Which of the following must be true?

49. Which of the following is true of PKU?

b. It is a condition in which intellectual disability can be reversed by adhering to a strict diet.

51. Delivery by Caesarean ______.

52. Which condition is most likely to lead to microcephaly?

d. They are not correlated.

5. What is the difference between mainstreaming and inclusion?

6. Provide an example of universal design in the classroom.

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