MTTC Cognitive Impairment Test Questions
With Correct Answers
According |to |Lev |Vygotsky's |theory |of |social |development, |the |zone |of |proximal |development |
is... |- |CORRECT |ANSWER✔✔-the |distance |between |a |student's |ability |to |perform |a |task |guided
|by |an |adult |or |collaborating |with |a |peer |and |the |student's |ability |to |perform |that |task |
independently. |Vygotsky |identified |this |zone |as |the |area |wherein |learning |takes |place. |The |
adult |or |peer |who |helps |the |student |is |the |More |Knowledgeable |Other |(MKO);
Which |of |the |following |statements |is |true |regarding |individuals |with |autism |spectrum |
disorders? |- |CORRECT |ANSWER✔✔-some |people |with |autism |spectrum |disorders |have |mental |
retardation |and |some |do |not |
About |50 |percent |of |persons |diagnosed |with |some |form |of |autistic |disorder |are |also |
diagnosed |with |mental |retardation, |while |the |other |half |has |normal |IQ |scores; |of |these, |many |
are |highly |intelligent.
Which |of |the |following |is |not |an |assessment |type |on |MI-Access, |a |Michigan |state |alternative |
assessment |for |students |with |disabilities? |- |CORRECT |ANSWER✔✔-As |of |2005, |MI-Access |did |
not |include |an |assessment |for |students |with |"profound" |cognitive |impairment. |MI-Access |does
|include |Interim |Phase |2 |BRIGANCE, |a |commercial |test |tailored |for |Michigan |students |
demonstrating |mild |cognitive |impairment; |Supported |Independence, |an |assessment |for |
students |functioning |at |the |moderate |level |of |cognitive |impairment; |and |Participation, |an |
assessment |designed |for |students |who |demonstrate |severe |cognitive |impairment.
Which |of |the |following |is |true |regarding |the |of |Scales |of |Independent |Behavior-Revised |(SIB-
R), |the |standard |form |of |the |Vineland |Adaptive |Behavior |Scales, |the |American |Association |on |
Mental |Retardation |(AAMR) |Adaptive |Behavior |Scales |(ABS), |and |the |Inventory |for |Client |and |
Agency |Planning |(ICAP)? |- |CORRECT |ANSWER✔✔-These |tests |all |supply |intercorrelations |
among |their |own |different |subscales |to |show |relationships |among |their |individual |test |
components. |
,It |is |not |true |that |they |all |give |comparison |scores |between |students |with |and |without |
disabilities. |Only |the |SIB-R |and |the |ICAP |provide |this |information |for |age-matched |populations.
|None |of |the |four |tests |give |discriminant |analyses |to |aid |with |school |placements |and |
determining |level |of |mental |retardation |(MR); |again, |only |the |SIB-R |and |the |ICAP |supply |these.
|Therefore, |it |is |not |true |that |these |tests |all |incorporate |all |of |these |components.
According |to |the |IDEA |2004 |law, |when |do |students |become |involved |in |their |own |transition |
planning |as |a |part |of |their |IEP |(Individual |Education |Plan)? |- |CORRECT |ANSWER✔✔-According |
to |IDEA |(Individuals |with |Disabilities |Education |Act) |2004, |students |become |involved |in |their |
own |transition |planning, |which |is |included |in |their |IEPs, |when |they |reach |the |age |of |16. |At |
this |age, |students |are |also |expected |to |sign |their |IEPs. |The |1994 |IDEA |mandated |beginning |
transition |planning |when |the |student |reached |the |age |of |14, |but |this |was |changed |in |the |
newer |version |of |the |law. |Educators, |parents, |and |students |are |still |encouraged |to |begin |
transition |planning |when |the |student |is |14, |as |it |can |take |several |years |with |some |students, |
but |it |is |not |legally |required |until |the |student |is |16.
# |1 |Example |of |a |36 |month |old |child |showing |language |delay |- |CORRECT |ANSWER✔✔-B. |36 |
month |old |child |has |an |oral |expression |vocab |of |20 |words |and |does |not |combine |words |in |her
|speech
# |2 |A |third |grade |autistic |student |will |most |likely |show |difficulty |with |the |following |task |- |
CORRECT |ANSWER✔✔-A. |working |cooperatively |with |other |students |on |class |projects
# |3 |a |leading |prenatal |cause |of |cognitive |impairments |is |- |CORRECT |ANSWER✔✔-C. |exposure |
to |substance |abuse
# |4 |teaching |mild |to |moderate |c.i. |students |to |cross |the |street |with |these |steps |(stop, |look, |
listen, |walk) |is |successful |if |- |CORRECT |ANSWER✔✔-D. |students |practice |as |often |as |possible |
in |the |actual |setting |where |they |will |use |these |steps
# |5 |in |a |standardized |adaptive |behavior |assessment |of |a |student |with |c.i., |normative |data |
should |be |used |to |provide |which |type |of |information |- |CORRECT |ANSWER✔✔-A. |a |comparison
,|of |student's |conceptual, |social |and |practical |abilities |with |those |of |students |without |cognitive |
impairments
# |6 |when |interviewing |parents |of |a |student |demonstrating |difficulties |in |all |academic |areas |
and |demonstrates |inappropriate |social |behaviors |which |of |the |following |questions |would |
provide |the |most |useful |information |to |the |teacher?
A. |when |did |you |first |notice |student |using |language |to |communicate |his |needs
B. |what |kind |of |toys |does |he |play |with
C. |does |he |follow |a |routine |at |home
D. |is |he |involved |in |community |activities |- |CORRECT |ANSWER✔✔-A. |when |did |you |first |notice |
the |student |using |language |to |communicate |his |needs
# |7 |a |good |assessment |to |provide |AT |to |a |student |with |cerebral |palsy |for |eating |assistance |is |- |
CORRECT |ANSWER✔✔-B. |an |informal |assessment |at |lunch |to |introduce |student |to |various |AT |
devices |and |observe |which |is |easiest |and |most |effective |for |student |to |use
# |8 |communicating |test |results |to |parents |who |have |just |moved |to |the |U.S. |and |primary |
language |not |english |- |CORRECT |ANSWER✔✔-A. |present |all |information |to |parents |in |their |
native |language |using |a |professional |education |interpreter |and |translator
# |9 |an |IEP |team |is |meeting |to |see |if |placement |changes |are |needed |for |a |student |with |
moderate |c.i. |who |has |just |been |placed |on |seizure |meds |that |affect |his |memory |and |motor |
movement. |he |is |currently |in |gen |ed |with |pull |out |special |ed |services |for |functional |living |
instruction. |which |are |important |steps |for |the |IEP |team |to |take |when |deciding |placement |- |
CORRECT |ANSWER✔✔-D. |determine |the |LRE |within |the |school's |continuum |services |that |will |
meet |the |students |learning |needs
# |10 |which |strategies |will |be |most |effective |in |preparing |high |school |students |with |c.i. |to |live |
productively |in |a |culturally |diverse |community |environment |- |CORRECT |ANSWER✔✔-A. |ensure
|that |students |have |regular |opp |to |work |with |students, |employers, |and |coworkers |from |a |
variety |of |cultural |backgrounds |in |school |and |on-site |vocational |training |settings
, # |11 |and |8 |year |old |with |a |moderate |c.i. |does |not |participate |in |class |discussions |because |she |
has |trouble |speaking |clearly. |Her |IEP |program |states |that |she |needs |a |picture |communication |
device |with |speech |output. |The |teachers |best |strategy |for |teaching |her |how |to |use |this |device
|would |be |- |CORRECT |ANSWER✔✔-C. |model |how |to |use |this |device |and |monitor |the |student |
as |she |imitates |what |has |been |modeled
# |12 |a |3rd |grade |student |with |moderate |c.i. |attends |a |inclusion |class |that |is |cotaught |(gen |ed |
and |spec |ed |teachers). |student |has |trouble |following |two-step |directions |and |answering |basic |
questions |that |require |him |to |name |common |objects |and |actions. |The |teachers |have |
implemented |direct |instruction |and |modeling |techniques |to |address |students |instructional |
needs |and |they |would |like |to |conduct |an |ongoing |assessment |of |his |progress |in |learning |these
|targeted |skills. |Which |steps |should |teachers |take |FIRST |in |conducting |this |assessment |- |
CORRECT |ANSWER✔✔-D. |collect |base-line |data |of |the |student's |performance |of |each |skill
#13 |a |16 |y.o. |student |with |mild |c.i. |has |limited |attn |span |and |related |difficulties |with |
generalizing |previously |learned |info |to |new |tasks. |In |an |upcoming |IEP |meeting |the |team |will |
discuss |transition |services. |The |C.I. |Teacher |would |like |student |to |advocate |for |herself |in |the |
meeting. |What |strategy |would |be |effective? |- |CORRECT |ANSWER✔✔-A. |helping |student |to |id |
her |own |interests |and |discussing |with |student |how |to |link |these |with |employment |opps |and |
adult |living |options
#14 |middle |school |student |with |mild |c.i. |is |learning |to |skip |count |by |5s |and |10s, |using |nickels |
and |dimes. |uses |actual |money |to |solve |problems |like |make |a |dollar |using |all |nickels, |all |dimes,
|and |a |combo |of |nickels |and |dimes. |What |is |the |most |appropriate |and |effective |strategy |the |sp
|ed |teacher |should |use |NEXT |to |reinforce |math |skills |related |to |skip |counting |- |CORRECT |
ANSWER✔✔-C. |provide |student |with |opps |to |use |skip |counting |with |money |in |authentic |
settings, |such |as |buying |lunch
Note |the |key |is |to |reinforce |skip |counting |by |fives |and |tens, |not |introduce |new |skills |like |skip |
counting |other |multiples |of |two |for |ex
# |15 |- |A |17 |year |old |student |with |down |syndrome |and |an |associated |moderate |c.i. |- |teacher |
uses |clip |art |to |develop |a |picture |schedule |of |each |of |the |students |daily |scheduled |activities. |
With Correct Answers
According |to |Lev |Vygotsky's |theory |of |social |development, |the |zone |of |proximal |development |
is... |- |CORRECT |ANSWER✔✔-the |distance |between |a |student's |ability |to |perform |a |task |guided
|by |an |adult |or |collaborating |with |a |peer |and |the |student's |ability |to |perform |that |task |
independently. |Vygotsky |identified |this |zone |as |the |area |wherein |learning |takes |place. |The |
adult |or |peer |who |helps |the |student |is |the |More |Knowledgeable |Other |(MKO);
Which |of |the |following |statements |is |true |regarding |individuals |with |autism |spectrum |
disorders? |- |CORRECT |ANSWER✔✔-some |people |with |autism |spectrum |disorders |have |mental |
retardation |and |some |do |not |
About |50 |percent |of |persons |diagnosed |with |some |form |of |autistic |disorder |are |also |
diagnosed |with |mental |retardation, |while |the |other |half |has |normal |IQ |scores; |of |these, |many |
are |highly |intelligent.
Which |of |the |following |is |not |an |assessment |type |on |MI-Access, |a |Michigan |state |alternative |
assessment |for |students |with |disabilities? |- |CORRECT |ANSWER✔✔-As |of |2005, |MI-Access |did |
not |include |an |assessment |for |students |with |"profound" |cognitive |impairment. |MI-Access |does
|include |Interim |Phase |2 |BRIGANCE, |a |commercial |test |tailored |for |Michigan |students |
demonstrating |mild |cognitive |impairment; |Supported |Independence, |an |assessment |for |
students |functioning |at |the |moderate |level |of |cognitive |impairment; |and |Participation, |an |
assessment |designed |for |students |who |demonstrate |severe |cognitive |impairment.
Which |of |the |following |is |true |regarding |the |of |Scales |of |Independent |Behavior-Revised |(SIB-
R), |the |standard |form |of |the |Vineland |Adaptive |Behavior |Scales, |the |American |Association |on |
Mental |Retardation |(AAMR) |Adaptive |Behavior |Scales |(ABS), |and |the |Inventory |for |Client |and |
Agency |Planning |(ICAP)? |- |CORRECT |ANSWER✔✔-These |tests |all |supply |intercorrelations |
among |their |own |different |subscales |to |show |relationships |among |their |individual |test |
components. |
,It |is |not |true |that |they |all |give |comparison |scores |between |students |with |and |without |
disabilities. |Only |the |SIB-R |and |the |ICAP |provide |this |information |for |age-matched |populations.
|None |of |the |four |tests |give |discriminant |analyses |to |aid |with |school |placements |and |
determining |level |of |mental |retardation |(MR); |again, |only |the |SIB-R |and |the |ICAP |supply |these.
|Therefore, |it |is |not |true |that |these |tests |all |incorporate |all |of |these |components.
According |to |the |IDEA |2004 |law, |when |do |students |become |involved |in |their |own |transition |
planning |as |a |part |of |their |IEP |(Individual |Education |Plan)? |- |CORRECT |ANSWER✔✔-According |
to |IDEA |(Individuals |with |Disabilities |Education |Act) |2004, |students |become |involved |in |their |
own |transition |planning, |which |is |included |in |their |IEPs, |when |they |reach |the |age |of |16. |At |
this |age, |students |are |also |expected |to |sign |their |IEPs. |The |1994 |IDEA |mandated |beginning |
transition |planning |when |the |student |reached |the |age |of |14, |but |this |was |changed |in |the |
newer |version |of |the |law. |Educators, |parents, |and |students |are |still |encouraged |to |begin |
transition |planning |when |the |student |is |14, |as |it |can |take |several |years |with |some |students, |
but |it |is |not |legally |required |until |the |student |is |16.
# |1 |Example |of |a |36 |month |old |child |showing |language |delay |- |CORRECT |ANSWER✔✔-B. |36 |
month |old |child |has |an |oral |expression |vocab |of |20 |words |and |does |not |combine |words |in |her
|speech
# |2 |A |third |grade |autistic |student |will |most |likely |show |difficulty |with |the |following |task |- |
CORRECT |ANSWER✔✔-A. |working |cooperatively |with |other |students |on |class |projects
# |3 |a |leading |prenatal |cause |of |cognitive |impairments |is |- |CORRECT |ANSWER✔✔-C. |exposure |
to |substance |abuse
# |4 |teaching |mild |to |moderate |c.i. |students |to |cross |the |street |with |these |steps |(stop, |look, |
listen, |walk) |is |successful |if |- |CORRECT |ANSWER✔✔-D. |students |practice |as |often |as |possible |
in |the |actual |setting |where |they |will |use |these |steps
# |5 |in |a |standardized |adaptive |behavior |assessment |of |a |student |with |c.i., |normative |data |
should |be |used |to |provide |which |type |of |information |- |CORRECT |ANSWER✔✔-A. |a |comparison
,|of |student's |conceptual, |social |and |practical |abilities |with |those |of |students |without |cognitive |
impairments
# |6 |when |interviewing |parents |of |a |student |demonstrating |difficulties |in |all |academic |areas |
and |demonstrates |inappropriate |social |behaviors |which |of |the |following |questions |would |
provide |the |most |useful |information |to |the |teacher?
A. |when |did |you |first |notice |student |using |language |to |communicate |his |needs
B. |what |kind |of |toys |does |he |play |with
C. |does |he |follow |a |routine |at |home
D. |is |he |involved |in |community |activities |- |CORRECT |ANSWER✔✔-A. |when |did |you |first |notice |
the |student |using |language |to |communicate |his |needs
# |7 |a |good |assessment |to |provide |AT |to |a |student |with |cerebral |palsy |for |eating |assistance |is |- |
CORRECT |ANSWER✔✔-B. |an |informal |assessment |at |lunch |to |introduce |student |to |various |AT |
devices |and |observe |which |is |easiest |and |most |effective |for |student |to |use
# |8 |communicating |test |results |to |parents |who |have |just |moved |to |the |U.S. |and |primary |
language |not |english |- |CORRECT |ANSWER✔✔-A. |present |all |information |to |parents |in |their |
native |language |using |a |professional |education |interpreter |and |translator
# |9 |an |IEP |team |is |meeting |to |see |if |placement |changes |are |needed |for |a |student |with |
moderate |c.i. |who |has |just |been |placed |on |seizure |meds |that |affect |his |memory |and |motor |
movement. |he |is |currently |in |gen |ed |with |pull |out |special |ed |services |for |functional |living |
instruction. |which |are |important |steps |for |the |IEP |team |to |take |when |deciding |placement |- |
CORRECT |ANSWER✔✔-D. |determine |the |LRE |within |the |school's |continuum |services |that |will |
meet |the |students |learning |needs
# |10 |which |strategies |will |be |most |effective |in |preparing |high |school |students |with |c.i. |to |live |
productively |in |a |culturally |diverse |community |environment |- |CORRECT |ANSWER✔✔-A. |ensure
|that |students |have |regular |opp |to |work |with |students, |employers, |and |coworkers |from |a |
variety |of |cultural |backgrounds |in |school |and |on-site |vocational |training |settings
, # |11 |and |8 |year |old |with |a |moderate |c.i. |does |not |participate |in |class |discussions |because |she |
has |trouble |speaking |clearly. |Her |IEP |program |states |that |she |needs |a |picture |communication |
device |with |speech |output. |The |teachers |best |strategy |for |teaching |her |how |to |use |this |device
|would |be |- |CORRECT |ANSWER✔✔-C. |model |how |to |use |this |device |and |monitor |the |student |
as |she |imitates |what |has |been |modeled
# |12 |a |3rd |grade |student |with |moderate |c.i. |attends |a |inclusion |class |that |is |cotaught |(gen |ed |
and |spec |ed |teachers). |student |has |trouble |following |two-step |directions |and |answering |basic |
questions |that |require |him |to |name |common |objects |and |actions. |The |teachers |have |
implemented |direct |instruction |and |modeling |techniques |to |address |students |instructional |
needs |and |they |would |like |to |conduct |an |ongoing |assessment |of |his |progress |in |learning |these
|targeted |skills. |Which |steps |should |teachers |take |FIRST |in |conducting |this |assessment |- |
CORRECT |ANSWER✔✔-D. |collect |base-line |data |of |the |student's |performance |of |each |skill
#13 |a |16 |y.o. |student |with |mild |c.i. |has |limited |attn |span |and |related |difficulties |with |
generalizing |previously |learned |info |to |new |tasks. |In |an |upcoming |IEP |meeting |the |team |will |
discuss |transition |services. |The |C.I. |Teacher |would |like |student |to |advocate |for |herself |in |the |
meeting. |What |strategy |would |be |effective? |- |CORRECT |ANSWER✔✔-A. |helping |student |to |id |
her |own |interests |and |discussing |with |student |how |to |link |these |with |employment |opps |and |
adult |living |options
#14 |middle |school |student |with |mild |c.i. |is |learning |to |skip |count |by |5s |and |10s, |using |nickels |
and |dimes. |uses |actual |money |to |solve |problems |like |make |a |dollar |using |all |nickels, |all |dimes,
|and |a |combo |of |nickels |and |dimes. |What |is |the |most |appropriate |and |effective |strategy |the |sp
|ed |teacher |should |use |NEXT |to |reinforce |math |skills |related |to |skip |counting |- |CORRECT |
ANSWER✔✔-C. |provide |student |with |opps |to |use |skip |counting |with |money |in |authentic |
settings, |such |as |buying |lunch
Note |the |key |is |to |reinforce |skip |counting |by |fives |and |tens, |not |introduce |new |skills |like |skip |
counting |other |multiples |of |two |for |ex
# |15 |- |A |17 |year |old |student |with |down |syndrome |and |an |associated |moderate |c.i. |- |teacher |
uses |clip |art |to |develop |a |picture |schedule |of |each |of |the |students |daily |scheduled |activities. |
