All of the following are reasons why the U.S. Department of Education has no accurate count of students with ADHD EXCEPT
A) parents are reluctant to have their children labeled with ADHD due to the associated stigma.
B) they are served in the "other health impairments" category, and are counted as such.
C) they are served and counted under their primary disability, which is not ADHD.
D) there is no formal ADHD category under IDEA '04.
A
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Imagine we were interested in the effect of supporters singing on the number of goals scored by soccer teams. We took 10 groups of supporters of 10 different soccer teams and asked them to attend three home games, one at which they were instructed to sing in support of their team (e.g., ‘Come on, you Reds!’), one at which they were instructed to sing negative songs towards the opposition (e.g., ‘You’re getting sacked in the morning!’) and one at which they were instructed to sit quietly. The order of chanting was counterbalanced across groups. An ANOVA with a simple contrasts using the last category as a reference was conducted. Looking at the output tables below, what does the first contrast (Level 1 vs. Level 3) compare?
A. Positive singing vs. no singing
B. No singing vs. negative singing
C. Negative singing vs. positive singing
D. We cannot tell which groups the levels represent from this output.
Complete this statement, "The use of a two-pan balance scale or semi-concrete drawings of a balance help develop a strong understanding of.."
a. Pattern identification. b. Function patterns. c. Abstract concept of equality. d. Conjecture.
Discuss the three ways students should experience the arts and provide examples of what this would look like in your classroom
What will be an ideal response?
Critical development for phonology development begins:
A. As the child begins to specialize in the sounds of their native tongue(s). B. When the child loses the ability to be a universal listener. C. During the last three months of prenatal development. D. When the parent and child interact through verbal bouts.