ReCAPP: Professional Credits: Developmental Disabilities Quiz

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Web Site Wide:
Educating Youth with Developmental Disabilities

Continuing Education
Self-Study Quiz
for CHES and CFLE
Contact Hours

Directions:
Read each question carefully. Circle the appropriate letter for each answer on a printed version of the self-study quiz answer sheet. Circle only one answer for each question.

Note: Links on this page with the Portable Document Format icon require Adobe Acrobat Reader 4.0 to view and print them. You can download this free software at: http://www.adobe.com/prodindex/acrobat/readstep.html

Self-Study Quiz

There are various definitions of "developmental disabilities," but most states:
1. base their definitions on pre-existing and often "ancient" definitions that are in dire need of updating.
2. base their definitions on the Federal Adults with Disabilities Act (ADA).
3. base their definitions on the Federal Individuals and Disabilities Education Act (IDEA).
4. have no clear and consistent definitions guiding education policies related to developmental disabilities.

According to the Roeher Institute, 39-68% of girls and 16-30% of boys with developmental disabilities:
1. will voluntarily become sexually active by age 18.
2. will be sexually assaulted by age 18.
3. are satisfied with their level of information about sexuality and reproduction.
4. feel they need more information about sexuality and reproduction.

A common myth about people with developmental disabilities is that:
1. they have many of the same sexual needs, feelings, and desires as "able" people.
2. sexuality information is just as important to them as it is to "able" people.
3. they are "forever children" without sexual feelings and needs.
4. they do not have the same legal rights to sexual information and birth control as "able" people.

Families, health care workers, and other caregivers are encouraged to gain understanding and become supportive of sexual development and behavior for individuals with developmental disabilities by:
1. receiving training.
2. working with a peer mentor for advice and support.
3. carefully observing and offering reflective statements about sexual comments and behaviors of individuals with developmental disabilities.
4. All of the above.

Which of the following statements is NOT a general tip for educators when teaching sexuality topics to developmentally disabled youth?
1. Be visual with instruction.
2. Break skills into many small steps.
3. Keep teaching brief, specific, and clear.
4. Assume the group's knowledge level is low.

According to Mitchell Tepper, PhD, MPH, the most important goal of any sexuality program, including those for youth with developmental disabilities, is:
1. for all participants to have a basic understanding of sexuality.
2. to ensure that participants have an understanding of their sexual rights.
3. to improve participants' ability to engage socially with others.
4. to promote a positive self image — including a healthy perception of individual sexuality.

A free informational CD-ROM is available from Kansas State Department of Education about:
1. reproductive rights for individuals with developmental disabilities.
2. meeting the needs of special education students in human sexuality education.
3. sexuality education for adolescents with autism.
4. an illustrated curriculum series on sexuality and relationships.

Teaching people with developmental disabilities that sexuality is positive and pleasurable:
1. should be avoided because it may promote sexual exploitation.
2. should be avoided because it may promote sexual experimentation.
3. is recommended because it affirms sexuality as a source of joy.
4. is recommended to increase interest and attention span during the lessons.

The ability to reason abstractly is frequently difficult for youth who have developmental disabilities. Therefore, educators are encouraged to:
1. be as concrete as possible.
2. be aware that the concepts of "love," "communication," and "risk" are quite abstract.
3. practice ways of explaining or demonstrating ideas in a more concrete fashion.
4. All of the above.

In 1985, Smith, et al. recommended that sex education curricula for the developmentally disabled population should:
1. address homosexuality, masturbation, and ramifications of inappropriate sexual expression.
  
  avoid addressing masturbation because it is more appropriately taught by parents or other family members of the disabled individual.
  
  address mutual masturbation as a form of sexual expression which eliminates the risk of unintended pregnancy.
2. avoid addressing oral sex because of the associated risks of sexually transmitted disease transmission

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