Final Exam

A  everyone’s voice must be heard.

B  all members must be willing to work together.

C  team members should focus on their own concerns and agendas.

D  everyone must understand their individual roles within the team.

A  helping a child maintain postural control.

B  helping a child eat independently.

C  helping a child learn to dress himself.

D  helping a child learn to hold a pencil.

A  blended model.

B  pullout model.

C  co-teaching model.

D  trailing technique model.

A  She is concerned with supporting one or two separate areas of development. She is a therapist.

B  She is a therapist. She is concerned with supporting one or two separate areas of development.

C  She supports mainly children with moderate to severe disabilities. She provides services to children up to the age of 5.

D  She provides services to children up to the age of 5. She views the child within the context of the family.

A  remind the family of all the child’s challenges

B  end the relationship with the family, since they no longer need help accepting their child’s special needs

C  help the family set new goals for themselves and their child

D  make referrals for assistance from a mental health professional

A  give information by using terminology that is likely to be familiar and understandable.

B  avoid meeting with families who do not have a college education.

C  use the technical special education terms as families will need to learn these words.

D  make sure to use many acronyms during the conversation.

A  “It sounds like you are concerned about the development of his social skills.”

B  “You should be more worried about his language skills as he is not talking yet.”

C  “Don’t worry about that. He’ll start playing with children very soon.”

D  “I think you should go to different playgrounds to find friendlier children.”

A  dealing with significant behavioral challenges, having more specialized medical services, more frequent therapy appointments, extra care needed for caregiving tasks such as sleeping and feeding

B  dealing with significant behavioral challenges, having more specialized medical services, more frequent therapy appointments, working full time to afford an education for their child

C  working full time to afford an education for their child, having more specialized medical services, more frequent therapy appointments, extra care needed for caregiving tasks such as sleeping and feeding

D  dealing with significant behavioral challenges, working full time to afford an education for their child, more frequent therapy appointments, extra care needed for caregiving tasks such as sleeping and feeding

A  any step

B  the middle step

C  the last step

D  the first step

A  provide a larger plate

B  place a shelf liner under the child’s plate

C  place the plate in a tray

D  provide a plate that has a suction cup on it

A  food phobias/obsessions

B  obsessively eating nonfood items

C  increased constipation

D  overstuffing their mouth

A  food phobias, obesity

B  obesity, insatiable overeating

C  food phobias, insatiable overeating

D  poor weight gain, dental problems

A  repetition and routine

B  scaffolding

C  getting children’s attention

D  task analysis

A  simplify

B  enhance

C  enlarge

D  stabilize

A  encourage this repetition as it is good for children with disabilities

B  teach the child using mini scripts

C  task analyze what the child is doing

D  close the sandbox when he is at school

A  social skills, play skills, gross motor development

B  social skills, school readiness

C  fine motor development, school readiness

D  fine motor development, social skills

A  lining up blocks in the order of red, yellow, red, yellow

B  counting blocks

C  placing one bear on top of each block

D  asking a child to give you two blocks

A  first/then

B  sign language

C  choice board

D  classroom schedule

A  difficulty with understanding directions.

B  insistence on sameness.

C  delays with the development of representational skills.

D  low muscle tone.

A  self-help and adaptive skills

B  communication skills

C  cognitive skills

D  social and emotional skills

E  school readiness skills

F  All of these

A  The activity should be taught with many visual supports.

B  The activity should be highly interactive.

C  The activity should be developmentally appropriate.

D  The activity should be taught as part of a completely new circle time.

A  remaining flexible and changing circle time activities frequently.

B  frequently reading the children’s favorite books.

C  starting the circle time with the same cue every day.

D  providing a daily classroom schedule.

A  use hand-under-hand approach

B  provide pictures with high contrast

C  slow the pace of the song down so the child has time to respond and react

D  make sure the songs have strong vibrations

A  getting up and moving around as needed.

B  assisting individual children to maintain interest.

C  intervening after challenging behaviors happen.

D  frequently scanning the group of children

A  following the child’s lead

B  cause-and-effect

C  a mini-script

D  an open-ended activity

A  True

B  False

A  independence skills.

B  fine and gross motor skills.

C  emergent literacy skills.

D  self-help skills.

A  difficulty understanding and following the sequence of actions, significant gross motor delays, necessity to keep things the same

B  significant gross motor delays, sensory overload with the noise level and dizziness, lack of understanding of social cues such as facial expressions, necessity to keep things the same

C  sensory overload with the noise level and dizziness, lack of understanding of social cues such as facial expression, necessity to keep things the same, difficulty understanding and following the sequence of actions

D  lack of understanding of social cues such as facial expressions, significant gross motor delays, sensory overload with the noise level and dizziness

A  False

B  True

A  has broad statements related to goals and objectives, how often outcomes, goals, and objectives are updated

B  the cost for services is more expensive, the age of the child served

C  the age of the child served, how often outcomes, goals, and objectives are updated

D  the family is not part of the collaborative team, has broad statements related to goals and objectives

A  False

B  True

A  making sure to tell the child what to do, using the words no and don’t frequently, stating rules in the negative instead of the positive

B  using the words no and don’t frequently, stating rules in the negative instead of the positive

C  keeping the number of rules to a minimum, making sure to tell the child what to do, using gestures, signs, pictures, and modeling,

D  stating rules in the negative instead of the positive

A  hearing loss

B  vision impairment

C  cerebral palsy

D  speech and language impairment

A  loss of vision

B  speech and language delays

C  gross and fine motor difficulties

D  sensory integration difficulties

A  False

B  True

A  False

B  True

A  A teacher stops pushing a child on the swing. When he starts to rock forward and back, she says, “What do you want?”
A child points to his runny nose and the teacher says, “Do you need something?”

B  A teacher sees a child reaching for a toy on a high shelf and goes over and gets it for him.
Child pulls on the teacher’s leg and she picks him up.

C  Child pulls on the teacher’s leg and she picks him up.
A child points to the milk and the teacher gives it to him

D  A child points to the milk and the teacher gives it to him.
A teacher sees a child reaching for a toy on a high shelf and goes over and gets it for him.

A  implement adult communicative strategies

B  repeat art activities frequently

C  prevent challenging behaviors

D  identify high-preference activities

A  the paraprofessional can increase the child’s independence skills by limiting the amount of direct instruction.

B  the paraprofessional might not have direct and supportive supervision.

C  the child can develop an extreme dependency upon the paraprofessional.

D  the paraprofessional could actually interfere with the child’s ability to develop friendships and social skills.

A  Only the children without disabilities.

B  Only the children with disabilities.

C  Children with and without disabilities

D  No one benefits from inclusion.