Final Exam

A  everyone must understand their individual roles within the team.

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

C  everyone’s voice must be heard.

D  all members must be willing to work together.

A  helping a child learn to dress himself.

B  helping a child maintain postural control.

C  helping a child learn to hold a pencil.

D  helping a child eat independently.

A  blended model.

B  pullout model.

C  co-teaching model.

D  trailing technique model.

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

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

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

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

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

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

C  remind the family of all the child’s challenges

D  make referrals for assistance from a mental health professional

A  make sure to use many acronyms during the conversation.

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

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

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

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

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

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

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

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

B  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

C  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

D  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

A  the first step

B  any step

C  the middle step

D  the last step

A  provide a larger plate

B  place the plate in a tray

C  place a shelf liner under the child’s plate

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  poor weight gain, dental problems

B  obesity, insatiable overeating

C  food phobias, obesity

D  food phobias, insatiable overeating

A  getting children’s attention

B  repetition and routine

C  scaffolding

D  task analysis

A  simplify

B  enhance

C  stabilize

D  enlarge

A  task analyze what the child is doing

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

C  close the sandbox when he is at school

D  teach the child using mini scripts

A  fine motor development, school readiness

B  fine motor development, social skills

C  social skills, school readiness

D  social skills, play skills, gross motor development

A  counting blocks

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

C  placing one bear on top of each block

D  asking a child to give you two blocks

A  choice board

B  sign language

C  first/then

D  classroom schedule

A  delays with the development of representational skills.

B  difficulty with understanding directions.

C  insistence on sameness.

D  low muscle tone.

A  cognitive skills

B  All of these

C  school readiness skills

D  social and emotional skills

E  communication skills

F  self-help and adaptive skills

A  The activity should be developmentally appropriate.

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

C  The activity should be highly interactive.

D  The activity should be taught with many visual supports.

A  frequently reading the children’s favorite books.

B  remaining flexible and changing circle time activities frequently.

C  providing a daily classroom schedule.

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

A  provide pictures with high contrast

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

C  use hand-under-hand approach

D  make sure the songs have strong vibrations

A  intervening after challenging behaviors happen.

B  frequently scanning the group of children

C  getting up and moving around as needed.

D  assisting individual children to maintain interest.

A  a mini-script

B  an open-ended activity

C  following the child’s lead

D  cause-and-effect

A  False

B  True

A  fine and gross motor skills.

B  emergent literacy skills.

C  self-help skills.

D  independence skills.

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

B  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

C  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

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

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

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

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

A  False

B  True

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

B  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

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

D  stating rules in the negative instead of the positive

A  hearing loss

B  vision impairment

C  speech and language impairment

D  cerebral palsy

A  sensory integration difficulties

B  speech and language delays

C  gross and fine motor difficulties

D  loss of vision

A  False

B  True

A  True

B  False

A  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.

B  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?”

C  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.

D  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

A  repeat art activities frequently

B  prevent challenging behaviors

C  identify high-preference activities

D  implement adult communicative strategies

A  the paraprofessional might not have direct and supportive supervision.

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

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

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

A  Only the children without disabilities.

B  Only the children with disabilities.

C  No one benefits from inclusion.

D  Children with and without disabilities