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 learn to hold a pencil.

C  helping a child eat independently.

D  helping a child learn to dress himself.

A  trailing technique model.

B  blended model.

C  pullout model.

D  co-teaching model.

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

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

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  make referrals for assistance from a mental health professional

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

D  remind the family of all the child’s challenges

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

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

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

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

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

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

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, having more specialized medical services, more frequent therapy appointments, extra care needed for caregiving tasks such as sleeping and feeding

C  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

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  any step

B  the middle step

C  the first step

D  the last step

A  provide a larger plate

B  place a shelf liner under the child’s plate

C  provide a plate that has a suction cup on it

D  place the plate in a tray

A  food phobias/obsessions

B  overstuffing their mouth

C  increased constipation

D  obsessively eating nonfood items

A  obesity, insatiable overeating

B  poor weight gain, dental problems

C  food phobias, insatiable overeating

D  food phobias, obesity

A  task analysis

B  getting children’s attention

C  repetition and routine

D  scaffolding

A  simplify

B  enlarge

C  stabilize

D  enhance

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

B  task analyze what the child is doing

C  close the sandbox when he is at school

D  teach the child using mini scripts

A  fine motor development, school readiness

B  social skills, school readiness

C  fine motor development, social skills

D  social skills, play skills, gross motor development

A  asking a child to give you two blocks

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

C  placing one bear on top of each block

D  counting blocks

A  first/then

B  classroom schedule

C  sign language

D  choice board

A  insistence on sameness.

B  low muscle tone.

C  delays with the development of representational skills.

D  difficulty with understanding directions.

A  cognitive skills

B  communication skills

C  social and emotional skills

D  self-help and adaptive skills

E  All of these

F  school readiness skills

A  The activity should be developmentally appropriate.

B  The activity should be highly interactive.

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

D  The activity should be taught with many visual supports.

A  providing a daily classroom schedule.

B  frequently reading the children’s favorite books.

C  remaining flexible and changing circle time activities frequently.

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

A  make sure the songs have strong vibrations

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

C  provide pictures with high contrast

D  use hand-under-hand approach

A  getting up and moving around as needed.

B  intervening after challenging behaviors happen.

C  assisting individual children to maintain interest.

D  frequently scanning the group of children

A  a mini-script

B  cause-and-effect

C  following the child’s lead

D  an open-ended activity

A  True

B  False

A  fine and gross motor skills.

B  emergent literacy skills.

C  independence skills.

D  self-help skills.

A  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

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

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

D  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

A  False

B  True

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

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

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

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

C  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

D  stating rules in the negative instead of the positive

A  hearing loss

B  cerebral palsy

C  vision impairment

D  speech and language impairment

A  sensory integration difficulties

B  loss of vision

C  gross and fine motor difficulties

D  speech and language delays

A  False

B  True

A  True

B  False

A  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.

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  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  identify high-preference activities

B  prevent challenging behaviors

C  implement adult communicative strategies

D  repeat art activities frequently

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

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

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

D  the paraprofessional might not have direct and supportive supervision.

A  Children with and without disabilities

B  Only the children with disabilities.

C  Only the children without disabilities.

D  No one benefits from inclusion.