Final Exam

A  everyone’s voice must be heard.

B  everyone must understand their individual roles within the team.

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

D  all members must be willing to work together.

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  pullout model.

B  trailing technique model.

C  co-teaching model.

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

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

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  make sure to use many acronyms during the conversation.

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

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

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

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

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

A  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

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, 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  the middle step

C  the last step

D  any step

A  place a shelf liner under the child’s plate

B  place the plate in a tray

C  provide a larger plate

D  provide a plate that has a suction cup on it

A  obsessively eating nonfood items

B  increased constipation

C  overstuffing their mouth

D  food phobias/obsessions

A  food phobias, insatiable overeating

B  food phobias, obesity

C  poor weight gain, dental problems

D  obesity, insatiable overeating

A  task analysis

B  getting children’s attention

C  scaffolding

D  repetition and routine

A  enlarge

B  enhance

C  simplify

D  stabilize

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

B  task analyze what the child is doing

C  teach the child using mini scripts

D  close the sandbox when he is at school

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  first/then

C  sign language

D  classroom schedule

A  insistence on sameness.

B  low muscle tone.

C  difficulty with understanding directions.

D  delays with the development of representational skills.

A  social and emotional skills

B  self-help and adaptive skills

C  cognitive skills

D  communication skills

E  school readiness skills

F  All of these

A  The activity should be taught with many visual supports.

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

C  The activity should be developmentally appropriate.

D  The activity should be highly interactive.

A  frequently reading the children’s favorite books.

B  providing a daily classroom schedule.

C  remaining flexible and changing circle time activities frequently.

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

A  use hand-under-hand approach

B  make sure the songs have strong vibrations

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

D  provide pictures with high contrast

A  frequently scanning the group of children

B  assisting individual children to maintain interest.

C  intervening after challenging behaviors happen.

D  getting up and moving around as needed.

A  a mini-script

B  an open-ended activity

C  following the child’s lead

D  cause-and-effect

A  False

B  True

A  self-help skills.

B  fine and gross motor skills.

C  emergent literacy skills.

D  independence skills.

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

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

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  True

B  False

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

B  the age of the child served, 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  has broad statements related to goals and objectives, how often outcomes, goals, and objectives are updated

A  True

B  False

A  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  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

A  vision impairment

B  cerebral palsy

C  hearing loss

D  speech and language impairment

A  speech and language delays

B  loss of vision

C  sensory integration difficulties

D  gross and fine motor 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  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

C  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.

D  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.

A  repeat art activities frequently

B  implement adult communicative strategies

C  identify high-preference activities

D  prevent challenging behaviors

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

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

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  No one benefits from inclusion.

B  Only the children without disabilities.

C  Only the children with disabilities.

D  Children with and without disabilities