Final Exam

A  everyone’s voice must be heard.

B  all members must be willing to work together.

C  everyone must understand their individual roles within the team.

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

A  helping a child learn to dress himself.

B  helping a child learn to hold a pencil.

C  helping a child maintain postural control.

D  helping a child eat independently.

A  blended model.

B  trailing technique model.

C  co-teaching model.

D  pullout model.

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

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

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

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

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

B  make referrals for assistance from a mental health professional

C  remind the family of all the child’s challenges

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

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  make sure to use many acronyms during the conversation.

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

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

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

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  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

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

A  any step

B  the middle step

C  the first step

D  the last step

A  provide a plate that has a suction cup on it

B  place the plate in a tray

C  place a shelf liner under the child’s plate

D  provide a larger plate

A  obsessively eating nonfood items

B  increased constipation

C  overstuffing their mouth

D  food phobias/obsessions

A  poor weight gain, dental problems

B  food phobias, insatiable overeating

C  obesity, insatiable overeating

D  food phobias, obesity

A  scaffolding

B  repetition and routine

C  getting children’s attention

D  task analysis

A  simplify

B  stabilize

C  enhance

D  enlarge

A  teach the child using mini scripts

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

C  task analyze what the child is doing

D  close the sandbox when he is at school

A  social skills, school readiness

B  fine motor development, social skills

C  fine motor development, school readiness

D  social skills, play skills, gross motor development

A  counting blocks

B  asking a child to give you two blocks

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

D  placing one bear on top of each block

A  classroom schedule

B  choice board

C  sign language

D  first/then

A  insistence on sameness.

B  low muscle tone.

C  delays with the development of representational skills.

D  difficulty with understanding directions.

A  social and emotional skills

B  self-help and adaptive skills

C  All of these

D  cognitive skills

E  communication skills

F  school readiness skills

A  The activity should be highly interactive.

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

C  The activity should be taught with many visual supports.

D  The activity should be developmentally appropriate.

A  providing a daily classroom schedule.

B  remaining flexible and changing circle time activities frequently.

C  frequently reading the children’s favorite books.

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  use hand-under-hand approach

D  provide pictures with high contrast

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  following the child’s lead

B  a mini-script

C  cause-and-effect

D  an open-ended activity

A  True

B  False

A  emergent literacy skills.

B  independence skills.

C  fine and gross motor skills.

D  self-help skills.

A  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

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

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

A  False

B  True

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

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

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  cerebral palsy

B  speech and language impairment

C  vision impairment

D  hearing loss

A  speech and language delays

B  gross and fine motor difficulties

C  sensory integration difficulties

D  loss of vision

A  True

B  False

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  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  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  implement adult communicative strategies

B  prevent challenging behaviors

C  repeat art activities frequently

D  identify high-preference activities

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  No one benefits from inclusion.

B  Only the children with disabilities.

C  Only the children without disabilities.

D  Children with and without disabilities