Final Exam

A  all members must be willing to work together.

B  everyone’s voice must be heard.

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 hold a pencil.

B  helping a child learn to dress himself.

C  helping a child maintain postural control.

D  helping a child eat independently.

A  co-teaching model.

B  blended model.

C  pullout model.

D  trailing technique model.

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

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

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

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

A  remind the family of all the child’s challenges

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

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

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  make sure to use many acronyms during the conversation.

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

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

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

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

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  any step

B  the first step

C  the middle step

D  the last step

A  place the plate in a tray

B  place a shelf liner under the child’s plate

C  provide a larger plate

D  provide a plate that has a suction cup on it

A  obsessively eating nonfood items

B  food phobias/obsessions

C  overstuffing their mouth

D  increased constipation

A  food phobias, obesity

B  obesity, insatiable overeating

C  food phobias, insatiable overeating

D  poor weight gain, dental problems

A  task analysis

B  scaffolding

C  getting children’s attention

D  repetition and routine

A  simplify

B  stabilize

C  enhance

D  enlarge

A  close the sandbox when he is at school

B  teach the child using mini scripts

C  task analyze what the child is doing

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

A  social skills, play skills, gross motor development

B  fine motor development, social skills

C  fine motor development, school readiness

D  social skills, school readiness

A  counting blocks

B  placing one bear on top of each block

C  asking a child to give you two blocks

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

A  classroom schedule

B  sign language

C  first/then

D  choice board

A  difficulty with understanding directions.

B  insistence on sameness.

C  delays with the development of representational skills.

D  low muscle tone.

A  school readiness skills

B  cognitive skills

C  self-help and adaptive skills

D  communication skills

E  social and emotional skills

F  All of these

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

B  The activity should be developmentally appropriate.

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  starting the circle time with the same cue every day.

C  remaining flexible and changing circle time activities frequently.

D  providing a daily classroom schedule.

A  provide pictures with high contrast

B  use hand-under-hand approach

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  frequently scanning the group of children

B  intervening after challenging behaviors happen.

C  assisting individual children to maintain interest.

D  getting up and moving around as needed.

A  a mini-script

B  following the child’s lead

C  cause-and-effect

D  an open-ended activity

A  False

B  True

A  independence skills.

B  fine and gross motor skills.

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

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

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

A  vision impairment

B  cerebral palsy

C  speech and language impairment

D  hearing loss

A  sensory integration difficulties

B  gross and fine motor difficulties

C  speech and language delays

D  loss of vision

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  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  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 paraprofessional might not have direct and supportive supervision.

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

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

A  Only the children with disabilities.

B  No one benefits from inclusion.

C  Children with and without disabilities

D  Only the children without disabilities.