Final Exam

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

B  everyone must understand their individual roles within the team.

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 eat independently.

D  helping a child learn to hold a pencil.

A  trailing technique model.

B  co-teaching model.

C  blended model.

D  pullout model.

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

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

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

B  make sure to use many acronyms during the conversation.

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

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  “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  “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 middle step

B  the last step

C  the first step

D  any 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  food phobias/obsessions

B  increased constipation

C  obsessively eating nonfood items

D  overstuffing their mouth

A  obesity, insatiable overeating

B  poor weight gain, dental problems

C  food phobias, insatiable overeating

D  food phobias, obesity

A  repetition and routine

B  scaffolding

C  task analysis

D  getting children’s attention

A  enhance

B  enlarge

C  stabilize

D  simplify

A  close the sandbox when he is at school

B  task analyze what the child is doing

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

D  teach the child using mini scripts

A  fine motor development, social skills

B  social skills, play skills, gross motor development

C  social skills, school readiness

D  fine motor development, school readiness

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  choice board

B  classroom schedule

C  sign language

D  first/then

A  insistence on sameness.

B  delays with the development of representational skills.

C  difficulty with understanding directions.

D  low muscle tone.

A  cognitive skills

B  communication skills

C  school readiness skills

D  All of these

E  social and emotional skills

F  self-help and adaptive skills

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

B  The activity should be highly interactive.

C  The activity should be developmentally appropriate.

D  The activity should be taught with many visual supports.

A  remaining flexible and changing circle time activities frequently.

B  frequently reading the children’s favorite books.

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

D  providing a daily classroom schedule.

A  use hand-under-hand approach

B  provide pictures with high contrast

C  make sure the songs have strong vibrations

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

A  assisting individual children to maintain interest.

B  frequently scanning the group of children

C  getting up and moving around as needed.

D  intervening after challenging behaviors happen.

A  an open-ended activity

B  following the child’s lead

C  cause-and-effect

D  a mini-script

A  True

B  False

A  fine and gross motor skills.

B  emergent literacy skills.

C  self-help 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  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

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

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

A  False

B  True

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

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

C  stating rules in the negative instead of the positive

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  hearing loss

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  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 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.

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  implement adult communicative strategies

B  prevent challenging behaviors

C  repeat art activities frequently

D  identify high-preference activities

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

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

C  the paraprofessional might not have direct and supportive supervision.

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

A  Children with and without disabilities

B  Only the children without disabilities.

C  Only the children with disabilities.

D  No one benefits from inclusion.