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 eat independently.

B  helping a child maintain postural control.

C  helping a child learn to hold a pencil.

D  helping a child learn to dress himself.

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 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  make referrals for assistance from a mental health professional

B  remind the family of all the child’s challenges

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

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

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

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

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

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

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

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

A  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

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  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  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  provide a larger plate

C  provide a plate that has a suction cup on it

D  place the plate in a tray

A  increased constipation

B  obsessively eating nonfood items

C  overstuffing their mouth

D  food phobias/obsessions

A  food phobias, obesity

B  food phobias, insatiable overeating

C  obesity, insatiable overeating

D  poor weight gain, dental problems

A  scaffolding

B  getting children’s attention

C  repetition and routine

D  task analysis

A  simplify

B  enhance

C  stabilize

D  enlarge

A  teach the child using mini scripts

B  task analyze what the child is doing

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

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  placing one bear on top of each block

B  counting blocks

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

D  asking a child to give you two blocks

A  sign language

B  classroom schedule

C  choice board

D  first/then

A  insistence on sameness.

B  delays with the development of representational skills.

C  low muscle tone.

D  difficulty with understanding directions.

A  school readiness skills

B  social and emotional skills

C  All of these

D  cognitive skills

E  self-help and adaptive skills

F  communication skills

A  The activity should be highly interactive.

B  The activity should be developmentally appropriate.

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  frequently reading the children’s favorite books.

B  providing a daily classroom schedule.

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

D  remaining flexible and changing circle time activities frequently.

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

B  provide pictures with high contrast

C  use hand-under-hand approach

D  make sure the songs have strong vibrations

A  getting up and moving around as needed.

B  assisting individual children to maintain interest.

C  intervening after challenging behaviors happen.

D  frequently scanning the group of children

A  a mini-script

B  cause-and-effect

C  an open-ended activity

D  following the child’s lead

A  True

B  False

A  self-help skills.

B  independence skills.

C  emergent literacy skills.

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

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

A  False

B  True

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

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

A  True

B  False

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  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  hearing loss

B  speech and language impairment

C  vision impairment

D  cerebral palsy

A  sensory integration difficulties

B  loss of vision

C  gross and fine motor difficulties

D  speech and language delays

A  False

B  True

A  False

B  True

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 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  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 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?”

A  repeat art activities frequently

B  implement adult communicative strategies

C  prevent challenging behaviors

D  identify high-preference activities

A  the paraprofessional might not have direct and supportive supervision.

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

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

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.