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Question
Constantly repeating key phrases is a great way to help children with special needs learn language.Answer
This answer is hidden. It contains 1 characters.
Related questions
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Planning is the key for using a paraprofessional's time and talents.
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The job design is the responsibility of the
a. Teacher
b. Paraprofessional
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d. Both a and b
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The preferred consultation approach in education today is
a. Collaborative consultation model
b. Clinical consultation model
c. Itinerant consultation model
d. ECSE consultation model
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A common inclusion support model approach is
a. Peer coaching
b. Coteaching
c. Administrative support
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Which of the following is not a factor in the successful inclusion of a child with special needs in a community-based setting?
a. Well-trained, flexible ECE staff
b. Family involvement
c. Potty trained
d. Mutual respect between ECE staff and special education therapeutic staff
Q:
A cognitive skill appropriate for a preschool child is symbolic representation.
Q:
In a structured learning experience centered on fine motor activities in an inclusive early education classroom, which is the desired makeup of children and adults in groups?
a. One large group with adults in groups
b. Small groups with the children with disabilities making up one group with one adult
c. Small groups of children with and without disabilities in each group with one adult.
d. Small groups of children with and without disabilities in each group without an adult
Q:
_________, or ordering according to relative differences, is thought to be an early step towards understanding number concepts.
a. Assimilation
b. Cognition
c. Object permanence
d. Seriation
Q:
The 18- to 24-month-old toddler shows that he or she has the ability to think by showing
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Q:
The first language is learned in predictable ways in an interactive environment but the second language must be taught in a different way.
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Children with autism often handle information more easily through which method of presentation?
a. Auditory/verbal
b. Visual/graphic
c. Auditory repetition
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Another word for content in language is
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b. Semantics
c. Syntax
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When working with a child who is severely disabled and nonverbal, one of the first steps in designing a communication training program is
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b. Teaching receptive vocabulary
c. Identifying high-preference items and activities
d. Identifying specific target responses to be trained
Q:
Creating en route objectives are not necessary to prevent children from experiencing failure.
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The focus of therapeutic intervention has shifted from developmental goals to functional independence.
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If you were asked to prepare a lesson involving the development of fine motor skills, which of the following would not be considered?
a. Pasting colored strips of paper together
b. Following the movement of a penlight
c. Kicking a ball toward a target
d. Assembling a wooden puzzle
Q:
A time in the school routine when children with disabilities are most likely to become frustrated is
a. Arrival time
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It is much easier to fade physical prompts then verbal prompts.
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Low vision has a corrected visual acuity of no better than 20/70.
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To speak to a child with a hearing loss you should exaggerate your mouth movements.
Q:
Which specific intervention would not be appropriate for a child who has a visual impairment?
a. Orient the child to classroom layout and materials location
b. Facilitate auditory localization, reaching for sound, and auditory discrimination skills
c. Encourage children to identify themselves when they approach the child
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Q:
Vygotsky described zone of proximal development as providing just the right amount of help and support that a child needs to finish the task independently.
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Good behavior modification relies primarily on punishers.
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Standing next to a child and reminding him that he is waiting very patiently for his turn in order to avoid his typical behavior of a tantrum is an example of
a. Consequences
b. Contingencies
c. Antecedents
d. Reinforcers
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Which adult-child communication strategy may need to be taught first before the other strategies can be used effectively?
a. Mapping
b. Turn-taking
c. Progressive matching
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The IFSP and the program plan are one and the same.
Q:
The IFSP and the IEP documents are secondary to the process the team uses in developing them.
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The IFSP is family-focused while the IEP is still more child-focused.
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Proficiency level on a task is usually defined as
a. 50%
b. 60%
c. 80%
d. 100%
Q:
Who has primary responsibility for implementation of the IEP?
a. Parent
b. Special education teacher
c. Specialist most involved
d. Administrator in the school district