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Question
Which role is not appropriate for the teacher in the teacher-paraprofessional relationship?a. Role model
b. Manager
c. Leader
d. Boss
Answer
This answer is hidden. It contains 1 characters.
Related questions
Q:
A paraprofessional need only have the motivation to serve to be a good aide or volunteer.
Q:
Which of the following does not contribute to effective Co-teaching?
a. Adequate planning time
b. The one teaching, one supporting structure
c. Commitment to collaboration
d. Strict adherence to one's own teaching philosophy
Q:
Which of the following give an indication that a paraprofessional knows how to begin successful involvement with young children?
a. Say that he/she loves children
b. Get on eye level with the children
c. Show a real interest in the families
d. Has raised children of his or her own
Q:
Examples of support that an inclusion specialist might provide include:a. Inservice and information to staff membersb. Ongoing observation and assessment of childc. Demonstration/modeling of specific interventionsd. All of the above
Q:
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:
Children are able to master rote memory almost from birth.
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 three basic cognitive processes are
a. Attention, perception, memory
b. Phonemic awareness, phonological awareness, symbolic ability
c. Construction of reality, intentionality, problem solving
d. Focus, assimilation, accommodation
Q:
The foundations of language are laid during the first year of life.
Q:
When a child begins an AAC system, he or she should start with the most high-tech equipment that is likely to be needed.
Q:
Pragmatics can be defined as
a. The rules for word order in language
b. The sounds of the language
c. The social skills of language
d. The rules for correct grammar
Q:
A child who is hypotonic is often called a child who is "floppy."
Q:
"When the teacher points to any of the eight primary colors, and says, "˜What is this color?" Audrey will name the color correctly 80% of the time. "All 8 colors must be checked" is a (n)
a. Short term behavior objective
b. Individual objective
c. Positive reinforcer
d. Terminal objective
Q:
How does a child who experiences tactile defensiveness react to being touched?
a. The child feels self-conscious
b. The child feels happy
c. The child feels in danger
d. The child feels pain
Q:
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 child is born with a particular temperament. It cannot be changed in any way.
Q:
When should "signal interference" be used with children who are impulsive?
a. Before the behavior begins
b. As the behavior escalates
c. When the child is in a tantrum
d. After the child has calmed down
Q:
Ainsworth described an infant who greeted his or her parent after a period of separation with physical contact and a smile asa. Securely attachedb. Insecurely attached-avoidantc. Insecurely attached-resistantd. Disorganized
Q:
Children with learning impairments profit by overlearning and repeated practice.
Q:
To speak to a child with a hearing loss you should exaggerate your mouth movements.
Q:
All the following strategies would be helpful to teach other children in the class to help support a student who has a severe visual impairment except using
a. The student's name to gain attention
b. Sign language to communicate with the student
c. Their own names to identify themselves when approaching the student
d. Verbal descriptions as they play with the student
Q:
Scaffolding is the range between what a child can do on his/her own and what he/she can do with a bit of help.
Q:
Good behavior modification relies primarily on punishers.
Q:
The content of curriculum must be ecologically relevant.
Q:
Which of the following is not a basic component of behavioral objectives?
a. The behavior the child is expected to perform
b. The level of performance expected
c. The conditions under which the performance will take place
d. The day the objective is completed
Q:
Whose goals take highest priority on the list of objectives formulated at the IEP planning meeting?
a. Parent
b. Special education teacher
c. Specialist most involved
d. Interdisciplinary IEP team member
Q:
Only parents should be included in conferences and planning.
Q:
A good way to help parents with developmental disabilities is to
a. Provide a concrete, written list of things to do
b. Help parents interpret child's behavior
c. Shift child care to someone in the home who is more capable
d. Explain what you want them to do at great length so they will understand
Q:
Methods of increasing parent involvement are
a. Home-based interventions, passports, observations by parents
b. Written handouts, observations by parents, home-based interventions
c. Parent groups, written handouts, medical intervention
d. Passports, medical intervention, observations by parents
Q:
A childrearing practice that is not culture-sensitive is
a. Doing the best they can
b. Child independence
c. Parents as teachers
d. Discipline