Q&A Hero

Q: Most children fall within the "easy" category: adaptable, approachable, and positive in mood.

Q: Around the age of 30 months, children begin to think about and understand the logical connections between ideas.

Q: Logical consequences will occur without adult intervention.

Q: Infants will begin to become attached to their primary care-givers at the age of 9-18 months.

Q: Positive peer interactions for children with special needs and/or social delays may not develop without specific interventions from the caregiver.

Q: A strong, positive attachment to a primary caregiver appears to be the key to the development of a healthy personality.

Q: When should "signal interference" be used with impulsive children? 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: According to Piaget's categories of play, the game of taking things out and putting things in is a. Practice play b. Symbolic play c. Games with rules d. Representational play

Q: A time in the school routine when children with disabilities are most likely to become frustrated is a. Arrival time b. Snack time c. Transition time d. Dismissal time

Q: According to Greenspan's model of affective development, when do healthy infants develop the ability to regulate their internal state (homeostasis) in ways that allow them to attend to the world around them? a. At birth b. Birth to three months c. Three months to six months d. Six months to nine months

Q: According to Erikson's stages of psychosocial development, when do children begin to develop a conscience? a. One b. Two c. Five d. Seven

Q: Ainsworth described an infant who greeted his or her parent after a period of separation with physical contact and a smile as a. Securely attached b. Insecurely attached-avoidant c. Insecurely attached-resistant d. Disorganized

Q: One effective way to work with children who are reluctant to participate is to a. Insist that they participate in every activity b. Seat them where they can not see the activity c. Ignore them completely d. Couple attention with something pleasant

Q: Research indicates that punishment a. Is always effective b. Should be avoided at all times c. Is a positive approach to class management d. Can produce negative side effects

Q: Which of the following may not be a useful way to help a child improve his or her self-control? a. Exhibiting confidence in the child's ability to improve his self-control b. Responding to and correcting all disruptive behavior c. Removing unnecessary sources of frustration and noises from the classroom d. Dealing consistently with temper tantrums

Q: When a child is avoided by other children because he or she is aggressive, an example of which one of the following is evident? a. Logical consequences b. Unavoidable consequences c. Logical connections d. Natural consequences

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: Packaged, commercially available programs most often need modifications and adaptations for a particular population of children.

Q: Another expression for terminal objective is "en-route behavior."

Q: Play is probably the single most important concept in early childhood special education.

Q: Play is different from other activities in the classroom because it has no intended outcome or goal.

Q: Another word for a positive reinforcer is antecedent.

Q: Good behavior modification relies primarily on punishers.

Q: The best intervention strategies evolve around activities within the context of daily living.

Q: The content of curriculum must be ecologically relevant.

Q: Which specific intervention would not be appropriate for a child who has autism? a. Arrange daily activities to change frequently so that the child doesn"t get bored b. Reduce the noise level of the classroom c. When touching the child, use firm pressure rather than light touch d. Use visual and verbal cues to communicate

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 d. Avoid speaking with your back to the child or with a bright light behind you

Q: Which specific intervention would not be appropriate for a child who has a physical impairment? a. Be consistent in behavior management techniques to increase or decrease movement b. Take special care in positioning and handling c. Arrange activities so that minimal movements will produce effects on the environment d. Use adaptive equipment that allows the child to interact with the environment as much as possible

Q: Which specific intervention would not be appropriate for a child who has a hearing loss? a. Seat the child in the front for good visibility b. Be prepared to repeat and rephrase, point out, or demonstrate c. Identify areas of the room by different floor coverings or mobiles d. Speak at normal speed and volume without exaggerating lip movements

Q: Which specific intervention would not be appropriate for a child who has a health impairment? a. Being aware of warning signs to deal with a crisis b. Avoid speaking with your back to the child c. Develop a plan for keeping in touch when the child is absent d. Help the child to understand the implication of his/her problem

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. En-route behavior b. Individual objective c. Positive reinforcer d. Terminal objective

Q: 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 d. Redundancy

Q: Providing graduated cues to assist a child through problem solving was described by Bruner as a. Zone of proximal development b. Reinforcement c. Scaffolding d. Successive approximations

Q: The classic theory of effectance motivation is that a. Motivators are externally provided b. Positive reinforcers increase the strength of certain behaviors c. The child is reinforced by contingencies d. All children have an internal drive toward achievement

Q: Early childhood educators need to _________________ to motivate children with disabilities a. Follow the curriculum guide b. Identify high-preference people, objects, and activities c. Establish turn-taking d. Put materials at eye level

Q: When writing a behavioral objective, you should include every possible step that the child will take to achieve that objective.

Q: One job of the service coordinator is informing families of the availability of advocacy services.

Q: The IFSP and the program plan are one and the same.

Q: The IFSP document contains outcome statements.

Q: The primary decision maker in the IFSP is the service coordinator.

Q: The multidisciplinary assessment team is expected to collaborate with the parents in writing appropriate goals and objectives for the IFSP.

Q: The IFSP and the IEP documents are secondary to the process the team uses in developing them.

Q: The IEP process provides for service coordination and smooth transition.

Q: The IEP includes goals and objectives.

Q: The IFSP is family-focused while the IEP is still more child-focused.

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: A child's IEP must include all of the following except a. A statement of annual goals and short-term objectives b. A complete instructional plan c. A statement of the child's level of functioning d. The appropriate objective criteria

Q: _______ are what a child with disabilities can be expected to accomplish in one school year. a. Program plan b. En route goals c. Criterion d. Annual goals

Q: 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

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: Which person does not usually participate in the meeting where the IEP is developed? a. Parent b. Physician c. Administrator in the school district d. Special education teacher

Q: At what age does the law require an IEP? a. One year b. Two years c. Three years d. When the child enters kindergarten

Q: Participants in IFSP meetings usually includea. Parents, physician, an advocateb. Service coordinator, assessor, physicianc. Parents, service coordinator, assessord. Physician, service coordinator, other family members as desired by parents

Q: The primary purpose of most teacher observation is to determine the etiology of the child's disability.

Q: Play-based assessment is considered to be more "authentic" than standardized tests.

Q: Standardized tests are recommended for assisting the teacher in planning appropriate programs for children.

Q: Reliability means that a test measures what it is supposed to measure.

Q: Intelligence does not vary during the lifetime of an individual. The IQ at 3 is generally the same at 18.

Q: Predictive or criterion-related validity means whether or not performance on test items can actually predict actual achievement on another test that is supposed to measure related skills.

Q: Both the environment and people present may influence children's behavior, and for this reason no one observation or test should ever be used to predict ability.

Q: Test scores determine an educational program.

Q: A standardized test must always be included in a good assessment.

Q: Criterion-referenced tests compare a child's performance to a standard or level of mastery of a skill.

Q: An approach in which team members carry out their own assessment and intervention but there is frequent communication and planning within the team is the a. Transdisciplinary approach b. Multidisciplinary approach c. Interdisciplinary approach d. Family-directed approach

Q: Greater care is now given in assessment to recognizing the effects of _______ during testing. a. Ethnic background, previous experiences, region of the country b. Daily environment, stress , ethnic background c. Previous experiences, stress, region of the country d. Daily environment, region of the country , stress

Q: Play-based assessment makes observations in which structures domains? a. Cognition, social-emotional, communication b. Sensorimotor, self-help, cognition c. Self-help, social-emotional, fine motor d. Fine motor, cognition, communication

Q: Play-based assessment includes a. Child-child interaction, unstructured facilitation, visual acuity b. Parent-child interaction, visual acuity, structured facilitation c. Auditory processing, child-child interaction, snack d. Snack, parent-child interaction, child-child interaction

Q: Curriculum-based techniques are similar to a. Norm-referenced tests b. Criterion-referenced tests c. Play-based assessment d. Naturalistic observations

Q: Dynamic assessment models a. Describe the child's current performance output b. Gather information from multiple sources c. Describe the child's learning style and potential d. All of the above

Q: A method of gathering information about children that is gaining favor now is a. Standardized testing b. Naturalistic observation c. Criterion-referenced testing d. Parent interview

Q: Family-based assessment is most likely to occur whena. The team is transdisciplinaryb. Family members participate on the teamc. The family history is carefully takend. The team is multidisciplinary

Q: One area in which all cultures are similar is in infant-parent communication.

Q: A family resource center is an excellent way to access parent support groups.

Q: Formal meetings with all parents present should be conducted once-per-week in center-based programs.

Q: Parent involvement is the best indicator of parent concern.

Q: Only parents should be included in conferences and planning.

Q: Families pass through developmental and nondevelopmental changes which produce varying amounts of stress for all members.

Q: An interpreter is the same as a translator.