Q&A Hero

Q: Nominal group technique is a strategy to generate a potential solution which combines aspects of brainstorming and brainwriting.

Q: Brainwriting is a productive option for topics that may be sensitive or emotionally charged.

Q: Brainstorming is not productive for small problem solving groups and is best used when there are many participants to give input.

Q: All participants should have a voice in both problem identification and the identification and selection of solutions to the problem.

Q: RtI is a type of problem solving that is called technical.

Q: In proactive problem solving, you are faced with responding to a crisis or dilemma that requires attention and action in a relatively brief time frame.

Q: In which solution generating strategy do the participants in the problem solving process call out solutions as they think of them? A. Brainwriting B. Brain storming C. Nominal group technique D. Homeostasis

Q: All of the following are steps in identifying the problem except A. Confirm problem with multiple sources of information B. Use brainwriting to identify the problem C. Describe the problem precisely D. Monitor the problem solving context

Q: Which of the following is a step to take when problem solving is not the best approach? A. Reconceptualize the problem B. Generate solutions C. Identify the problem D. Evaluate outcomes

Q: Assessing factors related to the likelihood of problem solving process success is done during which step of the problem solving process? A. Identify the problem B. Analyze the problem solving context C. Evaluate potential solutions D. Generate solutions

Q: All of the following are questions to ask when encountering problems to resolve except A. Are the persons who have responsibility and resources for addressing the problem committed to resolving it? B. What might happen if nothing was done to resolve the problem? C. Are adequate time and resources available to resolve the problem? D. What is the reason the solution was not effective?

Q: Which of the following best describes the purpose of generating potential solutions to a problem? A. generate a narrowly focused pool of solutions by a small range of participants B. generate a narrowly focused pool of solutions by a wide range of participants C. create the maximum number of potential solutions by the smallest range of participants D. create the maximum number of potential solutions by the widest range of participants

Q: The following are all techniques for generating potential solutions to a problem except A. brainstorming. B. brainwriting. C. ordinal group technique. D. nominal group technique.

Q: Which of the following is recommended to facilitate problem identification? A. phrasing problems as questions B. phrasing problems as statements C. narrowing the problem statement D. using general, broad language to describe the problem

Q: A situation in which a goal to a problem situation is relatively clear, some guidelines exist to address the goal, but the specific means to reach it are varied is characteristic of which of the following types of problems?A. well-defined problemB. partially defined problemC. loosely defined problemD. ill-defined problem

Q: Which of the following is not an example of interpersonal problem solving? A. team meetings to determine a student's placement B. planning sessions with teachers regarding how to adapt instruction for a student C. deciding to move an easily distracted student closer to the teacher D. meeting with parents regarding how to improve their child's behavior

Q: What are three suggestions presented in the text for effectively asking questions?

Q: What are prefatory statements and what is the primary purpose in using them?

Q: List four or more types of questions that should be used very cautiously as they run the risk of making the person being asked feel defensive.

Q: List and explain potential problems in using advisory questions.

Q: The ability to assess the appropriateness of situations for interactions and to adapt goals, skills, and techniques indicates a high degree of interactive competence.

Q: Advice, in handling difficult communicators, is to assess the situation and adjust expectations for what will be accomplished during the interaction.

Q: Bridge cultural differences by using high-context strategies when seeking information.

Q: In the interview introduction, gather information about the topic and agree on mutual goals for the interview and its outcomes.

Q: In the close of the interview, outline plans and clarify who has agreed to what actions.

Q: In Western cultures, questions may be viewed as offensive or overly intrusive and should, thus, be used judiciously.

Q: Reflection and introspection are important activities for good communications.

Q: Clarifying questions may serve the same purpose as paraphrasing or Reflecting questions.

Q: It is recommended that you should frequently use questions that evaluate or advise.

Q: Indirect questions may be perceived as rhetorical by the listener, who may in turn not give a response.

Q: Describe two ethical considerations of collaborative practice.

Q: The inverted funnel approach to questioning begins with broad, open questions and proceeds to more narrow and limited questions.

Q: Discuss two ethical issues which can arise as part of interagency collaboration.

Q: Statements generally serve the following three purposes: A. provide, clarify, and guide information B. seek, clarify, and guide information C. provide, clarify, and seek information D. provide, seek, and guide information

Q: Describe five special issues concerning collaboration within technology-based environments.

Q: A key to being a skilled interviewer is using _________ effectively. A. Descriptive statements B. Pauses C. Explanations D. Advice

Q: What are three of the challenges related to collaborating with professionals from other disciplines?

Q: Which type of communicator may claim to be a multitasker; she is doing other things while you are talking? A. Passive communicator B. Distracted communicator C. Pseudo-communicator D. Preoccupied communicator

Q: Briefly discuss the challenges regarding administrative participation in collaborative activities.

Q: Which type of statements provide information in an instructive way and rely on reasoning, understanding cause-and-effect relationships, or logic? A. Advice B. Explanations C. Direct command D. Overt descriptive

Q: Cooperative learning is a valuable and effective learning approach with a long and robust history for only young children.

Q: Exemplars and continuums are types of A. prefatory statements B. presuppositions C. open questions D. evaluative questions

Q: IDEA requires formal transition planning for students with disabilities beginning at age 16.

Q: What would help to make your question more focused? A. asking an open question B. using presupposition C. asking an indirect question D. using generalities

Q: IDEA suggests that students may be actively involved in their own transition planning.

Q: When you are uncertain whether a question may offend another person, it is best to: A. ask a closed question B. ask an advisory question C. ask an indirect question D. ask a direct question

Q: Collaboration is a professional choice.

Q: "I wonder if Bobby would be willing to go to after school tutoring?" is an example of which type of question?A. a question that seeks informationB. a question that confirms informationC. a direct questionD. an indirect question

Q: Collaboration is a complex endeavor.

Q: "What do you think would happen if you made an appointment with the literacy coach?" is an example of? A. a question that provides information B. a question that modifies information C. a question that seeks information D. a question that clarifies information

Q: One common scheduling matter in middle schools concerns the time of day when language arts is taught.

Q: Questions generally serve all of the following purposes except A. to seek information B. to modify information C. to provide information D. to clarify or confirm information

Q: In some schools, many collaborative activities are scheduled and mandatory, and teachers sometimes believe that their other necessary work is neglected.

Q: When interacting with someone, explain what can happen if you fail to adequately listen and respond back in a hasty manner.

Q: Many special educators are strongly supportive of collaborative service models, but they occasionally are asked to work with so many different professionals that they grow concerned.

Q: List and explain four of the components of paralanguage.

Q: When resources and staff are readily available, daily co-teaching permits both teachers to have a higher sense of ownership in the co-taught class.

Q: List and explain four guidelines for effective listening

Q: Special educators should keep a bit of flexibility so that if they have to cancel a service, another option might be available.

Q: List and explain four suggestions for using e-mail effectively.

Q: Disproportionate representation of African-American males in special education is the clearest example of A. the ethic of justice. B. the ethic of critique. C. the ethic of care. D. the ethic of the profession.

Q: A category of responding that involves nonverbal and very limited verbal communication is paraphrasing.

Q: Challenges of collaborating with general education teachers include all of the following except A. few general education teachers have been prepared for collaborative work B. the varying language used by special education and general education teachers C. a common belief among general education teachers that they should not have any responsibilities relative to students with disabilities D. their expertise in collaborating with other general education teachers

Q: In listening, focus on the content by identifying themes or keywords in the message, and avoiding trivial details.

Q: In the third grade, Melissa, a student with a learning disability, attended her IEP meeting. Her role was to introduce herself and to talk about what she liked about school, what she could do well at school, and what she found difficult. What type of collaboration does this represent? A. Student-professional collaboration B. Peer mediated collaboration C. Student technology collaboration D. Student-centered technology collaboration

Q: Feedback should be imposed, direct, culturally sensitive, and well timed.

Q: Peer mediated instruction has demonstrated effectiveness with all of the following except A. Increasing academic engagement B. Improving math outcomes C. Building conflict resolution skills D. Improving service learning skills

Q: Timing of silence is an example of paralanguage.

Q: Professionals delivering in-class interventions may need to do all of the following except A. assist each other in meeting students' needs B. coordinate efforts C. coordinate with the schedule of general educators D. coordinate with the desires of parents for scheduling

Q: Typically, the greater the distance between people in an interaction the greater the intimacy.

Q: All of the following are scheduling issues for schools except A. Time of day when language arts is taught B. The number of priorities that must be considered C. Block scheduling versus traditional scheduling D. State mandates for collaborative hours

Q: Gestures are the most powerful of the body language cues.

Q: General education teachers say "my class," and the result may be that the other teacher or specialist is relegated to the role of helper. Which challenge in working with other teachers does this represent? A. Role specific pressures B. Control and ownership C. Competing professional obligations D. Time on site

Q: Nonverbal messages are the central mechanism for communicating emotion and attitudes.

Q: General education teachers often are very concerned about how the scores of students with special needs may reflecttoo often, poorlyon their teaching performance. Which challenge in working with other teachers does this represent? A. Role specific pressures B. Control and ownership C. Competing professional obligations D. Time on site

Q: Corrective feedback is most beneficial to learners when it is given after a period of reflection.

Q: Many related service professionals have extremely large caseloads or several school assignments and, as a result, have extraordinary numbers of meetings and conferences to attend. What challenge in working with specialist from other discipline does this represent? A. Professional Orientation B. Time on site C. Competing professional obligations D. Control and ownership

Q: Research suggests that although people spend about 50% of their communication time listening, their listening effectiveness is only about 25%.

Q: A team abdicating responsibility for a group decision and hoping that the administrator would use his authority to "control" the situationeven though this matter would have been handled more appropriately through collaborative decision making reflects which challenge in working with administrators? A. Overreliance on administrative authority B. Is it collaborative or not C. Administrator knowledge D. Administrator support

Q: There are cultural variations in the expression of nonverbal cues that can be misinterpreted if an individual is unaware of such differences.