Q&A Hero

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: The main focus of positive behavioral support is on prevention of undesirable behaviors.

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.

Q: Constantly repeating key phrases is a great way to help children with special needs learn language.

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: __________ is starting with whatever the child can do and gradually encouraging him/her that move closer and closer to the correct behavior a. Equivalent practice b. Embedded learning opportunities c. Progressive matching d. Successful approximations

Q: Which of the following is probably not helpful when communicating with young children who have disabilities? a. Use progressive matching b. Talk about what the child is interested in c. Be specific and label words d. Continually introduce many new words throughout the day

Q: 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

Q: Anything that happens after a behavior is called a. Consequences b. Contingencies c. Antecedents d. Reinforcers

Q: Anything that happens before a behavior is called a. Consequences b. Contingencies c. Antecedents d. Reinforcers

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

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: The person whose job it is to serve as the single point of contact in helping families to obtain appropriate services is the a. Specialist involved b. Early interventionist c. Assessor d. Service coordinator

Q: Participants in IFSP meetings usually include a. Parents, physician, an advocate b. Service coordinator, assessor, physician c. Parents, service coordinator, assessor d. Physician, service coordinator, other family members as desired by parents

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.

Q: Anger and resentment are the first expected parental reactions.

Q: The first duty of the professional is to insist that parents face the child's limitations.

Q: Guidance about what to do now is a basic need of parents who seek professional help.

Q: What is true of foster caregiving? a. Foster caregiving is fortunately decreasing in the United States. b. Early interventionists must be concerned about attachment and emotional development in foster children. c. Foster parents should be excused from participating in home and center activities. d. A foster home is not appropriate for home visits.

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

Q: Understanding the differences between mainstream culture and the cultures of specific families is critical to the _________ approach to intervention a. Behaviorist b. Developmental c. Adaptive d. Ecological

Q: P.L. 105-17 (1997 Amendments to IDEA) set the stage for a. Family-professional collaboration b. Nondiscrimination for people with disabilities c. Family-centered early intervention d. All of the above

Q: A statement such as "It must be very frustrating and tiring to take your child to so many medical appointments" shows a. Bargaining b. Crisis intervention c. Empathy d. All of the above

Q: The successful education of children with special needs will demands a. That parents accept the disability and are not emotional about the problem b. That parents always remain calm and in command c. That parents accept everything the professional tells them to do and do it without questions d. That an effective partnership exists between parents and professionals

Q: Parents of young children with disabilities often report that a. They are confused because even the "experts" disagree about causes of developmental delays b. Their pediatrician called their attention to their child's problem shortly after birth c. They were told exactly how to help their child, and they were successful the first time d. Professionals who examined their child agreed on the cause of their child's problem

Q: Parent involvement in the education of young children a. Is less important when children attend a preschool b. Is rapidly being recognized as essential if children are to achieve their potential c. Is not as important as had been thought, according to recent research d. Is not practical, as most parents work

Q: A current paradigm shift in ECSE is the focus on the caregiving environment rather than on the infant or child.

Q: Piaget believed that each child's capacity to learn is uniquely experientially based.

Q: An excellent model of an inclusive setting is Head Start.

Q: Best practice stipulates that evaluation should rely on a single instrument for continuity.

Q: The main purpose of P.L. 94-142 was to establish free appropriate public education.

Q: Most child-focused programs are currently directed by the teacher.

Q: Research has shown that a factor significantly associated with positive child development is maternal responsiveness.

Q: Teachers in a Montessori program use sequenced lessons.

Q: Itard's contribution to child development was the theory of inborn adaptation.

Q: The parent of a child with special needs can be assured that there will be a program in the least restrictive environment available for that child in the community.

Q: During the early years, the educational focus is more on the process than on the content of learning.

Q: Children with special needs do not need to have a program with educational experiences individualized.

Q: The range of "normalcy" in children 0"5 is quite narrow.

Q: By 2005, the majority of schools had developed curriculum standards for 3- to 5-year-olds.

Q: Children learn many skills from each other.