Q&A Hero

Q: Young children should be encouraged to learn language for many purposes or "functions." Not included in functional language use is a. Reciting the alphabet b. Making requests c. Obtaining social interaction d. Gaining and giving information

Q: Children with autism often handle information more easily through which method of presentation? a. Auditory/verbal b. Visual/graphic c. Auditory repetition d. Lip reading

Q: An example of a low-tech device or system would be a. Photo book b. Computer keyboard c. Software program d. Switch-activated toy

Q: Another word for content in language isa. Phonologyb. Semanticsc. Syntaxd. Morphology

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: Speech and language a. Develop systematically beginning with the birth cry b. Begin to develop at about 6 months c. Begin to develop at about 18 months d. Develop in different ways in different cultures

Q: Which of the following is probably not a necessary condition for the normal development of communication skills? a. Intact central nervous system b. Development of normal gross motor skills c. Normal cognitive skills d. Adequate hearing

Q: When working with a child who is severely disabled and nonverbal, one of the first steps in designing a communication training program is a. Assessing speech production skills b. Teaching receptive vocabulary c. Identifying high-preference items and activities d. Identifying specific target responses to be trained

Q: Physical therapists are usually concerned with large muscle movement while occupational therapists are more often involved with fine motor function and activities of daily living.

Q: Creating short term behavior objectives are not necessary to prevent children from experiencing failure.

Q: The focus of therapeutic intervention has shifted from developmental goals to functional independence.

Q: Growth and development tend to proceed from the outer extremities to the spine.

Q: Motor development follows a highly predictable sequential and overlapping pattern.

Q: A child who is hypotonic is often called a child who is "floppy."

Q: Research reveals a significant relationship between visual-perceptual training and improved academic performance.

Q: Apgar scores indicate the intelligence levels of newborns.

Q: If a child has a significant motor disability he or she is highly likely to have a cognitive deficit as well.

Q: In the preschool years, girls appear to perform better on fine motor tasks while boys tend to be more adept at large motor tasks.

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: Another word for "spasticity" as a motor disability is a. Athetosis b. Hypotonic c. Hypertonic d. Floppy

Q: The pattern of voluntary movement that begins in the shoulder, then moves on to the elbow area, wrist, and finally the fingers is called the a. Proximo-distal pattern b. Mass-to-specific pattern c. Bilateral-to-unilateral pattern d. Maximum-to-minimum muscle-involvement pattern

Q: The rate and quality of physical and motor development are influenced most by a. Age and environmental factors b. Physiological maturation and environmental factors c. Age and internal motivation d. Internal motivation and physiological maturation

Q: The most useful way to assess motor skills primarily involves a. Norm-referenced tests b. Criterion-referenced tests c. Observation d. Standardized tests

Q: The fact that children increasingly learn to eliminate unnecessary body movement demonstrates which of the following basic principles of growth? a. Bilateral to unilateral development b. Gross motor to fine motor development c. Proximo-distal growth d. Maximum to minimum muscle involvement

Q: A useful technique to employ when teaching self-help skills is a. Reverse chaining b. Behavior modification c. Concrete reinforcement d. Shaping

Q: Hand dominance is often not achieved until the age of a. 4 years b. 5 years c. 6 years d. 7 years

Q: If you were asked to prepare a lesson involving the development of gross motor skills, which of the following would not be considered? a. Outlining with stencils or templates b. Walking on a balance beam c. Throwing a ball to a partner d. Playing "Simon Says"

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: Loud, lively music can be upsetting for children who have difficulty with control.

Q: A child is born with a particular temperament. It cannot be changed in any way.

Q: The onset of ADHD is before the age of 5.

Q: Children with disabilities need only be put in the same environment with children without disabilities for peer imitation to occur.

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 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: 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: 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: 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 cannot 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: It is much easier to fade physical prompts then verbal prompts.

Q: Errorless learning is effective for children who are more often correct than incorrect in their responses and have some self-confidence.

Q: It is recommended practice to continue using a prompt even when the child with severe disabilities no longer needs it.

Q: A student who is diagnosed as legally blind has 20/200 vision in both eyes.

Q: Most intervention approaches for autism have sufficient research to establish their effectiveness.

Q: Low vision has a corrected visual acuity of no better than 20/70.

Q: 50% of children who are deaf or hard of hearing have an additional disability.

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: Addressing the child's individual objectives, identifying adaptations within an activity, and deciding what team members will do is called a. Ecological inventory b. Partial participation c. Interdisciplinary support participation plan d. Discrepancy analysis

Q: In order to gather a comprehensive picture of a child with a disability the teacher needs to learn about the child from the family and a. Share information from other relevant professionals b. Skillfully observe the child c. Review all available records d. All of the above

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: The purpose of creating an ecological inventory for a student with severe disabilities in an inclusive classroom would be to a. Identify discrepancies between a child's actual participation and the expected performance of a skill b. Analyze steps in an activity and the skills needed to participate c. Maximize the chance that a student will respond correctly d. Identify the child's preferred activities

Q: A diagnosis of fetal alcohol spectrum disorders (FASDs) can be made if a child demonstrates symptoms of facial malformations, central nervous system effects and deficiency in a. Prenatal growth b. Postnatal growth c. Both prenatal and postnatal growth d. Speech and language skills

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: 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: 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: Providing just the right amount of help and support to a child is ____. a. Zone of proximal development b. Reinforcement c. Scaffolding d. Contingencies

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