Q&A Hero

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 before a behavior is calleda. Consequencesb. Contingenciesc. Antecedentsd. Reinforcers

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 outcomes 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. Behavioral objectives 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: Which use of Internet-based communication would not be appropriate when e-mailing with families? a. Sending photos of children playing together b. Discussing issues or concerns c. Providing websites for resources d. Moderating a family support discussion forum

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.

Q: An example of a community-based inclusive setting would be: a. Head Start b. Neighborhood play group c. Child development center d. All of the above

Q: When caring for young children in groups it is not important to create a. Small group sizes b. A bond between a child and an instructor of the same gender c. Continuity of care d. Cultural and familial continuity

Q: The term "natural environments" means a. The least restrictive environment b. And environment where technology is available c. An environment where children without disabilities participate d. Services provided in the home

Q: Public Law 99-457, The Education of the Handicapped Act Amendments of 1986, a. Authorized Individual Family Services Plans (IFSPs) b. Requires statements about mental retardation c. Tightened eligibility requirements for infants and toddlers d. All of the above

Q: The far-reaching law that guarantees equal opportunity in employment, public accommodation, transportation, state and local government services, and telecommunications is: a. Americans with Disabilities Act (ADA) of 1990 b. The Education of the Handicapped Act Amendments of 1990 c. The Education of the Handicapped Act Amendments of 1990 Part H d. The First Chance Program (HCEEP) in 1968

Q: Montessori developed a: a. Nursery school for children who are gifted b. Day-care center for young Italians in New York City c. Casa dei Bambini in Rome d. A test to determine if children are retarded

Q: Public Law 94-142 was enacted in: a. 1935 b. 1955 c. 1975 d. 1979

Q: Legislation requires that __________ of children in Head Start be children with disabilities. a. 10% b. 15% c. 20% d. 25%

Q: Today children with any disabling condition should a. Always be placed in regular classrooms with special help b. Be educated in the least restrictive appropriate environment c. Be taught from the earliest possible time by teachers who are trained in special education d. Be evaluated and identified according to disabling conditions

Q: Early childhood curricula usually include experiences in a. Exploration b. Sharing c. Interaction with peers d. All of the above

Q: Inclusion support activities for the ECE who has a child with special needs in the class might include a. Ongoing observation and assessment of the child b. Inservice information to staff members about the child's disability c. Demonstration of specific intervention techniques d. All of the above

Q: Strong parent organizations that aided children with special needs were first created a. After World War I b. After World War II c. In the 1990s d. In 2004

Q: The least restrictive environment is a. In a regular classroom if appropriate b. Always in a regular classroom c. Usually in a special education classroom d. Never in a special education classroom

Q: Children with disabilities and special needs a. May not be able to learn spontaneously from play a. Learn in exactly the same way that other children do b. Always learn more slowly and with great difficulty c. Need highly structured lessons to learn

Q: At the present time it is thought that the best way to provide learning opportunities for children with special needs is a. In classrooms called non-categorical b. In classrooms with typically developing children c. In classrooms for developmentally delayed d. In classrooms especially equipped for their disability

Q: What are the various organizational approaches toward managing stress?

Q: Discuss the various individual approaches toward managing stress.