A.   Only the children without disabilities.

B.   No one benefits from inclusion.

C.   Children with and without disabilities

D.   Only the children with disabilities.

A.   the paraprofessional can increase the child's independence skills by limiting the amount of direct instruction.

B.   the paraprofessional could actually interfere with the child's ability to develop friendships and social skills.

C.   the paraprofessional might not have direct and supportive supervision.

D.   the child can develop an extreme dependency upon the paraprofessional.

A.   identify high-preference activities

B.   prevent challenging behaviors

C.   implement adult communicative strategies

D.   repeat art activities frequently

A.   A teacher stops pushing a child on the swing. When he starts to rock forward and back, she says, "What do you want?" A child points to his runny nose and the teacher says, "Do you need something?"

B.   A child points to the milk and the teacher gives it to him. A teacher sees a child reaching for a toy on a high shelf and goes over and gets it for him.

C.   Child pulls on the teacher's leg and she picks him up. A child points to the milk and the teacher gives it to him

D.   A teacher sees a child reaching for a toy on a high shelf and goes over and gets it for him. Child pulls on the teacher's leg and she picks him up.

A.   True

B.   False

A.   False

B.   True

A.   speech and language delays

B.   gross and fine motor difficulties

C.   loss of vision

D.   sensory integration difficulties

A.   cerebral palsy

B.   speech and language impairment

C.   vision impairment

D.   hearing loss

A.   using the words no and don't frequently, stating rules in the negative instead of the positive

B.   making sure to tell the child what to do, using the words no and don't frequently, stating rules in the negative instead of the positive

C.   stating rules in the negative instead of the positive

D.   keeping the number of rules to a minimum, making sure to tell the child what to do, using gestures, signs, pictures, and modeling,

A.   True

B.   False

A.   has broad statements related to goals and objectives, how often outcomes, goals, and objectives are updated

B.   the age of the child served, how often outcomes, goals, and objectives are updated

C.   the cost for services is more expensive, the age of the child served

D.   the family is not part of the collaborative team, has broad statements related to goals and objectives

A.   True

B.   False

A.   sensory overload with the noise level and dizziness, lack of understanding of social cues such as facial expression, necessity to keep things the same, difficulty understanding and following the sequence of actions

B.   lack of understanding of social cues such as facial expressions, significant gross motor delays, sensory overload with the noise level and dizziness

C.   difficulty understanding and following the sequence of actions, significant gross motor delays, necessity to keep things the same

D.   significant gross motor delays, sensory overload with the noise level and dizziness, lack of understanding of social cues such as facial expressions, necessity to keep things the same

A.   emergent literacy skills.

B.   self-help skills.

C.   independence skills.

D.   fine and gross motor skills.

A.   False

B.   True

A.   an open-ended activity

B.   a mini-script

C.   following the child's lead

D.   cause-and-effect

A.   assisting individual children to maintain interest.

B.   intervening after challenging behaviors happen.

C.   getting up and moving around as needed.

D.   frequently scanning the group of children

A.   slow the pace of the song down so the child has time to respond and react

B.   use hand-under-hand approach

C.   make sure the songs have strong vibrations

D.   provide pictures with high contrast

A.   remaining flexible and changing circle time activities frequently.

B.   frequently reading the children's favorite books.

C.   providing a daily classroom schedule.

D.   starting the circle time with the same cue every day.

A.   The activity should be highly interactive.

B.   The activity should be taught as part of a completely new circle time.

C.   The activity should be developmentally appropriate.

D.   The activity should be taught with many visual supports.

A.   cognitive skills

B.   All of these

C.   communication skills

D.   self-help and adaptive skills

E.   school readiness skills

F.   social and emotional skills

A.   delays with the development of representational skills.

B.   low muscle tone.

C.   insistence on sameness.

D.   difficulty with understanding directions.

A.   classroom schedule

B.   sign language

C.   choice board

D.   first/then

A.   asking a child to give you two blocks

B.   placing one bear on top of each block

C.   lining up blocks in the order of red, yellow, red, yellow

D.   counting blocks

A.   fine motor development, social skills

B.   fine motor development, school readiness

C.   social skills, school readiness

D.   social skills, play skills, gross motor development

A.   teach the child using mini scripts

B.   task analyze what the child is doing

C.   close the sandbox when he is at school

D.   encourage this repetition as it is good for children with disabilities

A.   enlarge

B.   enhance

C.   simplify

D.   stabilize

A.   task analysis

B.   scaffolding

C.   getting children's attention

D.   repetition and routine

A.   food phobias, insatiable overeating

B.   obesity, insatiable overeating

C.   food phobias, obesity

D.   poor weight gain, dental problems

A.   obsessively eating nonfood items

B.   increased constipation

C.   overstuffing their mouth

D.   food phobias/obsessions

A.   provide a larger plate

B.   provide a plate that has a suction cup on it

C.   place the plate in a tray

D.   place a shelf liner under the child's plate

A.   the last step

B.   any step

C.   the first step

D.   the middle step

A.   dealing with significant behavioral challenges, having more specialized medical services, more frequent therapy appointments, extra care needed for caregiving tasks such as sleeping and feeding

B.   working full time to afford an education for their child, having more specialized medical services, more frequent therapy appointments, extra care needed for caregiving tasks such as sleeping and feeding

C.   dealing with significant behavioral challenges, having more specialized medical services, more frequent therapy appointments, working full time to afford an education for their child

D.   dealing with significant behavioral challenges, working full time to afford an education for their child, more frequent therapy appointments, extra care needed for caregiving tasks such as sleeping and feeding

A.   "You should be more worried about his language skills as he is not talking yet."

B.   "Don't worry about that. He'll start playing with children very soon."

C.   "It sounds like you are concerned about the development of his social skills."

D.   "I think you should go to different playgrounds to find friendlier children."

A.   avoid meeting with families who do not have a college education.

B.   make sure to use many acronyms during the conversation.

C.   use the technical special education terms as families will need to learn these words.

D.   give information by using terminology that is likely to be familiar and understandable.

A.   help the family set new goals for themselves and their child

B.   remind the family of all the child's challenges

C.   end the relationship with the family, since they no longer need help accepting their child's special needs

D.   make referrals for assistance from a mental health professional

A.   She supports mainly children with moderate to severe disabilities. She provides services to children up to the age of 5.

B.   She is concerned with supporting one or two separate areas of development. She is a therapist.

C.   She is a therapist. She is concerned with supporting one or two separate areas of development.

D.   She provides services to children up to the age of 5. She views the child within the context of the family.

A.   blended model.

B.   trailing technique model.

C.   pullout model.

D.   co-teaching model.

A.   helping a child eat independently.

B.   helping a child learn to dress himself.

C.   helping a child learn to hold a pencil.

D.   helping a child maintain postural control.

A.   everyone's voice must be heard.

B.   team members should focus on their own concerns and agendas.

C.   everyone must understand their individual roles within the team.

D.   all members must be willing to work together.