A.   Only the children without disabilities.

B.   Children with and without disabilities

C.   No one benefits from inclusion.

D.   Only the children with disabilities.

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

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

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

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

A.   identify high-preference activities

B.   repeat art activities frequently

C.   prevent challenging behaviors

D.   implement adult communicative strategies

A.   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.

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 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?"

A.   True

B.   False

A.   True

B.   False

A.   gross and fine motor difficulties

B.   speech and language delays

C.   sensory integration difficulties

D.   loss of vision

A.   speech and language impairment

B.   vision impairment

C.   cerebral palsy

D.   hearing loss

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

B.   stating rules in the negative instead of the positive

C.   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

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

A.   False

B.   True

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

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

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

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

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.   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

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

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

A.   emergent literacy skills.

B.   independence skills.

C.   fine and gross motor skills.

D.   self-help skills.

A.   True

B.   False

A.   following the child's lead

B.   a mini-script

C.   an open-ended activity

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.   provide pictures with high contrast

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

C.   make sure the songs have strong vibrations

D.   use hand-under-hand approach

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

B.   remaining flexible and changing circle time activities frequently.

C.   providing a daily classroom schedule.

D.   frequently reading the children's favorite books.

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

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

C.   The activity should be highly interactive.

D.   The activity should be developmentally appropriate.

A.   communication skills

B.   self-help and adaptive skills

C.   All of these

D.   social and emotional skills

E.   cognitive skills

F.   school readiness skills

A.   low muscle tone.

B.   insistence on sameness.

C.   delays with the development of representational skills.

D.   difficulty with understanding directions.

A.   sign language

B.   first/then

C.   classroom schedule

D.   choice board

A.   asking a child to give you two blocks

B.   counting blocks

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

D.   placing one bear on top of each block

A.   social skills, school readiness

B.   fine motor development, school readiness

C.   social skills, play skills, gross motor development

D.   fine motor development, social skills

A.   task analyze what the child is doing

B.   close the sandbox when he is at school

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

D.   teach the child using mini scripts

A.   enlarge

B.   stabilize

C.   enhance

D.   simplify

A.   getting children's attention

B.   task analysis

C.   repetition and routine

D.   scaffolding

A.   obesity, insatiable overeating

B.   poor weight gain, dental problems

C.   food phobias, insatiable overeating

D.   food phobias, obesity

A.   increased constipation

B.   overstuffing their mouth

C.   food phobias/obsessions

D.   obsessively eating nonfood items

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

B.   provide a larger plate

C.   place the plate in a tray

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

A.   any step

B.   the middle step

C.   the first step

D.   the last step

A.   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

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

C.   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

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

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

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

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

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

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

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

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

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

B.   make referrals for assistance from a mental health professional

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

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

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

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

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

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

A.   trailing technique model.

B.   co-teaching model.

C.   blended model.

D.   pullout model.

A.   helping a child eat independently.

B.   helping a child learn to dress himself.

C.   helping a child maintain postural control.

D.   helping a child learn to hold a pencil.

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

B.   all members must be willing to work together.

C.   everyone's voice must be heard.

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