OAE 013 Early Childhood Special Education

14. Which of the following would be the most effective assessment tool to use when determining a preschooler's letter recognition skills? A. checklist B. observation C. anecdotal record D. rubric

A. checklist - When assessing a preschooler's letter recognition skills, the easiest and most effective assessment tool would be the checklist because it involves answering a yes or no question. Does the child recognize the lower case letter a? Yes or no. An observation or anecdotal record would not be appropriate because interaction with the child is necessary to find out what they know. A rubric is best used when there is more detail to the answer to the question or problem.

10. Which of the following is considered a developmentally appropriate practice (DAP) for preschool children? A. building upon what the child already knows B. using a prepackaged curriculum C. having rules and regulations posted in the classroom D. utilizing a pre-test score to drive instruction

A. building upon what the child already knows - According to the National Association for the Education of Young Children (NAEYC). Building upon what the child already knows, or scaffolding, is a developmentally appropriate practice. Research indicates that in addition to increasing the child's ability to reach new levels in learning, this method also strengthens the child retention of new information.

75. Harry is a five-year old kindergartener. He was recently evaluated by the school's multidisciplinary team since he completed the Response to Intervention (RTI) process without making adequate progress. At an initial meeting where staff members shared evaluation results with Harry's parents, his parents disagree with the team's decision that Harry is eligible for special education services. According to IDEA, Harry's parents have the option to: A. Ask for an independent evaluation for Harry. B. Suggest and alternative evaluation process for Harry. C. Request Harry's evaluation process be delayed for one year. D. Select the school personnel to reevaluate Harry.

A. Ask for an independent evaluation for Harry. -IDEA's section 300.502 and OH 3301 -51 -05 G (1)(2) provide that "the parents of a child with a disability have the right...to obtain an independent educational evaluation of the child." In this scenario, Harry's parents disagree with the school's evaluation result, so they have the right to request an independent evaluation.

29. Teachers who have a goal of developing and supporting a sense of achievement and competence among diverse groups of children should begin by considering which of the following questions? A. Do I allow differences in culture, language, and behavior to shape my perceptions about children's motivation and ability to learn? B. How frequently do I interact with individual children to make sure that I am meeting their learning needs? C. Am I consistent in providing an equal amount of time to each child, regardless of ability, language, and behavior? D. Have I clearly communicated my belief that the children are capable of mastering the targeted concepts and skills?

A. Do I allow differences in culture, language, and behavior to shape my perceptions about children's motivation and ability to learn? -Preconceived ideas about the motivation and ability of children to learn that are based on children's languages, cultures, and behaviors present a significant barrier to providing equitable instruction. For example, these preconceived ideas may lead a teacher to have lower expectations for some groups of children. To develop and support a positive classroom climate that promotes learning, achievement, and competence, a teacher must view children as individuals who have unique assets and needs and provide instruction that is responsive to those assets and needs. Therefore, the most important first step for a teacher of diverse groups of children is to reflect on potential biases or misconceptions about children.

31. Three children who are English Language Learners will soon be joining Ms. Summer's pre kindergarten special education class. The children are identified as developmentally delayed. Ms. Summers takes several steps in preparation for the children's arrival. She begins learning key phrases in the children's first language that will be relevant to their needs and activities at school. She also creates labels in their first language to place beside the English labels posted around the classroom, and she acquires books in the children's first language for the classroom library. Ms. Summers's actions best reflect an awareness of the principle that: A. English Language Learners' continued development in their first language supports their acquisition of English B. English Language Learners' understanding of academic concepts in their first language leads proficiency in academic English. C. authentic experiences with multiple languages promote all children's ability to communicate more effectively D. authentic experiences with multicultural materials facilitate all children's active engagement in learning

A. English Language Learners' continued development in their first language supports their acquisition of English - Research has consistently shown that English Language Learners' acquisition of English is benefitted by the children's continued development in their first language A child's understanding of what language is and how it works increases through his or her development in the first language. The child is able to transfer this knowledge to the task of learning English. The early childhood special education teacher's actions in supporting the children's first language development reflect a clear understanding of the research and best practices in language development.

1. An early childhood special education teacher is reviewing research on child abuse and neglect. The most effective protective factor against child maltreatment has been proven to be: A. a supportive family environment and social networks. B. two married parents or caregivers living together in the home. C. large amounts of one-on-one time spent between the child and his or her family. D. a higher education level of the child's caregivers.

A. a supportive family environment and social networks. -Protective factors are conditions or attributes in individuals, families, communities, or the larger society that, when present, migrate or eliminate risk in families. Research has shown that protective factors are linked to a lower incidence of child abuse and neglect. Many protective factors have been studied, but the one that has been proven most reliable and effective is a supportive family environment and social networks.

35. A kindergarten student with Down syndrome has begun sweeping objects off his desk and any other surface he passes and then laughing. When his early childhood special education teacher asks why he is doing this, the child replies, "It is funny." The teacher has explained verbally and through the use of a social storybook why this behavior is not appropriate. Which of the following strategies would be most effective for his teacher to use next? A. communicating that the child must pick up the objects himself and cannot move to a preferred activity until it is done B. modeling picking up the objects for him and having a coworker comment on how much better they look where they belong C. monitoring the child's arms, hands, and general manner to avoid the situation before it occurs D. arranging a lunch group with several staff and peers to discuss how everyone feels when personal things are pushed onto the floor

A. communicating that the child must pick up the objects himself and cannot move to a preferred activity until it is done - Having the child pick up the items that were purposefully knocked to the floor is a natural consequence of the action. The items need to be placed in their original location. Taking the time to do this instead of moving on to a preferred activity will most likely make the action less entertaining and eventually diminish or eliminate it.

24. A kindergarten general education teacher is concerned about Ira, a child with an intellectual disability who is consistently interrupting and disturbing other children during math centers. Ira has been observed walking around the classroom, throwing materials, poking other children, and refusing to complete center activities. The teacher has been implementing the academic modifications and accommodations outlined in Ira's IEP, and has been working closely with his paraprofessional, but Ira's behaviors continue to occur daily. Which of the following steps should the special education teacher take first to address this situation? A. conducting a functional behavioral assessment with the IEP team B. observing Ira working on math assignments in the resource room for several weeks C. reconvening the IEP team to discuss increasing social special education services during math centers D. creating a behavior intervention plan with input from Ira's parents and kindergarten teacher

A. conducting a functional behavioral assessment with the IEP team - A functional behavioral assessment is a systematic process to determine the underlying function or purpose of a particular behavior so that an intervention plan can be developed. In order to determine an appropriate strategy to address Ira's behavior, it is necessary to identify why he is engaging in the behavior. Research on positive behavior intervention and supports indicates a greater likelihood of success with behavioral intervention plans when they are developed after the analysis of a functional behavioral assessment.

30. Which of the following would be a factor to consider when creating an appropriate guidance and socialization environment for preschool children? A. developing a caring community of learners B. providing an adult-guided experience for all children C. ensuring that the children can recite the expected learning goal for each activity D. focusing the activities on keeping the children in their work areas

A. developing a caring community of learners - According to the National Association for the Education of Young Children (NAEYC), creating a caring community of learners ensures that each child feels safe and secure in the learning environment where he or she will be able to socialize and self-regulate. An adult-guided experience does not allow children to choose learning activity stations and reduces creativity and learning.

9. Sarah is a three-year-old child who lives with her mother and one younger brother. Sarah's mother is unemployed and without extended family nearby. The family recently moved to a homeless shelter after losing their apartment. There is no predictable schedule for their days or nights. As a result of this situation, Sarah would most likely: A. experience adverse affects on her concentration and memory. B. have a greater chance of developing certain disorders such as asthma. C. experience in increase in her resilience and determination to succeed. D. have a greater understanding of the range of human emotions.

A. experience adverse affects on her concentration and memory. - Extensive research indicates that poverty has a wide range of negative effects on the physical well-being and mental health of children in various contexts at home, in school, and in their communities. Poverty has a particularly adverse affect on the academic outcomes of children, especially during early childhood. Chronic stress associated with living in poverty has been shown to adversely affect children's concentration and memory, which may impact their ability to learn.

41. A preschool special education teacher would like to improve children's auditory processing skills during morning circle time. Which of the following strategies would best promote this goal? A. Incorporating activities that require active listening comprehension (e.g., identifying the sources of various sounds, identifying rhyming or non-rhyming words) B. reminding children to use their "good listening ears" whenever verbal information is about to be presented C. presenting challenging language concepts (e.g., yesterday, next week) that require children to listen attentively in order to determine the meaning D. providing children with frequent verbal reminder to take turns and listen to one another during circle time discussions

A. incorporating activities that require active listening comprehension (e.g., identifying the sources of various sounds, identifying rhyming or non-rhyming words) -Auditory processing problems can significantly affect children's learning and behavior. Children with auditory processing delays will often receive speech language therapy, and will require explicit strategies, practice, and accommodations in the classroom to support generalization of skills. Various treatment approaches that can be practiced in the classroom include practice with auditory discrimination of sounds, sequencing of sounds, and auditory comprehension. Setting a purpose for children's listening by asking them to attend to specific things is an example of explicit strategy, as opposed to simply reminding children to "listen carefully".

65. The parents of a seven year old girl have expressed concern to her second-grade teacher that their daughter climbs stairs using two feet on each step, shows frustrations during transitions from one activity to the next, does not use the computer keyboard, and sometimes stutters when under stress. Which of these developmental traits is atypical for a child this age? A. two-feet stair climb B. transition frustrations C. lack of keyboard use D. stress-induced stuttering

A. two-feet stair climb - In this scenario, it would be atypical for a child who is seven years old to be unable to walk upstairs using alternating feet. Typically this gross-motor skill would be demonstrated before the age of four years old.

68. Mario is a first grade student who has Duchenne muscular dystrophy and uses braces to help him walk. The classroom teacher asks the special education teacher for advice on the most appropriate way for Mario to participate in recess activities. The special education teacher should recommend that Mario: A. interact with other children during recess through playing a game such as walking or tag to swinging on the swings. B. spend time at recess with other children and his physical therapist on strengthening activities such as jumping. C. play games such as dominoes or chess with a different child each day during recess. D. participate with other children in any recess activities in which he shows interest with the supervision of his paraprofessional educator.

A. interact with other children during recess through playing a game such as walking or tag to swinging on the swings. - The goals of recess include incorporating an unstructured play time into an otherwise structured school day and promoting physical recreation and peer-focused social development. Activities such as playing a game of walking tag or swinging on swings are in line with these goals because they promote Mario's social interactions with peers while he engages in developmentally appropriate recess activities in which he can participate safely.

64. The children in a preschool class enjoy marching to music, and their teacher has collected a number of classical recordings that include musical tracks for marching. Which of the following mathematical concepts would be best reinforced by this type of music-and-movement activity? A. one-to-one correspondence B. greater than and less than C. part-to-whole relationships D. seriation and ordering

A. one-to-one correspondence - Marching music has a strong rhythm with a highly regular beat. When children march to such music, they stamp each foot alternately to the rhythmic pulse of the music. The act of stamping each time they hear the strong beat as they march across the floor sets up a strong one-to-one pattern; one stamp to one strong beat. Even though the children are not actually counting, they are physically responding in a one-to-one pattern-one stamp to one strong beat- that kinesthetically reinforces their understanding of the concept of one-to-one correspondence.

27. Arni is a kindergarten student with autism spectrum disorder (ASD) who is having difficulty adjusting to transition times during the school day. Which of the following strategies would be the most effective to help Arni handle transitions? A. providing Arni with the day's schedule simply laid out in a picture format that he can check off when each activity ends B. handing Arni a picture that represents the next activity that he will be transitioning to C. Tapping Arni on the arm and pointing out the various preparations his classmates are making to move onto the next activity D. establishing with a that the teacher will ring a bell when it is time to transition to each activity

A. providing Arni with the day's schedule simply laid out in a picture format that he can check off when each activity ends - Children with autism spectrum disorder (ASD) tend to think in patterns and pictures, therefore a schedule with a picture format is going to be easier for the child to follow especially when he can check off each activity. Research indicates a positive correlation between use of visual supports and schedules and an increase in appropriate behavior, task completion, and ease of transitions. Children with ASD require the consistency of a predictable schedule and the visual cues to organize their day.

48. A prekindergarten special education teacher says a common rime (e.g., -op) to a small group of children and then says a word that contains the rime (e.g., hop). The teacher then asks the children to generate more words based on this model. The teacher repeats this procedure with several common rimes and notices that one child in the group is able to repeat only the modeled words each time. The teacher could best differentiate the lesson for this child by first focusing on which of the following skills? A. recognizing when pairs of spoken words sound alike or different B. blending a series of separate phonemes to form familiar words C. recognizing a shared letter in a pair or words that sound different D. segmenting a series of simple words into separate phonemes.

A. recognizing when pairs of spoken words sound alike or different -The child in this scenario demonstrates difficulty performing a phonological-awareness tasks that calls for producing rhyming words. Being able to perceive and identify rhyming words is a skill that is a prerequisite to being able to produce them. So, the teacher should begin instruction by developing the child's ability to identify when two words are phonologically similar; that is, when they rhyme

2. According to research, a baby's brain continues to develop after birth, primarily because of: A. sensory experiences. B. environmental factors. C. family history. D. physical well-being.

A. sensory experiences. - An infants brain development is heavily dependent on sensory experiences beginning immediately after birth. Touching, holding, comforting, rocking, singing, and talking to a baby all provide stimulation for brain development.

62. Every morning, Mr. Harris, a preschool special education teacher, reads aloud a short story. On this day, after reading "Goldilocks and The Three Bears" Mr. Harris provides the children with a drum, a tambourine, and a wooden flute. As he retells the story, Mr. Harris pauses strategically for children to add musical accompaniment. At the conclusion of the story retell, he encourages the children to perform the story in the drama center using the instruments and their own dialog. Embedding music into the literacy lesson is likely to be most effective in achieving which of the following goals? A. supporting children's acquisition of beginning reading comprehension skills B. increasing the likelihood that children will play a musical instrument in the future C. promoting the benefit of both reading and writing music D. assessing the children's advanced phonemic-awareness skills

A. supporting children's acquisition of beginning reading comprehension skills -A variety of research has shown that the purposeful systematic use of music embedded within and throughout the curriculum activities can be a powerful tool to developing children's language, auditory processing, and literacy skills. While frequently linked to language development and auditory processing, research also supports the effectiveness of linking music to literature to enhance development of reading comprehension skills. PRe-emergent and emergent comprehension skills such as identifying characters, emotions, sequences of events, and the problem/solution of a story can be easily brought to life through music. A widely known example of this would be the story "Peter and the Wolf" as told musically by a full orchestra.

36. Bobby is a seven-year-old boy enrolled in second grade. He speaks clearly and has a large vocabulary compared to his peers. Bobby has difficulty relating information in conversation (e.g., turn taking), telling stories in a sequential manner, and interpreting nonverbal cues during conversation. Which of the following intervention strategies would be most effective for addressing Bobby's pragmatic communication skills? A. using social stories and scripts to practice in responses during peer interactions B. teaching concentration skills, the following of rules, self-management, and organization skills C. employing linguistic-scaffolding techniques to ensure that Bobby has a way to appropriately express his needs and wants D. teach turn taking through board games, hitting a balloon back and forth, telephone conversations, or bouncing a ball back and forth

A. using social stories and scripts to practice in responses during peer interactions - Children with pragmatic language difficulties may be unable to vary their language use to meet situational requirements, may relate information or stories in a disorganized way, or may say inappropriate or off topic things during conversation. A child with this disorder will have difficulty following the ordinary social rules of communication. Role-play activities can help children with pragmatic communication disorders understand appropriate language use in a variety of settings and situations.

38. Mr. Long, an early childhood special education teacher, works with Ms. Smith and her six-month-old daughter Melanie, who is developmentally delayed. Mr. Long has a goal of promoting the development of a healthy emotional attachment between Melanie and her mother. Which of the following strategies would best support this goal? A. Showing Ms. Smith ways to create a visually stimulating environment for Melanie. B. Encouraging Ms. Smith to quickly respond to Melanie's cues for various needs, such as comfort. C. Modeling to Ms. Smith playful ways to interact with Melanie, such as in a game of peekaboo. D. Recommending to Ms. Smith a variety a high-interest toys for Melanie to choose from.

B. Encouraging Ms. Smith to quickly respond to Melanie's cues for various needs, such as comfort. -Understanding in infant's cues for food, comfort, and other needs and attempting to respond to them is crucial in developing a trusting, attached relationship. The infant learns to trust that his/her needs will be met by the caregiver.

73. Mr. Barnes is a special education teacher in an elementary school that serves a highly diverse population, including a large number of non-English speaking families. He recognizes the importance of creating a culturally responsive classroom that meets the needs of all students. Which of the following practices should Mr. Barnes engage in first to address cultural competence? A. Review the school's curricular materials to identify bias and stereotyping. B. Examine personal attitudes, expectations, and beliefs about various cultural groups. C. Observe children in the classroom to identify their learning preferences. D. Host an after-school event that celebrates diversity and features specific cultures.

B. Examine personal attitudes, expectations, and beliefs about various cultural groups. -Research supports the development of culturally responsive schools and classrooms through critical reflection by all stakeholders. The analysis of one's own cultural assumptions provides the opportunity for learning, discussion, and growth. Reflection on tightly held cultural assumptions is necessary to dislodge misconceptions and stereotypes.

56. A preschool special education teacher is introducing the concept of patterns to a group of four-year-olds. Which of the following would be an effective activity to introduce the concepts of patterns? A. Having the children line up and then count off, "one, two, three;" and so on. B. Introducing a movement game such as "clap, stomp, jump; clap, stomp, jump." C. Placing numbered cards on a table and having them put them in numerical order. D. Putting out different size blocks and asking them to put them in order by height.

B. Introducing a movement game such as "clap, stomp, jump; clap, stomp, jump." -Preschool students learn best when they are actively involved in the learning process. The "clap, stomp, jump" game will have the children learning while perfecting their motor skills.

74. Which of the following statements is the most commonly cited legal rationale for avoiding predetermination during evaluation, IEP, and placement process? A. It results in student placement outside of the least restrictive environment (LRE). B. It is considered a violation of the student's rights to a free appropriate public education (FAPE). C. It leads to a student's ineligibility for special education services. D. It makes it difficult to describe the student's present level of academic performance.

B. It is considered a violation of the student's rights to a free appropriate public education (FAPE). -Predetermination occurs when a school district or school "preselects" or presents to the parents a recommendation of placement and services prior to the IEP team meeting or to the development of the IEP. There have been a number of legal precedents that have determined predetermination causes substantial harm by seriously infringing on the parents' opportunity to participate in the IEP process. Therefore, legally, it can be concluded that predetermination amounts to denial of FAPE.

58. An early childhood special education teacher is using criterion-referenced test to evaluate the academic performance of a kindergarten student. This type of assessment would be most useful for: A. Monitoring the child's ability to remain on task while taking the timed assessment. B. Measuring the child's ability to apply the information and skills that have been taught. C. Comparing the child's performance to that of other kindergarten students. D. Determining the child's cognitive ability and current learning strengths and needs.

B. Measuring the child's ability to apply the information and skills that have been taught. -Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standard. For example, a driving test is a criterion-referenced test because the goal is to see whether the test taker is skilled enough to be granted a driver's license, not to see whether one test taker is more skilled than another test taker. In education, criterion-referenced tests are used to evaluate whether students have learned a specific body of knowledge or acquired a specific skill set.

45. Alexandra is a six year old kindergartener with high-functioning autism spectrum disorder (ASD). She is verbal but had difficulty connecting with other children socially. Every day at recess, Alexandra plays alone in the sandbox moving a truck back and forth in front of her. The special education teacher would like to teach Alexandra how to ask other children if they would like to play with her. Which of the following instructional strategies would likely be most effective for helping Alexandra learn this skill? A. Explaining to Alexandra that she cannot make any friends if she sits by herself in the sandbox. B. Role-playing a conversation with Alexandra that she cannot make any friends if she sits by herself in the sandbox. C. giving Alexandra a special sticker each time she asks a friend to play at recess. D. Showing Alexandra a video of children talking and playing together

B. Role-playing a conversation with Alexandra that she cannot make any friends if she sits by herself in the sandbox. -Role-playing has been shown to be an effective strategy for helping children with ASD develop communication and social skills. Teaching Alexandra how to ask a friend to play and practicing this type of conversation with her will give her the tools she needs to use these same skills in a real setting.

55. An early childhood special education teacher is working with a five-year-old with an intellectual disability. Which of the following activities would be most effective for promoting the development of this child's cognitive skills? A. Stringing large beads onto a shoelace. B. Sorting buttons according to color, shape, or size. C. Creating shapes with modeling clay. D. Playing follow-the-leader through an obstacle course.

B. Sorting buttons according to color, shape, or size. -Sorting buttons according to color, shape, or size would strengthen the child's skill of classification, which is a pre-math skill. Sorting objects requires the child to identify an aspect of the object based on specific features, and categorize the object, which requires a level of cognitive processing. A higher level cognitive skill would be for the student to sort objects based on an abstract attitude, such as the use of the object.

69. Mr. Amir, a preschool teacher, learns that a new student with multiple disabilities will be joining his class. According to the child's Individualized Education Program (IEP), the child will be receiving related services from several in-school and itinerant interventionists. Which of the following would be an important first step for Mr. Amir to take in order to meet the needs of this child? A. meeting with the special education teacher to schedule the interventionists services and decide which services take priority B. coordinating schedules to enable services to be provided within the natural setting of the classroom when possible. C. creating a system for providing the child's parents with weekly progress reports D. establishing a plan to address the child's goals and objectives to ensure physical and academic progress

B. coordinating schedules to enable services to be provided within the natural setting of the classroom when possible. - The child will experience less disruption in his or her regular school day if services are provided within the natural setting. Mr. Amir is the general education teacher; therefore, it is his responsibility to make sure that they interventionists have a workable schedule to ensure a seamless transition to their participation in the classroom as possible. Research indicates a positive correlation between the inclusion of related services for young children in a natural environment and the likelihood of greater success with these interventions for the child. Mr. Amir does not need to provide weekly progress reports or assign others, including the principal, to take his responsibility of coordination services.

23. A kindergarten teacher and an early childhood special education teacher will be co-teaching a class of diverse learners including two children with behavioral disabilities. The teachers want to design a learning environment that will promote a feeling of competence and active participation for all children in the class. Which of the following plans would be the most effective for achieving this goal? A. arranging for children with academic and behavioral issues to work at a slower, more comfortable pace B. creating clear and consistent classroom schedules and routines in order to impart a sense of security and reliability C. organizing small cooperative groups of children who span the academic spectrum in order to promote a sense of equality D. establishing a hand signal that each child can use to leave the class when they feel tired or overwhelmed

B. creating clear and consistent classroom schedules and routines in order to impart a sense of security and reliability - Based on research of children with behavioral disabilities, establishing routines and schedules for how things are done and teaching these routines to the children can help them stay on target in a classroom. For example, it is important to implement consistent routine's for those times when children have to make a transition from one lesson to another, or four times when they have to get or put away materials. Using schedules and routines can prevent behavior problems and create a proactive and positive learning environment.

60. An early childhood educator plans developmentally appropriate activities to promote knowledge of basic social studies concepts in a program that serves children ages 12 to 18 months. Which of the following children's activities are most appropriate for this goal? A. drawing pictures of various landscapes to gain an understanding of geography B. creating personal photo albums to depict their family and neighborhood C. making maps of the town to gain an understanding of location and community D. visiting a variety of business to develop an understanding of the world around them

B. creating personal photo albums to depict their family and neighborhood -Children between the ages of 12 and 18 months are developing the ability to differentiate between strangers and familiar people and frequently visited locations (e.g., neighborhood park or playground). Through the creation of personal photo albums, they are able to solidify their understanding of family and the greater world, which is foundational social studies skill. The other answer choices would be more appropriate for older children.

28. The most appropriate use of a functional behavior assessment (FBA) would be to: A. create a record of a child's behavior to have on file B. determine the intended purpose of a child's behavior C. identify natural consequences to address a child's behavior D. monitor whether a child's behavior is improving

B. determine the intended purpose of a child's behavior - An FBA is a systematic process that uses data to identify patterns in a child's behavior and determine the purpose or function of the behavior for the child. By determining the purpose of the behavior, educational personnel can then devise strategies and interventions to teach the child replacement behaviors and coping strategies.

22. When considering which environment is best for providing services for a young child with disabilities on an Individualized Family Service Plan (IFSP), it is important to: A. ascertain what resources in the community have been developed specifically for young children with this disability B. determine which goals can be best addressed through the child's typical routines and activities C. identify which is the most convenient location for service providers to meet with the child, and arrange for the family to visit D. establish the family's willingness and ability to participate in home visits

B. determine which goals can be best addressed through the child's typical routines and activities - An IFSP Approach includes the whole family, not just the child, in developing and implementing a plan to address early intervention services in the child's natural environment. Most visits will take place within the home, although a child care setting, preschool, or early education program that also and rolls children without disabilities can be considered the child's natural environment. And IFSP is developed based on a comprehensive assessment of the child needs as well as the needs and concerns of the family.

20. Five-year-old Silvio, a student with spina bifida, will be attending a general education preschool class in the upcoming year. Silvio uses a power wheelchair, which he propels independently. Which of the following issues would be especially important for Silvio's preschool teacher to be aware of in order to promote Silvio's health and physical wellbeing in the classroom? A. checking Silvio's wheelchair thoroughly for proper function on Monday of each week B. ensuring that Silvio's pressure-relief regimen is followed every day without fail C. isolating Silvio whenever one or more of his classmates shows any signs of illness D. confirming each day that Silvio has been administered his required daily medications

B. ensuring that Silvio's pressure-relief regimen is followed every day without fail - For individuals with spinal cord injuries, pressure relief is important to prevent skin breakdown due to constant pressure on one area. Pressure relief is necessary every 15-30 minutes. A child may be able to participate independently in pressure relief using vertical pushups, forward leans, lateral bends, and shifts. A teacher or paraprofessional may be needed to tilt the wheelchair backward to allow for a shift of weight for a short time for pressure relief.

26. Josiah, a five-year-old child with an emotional impairment, is placed in a co-taught kindergarten class. Transition between activities are difficult for Josiah. He often reacts to them angrily, yelling or crying and refusing to stop what he is doing. Josiah's special education teacher has been helping him develop effective transitioning skills, and the parents have been reinforcing the skills at home. Which of the following additional strategies would likely be most effective for the early childhood special education teacher to use to help Josiah with this issue? A. permitting Josiah to choose between activities when he transitions cooperatively B. establishing a cue to alert Josiah a few minutes before transition times C. reminding Josiah each morning that he should expect transitions throughout the day D. imposing negative consequences whenever Josiah resists making transitions

B. establishing a cue to alert Josiah a few minutes before transition times - Transitions can be difficult for young children and are often especially difficult for children with emotional impairments. By establishing a special cue (verbal, nonverbal, auditory, or visual) for Josiah, he can begin to prepare himself for the end of one activity and the beginning of another. Cues can be used in coordination with positive reinforcement when the child appropriately participates in the transition and can be modified depending on the location or activity.

49. In an informal screening assessment, a third grade student reads aloud an unfamiliar grade-level passage and scores significantly below the grade level benchmark for oral reading fluency. When evaluating the child's performance and the underlying cause of the child's difficulty, which of the following questions should the special education teacher consider first? A. did the child consistently read the passage naturally and expressively? B. has the child developed adequate decoding skills to read a text at this level? C. did the child appear to be at ease and engaged with the text while reading? D. does the child have the background knowledge needed to understand the passage?

B. has the child developed adequate decoding skills to read a text at this level? -A typical informal reading fluency assessment yields a measure of the child's reading performance in terms of correct words per minute. A child may score below grade level benchmarks because the child lacks rapid automatic decoding skills or because the text includes phonics elements or requires the use of word analysis skills the child has not yet acquired. The latter is a more fundamental difficulty and should be considered first.

18. Elena is a preschooler with a form of spina bifida known as myelomeningocele. Which of the following medical conditions is most closely associated with this condition? A. leukemia B. hydrocephalus C. type 1 diabetes D. hyperactivity

B. hydrocephalus - Spina bifida is a birth defect that involves the incomplete development development of the spinal cord or its coverings. Myelomeningocele is the most severe form of spina bifida. It occurs when the meningsthe connective tissue layer that cover the brain and spinal cord-push through the hole in the back, and the spinal cord also pushes through. A child born with this type of spina bifida is likely to have hydrocephalus, an accumulation of fluid in and around the brain.

19. Ashton is a five-year-old who has weakened bones associated with osteogenesis imperfecta (OI). He has spent most of his time in the hospital or at home with his parents and older sisters. He recently began attending a general education kindergarten class in a wheelchair with the assistance of a paraprofessional. Ashton's physical condition will most likely affect his academic performance as a result of: A. restricted social interaction B. limited life experiences C. inexperience with classroom routines D. undeveloped attention span

B. limited life experiences - Osteogenesis imperfecta (OI), or brittle bone disease, is a congenital disorder that results in fragile bones that break easily. This condition often limits a child's physical exploration as well as experiences in different locations and environments. Research indicates that early childhood experiences, including varied physical activities and gross-motor development, have a great impact on a child cognitive and literacy development.

4. A preschooler with dyspraxia would likely have the most difficulty with which of the following activities? A. sitting in a circle listening to a book being read B. putting a puzzle together or working with small objects C. retelling a story in front of the class D. drinking from a cup without spilling

B. putting a puzzle together or working with small objects - Dyspraxia is a developmental disorder affecting fine and/or gross-motor coordination. Children diagnosed with dyspraxia have additional problems related to planning, organizing, and carrying out movements in the right order in everyday situations. A preschooler with dyspraxia would likely find putting a puzzle together quite difficult given the fine motor skills and motor planning needed to complete the task.

6. Premature infants are at risk for delays across developmental domains. Which of the following interventions is supported by research to have a positive impact on the physical development of premature infants? A. increased oxygen levels in the incubator B. skin-to-skin contact with a caregiver C. classical music played in the neonatal intensive care unit (NICU) D. being read to by a caregiver

B. skin-to-skin contact with a caregiver. - Studies have shown that one hour each day of skin-to-skin contact with a primary caregiver leads to many benefits. The American Academy of Pediatrics (AAP) recommends skin-to-skin contact for premature infants to reduce infant stress and increase nursing and weight gain for low birth weight infants. A more recent comprehensive study by Harvard School of Public Health concluded that skin-to-skin contact especially the first days of life dramatically decreased the rate of mortality premature infants.

25. A special education teacher and a general education teacher co-teach a kindergarten class that includes several children with disabilities. At the beginning of the school year the teachers tell the class that when they want to communicate important information, one of the teachers will say, "One, two, three, eyes on me" and then wait for the children to respond, "One, two, eyes on you." The primary purpose of this strategy is to: A. foster a collaborative learning community B. teach children to focus and pay attention C. model how to follow classroom rules D. promote receptive communication skills

B. teach children to focus and pay attention - By teaching a simple rhyme to children at the beginning of the school year, the teachers help the children learn when they need to regain focus and listen for directions. The teachers will be able to use this rhyme throughout the school year as a consistent cue for children to pay attention to what the teachers have to say next.

39. At the beginning of the school year, a third-grade teacher administers a whole-class reading comprehension assessment in which children read a grade-level narrative text and then retell the story in writing. Children may draw pictures or create other graphic organizers to support their retelling. The primary disadvantage of using this assessment for diagnostic purposes is that: A. the teacher will likely use the results to compare children's skills and plan flexible homogeneous groupings for instruction. B. the results are not likely to provide reliable comprehension evidence for children who read significantly above or below grade level. C. children who do not understand basic story structure will likely have difficulty identifying main events and details in a narrative text. D. the written format of the test will likely prohibit children with weak composition skills from demonstrating their comprehension of the text.

B. the results are not likely to provide reliable comprehension evidence for children who read significantly above or below grade level - As an assessment tool, retelling has the potential for supplying more information about a child's comprehension of a text than his or her answers to explicit questions about the text can yield. For example, a retelling can provide insights into a child's specific reading comprehension skills, the assessment should be given at the child's reading proficiency level, which is not necessarily his or her grade level. Giving children a test at the wrong level yields unreliable information about their skills and abilities. This understanding is especially important for special education teacher's to consider in order to provide intervention instruction and strategies to effectively address a child's reading disability.

16. Ms. Malty teaches a class of three- and four-year-olds with global developmental delays. Throughout the year she complies work samples and drawings for each child and keeps them in a portfolio. This type assessment is most appropriate for which of the following purposes? A. to identify children who might benefit from extra help B. to monitor children's development and learning C. to report and communicate with others D. to guide classroom planning and decision making

B. to monitor children's development and learning - Young children at this age often progress gradually in small increments. Consistent progress may not always be observed right away. A child's performance can be compared with what he or she did on the same task a month ago, and the progress shown can be motivating for both the teacher and the child.

67. Felix is a five year old preschooler with an orthopedic impairment that affects the coordination of both gross and fine motor skills. He has difficulty with throwing and catching balls and other objects. His early childhood special education teacher would like to make it easier for Felix to develop these skills safely so he can participate more with classmates on the playground. Which of the following strategies would be most effective for achieving this goal? A. tossing small bean bags into a board with multiple openings B. using a ball and mitt with Velcro attachments C. moving further and further away when throwing a ball D. throwing underhand instead of overhand

B. using a ball and mitt with Velcro attachments - Beginning with a ball and mitt that have Velcro attachments helps the children concentrate on hand-eye coordination without the addition of closing the hands around the ball. The child gets the feel of throwing and catching without the pressure of learning everything at once. Gradually, as his skills and dexterity improve, he can move to a standard glove and ball.

53. A child with short-term memory deficits would likely have the most difficult with which of the following tasks? A. Reciting the alphabet. B. Self-correcting written work. C. Following multi-step oral directions. D. Recognizing sight words.

C. Following multi step oral directions. -A child with short-term memory deficits would find retaining new information to be difficult. Following multi step oral directions would require the child to use auditory short-term memory. Research supports the use of visual materials presented along with verbal information to allow for greater understanding and processing of new learning, and less dependence on auditory short term memory.

42. An early childhood special education teacher overhears a four-year-old say to a friend, "Let's play with the little mouses in the block corner." Which of the following responses to this statement would be most appropriate for the teacher to make in this situation? A. "There are toy mice in the block corner". B. "When you have more than one mouse, they are called mice." C. "Have fun playing with the little mice in the block corner." D. "You can choose between playing with one mouse or with several mice."

C. "Have fun playing with the little mice in the block corner." -By using the correct form of the plural, "mice;' the teacher is modeling the appropriate syntax for the children. Research supports the strategy of modeling language within the natural speech of a conversation. In this example, when the child hears the correct usage, he or she is more likely to repeat it correctly.

71. A special education teacher is meeting with the parents of Michaela, a kindergarten student who has an orthopedic impairment. Michaela's parents are anxious about speaking to the evaluation team members at the upcoming meeting. Both parents are worries that they will become overwhelmed and unable to speak about their child. Which of the following suggestions would be most helpful for the teacher to recommend that the parents do before the meeting? A. "Consider hiring an advocate to accompany you to the eligibility team meeting." B. "Observe Michaela in school for a day to get a better understanding of her school routine." C. "Prepare a simple statement and some questions regarding your concerns about Michaela and school." D. "Read a book on special education rights and laws to familiarize yourselves with the process.

C. "Prepare a simple statement and some questions regarding your concerns about Michaela and school." -One of the many important considerations discussed when determining eligibility and placement and in developing an Individualized Education Program (IEP) is the concerns of the parents/guardians for improving their child's education. In this situation, suggesting that Michaela's parents write down their questions and concerns before the meeting will allow them to be prepared and less anxious or overwhelmed during the team meeting.

33. Which of the following scenarios describes a child who is developing a sense of autonomy? A. The parents of three-year-old Helen wait before responding to Helen's cries after she spills her milk on her clothes. B. Five-year-old Jackson follows his friend Jennifer around the classroom, choosing all the activities that Jennifer chooses. C. A preschool teacher listens as four-year-old James explains that he is upset because the block center is closed today. D. Four-year-old Marcee carries her blanket to school every day and rests it in her lap during center activities.

C. A preschool teacher listens as four-year-old James explains that he is upset because the block center is closed today. - Adults must be intentional about providing opportunities for young children to express themselves and make decisions in order to develop a sense of autonomy. One aspect of autonomy is the child's ability to cope with stress, disappointment, and changes in expectations. Even at a young age, a child can be taught strategies for managing disappointment by making appropriate responses either physically or verbally. The next step would be for the child to accept this unfortunate change in expectation and make an alternative choice or decision that will meet the child's needs.

44. Research suggests that children with an expressive language delay in a preschool classroom differ significantly from their typical same-age peers in their ability to: A. follow a teacher's two step directions B. engage in functional play C. participate in show and tell activities D. understand and enjoy group read-alouds

C. participate in show and tell activities - A preschool-aged child with an expressive language delay has difficulty conveying or expressing information in speech, writing, sign language, or gesture. For example, a child with this type of language delay would have difficulty asking questions, naming objects, and putting words together into sentences. A show and tell activity in which the expectation is to talk about an object or share a story in front of the class would be very difficult for a child with an expressive language delay.

79. Which of the following best describes a major trend since the reauthorization of IDEA in 2004 regarding the identification of students with specific learning disabilities? A. An expanded reliance on the results of formative and summative assessment. B. An increase in the proportion of students diagnosed with specific learning disabilities rather than ASD. C. A shift from the significant discrepancy model to the RTI process. D. A tendency to focus on information provided by teachers as opposed to information provided by assessments.

C. A shift from the significant discrepancy model to the RTI process. -The original method for determining a child's eligibility for special education services due to a specific learning disability is known as the discrepancy model. In this model, a child's IQ and achievement scores, the identification of a learning disability was generally determined. Due to a weakness in this model, there has been a trend among educators to replace the discrepancy model with the RTI (Response to Intervention) process, wherein general education classroom teachers rigorously document their attempts to improve student performance using research and evidence-based interventions. If, despite these focused interventions, a child is not responding to the degree expected, then the child would be referred for a comprehensive individual evaluation for special education services.

57. Mr. Carlton is a special education teacher who works in an elementary school resource room. He teaches a mathematics class of five third-grade students. Mr. Carlton is working on reinforcing adding and subtracting skills using play money. He creates a mini store in the classroom and has children take turns making purchases by counting out the play money and being the cashier by making change. This situation best describes which of the following types of assessment? A. Criterion-referenced B. Portfolio C. Authentic D. Curriculum-based

C. Authentic -An authentic assessment is an assessment procedure that requires to demonstrate a specific task in a realistic manner. In this situation, children are demonstrating their understanding of mathematics skills in a classroom store that simulates a real-life setting.

40. What should special education teacher's keep in mind when conducting language-development evaluations for children from linguistically and culturally diverse backgrounds? A. Translation of norm-referenced assessments into the child's dominant language is considered best practice. B. Language assessments are free from bias because linguistic differences are independent of race, class, ethnicity, and culture. C. Children from diverse backgrounds might assign different meaning and importance to words presented during language assessments. D. Children from bilingual families should receive assessments at a younger age because they generally begin talking earlier than children from monolingual families.

C. Children from diverse backgrounds might assign different meaning and importance to words presented during language assessments. - Teacher's should be aware of the need to look at the meaning and importance that a child might assign to the assessment material based on the cultural background of the child before looking at a learning-disorder diagnosis. It could be that the reason a child does not understand a term, for example, is simply because the word presented does not hold importance in the child's culture, or that the test is evaluating children's language based on a particular cultural background and bias. Standardized assessments are often normed on specific populations of test takers. Norms are provided in administration manuals and may be used to assist the evaluator in determining the possible level of bias.

37. Sara is a three-year-old who attends an inclusive preschool class that is co-taught by a general education teacher and a special education teacher. She has good receptive language but very little expressive speech and is often misunderstood by others. The speech-language pathologist has recommended that Sara use a low-tech picture board to help her make choices in addition to using speech. Which of the following situations would be the best time for the teacher's to begin to incorporate the AAC system into Sara's school day? A. While singing songs in morning meeting B. While playing at recess with her friends C. During snack time in the classroom D. During free play right after she arrives at school

C. During snack time in the classroom -An AAC system is used to enhance expressive and receptive communication. Having Sara use her picture board during snack time allows her to make choices and answer questions such as, "Would you like another snack?" or "Would you like milk or juice?" Providing Sara with the opportunity to use the AAC system in this natural social setting will also promote her interactions with others.

54. An early childhood education teacher plans activities to promote the cognitive development of Anna, a nine-month-old with a developmental delay. The teacher would like to specifically focus on Anna's understanding of cause and effect. Which of the following activities is the most appropriate for this goal? A. Reading a board book that includes vivid images to Anna. B. Singing familiar songs with rhyming words to Anna. C. Encouraging Anna to shake various rattles. D. Encouraging Anna to touch a variety of textured materials.

C. Encouraging Anna to shake various rattles. -The development of cause and effect is one important step in the process of cognitive development for infants. As very young children acquire and consolidate knowledge, they expand their abilities in a variety domains- including language, motor, and perceptual reasoning. Infants learn cause and effect by shaking rattles. They learn quickly that when they move the rattle (cause) it makes noise (effect). In developing and understanding of cause-and-effect relationships, infants begin to develop problem-solving skills and predictive knowledge of the world around them.

43. A kindergarten student will cerebral play communicates primarily through the use of a digital communication board. The board contains spaces for up to 12 pictures that can be easily removed or changed. At the beginning of the school year, the special educator and the child show the child's other teachers and classmates how to use the board to communicate with the child. Which of the following additional steps would be most important for the special educator to take in helping ensure that the child is able to communicate effectively throughout the school year? A. Double the size of the child's communication board so that it can hold a greater number of pictures at a time. B. pair the child with a peer who can use the child's communication board and can act as an interpreter as needed. C. Ensure that pictures on the child's communication board are updated as necessary to represent changing wants and needs. D. Arrange for a one-to-one aide who can encourage the child to interact with others by using the communication board.

C. Ensure that pictures on the child's communication board are updated as necessary to represent changing wants and needs. -A digital communication board provides a child with a speech impairment with a clear and consistent way to express his or her wants and needs independently. The child's wants and needs are likely to change from time to time; therefore, it would be important to ensure that the pictures on the communication board are updated on a regular basis to reflect these changes.

52. Fiona, a prekindergarten student with a developmental delay, eats all her food with her fingers. Her early childhood special education teachers would like to begin instruction for Fiona to learn to use utensils when eating. The teacher contacts her parents to coordinate teaching and using this skill at school and at home. Fiona's parents feel this skill will be too difficult for her, and they don't have time during meals to help her. This situation most closely reflects which of the following conclusions? A. Parents/guardians often view skills learned at school as separate and disconnected from those learned at home. B. Adaptive skills taught at school school reflect only those skills that can be practiced with parents'/guardians' at home. C. Parents'/guardians' expectations may affect the growth of adaptive skills in young children disabilities. D. Adaptive skills curriculum should not take precedence over academic curriculum unless agreed upon by parents/guardians.

C. Parents'/guardians' expectations may affect the growth of adaptive skills in young children disabilities. -Adaptive skills are those practical skills that are needed for daily independent functioning. There are ten skill areas that include self-care, communication, social-personal, and health-safety skills. We learn adaptive skills in our everyday interactions with and observe others and the world around us. The home environment, parental expectations, and family involvement are essential in providing opportunities for the young child to observe and experiment with becoming increasingly independent. The early childhood special education teacher can be a positive coach for parents to encourage and model high expectations and developmentally appropriate goals for each child to attain.

61. A prekindergarten student recognizes that there are seven words in the spoken sentence, "The bird flies high in the sky." This child is demonstrating: A. print awareness B. letter-sound correspondence C. phonological awareness D. oral language fluency

C. Phonological awareness. -Phonological awareness is the knowledge that spoken language is composed of smaller linguistic units, including words, syllables, and phonemes. Phonological awareness skills entail discerning or manipulating linguistic units. The child demonstrates phonological awareness by accurately discerning and counting the words in an utterance.

80. Which of the following statements best represents the concept of Universal Design for Learning (UDL)? A. Adjusting the amount of work required for each child according to his or her individual learning goals and objectives. B. Providing children with alternative materials that are closely aligned with their current cognitive level. C. Providing a variety of ways for children to demonstrate what they have learned, such a group projects and oral presentations. D. Using assistive technology to support children's interest in classwork and increase time on task.

C. Providing a variety of ways for children to demonstrate what they have learned, such a group projects and oral presentations. -Universal Design for Learning (UDL) is an inclusive strategy that incorporates multiple means of representation, expression, and understanding so that all children can achieve equity of learning and content, not just participation.

59. A special education teacher is preparing to conduct an evaluation of a kindergarten student who has fragile X syndrome. An adaptive behavior assessment would provide the teacher with information about: A. Effective classroom management strategies to use with the child. B. The child's ability to learn using assistive technology. C. The child's ability with daily living and social skills. D. Appropriate arrangements of the physical environment for the child.

C. The child's ability with daily living and social skills. -Information about a child's conceptual, social, and practical skills (e.g., adaptive behavior) helps teachers determine the level of support the child needs in order to be successful. In this scenario, a teacher is assessing a child with fragile X syndrome using an adaptive behavior assessment. This type of assessment would help the teacher determine the child's abilities and skills in the areas of interpersonal relationships, self-determination, and daily living.

21. An early childhood special education teacher would like to incorporate technology in a reading program for Eliot, a kindergarten student with cerebral palsy, to support beginning skills in reading comprehension. Eliot has difficulty processing text visually, maintaining attention, and turning pages in a picture book. Which of the following types of technology would likely be the most effective to use with Eliot? A. an audio recording of printed text B. a stand-alone unit with optical character recognition C. a digital tablet that reads and highlights each word D. a desktop computer with a large color monitor

C. a digital tablet that reads and highlights each word - A digital tablet that reads aloud, highlights each word, and displays text and a picture would assist Eliot with tracking words and sentences as he follows along. Children with cerebral palsy may experience frustration in trying to track and later read text due to their motor weaknesses, which often affect visual motor ability. Digital tablets are lightweight and easy to hold and have clear displays that would likely help maintain Eliot's attention. Also, digital tablets can easily be mounted to a desk, table, or wheelchair, making them very portable and easy to use independently.

15. At the beginning of the school year, a third-grade student scored below the benchmark on the universal screening assessment for reading fluency. Her teacher began collecting weekly progress monitoring data, which is shown in the graph below. After nine weeks, the school support team recommended Tier 2 interventions, which the child has been receiving for the last seven weeks. Next week, the support team will meet again to review the child's progress monitoring data. Which of the following recommendations will the support team most likely make based on the data provided? A. moving the child to Tier 1 B. moving the child to Tier 3 C. continuing Tier 2 interventions D. administering a new fluency assessment

C. continuing Tier 2 interventions - Progress monitoring data indicates that while the performance level is currently below benchmark, the child is making adequate progress in the Tier 2 placement and should continue there until several data points are either above the goal line or her progress stalls.

5. According to current research, which of the following factors has the most positive impact in the social/emotional development of children with disabilities? A. stronger connections between child and school B. increased numbers of inclusive classrooms C. development of self-advocacy skills D. increased resources to enhance teacher support

C. development of self-advocacy skills - Research strongly indicates that when a child with a disability is explicitly taught and encouraged to understand his or her strengths, needs, and legal rights, as well as develop personal goals, the child will gain confidence in his or her abilities. One benefit is that the child is more likely to experience greater success in school and life challenges. Based on the evidence of this research, policies and procedures have been created to assist children and their parents/guardians in identifying post-secondary goals during middle school, rather than high school. This is the purpose of addressing transition planning to post-secondary opportunities in the IEP.

66. An early childhood special educator is working with a small group of preschoolers. The teacher has various activities planned in centers around the room. In one area is an art center, which encourages the use of clay, paper, pencils, and crayons; in another, children will sort colored buttons in egg cartons; in the music center, children can perform songs with finger puppets; the kitchen center includes place settings and cooking utensils. The teacher is primarily targeting the development of which of the following skills? A. numeracy skills B. cognitive skills C. fine motor skills D. early literacy skills

C. fine motor skills - Each of these center activities promotes the development of fine motor skills. Fine motor control refers to control over the small movements of hands and fingers. In the preschool years, developing fine motor control is integral to a child's development. Good control of the hand muscles is the foundation needed for learning handwriting. Young children need to participate in a variety of developmentally appropriate activities that encourage fine motor development.

50. The parents of Anika, a five-year old child with an intellectual disability, consulted her early childhood special education teacher about teaching Anika how to independently put on her own snow clothes. They had Anika practice by following a linear picture chart and dressing her doll in snow clothes similar to her own. Despite this practice Anika is not able to independently put on her snow clothes. Her teacher understands that Anika most likely: A. would be more interested in learning to dress herself if paired with a peer mentor B. finds it easier to have her parents dress her as they always have done C. has difficulty transferring the skill of dressing her doll correctly to dressing herself D. cannot follow the linear sequence of a picture chart format

C. has difficulty transferring the skill of dressing her doll correctly to dressing herself -Multistep processes and transfer of skills can be difficult for young children. In this scenario, the parents' attempt at providing opportunities for Anika to practice was a positive first step. The next step would be to provide a task analysis and teach incremental steps through backward or forward chaining (e.g., putting on a coat, buttoning/zipping independently, and gradually increasing the level of independence). This should support Anika in becoming increasingly independent in this task.

8. Two teachers are planning a learning environment for toddlers between one and two years of age. According to the theories of Erik Erickson, for children of this age it would be especially important to create an environment that reinforces the children's: A. ability to pay attention during group activities such as show-and-tell. B. recognition that familiar objects and people still exist when unseen. C. mastery of basic self-care skills such as toileting and feeding. D. desire to establish close relationships, including having a best friend.

C. mastery of basic self-care skills such as toileting and feeding. - According to Ericksons psychosocial theories, toddlers face that developmental task of gaining a greater sense of personal control. For children of this age, learning to successfully accomplish tasks such as using the toilet independently and choosing what to eat helps them develop a sense of security and self-confidence, as opposed to feelings of insecurity and self-doubt

34. Clancy is four years old and has a developmental disability. The preschool teacher notices that anytime she asks Clancy a question such as, "Would you like to play in the water area?", Clancy always responds with "No." Clancy also becomes easily overwhelmed with the many varieties in the classroom. He typically sits alone, unsure of what to do next. Which of the following strategies should the teacher use to encourage Clancy to engage in classroom activities? A. giving Clancy directions such as, "I think it's time for you to play in the block center." B. allowing Clancy to stay at one special area throughout independent center time C. offering Clancy a choice such as, "Which center would you like to do now? The plaint or the block center?" D. providing Clancy time to begin to pursue his own interests at his own pace

C. offering Clancy a choice such as, "Which center would you like to do now? The plaint or the block center?" - Offering a young child a choice is one of the first steps in developing a sense of autonomy. Children who do not develop a sense of autonomy are more likely to be dependent on others and overly influenced by peers. Autonomy also builds cognitive functioning skills such as cause-effect, problem-solving skills, and critical thinking.

3. A kindergarten teacher observes that during many of the free-play activities, two children with disabilities are often excluded and left to play by themselves. The kindergarten teacher conferences with the special education teacher to discuss ways to help all students interact more inclusively. Which of the following strategies would be most effective for achieving this goal? A. assigning different partners each day with the direction that they participate together in all activities B. videotaping a typical day and then showing it to the class to illustrate their exclusionary practices C. organizing a whole-group activity or game during the beginning of each free-play time D. providing opportunities for small-group activities with a set goal such as finishing a puzzle

C. organizing a whole-group activity or game during the beginning of each free-play time - Organizing a whole-group activity or game during the beginning of each free-play time will allow all of the children to participate, get to know one another better, and be more comfortable with one another. By modeling and encouraging positive social skills, behaviors, and language, the teacher should be gradually be able to release control of fee-play activities to children, once expectations have been established.

63) Taran is a four-year-old child with Down Syndrome. He is very social and enjoys music and dance. Which of the following is the most appropriate musical activity for promoting tarans cognitive development? A. providing him with time every day to listen to his favorite music CD B. encouraging him to freestyle dance to music in the movement room C. supporting his use and exploration of a variety of musical instruments. D. arranging for him to sit in on some music classes in the upper grades

C. supporting his use and exploration of a variety of musical instruments. -Exploration and hands-on learning are effective instructional strategies, especially for young children. By providing Taran with instruments, individually and independently, he will practice and learn concepts related and unrelated to music. As Taran becomes familiar with these instruments and the sounds they produce, the teacher can introduce vocabulary to help the child explain what he hears and how the instruments work. Even higher-order concepts such as prediction and cause-effect can be taught using Taran's interest in music and instruments.

11. Alan is a third-grade student with Asperger syndrome. In which of the following areas is Alan more likely to have difficulty than his classmates who do not have Asperger syndrome? A. focusing on a specific topic of interest B. listening to and appreciating music C. understanding pragmatic language D. learning and applying math concepts

C. understanding pragmatic language - Asperger syndrome is a pervasive developmental disorder under the category of autism spectrum disorders (ASD). It is generally characterized as difficulty with social interactions, restricted ranges of interest, repetitive behaviors, and difficulty with nonverbal communication. While many individuals with Asperger syndrome demonstrate average to a above average vocabulary skills, significant difficulties with processing and using figurative and pragmatic language and conversational speech are often characteristic.

32. A special education teacher has been teaching a second-grade student strategies for reducing the child's negative language towards others. Which of the following would be the most appropriate feedback for the teacher to give the child on a day when the child has used the strategies successfully? A. "I am very happy with your improvement in communicating appropriately with others." B. "Even though today you didn't yell or use words that don't belong in school, it's still one of your daily goals." C. "Your parents will be so proud that you've been good today and that you remembered to be nice to your friends. D. "I noticed that you remembered to take a deep breath and speak calmly to your friend when you didn't want to play anymore."

D. "I noticed that you remembered to take a deep breath and speak calmly to your friend when you didn't want to play anymore." - A child who is working toward a using less negative language toward others should be given feedback that is positive and that recognizes the new replacement behaviors the child is demonstrating (e.g., taking a deep breath, speaking calmly). Feedback should not be specific to the child's actions to effectively reinforce them and should not be attached to conditions or emiotions (e.g., "I am very happy..." or "Your parents will be proud...").

78. According to the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct, which of the following statements best reflects a primary ethical responsibility of Prekindergarten-Grade 4 teachers in regard to student assessment. A. Students should only be assessed in comparison to peers with a similar academic profile. B. Standardized achievement measures, which include normative assessment, should focus most on showing students' performance in relation to their previous performance. C. Students' grade-level curriculum should be modified based only on most current projective achievement results. D. Appropriate assessment systems, which include multiple sources of information, should provide information about students' learning and development.

D. Appropriate assessment systems, which include multiple sources of information, should provide information about students' learning and development. -The National Association for the Education of Young Children (NAEYC) guidelines were originally developed in 1992 and are updated on a regular basis. Best practices for assessments for young children were added to the Code of Ethical Conduct in the 2005 revision, based on input from early childhood teachers and services providers. The consensus among early childhood educators is the use of assessment methods that are developmentally appropriate, free of language or cultural bias, supportive of a child's daily activities, and inclusive of families.

51. A special education teacher is teaching a six-year old child with autism spectrum disorder (ASD) to independently wash his hands each time after using the bathroom. Which of the following instructional activities should the special education teacher integrate into the curriculum to address this skill? A. Showing a video during recess that presents children washing their hands after coming out of the bathroom. B. Planning a drawing activity as part of art class that involves various life skills that need to be reinforced. C. Implementing a whole-group writing activity around this topic that involves the class in the learning process. D. Creating a social story to read with the children that provides clear expectations and a visual sequence.

D. Creating a social story to read with the children that provides clear expectations and a visual sequence. -Social stories are evidence-based intervention that supports children with ASD in learning routines, expectations, vocabulary, and language skills. Social stories can be used to teach and reinforce appropriate behavior by presenting the information in a visual, concrete format.

77. A two-year old child with developmental delays has been receiving early intervention services. She is approaching age 3, and will be transitioning from an IFSP to an IEP. Which component is included in the IFSP but would not appear in the IEP? A. Present levels of developmental performance. B. Desired outcomes and methods to measure progress. C. Description of services and supports to be provided. D. Information about the family's resources.

D. Information about the family's resources. -The major difference between an IFSP and an IEP is that the IFSP focuses on the child and the family and the services that a family needs to help them enhance the development of their child. The IFSP uses an interagency approach, coordinating services across different agencies in the community. For that reason, information regarding the family's resources is important in determining each agency's role and financial responsibility in the child's plan. The IEP focuses primarily on the educational needs of the child within the school environment.

76. Which of the following obligations is mandated by the Individuals with Disabilities Education Improvement Act (IDEA, 2004)? A. Offer free educational services to children with disabilities from birth to age 18. B. Stipulate that students with disabilities must be educated in their neighborhood schools. C. Prohibit discrimination against people with disabilities in schools and businesses. D. Provide education programs in the least restrictive environment for all students with disabilities.

D. Provide education programs in the least restrictive environment for all students with disabilities. A major tenet of IDEA is the mandate that districts and schools provide education in the least restrictive environment (LRE) for all students with disabilities. The least restrictive environment is a principle that guides the placement and delivery of services to all children eligible for special education services.

70. Emily is a second grader with a cognitive disability. Her individualized education program states that she will be included in a general education second grade class with consultation support from the special education teacher. Twice since school has started, the second grade teacher has approached the special education teacher and explained that Emily does not "fit in" with the other children, is not making academic progress, and belongs full time in a resource room. The IEP team has identified accommodations for Emily within the general education class. The special education teacher meets weekly with the general education teacher to provide support. The second grade teacher continues to show resistance to including Emily. Which of the following steps should the special education teacher take next? A. arranging for the school psychologist to observe Emily in class to determine the nature of the problem B. scheduling an IEP meeting to discuss amending Emily's IEP to change her placement C. suggesting that the second grade teacher observe in an inclusive classroom to learn effective teaching strategies D. arranging to meet with the second grade teacher and the school principal to discuss the issues.

D. arranging to meet with the second grade teacher and the school principal to discuss the issues. - Having already met with the second grade teacher several times to collaborate on Emily's academic program, the special education teacher's next step would be to include the principal in discussions regarding Emily's access to the general education environment and the implementation of the accommodations written into Emily's IEP. In the role of advocate for the child, as well as with the understanding of policies and procedures, the special education teacher should involve the school administration to support the child's access and success in the least restrictive environment.

72. Jasiel is a third-grade student with a specific learning disability in mathematics and moderate ADHD. His Individualized Education Program (IEP) goals for mathematics address completing assignments and solving word problems. The special education teacher recently received this note from Jasiel's parent: Dear Teacher, The math teacher called yesterday and told me that Jasiel did not pass the last 4 month testing and is failing math this grading period. Also, he hasn't been doing his homework because he says he doesn't understand it. I try to help but he says I am wrong and he gets very upset. I'm worried that he is getting further behind and will fail 3rd grade. Please suggest something we can do do help Jasiel so he doesn't fail. From: Jasiel's Mother Which of the following steps should the special education teacher take next to address the parent's concerns? A. scheduling a meeting with the mathematics teacher to review Jasiel's classwork and test scores. B. observing Jasiel during his mathematics class to evaluate his behavior and class participation. C. sending the parent a written response that includes homework suggestions and math practice websites. D. calling the parent to schedule and IEP meeting to discuss Jasiel's mathematics progress and needs.

D. calling the parent to schedule and IEP meeting to discuss Jasiel's mathematics progress and needs. -When a child is failing a class, it is recommended that the IEP team meet to address the status of the child's progress on IEP goals. In discussing the child's progress, it may become apparent that they IEP needs to be addressed to support the child's current level of performance. The IEP is a dynamic process that should be continuously revisited to determine its effectiveness, relevance, and success. The special education teacher, as manager and evaluator of the goals, is responsible for monitoring student success. When evidence is present that indicates a child is unsuccessful, the IEP team should meet to discuss and determine appropriate next steps.

13. An early childhood special education teacher is working on expanding the communication skills of Esther, a six-month-old child who has not begun to coo or babble and rarely attempts to make any verbal sounds. Her pediatrician has found no physical reason for Esther's lack of verbal communication. Which of the following strategies would be most effective for this teacher to try with Esther? A. moving a colorful, noisy toy within Esther's visual range and giving it to her after she makes eye contact B. immersing Esther in sound by playing lively music or recorded stories in the background whenever she is awake C. arranging to have Esther participate in a weekly baby group so she has the opportunity to interact with other infants D. conversing with Esther about what is happening while changing her diapers, dressing, and feeding her

D. conversing with Esther about what is happening while changing her diapers, dressing, and feeding her - Babies will imitate sounds that they hear. Their favorite is the human voice, especially that of the mother or significant caregiver. Conversing with Esther throughout the day would be the best way to encourage her to imitate the sounds

12. A general education teacher and an early childhood special education teacher both co-teach in a kindergarten classroom, and they are planning for an upcoming visit from a children's book author. The author will first briefly discuss her life as a writer and will then read aloud one of her books to the class. She will also provide children with an opportunity to ask questions related to her life and her work. Each child will create a thank you card for the author that includes a short message and an illustration that represents what each child learned from the visit. The teacher considers the needs of a child with a fine motor impairment in planning this task. Which of the following activities related to the authors visit will most likely need to be modified to support the needs of this particular child? A. asking questions associated with the authors work and life B. remaining seated during the authors read aloud C. thinking of a message to include in the card D. drawing an illustration for the card

D. drawing an illustration for the card - a fine-motor impairment affects a child's ability to use small body movements, such as in the hand or wrist. Thus, drawing an illustration would be difficult or a child with fine-motor impairment.

7. Two five-year-old children in a prekindergarten class are reluctant to attempt new tasks, repeatedly telling the teacher they "can't do it" and asking the teacher to "do it for me." Which of the following responses by the teacher would likely be most effective for helping children develop attitudes of greater self confidence and motivation to learn? A. assigning the children extremely simple task and commending them for completion of the tasks B. telling the children that no matter how well they have preformed a task, they should feel proud of the work they have done C. having the children work together on tasks and encouraging them to help one another to be successful D. praising the children's ability when they succeed at a task and fostering effort and persistence at tasks they find challenging

D. praising the children's ability when they succeed at a task and fostering effort and persistence at tasks they find challenging - Children Who demonstrate learned helplessness expect not to be able to control outcomes. They typically attribute their failures to lack of ability and their successes to external factors (e.g., to luck). Researchers have recommended helping such children alter both their ability attributions (e.g., by telling them, "This is a lot like when you did. You can do this.") and their effort attributions (e.g., by telling them, "Keep trying, don't give up."). Research further suggest that encouraging children to focus on learning instead of on showing how well they can preform can be an effective teaching strategy.

47. Which of the following actions by a kindergarten teacher would most likely support development of children's emergent writing skills? A. posting a weekly list of simple spelling words B. marking corrections on children's written work C. explaining basic rules of punctuation to children D. providing many examples of print in the classroom

D. providing many examples of print in the classroom -Emergent writers typically begin with scribble, progress to mock handwriting or a wavy scribble, and then begin to experiment with conventional letters, which are usually the ones in their names. These letters may be strung together to label objects or to form what appears to be a sentence without proper spacing pronunciation. Children often visualize the letter they wish to write. By providing a classroom environment that is rich in print (e.g., labels, signs, magazines, books) the teacher will expose children to wide range of letters and words. Exposure to many examples of print will hjelp emergent writers transition from mock letters to conventional letters.

17. At the end of the school year, a preschool special education teacher assesses each of her students moving up to kindergarten. She asks questions and asks them to do a series of academic tasks. The kindergarten teacher will use the results of the assessment to gain an understanding of the children's strengths and weaknesses and pass this information on to next year's teacher and the children's parents. This type of testing is limiting in its scope because: A. skills tests by a familiar teacher often get unreliable results B. the techniques used for oral-response tests are not always well developed. C. it is time consuming for the teacher and hard for a five year old to complete D. skills are tested in isolation and may not be indicators of final performance

D. skills are tested in isolation and may not be indicators of final performance - According to current research, children actively construct knowledge and skills that when tested in isolation are not always reliable. For a young child, one assessment of any kind provides only a partial picture of his or her performance. A more developmentally appropriate means of identifying strengths and weaknesses would be a portfolio of the child's work throughout the year to show a learning progression with areas of mastery and need.

46. A first-grade student with a visual impairment draws a picture and then asks the special education teacher to write a story below it, which the child begins to dictate. These actions are typical of a child who has developed which of the following concepts of print? A. recognizing sentence representations in print B. understanding how to track print in connected text C. recognizing the directionality of print D. understanding the function of print.

D. understanding the function of print. -By asking the teacher to transcribe a story below the drawing, the child demonstrates an understanding of one of the functions of print; that is, that print can be used to represent verbatim a spoken message (in contrast to pictures, which illustrate elements or ideas related to the message).