Practice Test from PEARSON

A kindergarten teacher and an early childhood special education teacher will be co-teaching a class of diverse learners including two students with behavioral disabilities. The teachers want to design a learning environment that will promote a feeling of competence and active participation for all students in the class. Which of the following plans would be the most effective for achieving this goal? A) arranging for students 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 students who span the academic spectrum in order to promote a sense of equality D) establishing a hand signal that each student 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

Mr. Long, an early childhood special education teacher, works with Mrs. Smith and her 6-month old daughter, Melanie, who is developmentally delayed. Mr. Long has a goal for promoting the development of a healthy, emotional attachment between Melanie and her mother. Which of the following strategies 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 ways to interact with Melanie, such as in a game of peekaboo D) recommending to Ms. Smith a variety of high-interest toys for Melanie to choose from

B) encourage Ms. Smith to quickly respond to Melanie's cues for various needs, such as comfort

Josiah, a five-year-old student with an emotional impairment, is placed in a co-taught kindergarten class. Transitions 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 these skills at home. Which of the following additional strategies would likely be most effective for the ECE 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 Isaiah each morning that he should expect transitions throughout the day D) impose negative consequences whenever Josiah resists making transitions

B) establishing a cue to alert Josiah a few minutes before transition time

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) juvenile diabetes D) hyperactivity

B) hydrocephalus - accumulation of fluid in and around the brain

A prekindergarten teacher has become concerned about a child whose appearances and behavior suggest that the child may be the victim of neglect at home. In response to this concern, the teacher should immediately take which of the following actions? A) question the child about his or her home life, and document the child's responses B) make a report to the public children's service is agency in the county where the child resides C) confront the child's caregivers with the observations that led to the teacher's suspicions D) provide the child with a doll family, and observe how he or she plays with the dolls.

B) make a report to the public children's services agency in the county where the child resides

An early childhood special education teacher is using a criterion-referenced test to evaluate the academic performance of a kindergarten student. This type of assessment would be used for: A) monitoring a student's ability to remain on task while taking a timed assessment B) observing and measuring the student's ability to apply the information and skills that have been taught C) comparing the student's performance with that of other second-grade students D) measuring the student's cognitive ability and current learning strengths and needs

B) observing and measuring the student's ability to apply the information and skills that have been taught

An early childhood special education teacher teaches in a Head Start program for children who are 3 years of age and older. Recently a new student named Tyler joined the class. Tyler has difficulty staying focused and playing appropriately with his toys. When he is handed a new toy or a spoon to use to feed himself the quickly throws it on the floor. Which of the following interventions would likely be the most effective to use with Tyler to help him move beyond throwing? A) using a "no throwing" verbal reminder when Tyler throws items B) praising purposeful activity that Tyler demonstrates when focused or not throwing C) asking Tyler's parents for insight on what strategies are effective at home D) practicing fine-motor activities with Tyler in a place where he is much lass mobile, such as a high chair

B) praise purposeful activity that Tyler demonstrates when focused or not throwing

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 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 together a puzzle or working with small objects

An early childhood special education teacher is working with a 30-month-old child who is developmentally delayed and struggles with the concept of object permanence. Which of the following activities would be most effective for teaching this concept? A) going outside and playing hide-and-seek together B) reading books with pictures hidden under flaps and playing peekaboo C) watching a cartoon about a toy that gets lost but is later found D) talking together about what happened the day before and then drawing a picture

B) reading a book with pictures under flaps and playing peekaboo

Erika is a four-year-old student who rarely speaks in class. When she does speak, Erika uses one one- or two-word utterances. Her parents report that Erika is the "baby" of the family and that her older siblings routinely speak for her and tend to speak over her in conversations at home. Which of the following would be the early childhood special education teacher's best strategy for encouraging Erika to speak in the classroom? A) establishing a morning circle time for students to share their thoughts and ideas B) regularly commenting on and asking Erika open-ended questions about her activities in the classroom C) requiring Erika to ask for desired materials, activities, or equipment throughout the day D) frequently leading the class in chants or songs accompanied by movement activities

B) regularly commenting on and asking Erika open-ended questions about her activities in the classroom

Alexandra is a six-year-old kindergartener with HFA. She is verbal but has 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 ECE 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-play a conversation with Alexandra about asking a friend to play C) giving Alexandra a special sticker each time she asks a friend to play at recess D) showing Alexandra a video of children taking and playing together

B) role-playing a conversation with Alexandra asking a friend to play

Rose is a second grader who has spastic cerebral palsy. Which of the following characteristics would she most likely exhibit as a result of having this disability? A) increased hyperactivity B) tense, contracted muscles C) inability to socialize with peers D) reduced sense of balance

B) tense, contracted muscles

Ms. Malty teaches a class of three- and four-year-olds with global developmental delays. Throughout the year she compiles work samples and drawings for each child and keeps them in a portfolio. This type of 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

An early childhood special education teacher is meeting with the parents of Joey, a three-year-old with multiple disabilities. Joey's parents are concerned that they are not spending enough time with their other two children, who are 10 and 12. Which of the following suggestions could the teacher offer that would most likely be helpful to Joey's parents? A) "Try to schedule one-on-one time each week with each child, even if it's just for 15 minutes. It's not the quantity of time, but the quality that's important." B) "Children are resilient. Give them more responsibility for Joey and it will help them to feel included in the family unit." C) "Individually meet with each child and explain that Joey's needs are greater than theirs, especially as you prepare him for preschool." D) "You may want to hire a babysitter for Joey for some time each week so the rest of you can have some quality family time together."

A) "Try to schedule one-on-one time each week with each child, even if it's just for 15 minutes. It's not the quantity of time, but the quality that's important."

Three students who are ELL will soon be joining Ms. Summers prekindergarten special education classroom. The students are identified with developmental delay. Ms. Summers takes several steps in preparation for the students' 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 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' section best reflect an awareness of the principle that: A) ELL's continued development in their first language supports their acquisition of English B) ELL's understanding of academic concepts in their first language leads to proficiency 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) ELL's continued development in their first language supports their acquisition of English

An early childhood special education teacher is selecting assessments for a kindergarten student with an orthopedic impairment who is also an English language learner. Which of the following questions would be most important for the teacher to consider to avoid bias when selecting assessments? A) Will the student be familiar with the vocabulary included in the test? B) Is the test age-appropriate for a first-grader? C) Will the student be interested in the content of the test? D) Does the test have an equal number of questions about both boys and girls?

A) Will the student be familiar with the vocabulary included in the test?

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

Which of the following children is exhibiting atypical motor development? A) a ten-month old child who cannot maintain a sitting position B) a three-month old child who cannot roll from back to front purposefully C) a six-month old child who cannot raise up to hands and knees position and rock D) a one-month old who cannot bring hands together when lying on back

A) a ten-month old who cannot maintain a sitting position

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 he says 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 student must pick up the objects himself and cannot move on 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 student'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 student must pick up the objects himself and cannot move on to a preferred activity until it is done

A kindergarten general education teacher is concerned about Ira, a student with ID who is consistently interrupting the class during math, poking fellow students, and refusing to work. The teacher has been implementing the modifications and accommodations recommended for Ira from the ECE teacher and has been working closely with his paraprofessional, but Ira's behaviors continue to occur consistently. The teacher consults with the ECE teacher about these concerns. Which of the following steps should be ECE teacher take first to address this situation? A) conducting an FBA B) observing Ira working on math assignments in the resource room for several weeks. C) reconvening Ira's IEP team D) interviewing fellow classmates to evaluate whether they are inadvertently antagonizing Ira

A) conducting an FBA

Which of the following would be a factor to consider when creating an appropriate guidance and socialization environment for preschool children? A) creating 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 seats or work areas

A) creating a caring community for learners

An important purpose of incorporating the concept of family-centered practice into the implementation of Individualized Family Service Plans (IFSPs) is to: A) enhance the capacity of families to meet the special needs of their infants and toddlers in the home B) allow services to be provided in one place, reducing the amount of travel time of infants and toddlers C) develop stronger relationships between families and agencies providing service is to infants and toddlers D) allow the family to feel more in control of the schedule of service providers working with their infants and toddlers

A) enhance the capacity of families to meet the special needs of their infants and toddlers in the home

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, Sara would most likely: A) experience adverse effects on her concentration and memory B) have a greater chance of developing certain disorders such as asthma C) experience an increase in her resilience and determination to succeed D) have a greater understanding of the range of human emotions

A) experience adverse effects on her concentration and memory

An assessment is appropriate for use with the preschool child if it: A) measures the ongoing achievement and progress of the child B) recognizing the variations needed for a child who has special needs C) requires only one use per year to see if the child has mastered the necessary objectives and skills D) gives a label for the special needs children

A) measures the ongoing achievement and progress of the child

An early childhood 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 case conference committee (CCC) members at an upcoming IEP team meeting. Both parents are worried 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 CCC meeting? A) "Consider hiring an advocate to accompany you to the CCC 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.

Which of the following is an example of a well-written IEP goal? A) By the end of the year, Anna will write a complete paragraph with 85% accuracy. B) By the end of the year, Anna will increase her ability to focus during math and language arts. C) Given direct instruction and visual supports, Anna will count an assortment of coins up to $1.00 with 80% accuracy. D) Given direct instruction and visual supports, Anna will choose to be responsible for her behavior during lunch period.

C) Given direction instruction and visual supports, Anna will count an assortment of coins up to $1.00 with 80% accuracy.

Jordan is a five-year-old kindergarten who was recently evaluated by the school's multidisciplinary team after the RtI process and interventions concluded without Jordan making adequate academic progress. At the eligibility meeting, Jordan's parents disagreed with the results of the evaluations and the recommendation for special education services. According to Individuals with Disabilities Education Improvement Act (IDEA), Jordan's parents have the option to: A) suggest an alternative evaluation for Jordan B) request Jordan's eligibility process be delayed for one year C) ask for an independent evaluation for Jordan D) select the school personnel to reevaluate Jordan

C) ask for an independent evaluation for Jordan

Ms. Thomas is a preschool inclusion teacher with Mr. Good. They have cooperatively planned the classroom management strategies for the upcoming year. Which of the following is the most effective way to teach the limits of the classroom to a diverse group of students? A) modeling while providing repeated practice of the desired skills B) reading the list of what not to do and the consequences for misbehavior C) giving multiple warnings so the children will change their behavior D) putting the offending children in time-out and omitting their snack time

C) giving multiple warnings so children can change their behavior

Jake is a kindergarten student with a mild cognitive disability. He has an IEP goal to verbally participate in the greeting during morning meeting in his general education class. His early childhood special education teacher joins the general education class for every morning meeting so that she can observe Jake and his progress. Which of the following methods would be most effective and efficient for the special education teacher to use to keep track of Jake's profess toward this goal? A) interviewing Jake later in the day regarding his behavior during morning meeting B) videotaping Jake daily during morning meeting to review and document later C) keeping an anecdotal record of Jake's interactions during morning meeting D) writing a weekly summary of Jake's participation in morning meeting

C) keeping an anecdotal record of Jake's interactions during morning meeting

Two teachers are planning a learning environment for toddlers between one and two years of age. According to the theories of Erik Erikson, for children of this age it would be especially important to create an environment that reinforces the children's: A) ability to play attention during group activities such as show-and-tell B) recognition that familiar objects and people 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

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 efficient 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 whole group activity or game during the beginning of each free-play time

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

Which of the following curriculum models best represents the concept of universal design for learning (UDL)? A) adjusting the amount and skill work required for each student according to his or her individual learning goals and objectives B) providing students with alternative materials that are closely aligned with their current academic level C) providing a variety of ways for students to demonstrate what they have learned, such as group projects and oral presentations D) using assistive technology to support students' access to class work and increase time in learning

C) providing a variety of ways for students to demonstrate wha they have learned, such as group projects and oral presentations

An early childhood special education teacher is collecting data to determine the effectiveness of positive behavioral supports used with Bart, a prekindergarten student with an emotional impairment who had been pushing classmates. The teacher would like to analyze whether the supports are effective throughout the school day in reducing the incidence of Bart's pushing behavior. Which of the following data collection methods would be most appropriate for the teacher to use for this purpose? A) interview technique B) note taking C) scatter plot D) task analysis

C) scatter plot

An early childhood special education teacher is visiting with the family of Isaac, a three-month-old child with Down syndrome. The interventionist suggests the family place Isaac on a flat, soft mat or blanket for "tummy time" for a few minutes several times a day while he is awake. This is a particularly important strategy for Isaac because it will help: A) improve the low visual acuity that is often associated with Down syndrome B) reduce some of the passivity associated with Down syndrome C) strengthen the low muscle tome associated with Down syndrome D) decrease the symptoms of separation anxiety often associated with Down syndrome

C) strengthen the low muscle tone associated with Down syndrome

Ms. Duncan is an ECE teacher. She teaches a class of three-year-olds, including Braeden. Braeden's northern recently informed Ms. Duncan that because of her divorce from Braeden's father, the family will be moving into the grandparents' home. Which of the following responses to the mother by Ms. Duncan demonstrates her understanding of systems analysis theory? A) "I'm glad school will be a constant routine in Braeden's life." B) "Continuing traditions as a whole family will help Braeden transition into his new home." C) "I will keep a close eye on Braeden for signs of stress." D) "Counseling for the whole family might be helpful to you and Braeden."

D) "Counseling for the whole family might be helpful to you and Braeden."

Ms. Murray is an early childhood education teacher in a private preschool. prior to the school year starting, a parent speaks to Ms. Murray about her three-year-old's allergy to nuts. She explains her child is very allergic to all nuts, and cannot sit near anyone eating nuts or nut products. The parent also informs Ms. Murray that the child was prescribed an EpiPen auto-injector to use when necessary. Which of the following should Ms. Murray do first to prepare for this child's arrival into her classroom? A) designate one table to become "nut free" in the classroom B) write a policy on becoming a nut-free classroom and uses of an EpiPen auto-injector C) research signs and symptoms typical of allergic reactions D) become trained in the storage and use of EpiPen auto-injector

D) become trained in the storage and use of an EpiPen auto-injector

According to Part C regulations of the Individuals with Disabilities Education Improvement Act (IDEA), the definition of developmental delay is defined: A) by each local education agency (LEA) for use with children residing in that school district B) within the amendments to IDEA enacted in December 2004 C) each year by the US Department of Education based on evolving research findings D) by each state, for use with children residing in that state

D) by each state, for use with children residing in that state

An ECE teacher is working on expanding the communication skills with Esther, a six-month-old child who has not begun to coo or babble and really 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, or feeding her

D) conversing with Esther about what is happening while changing her diapers, dressing, or feeding her

In typical human development, which of the following social-emotional skills develops last? A) negotiating solutions to conflicts B) objecting to major changes in routine C) showing affection for familiar playmates D) distinguishing fantasy from reality

D) distinguishing fantasy from reality

At the beginning of the school year, a kindergarten general education teacher and an early childhood special education teacher meet to discuss their roles as co-teachers in a class that includes several students with special needs. They discuss which goals they would like to prioritize for the upcoming school year and decide one of their highest priorities is to create a productive and cooperative learning environment so that all students can succeed. Which of the following strategies should the teachers agree upon initially to meet that goal? A) forming student learning groups based on student behavior B) posting a visual reminder of clearly defined classroom rules C) meeting with students' teachers of previous years to identify student needs D) establishing strong expectations and routines for various parts of the day

D) establishing strong expectations and routines for various parts of the day

Sarah is a kindergarten student who has Down syndrome and an associated mild cognitive disability. Which of the following characteristics would Sarah most likely to exhibit? A) having difficulty forming close relationships B) learning at a steady rate and eventually reaching a plateau C) lacking interest in physical activities and sports D) needing extra time to complete tasks

D) needing extra time to complete tasks

Which of the following strategies would be most effective for encouraging Eva, a five-year-old child with an ID, to initiate communication? A) organizing a small group activity, such as cooking, and encouraging each child (including Eva) to take a turn helping B) having a sharing circle during which each child must share something that he or she likes about the school day C) developing a social story featuring Eva asking simple questions of her family members or peers D) placing a favorite toy within sight but just out of reach so Eva must get the teacher's attention and request it

D) placing a favorite toy within sight but just out of reach so Eva must get the teacher's attention and request it

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 these children develop attitudes of greater self-confidence and motivation to learn? A) assigning the children extremely simple tasks and commending them for completion of the tasks B) telling the children that no matter how well they have performed a task, they should feel proud of their work they have done C) having the children work together on tasks and encouraging them to help one another 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

An ECE teacher in one of the Missouri Preschool Project (MPP) schools has a dramatic play area in the classroom and changes it periodically by setting it up as a post office, a boat, etc. Two children with ASD rarely choose to play in this area, so the teachers has begun to provide direct instruction in how to participate in pretend play. The primary benefit of this type of play for children with ASD is that it: A) teachers them the value of participating in activities that their peers enjoy B) develops their ability to accept changes in their physical environment in a fun and enjoyable way Expands their awareness of what is real and what is fantasy D) provides opportunities for embedded instruction as well as promoting social interaction with peers

D) provides opportunities for embedded instruction as well as promoting social interaction with peers

Davis is a four-year-old preschooler with developmental delay who has been pinching and hitting his classmates during circle time. his early childhood special education teacher has established that he is doing this when he feels he can't sit in circle time any longer and has trouble conveying this verbally. His teacher wants to address Davis's frustration with circle time. Which of the following strategies would be most effective for his teacher to employ? A) shortening the length of circle time so it ends before Davis feel frustrated and misbehaves B) having Davis quietly get up and go to the play area whenever he feels he needs to leave circle time C) seating Davis next to the teacher so he is part of the group but away from his peers D) providing Davis with a picture to hold up for permission to leave when he needs a break from circle time

D) providing Davis with a picture to hold up for permission to leave when he needs a break from circle time

Shakira is a pre-k student with a social-emotional disability in the gen Ed classroom. She receives support from the early childhood special education teacher, Ms. Sopa. Ms. Sopa notes that Shakira struggles during classroom transitions. For example, despite the classroom's daily routine of lining up while a one-minute recording of a song is played (all students are expected to be lined up and quiet by the end of the song), Shakira wanders around the room and sometimes intentionally trips students. Ms. Sopa speaks with both Shakira and her mother about Shakira's behavior, but her behavior does not need change. Ms. Sopa decides to confer with the general education teacher to create a plan for reducing Shakira's challenging behavior when lining up. Which of the following initial strategies will most likely meet this goal? A) modeling how to line up and introducing Shakira to a rewards-based incentive for lining up following the appropriate classroom routine B) explain why students need to line up safely and keeping a written record of the times Shakira lines up successfully C) reminding Shakira of the classroom rules and providing her with a visual reminder of the rules prior to lining up D) asking Shakira why she has difficulty lining up and prompting her to express when she is having difficulty prior to joining the class line

A) modeling how to line up and introducing Shakira to a rewards-based incentive for lining up following the appropriate classroom routine

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

Which of the following disability categories specifically references the 1.5 standard deviation (SD) discrepancy between ability and achievement in its eligibility criteria? A) specific learning disability B) autism spectrum disorder (ASD) C) developmental delay D) traumatic brain injury (TBI)

A) specific learning disability

An ECE teacher works with Maria, a kindergarten students with social-emotional needs who displays several inappropriate behaviors. Lately, Maria grabs toys from peers who are using them without asking to have a turn. The ECE teacher greets with Maria's general education teacher to devise a plan to address Maria's behavior so that she doesn't take toys away from students who are already using them. Which of the following initial strategies should the special education teacher suggest in order to best address this behavior? A) teaching Maria the language needed for turn-taking using a sentence stem B) giving Maria a brief time time-out as a consequence of taking toys from others C) providing Maria with rewards when she patiently waits her turn for a toy D) reminding Maria of the classroom rules that involve sharing and turn-taking

A) teaching Maria the language needed for turn-taking using a sentence stem

An early childhood special education teacher who is recording the baseline frequency data of a behavior while performing a behavioral assessment is documenting which of the following pieces of information? A) the number of times a particular behavior occurs during a specific period of time B) the length of time between the antecedent and the consequence of a predetermined behavior C) the length of time a targeted behavior continues during a designated academic period D) the number of appropriate and inappropriate behaviors exhibited over a specific period of time

A) the number of times a particular behavior occurs when a specific period of time

An informal assessment is used for which of the following reasons? A) to examine whether an instructional strategy is working for a student B) to compare a student's performance with his or her peers C) to evaluate how a student will perform on a standardized test D) to analyze how a student feels about his/her academic performance

A) to examine whether an instructional strategy is working for a student

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

B) coordinating schedules to enable services to be provided within the natural settings of the classroom when possible