CHAPTER 4
Multiple Choice
1. Early childhood educators need to _________________ to motivate children with disabilities
a. Follow the curriculum guide
b. Identify high-preference people, objects, and activities
c. Establish turn taking
d. Put materials at eye level
2. The classic theory of effectance motivation is that
a. Motivators are externally provided
b. Positive reinforcers increase the strength of certain behaviors
c. The child is reinforced by contingencies
d. All children have an internal drive toward achievement
3. Providing graduated cues to assist a child through problem solving was described by Bruner as
a. Zone of proximal development
b. Reinforcement
c. Scaffolding
d. Successive approximations
4. Which adult-child communication strategy may need to be taught first before the other strategies can be used
effectively?
a. Mapping
b. Turn-taking
c. Progressive matching
d. Redundancy
5. Anything that happens before a behavior is called
a. Consequences
b. Contingencies
c. Antecedents
d. Reinforcers
6. The ABA teaching approach involves
a. Observation and assessment
b. Task Analysis
c. Systematic teaching and Data collection
d. All of the above
7. Standing next to a child and reminding him that he is waiting very patiently for his turn in order to avoid his
typical behavior of a tantrum is an example of
a. Consequences
b. Contingencies
c. Antecedents
d. Reinforcers
8. Which of the following is probably not helpful when communicating with young children who have disabilities?
a. Use progressive matching
b. Talk about what the child is interested in
c. Be specific and label words
d. Continually introduce many new words throughout the day
9. __________ is starting with whatever the child can do and gradually encouraging him/her that move closer and
closer to the correct behavior
a. Equivalent practice
b. Embedded learning opportunities
c. Progressive matching
d. Successful approximations
10. Providing just the right amount of help and support to a child is ____.
a. Zone of proximal development
b. Reinforcement
c. Scaffolding
d. Contingencies
True-False
1. The content of curriculum must be ecologically relevant.
2. The best intervention strategies evolve around activities within the context of daily living.
3. Good behavior modification relies primarily on punishers.
4. Another word for a positive reinforcer is antecedent.
5. Play is different from other activities in the classroom because it has no intended outcome or goal.
6. Play is probably the single most important concept in early childhood special education.
7. Scaffolding is the range between what a child can do on his/her own and what he/she can do with a bit of help.
8. Constantly repeating key phrases is a great way to help children with disabilities learn language.
9. Vygotsky described zone of proximal development as providing just the right amount of help and support that a
child needs to finish the task independently.
10. The main focus of positive behavioral support is on prevention of undesirable behaviors.
Short Answer
1. Why is the primary method of instruction rooted in the quality of the social interaction and responsive
communication between children and teachers?
2. Describe how you would go about conducting a high-preference inventory.
3. Explain what is meant by mediated learning events.
4. What is “equivalent practice” in a teacher’s scheduled plan for the day?
5. What types of skills do children with disabilities learn when there is a consistent daily schedule in their
inclusive classroom?
6. Daily living routines such as dressing, bath time and eating can be stressful for families of children with
disabilities. Briefly give some advice on how families can provide a consistent routine for one of the activities
mentioned.
7. Explain the statement, “By focusing on effort rather than outcomes, we can help children achieve the growth
mindset that leads to success.”
8. Explain what a teacher can do to avoid prompt dependence in young children with disabilities.
9. Given example of successive approximations.
10. What is the difference between antecedents, consequences, and contingencies?
Comprehensive Essay
1. Imagine that you are speaking to a group of parents about adult-child communication strategies. What advice
would you give them to assist their children’s language learning?
2. Play is considered to be an ideal context in which to mobilize children’s motivations. Discuss the features or
characteristics of play that support this statement.
3. Draw a picture of an inclusive classroom for children ages 3–5 of varying abilities and explain your rationale
for placement of learning areas.
1. UDL has received considerable attention recently, outline the 3 main principles.
2. You will be setting up an inclusion classroom for infants and toddlers. What special considerations do you need
to keep in mind while designing your learning environment?
3. Give examples of how you would use the 3 key Universal Design for Learning (UDL) principles that have led
to this approach.
4. Discuss at least 3 different opportunities of where and when in the daily schedule you would embed the goal of
“will independently write first name.”
5. Transitions (lining up, waiting for snack, etc.) and cleanup times are rich opportunities for learning but are
frequently underutilized as opportunities to embed learning objectives. Describe 3 behavioral objectives that can
be embedded during transitions and 3 others for cleanup times.
6. The way that a teacher talks to young children with disabilities can impact their cognitive and language
development. Give some examples of what strategies you would use to communicate with a three-year-old child
who is using one word sentences.
7. How would you use the zone of proximal development (ZPD) and scaffolding to teach a child to string small
beads?
Test Bank Answer Key