CHAPTER 5
Multiple Choice
1. Which specific intervention would not be necessary for a child who has a health impairment?
a. Being aware of warning signs to deal with a crisis
b. Avoid speaking with your back to the child
c. Develop a plan for keeping in touch when the child is absent
d. Help the child to understand the implication of his/her problem
2. Which specific intervention would not be appropriate for a child who has a hearing loss?
a. Seat the child in the front for good visibility
b. Be prepared to repeat and rephrase, point out, or demonstrate
c. Identify areas of the room by different floor coverings or mobiles
d. Speak at normal speed and volume without exaggerating lip movements
3. Which specific intervention would not be appropriate for a child who has a physical impairment?
a. Be consistent in behavior management techniques to increase or decrease movement
b. Take special care in positioning and handling
c. Arrange activities so that minimal movements will produce effects on the environment
d. Use adaptive equipment that allows the child to interact with the environment as much as possible
4. Which specific intervention would not be appropriate for a child who has a visual impairment?
a. Orient the child to classroom layout and materials location
b. Facilitate auditory localization, reaching for sound, and auditory discrimination skills
c. Encourage children to identify themselves when they approach the child
d. Avoid speaking with your back to the child or with a bright light behind you
5. Which specific intervention would not be appropriate for a child who has autism?
a. Arrange daily activities to change frequently so that the child doesn’t get bored
b. Reduce the noise level of the classroom
c. When touching the child, use firm pressure rather than light touch
d. Use visual and verbal cues to communicate
6. A diagnosis of fetal alcohol spectrum disorders (FASDs) may be made if a child demonstrates symptoms of
central nervous system effects and deficiency in
a. Understanding cause and effect
b. Memory from day to the next
c. Difficulty with self-regulation
d. All of the above
7. The purpose of creating an ecological inventory for a student with severe disabilities in an inclusive classroom
would be to
a. Identify discrepancies between a child’s actual participation and the expected performance of a skill
b. Analyze steps in an activity and the skills needed to participate
c. Maximize the chance that a student will respond correctly
d. Identify the child’s preferred activities
8. All the following strategies would be helpful to teach other children in the class to help support a student who has
a severe visual impairment except using
a. The student’s name to gain attention
b. Sign language to communicate with the student
c. Their own names to identify themselves when approaching the student
d. Verbal descriptions as they play with the student
9. In order to gather a comprehensive picture of a child with a disability the teacher needs to learn about the child
from the family and
a. Share information from other relevant professionals
b. Skillfully observe the child
c. Review all available records
d. All of the above
10. Addressing the child’s individual objectives, identifying adaptations within an activity, and deciding what team
members will do is called
a. Ecological inventory
b. Partial participation
c. Interdisciplinary support participation plan
d. Discrepancy analysis
True-False
1. Packaged, commercially available programs most often need modifications and adaptations for a particular
population of children.
2. To speak to a child with a hearing loss you should exaggerate your mouth movements.
3. Children with learning impairments profit by overlearning and repeated practice.
4. 50% of children who are deaf or hard of hearing have an additional disability.
5. Low vision has a corrected visual acuity of no better than 20/70.
6. Numerous intervention approaches for autism have sufficient research to establish their effectiveness.
7. A student who is diagnosed as legally blind has 20/200 vision in both eyes.
8. It is recommended practice to continue using a prompt even when the child with severe disabilities no longer
needs it.
9. Errorless learning is effective for children who are more often correct than incorrect in their responses and have
some self-confidence.
10. It is much easier to fade physical prompts then verbal prompts.
Short Answer
1. Discriminate between fetal alcohol spectrum disorders and alcohol-related neurodevelopmental disorder.
2. List all the different types of prompts that you can use with children who have disabilities and disabilities.
3. Why would you use hand-under-hand guidance instead of hand-over-hand guidance?
4. Why would it be beneficial to do an ecological inventory for a child who needs intensive support to participate
in classroom activities?
5. What are the advantages and disadvantages of most-to-least prompting?
6. What are the advantages and disadvantages of least-to-most prompting?
7. Create 3 questions that you would ask a speech-language pathologist in order to gain more information about a
new student coming into your class who has a significant language delay.
8. How might children who have physical disabilities communicate in atypical ways?
9. Discuss how other developmental areas may be affected for a child who has a visual impairment.
10. What questions does the IEP team need to consider when addressing a child’s need for assistive technology
while developing the IEP document.
Comprehensive Essay
1. Imagine that you are a teacher of preschoolers without disabilities and you will be getting a child who has a
wheelchair in your class. What would you do before the child comes to your class to prepare the environment,
the child’s parents, and the child for his or her inclusion?
2. Compare and contrast the advantages and disadvantages of the most–to-least prompting and least-to-most
prompting.
3. Suppose that you will be including a child who has autism in your classroom. What adaptations would you
make and what procedures would you follow for this inclusion?
4. Give 3 examples of how you can help include a child with a severe disability by using the principle of partial
participation.
5. Suppose that you will be including a child who has a hearing loss in your classroom. What adaptations would
you make and what procedures would you follow for this inclusion?
6. Suppose that you will be including a child who has a vision impairment in your classroom. What adaptations
would you make and what procedures would you follow for this inclusion?
7. Choose 2 disabilities or syndromes and discuss how their general strengths and weaknesses might differ.
8. Describe at least 4 specific communication strategies that you would use to help include a child with multiple
disabilities whose communications attempts might be difficult or very subtle to recognize.
9. Describe some specific strategies that help children who are deaf-blind to increase the development of
autonomy and active participation so that they do not develop learned helplessness.
Compare and contrast 3 different intervention approaches that have been shown to have positive changes in children
who have autism spectrum disorder. Thoroughly discuss their assumptions, strategies, and outcomes.
Test Bank Answer Key