13. Data collected on children should be used for which of the following purposes?
A. To determine the effectiveness of interventions and instruction and make
changes as necessary
B. To assist in educational planning and decision making
C. To implement universal behavioral and academic interventions and
assessment
D. All of the above
14. Nonorganic failure to thrive, recurrent vomiting or chronic diarrhea, recurrent dermatitis,
recurrent wheezing are all examples of which of the following?
A. Regulatory disturbances
B. Social/emotional disturbances
C. Psychophysiological disturbances
D. None of the above
15. When the examiner uses strategies to encourage the child to use communication to solve
problems, it is known as which of the following?
A. Observations
B. Interactive strategies
C. Situational play
D. None of the above
16. Which of the following represent valid concerns regarding early childhood assessment?
A. Disorders can be difficult to determine in young children
B. Scores obtained during assessments are unstable
C. Variability between the educational and home environments is a real factor
D. All of the above
17. Which of the following categories is considered when evaluating a child with a pervasive
developmental disorder?
A. Problems with phonemic awareness
B. Difficulties with social reciprocity or interactions with people
C. Physical disability
D. All of the above
18. This screening tool is used to identify young children who may be in need of further
diagnostic assessment.
A. Developmental Indicators for the Assessment of Learning, 4th Edition
B. Mullen Scales of Early Learning: AGS edition
C. Brigance Early Childhood Screen III
D. The Wechsler Preschool and Primary Scale of Intelligence, 4th edition
19. Which of the following instruments is used in the assessment of infants and toddlers ages
1 to 42 months in the areas of memory, problem-solving, verbal abilities, motor
functioning, and a rating of behavior?
A. Bayley Scales of Infant Development – II
B. Uzgiris-Hunt Ordinal Scales of Psychological Development – II
C. Neonatal Behavioral Assessment Scale
D. Developmental Infant Rating System – III
20. Which of the following represents the best practice in assessing infants and toddlers as
well as preschool age children?
A. Interviewing parents
B. Direct observations and surveys
C. Cognitive assessment, speech evaluation, and behavioral assessment
D. Multiple measures, multiple examiners and multiple situations
21. The Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition was developed
for use with children of what ages?
A. Birth to 3 years of age
B. 2 years, 6 months to 7 years, 7 months
C. 2 years to 6 years and 6 months
D. 1 year of age to 6 years of age
22. Which of the following is an example of phoneme segmentation?
A. /s/ /i/ /p/
B. /sip/
C. “sip”
D. All of the above
23. Which of the following is an example of phoneme identity?
A. Say smile without the /s/. mile
B. The sound /b/ is the same in bike, boy and bell.
C. Which word does not belong—bus, bun, rug? Rug
D. /p/
24. Which of the following is an example of a phonemic isolation task?
A. Tell me the first letter in the word phony
B. Tell me how many sounds are in the word phony.
C. Tell me the first sound in the word phony.
D. All of the above
25. Which of the following is an example of a phoneme deletion task?
A. Which word does not belong – bus, bun, rug?
B. What is phony without the /f/?
C. Is the sound /b/ the same in bike, boy and bell?
D. None of the above
Short Answer
1. Describe what you see as the most important specific components of an IFSP (include at
least three).
2. Discuss what you see to be the most salient issues surrounding the IFSP regarding family
involvement.
3. Discuss the differences between family-centered programs and family-focused programs,
including what you see to be some possible implications of these differences.
4. Discuss the role of RTI in early childhood. What should assessments look like? How
should the data be used?
5. Infants may be suspected of having developmental delays or of being at risk for
developmental delays if there are clinical indications of concern. What has the research
defined as areas of concern? Identify and discuss each.
6. Discuss the three primary areas of potential impairment when assessing a student
suspected of being autistic.
7. Describe the major differences in the requirements necessary for eligibility for infant and
toddler services and early-childhood services.
8. Identify and discuss at least three alternative assessments that may be used to identify
young children as requiring special education services.
9. Explain how often an IFSP must be reviewed. Why isn’t the timeline the same as for
children who are of school age?
10. Discuss the evaluation considerations when a student is being assessed for the use of
assistive technology devices.
11. Identify and provide an example for the six specific tasks used to assess phonemic
awareness skills that are identified in the text.
12. Identify the five areas in which a child may qualify for services under the
developmentally delayed category in IDEA.
Chapter 11 Test Bank Answer Key
True and False
Multiple Choice
Short Answer
