1. Prior to the 1930s, support for children with severe disabilities was
a. integrated with the regular preschool programs.
b. provided in parents‘ homes.
c. largely medical in nature and provided on an outpatient basis.
d. provided in large, state-run hospital-like institutions.
2. A study by was the first to show that children with disabilities’ potential was not fixed at birth.
a. Skeels and Dye
b. Terman
c. Guilford
d. Abecedarian.
3. The Abecedarian Study demonstrated that the quality of early child care had little impact on the outcomes for
children with disabilities.
a. True
b. False
4. The Early Childhood Special Education Assistance Act, passed in 1968, was designed to
a. assist in the preservice training of specialists for young children with disabilities.
b. require local school districts to provide services for children between 3 and 5 years of age.
c. set up programs in every state to serve as models of how to work with children with disabilities.
d. fund services provided by local school districts for young children with disabilities.
5. The findings of the Hope/Scope Perry Preschool Study might be summarized as
a. “the quality of preschool has long-term impacts on the success of ‘at-risk’ children.”
b. “preschool is helpful for children but home environment matters more.”
c. “preschool has little or no effect on outcomes for ‘at-risk’ children.”
d. “the costs of preschool outweigh any positive benefits for children ‘at-risk.'”
6. Which section of IDEA 2004 includes children from birth to age 2 with developmental delays and/or disabilities?
a. Part B
b. Section 3
c. Part C
d. Children from birth to age 2 are not included in IDEA 2004.
7. Part B of IDEA provides funds for children with disabilities between the ages of
a. 0 to 5 years.
b. 2 to 8 years.
c. 3 to 5 years.
d. 3 to 8 years.
8. In the Kauai Longitudinal Study, Werner and Smith found that early child-rearing environments and strategies
a. have a minimal effect on development.
b. have some effect on development.
c. have no effect on development.
d. have a marked effect on development.
9. Describe the legislative origins of the federal mandates for early childhood intervention for children with disabilities.
10. Although early learning is important, the brain remains equally “plastic” throughout our lives.
a. True
b. False
11. Early childhood intervention is designed to
a. promote optimal development for young children with developmental delays and/or disabilities.
b. prevent language deficits only or improve an existing disability.
c. prevent motor problems only or improve an existing disability through provision of teaching and learning
experiences.
d. provide enrichment for all young children.
12. Early intervention is designed to support
a. a young child with developmental delays or a disability.
b. the parents/family of a child with a developmental delay or disability.
c. caregivers who work with children with delays or disabilities.
d. all of the above.
13. During their early years, children with disabilities
a. develop much the same as children without disabilities.
b. require special help to acquire skills that children without disabilities learn readily.
c. do not respond well to attempts at intervention due to brain development.
d. can benefit from early intervention but normally would overcome any delay even without the intervention.
14. In general, speech and communication problems can be
a. made worse through intervention that is too early.
b. kept from progressing through early intervention.
c. remediated or markedly improved through early intervention.
d. improved only slightly through early intervention.
15. The central task of early intervention is to
a. provide respite for parents of children with developmental delays or disabilities.
b. provide necessary supports and services to optimize the child’s development as early as possible.
c. keep the infants quiet so that the parents’ lives are as normal as possible.
d. provide financial aid so the family has some relief from the stresses of childcare.
16. Without extra help in the form of therapies or educational stimulation, the child with disabilities may develop
a. at a normal rate but reach a much lower level of functioning than possible.
b. very slowly, reaching a much lower level of functioning than possible.
c. at a normal rate, reaching the best level of functioning than could be expected.
d. faster than normal but reaching a much lower level of functioning than possible.
17. Which of the following activities is always part of an early intervention program?
a. Teacher education
b. Legal care
c. Parent involvement
d. Job training
18. Which of the following is true regarding family-centered early intervention?
a. It is centered on a belief that children develop through a series of interactions with family, caregivers, and
their environment.
b. It works to ensure that the parents or caregivers are able to meet the child‘s needs in “natural environments”.
c. It acknowledges that stress can compromise a child’s development and needs to be addressed.
d. All of these are true.
19. Educators usually believe that skills should be taught in settings in which they will be used. This principle is best
applied by providing services for very young children in the
a. home.
b. hospital.
c. learning center.
d. playgrounds.
20. Family-centered practice refers to
a. a movement in special education that places the family at the center of any early intervention system.
b. the desire of parents to have better professional support in the decisions related to their children with
disabilities.
c. the desire of schools to influence parents in their decisions related to the care of their children with disabilities.
d. attempts by the federal government to define the process of decision making for the parents of children with
disabilities.
21. Newborn behavioral observations (NBO) approach
a. is required by Part C of IDEA 2004.
b. is administrated by the hospital staff at birth to assess the child’s medical needs.
c. helps the parents to understand their infant and the strategies needed to better respond to their infant’s needs.
d. is used only for children with hearing or vision disabilities.
22. In the Apgar test, the physician examines a newborn at one and five minutes after birth for
a. heart rate, respiratory effort, head circumference, and muscle tone.
b. heart rate, respiratory effort, muscle tone, and general physical condition, including skin color.
c. head circumference, skin color, muscle tone, respiratory effort, heart rate, and general physical condition.
d. length, muscle tone, respiratory effort, heart rate, and general physical condition, including skin color.
23. Caution is required in deciding whether an infant is developmentally delayed because
a. doctors disagree about how to define developmental delays.
b. parents often worry about their children’s development.
c. infants develop at different rates.
d. developmental delays are not observable.
24. Why does poverty increase the risk that a child will experience developmental delays?
25. What steps can a mother take during pregnancy to reduce her child‘s risk of developmental delays?
26. Research suggests that children with disabilities are abused or neglected than other children.
a. at the same rate
b. more often
c. less often
d. twice as often
27. Thanks to our increasing understanding of the human genome, many genetic disorders can now be detected before
birth.
a. True
b. False
28. Which of the following is NOT true of stress and families?
a. Stress increases the risk of child abuse.
b. Stress has negative impacts on child development.
c. A child’s delays or disabilities may increase stress.
d. Early intervention eliminates stress for families.
29. Child Find
a. requires that states identify, locate, and evaluate all children from birth to 21 who are in need of early
intervention services or special education.
b. is not required by IDEA 2004, but schools can look for children if they have extra funds.
c. keeps track of all children served in public schools to locate those who need help.
d. requires that states identify, locate, and evaluate all children from birth to 5 who are in need of early
intervention.
30. In addition to optimizing early development, early intervention seeks to
a. ensure all children know their alphabet and other basic skills before kindergarten.
b. provide parents with financial support and respite care.
c. prevent secondary problems from developing in the child.
d. have children with developmental delays on par with their age-mates by age 6.
31. Prenatal care is care that
a. is provided by a doctor before a child’s birth.
b. occurs immediately after the birth of a child.
c. is very difficult, time consuming, and painful.
d. is provided before conception.
32. An effective early intervention program
a. is designed and monitored by the professional with a minimal amount of input from the parents.
b. is medically based a draws on the latest research.
c. includes developmentally appropriate practices and is intensive in nature.
d. takes place only in a specially designed classroom setting.
33. Children who qualify for services under IDEA must have an IFSP developed by
a. the federal government.
b. the parents.
c. the public schools.
d. a multidisciplinary team.
34. In the behavioral support plan, the “A” in the “ABC” model refers to the
a. behavior that is causing the problem.
b. event that is triggering the behavior.
c. consequence of the behavior.
d. analysis of the entire model.
35. Given the importance of early education and intervention, states have increased their funding of pre-K programs in
recent years.
a. True
b. False
36. The term multidisciplinary means that
a. more than one professional needs to work with children with disabilities.
b. the professionals who work with children with disabilities must be very disciplined.
c. the schools must employ doctors and other professionals for children with disabilities.
d. more than one kind of discipline plan should be used with children with disabilities.
37. A multi-tiered approach that supports the RtI framework is
a. the Behavioral Assessment Model.
b. the Early Childhood Model.
c. the Information Processing Model.
d. the Pyramid Model.
38. A child working intensively and individually with a speech therapist would be an example of which tier of the RTI
model? a.
Tier I b.
Tier II
c. Tier III
d. Tier IV
39. A key difference between early childhood special education practices and developmentally appropriate practices
(DAPs) is
a. homogeneous versus heterogeneous grouping.
b. the manner in which the child is engaged.
c. the use of instructional technology.
d. the level of parental involvement.
40. Engaging children through play
a. enhances their interactions with each other.
b. promotes communications.
c. helps them learn through play.
d. does all of these.
41. Compared with their nondisabled peers, toddlers with disabilities are often
a. more alert.
b. less curious.
c. less tolerant of others.
d. more difficult to work with.
42. Inclusion
a. is not as critical for the young child as the older child because young children do not notice others.
b. is critical in order for the child to be meaningfully engaged with nondisabled peers.
c. is medically and behaviorally based for the young child.
d. is monitored by the special educator.
43. The data from research on early intervention programs indicate
a. positive gains for parents.
b. positive gains for parents and children.
c. positive gains for children.
d. no gains at all.
44. Early intervention should be started
a. when the multidisciplinary team is convened.
b. before the disability is diagnosed.
c. as soon as the disability is diagnosed.
d. as soon as the parents initiate it.
45. Discuss the importance of early intervention. Address the professionals and the types of interventions that would be
included.
46. For a child born with Down syndrome, what professionals should be on the multidisciplinary team that identifies,
screens, and diagnoses the child’s needs and why?
47. Transition plans for young children with delays and/or disabilities
a. are developed by parents.
b. are the responsibility of the child’s social worker.
c. are developed by a child’s service providers.
d. are developed and implemented by a team.
48. Transitions pose little challenge in early childhood because children tend to have a consistent service provider from
birth to kindergarten.
a. True
b. False