Research studies have shown that early childhood intervention for social skills instruction for children at risk for intellectual and developmental disabilities
a. can lead to counterproductive changes in the child's development.
b. can lead to modest but meaningful changes in the child's development. c. can lead to dramatic positive changes in the child's development.
d. do not lead to changes in the child's development.
[Ques. 2] An example of a Tier II activity to improve social skills in children with IDD is
a. a special educator doing a role-play activity in a class for children with IDD.
b. a small group instruction in social skills with the children with IDD and children from a regular classroom. c. a regular class discussion in the regular classroom.
d. IEP goals in the special education classroom.
[Ques. 3] One long-term goal for students with IDD aimed at helping them set and achieve personal goals is
a. cooperative learning.
b. self-determination. c. reciprocal teaching.
d. positive behavior supports.
[Ques. 4] What two qualities seem to be most key in determining an intervention's effectiveness?
What will be an ideal response?
[Ques. 5] provides the means for presenting content in an alternative approach.
a. Instructional technology
b. Task analysis
c. Assistive technology d. Computer technology
[Ques. 6] The commitment to high standards in the educational reform movement (such as those promoted by NCLB and
CCSS)
a. will help students with intellectual and developmental disabilities perform better in school by providing greater supports and sevices.
b. is problematic for students with intellectual and developmental disabilities because they have difficulty with high-level conceptual material.
c. has caused regional districts to refuse to test students with intellectual and developmental disabilities.
d. does not apply to students with intellectual and developmental disabilities because the legislation and standards acknowledges student differences.
[Ques. 7] The goals of positive behavior interventions and supports include all of the following EXCEPT
a. enhanced social competence.
b. improved academic performance.
c. safe learning and teaching environments. d. scaffolding punishments.
[Ques. 8] In reciprocal teaching
a. the teacher models the behavior to be learned.
b. th teacher uses direct instruction.
c. the teacher waits for a student to respond.
d. students take turns leading or teaching.
[Ques. 9] The teacher models the expected behavior, guides the student through the lesson, and fades assistance as the child learns the task. This is called
a. contingent social reinforcement.
b. cooperative learning.
c. reciprocal teaching.
d. scaffolding.
[Ques. 10] Asking a student with IDD to write a paragraph response to a question while classmates write an essay is an example of
a. inclusion.
b. positive behavior supports. c. scaffolding.
d. a tiered assignment.
Quick Reply
