Promoting Development And Learning In Students With Cognitive Impairments

32 Questions | Total Attempts: 20

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Impairment Quizzes & Trivia

Questions and Answers
  • 1. 
    Which one do you like?
    • A. 

      Arranging for a peer tutor to work with the student immediately upon his arrival in the classroom

    • B. 

      Providing the student with a pre approved activity that he particularly enjoys as soon as he arrives in the classroom

    • C. 

      Observing the student and providing positive feedback when he attends to the morning schedule

    • D. 

      Creating a simple checklist for the morning routine and rewarding the student for each step as it is performed appropriately

  • 2. 
    Which one do you like?
    • A. 

      Creating Philip's own curriculum to work on in the classroom while his peers are learning language arts

    • B. 

      Pairing Philip with a peer tutor who can model for him appropriate classroom behavior

    • C. 

      Providing Philip with multiple means and opportunities to feel successful using error less learning

    • D. 

      Reducing Philip's current language arts workload until he feels comfortable in the general education classroom

  • 3. 
    Which one do you like?
    • A. 

      Determining how often Alex has taken public transportation to evaluate his comfort level in this situation.

    • B. 

      Beginning with a program of trial and error to determine Alex's level of independence in learning this task.

    • C. 

      Establishing which of the sub skills of this task Alex can already perform.

    • D. 

      Establishing where and when Alex would be using public transportation in order to limit training to these specific situations.

  • 4. 
    Which one do you like?
    • A. 

      Engaging the brake on Sam's wheelchair.

    • B. 

      Ensuring that each member of the transfer is able to lift 50 pounds.

    • C. 

      Obtaining written permission from Sam's parents.

    • D. 

      Asking Sam if he is ready to be moved.

  • 5. 
    The most important guideline to follow when individualizing a learning task for a student with a cognitive impairment is to:
    • A. 

      Format the task to resemble a game.

    • B. 

      Incorporate multisensory materials into the task.

    • C. 

      Break down the task into discrete steps.

    • D. 

      Involve the student in designing the task.

  • 6. 
    Which one do you like?
    • A. 

      Incorporating into the instructional plan a computer software program for mathematics that uses sound effects and colorful graphics

    • B. 

      Assigning a peer partner to assist the student during mathematics instruction

    • C. 

      Suspending instruction and allowing the student to switch to a familiar mathematics activity at the first sign of frustration

    • D. 

      Providing instruction that is immediately followed by a prompted correct respond and positive reinforcement

  • 7. 
    Which one do you like?
    • A. 

      Encouraging all staff involved with the student to provide him with continuous praise for his academic efforts

    • B. 

      Decreasing the student's participation in group activities that might invite self comparisons with classmates

    • C. 

      Providing the student with repeated opportunities to achieve success through his own efforts

    • D. 

      Encouraging the student to focus on improving one academic skill and demonstrating it for the class

  • 8. 
    Which one do you like?
    • A. 

      A large tic-tac-toe board played with beanbags

    • B. 

      A box with a variety of stacking blocks

    • C. 

      A large tire swing with multiple seating spaces

    • D. 

      A brightly colored textured or vibrating ball

  • 9. 
    Which one do you like?
    • A. 

      Remind Joshua frequently to "hit the switch."

    • B. 

      Program the switch with the correct gender voice.

    • C. 

      Use physical cues to help Joshua remember to use the switch.

    • D. 

      Program the switch with simple vocabulary and short sentences.

  • 10. 
    Which one do you like?
    • A. 

      Practice discussion skills.

    • B. 

      Observe and learn how words are spelled.

    • C. 

      Engage in the practice of taking turns.

    • D. 

      Speak and listen in a supportive environment.

  • 11. 
    Mr. Walters teaches in a self-contained classroom for upper elementary grade students.  The students have mild to moderate intellectual disabilities.  He would like to monitor the progress the students make toward developing verbal social skills.  Which of the following monitoring techniques would be most effective for this purpose?
    • A. 

      Using a checklist to document the number of times students engage one another verbally.

    • B. 

      Maintaining a portfolio of work for each student throughout the year.

    • C. 

      Keeping journal reflections about students' daily interactions.

    • D. 

      Having a weekly, informal conversation with each student.

  • 12. 
    Which one do you like?
    • A. 

      Motivates the students to develop their language skills.

    • B. 

      Enables the students to practice distinguishing emotions in a safe environment.

    • C. 

      Promotes increased eye contact between the students playing the game.

    • D. 

      Fosters cooperation and turn-taking between the students.

  • 13. 
    Which of the following techniques is likely to be most effective for instructing students with moderate intellectual disabilities about social communication skills such as extending greetings and expressing affection?
    • A. 

      Having students practice the desired behaviors frequently with peers and adults

    • B. 

      Taking students to a school event to observe appropriate greetings and peer interactions

    • C. 

      Showing students a short video on acceptable greetings in various situations

    • D. 

      Explaining to students in simple language how to effectively greet a friend or acquantance.

  • 14. 
    Which one do you like?
    • A. 

      "Give Lee more opportunities to earn free time in class."

    • B. 

      "Give Lee frequent verbal praise in class."

    • C. 

      "Give Lee jobs like passing out papers or taking notices to the office."

    • D. 

      "Give Lee more time than the other students to complete tasks."

  • 15. 
    Which of the following strategies would be most appropriate for a high school special education teacher to use when teaching self-advocacy skills to students with mild intellectual disabilities?
    • A. 

      Encouraging students to attend their IEP team meetings

    • B. 

      Introducing students to successful adults with similar disabilities

    • C. 

      Having students role-play scenarios that require them to express specific needs

    • D. 

      Teaching students how to give and receive compliments appropriately

  • 16. 
    Which one do you like?
    • A. 

      Their learning goals.

    • B. 

      Independent living skills.

    • C. 

      Classroom expectations.

    • D. 

      Their educational rights.

  • 17. 
    Which one do you like?
    • A. 

      Asking the student's parents/guardians to reward his appropriate behavior with coins

    • B. 

      Having the student create a poster for the classroom that depicts coins and their values

    • C. 

      Having the student purchase supply items from the school store

    • D. 

      Helping the student perform research online about the way coins are minted

  • 18. 
    Which one do you like?
    • A. 

      Having students read picture books that demonstrate how fractions are used in building and design

    • B. 

      Having students use mathematics manipulatives to demonstrate concepts related to fractions

    • C. 

      Having students place the fraction cards in appropriate positions along a number line

    • D. 

      Having students follow a cooking recipe that calls for the use of measuring cups and spoons.

  • 19. 
    Which one do you like?
    • A. 

      Helping Edgar set up a written survey with common menu items and then together have him ask staff and students which is their favorite

    • B. 

      Contacting Edgar's parents and requesting that when he visits a restaurant, he practice ordering his own food

    • C. 

      Providing Edgar with a variety of take-out menus and cooking magazines and having him match menu items to appropriate pictures

    • D. 

      Developing a cooking lesson incorporating ingredients to make some of Edgar's favorite restaurant food items.

  • 20. 
    Which one do you like?
    • A. 

      Graphing the number of times each student verbalizes one of the sight words during language arts

    • B. 

      Checking in with each student at the end of every week and documenting the sight words correctly identified in the classroom

    • C. 

      Administering a weekly spelling test of the sight words to the students each week until each student obtains 100 percent

    • D. 

      Encouraging parents/guardians to take their child into the community and note the number of times each sight word is identified

  • 21. 
    Which one do you like?
    • A. 

      A speech-recognition system

    • B. 

      A multipage flipbook with cues for initiating conversations

    • C. 

      A TTY/TDD conversion modem

    • D. 

      A communication board with speech output

  • 22. 
    Which of the following Michigan agencies works specifically to increase the level of self-determination for individuals with cognitive disabilities?
    • A. 

      Michigan Partners for Freedom

    • B. 

      Michigan Alliance for Families

    • C. 

      The ARC Michigan

    • D. 

      Developmental Disabilities Institute

  • 23. 
    Which one do you like?
    • A. 

      Taking initial steps in teaching Althea to tie her shoes

    • B. 

      Providing an opportunity for Althea to show classmates how to button and unbutton the animal's sweater

    • C. 

      Modeling for Althea how to button and unbutton one's own sweater

    • D. 

      Asking Althea to draw a picture of the stuffed animal wearing the sweater

  • 24. 
    Which one do you like?
    • A. 

      Timing how long it takes each student to prepare the sandwhich

    • B. 

      Documenting the number of prompts needed for each student

    • C. 

      Comparing each student's performance of skills to others in the group

    • D. 

      Documenting the appearance of the sandwhich after each session

  • 25. 
    A beahvior management technique of using tangible rewards to affect students' positive behavior has the most influence with students at the elementary level because they:
    • A. 

      Respond well to being rewarded.

    • B. 

      Enjoy changing their behavior patterns.

    • C. 

      Have sufficient time during the school day to use rewards.

    • D. 

      Want to share their rewards with classmates.

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