Adapting Early Childhood Curricula for Children with Special Needs 9th Edition By Ruth E. Cook, M. D

TEST BANK CHAPTER 1 Multiple Choice 1. At the present time it is thought that the best way to provide learning opportunities for children with special needs is a. In classrooms called non-categorical b. In classrooms with typically developing children c. In classrooms for developmentally delayed d. In classrooms especially equipped for their disability 2. Children with disabilities and special needs a. May not be able to learn spontaneously from play a. Learn in exactly the same way that other children do b. Always learn more slowly and with great difficulty c. Need highly structured lessons to learn 3. The least restrictive environment is a. In a regular classroom if appropriate b. Always in a regular classroom c. Usually in a special education classroom d. Never in a special education classroom 4. Strong parent organizations that aided children with special needs were first created a. After World War I b. After World War II c. In the 1990s d. In 2004 5. Inclusion support activities for the ECE who has a child with special needs in the class might include a. Ongoing observation and assessment of the child b. Inservice information to staff members about the child’s disability c. Demonstration of specific intervention techniques d. All of the above 6. Early childhood curricula usually include experiences in a. Exploration b. Sharing c. Interaction with peers d. All of the above

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7. Today children with any disabling condition should a. Always be placed in regular classrooms with special help b. Be educated in the least restrictive appropriate environment c. Be taught from the earliest possible time by teachers who are trained in special education d. Be evaluated and identified according to disabling conditions 8. Legislation requires that __________ of children in Head Start be children with disabilities. a. 10% b. 15% c. 20% d. 25% 9. Public Law 94-142 was enacted in: a. 1935 b. 1955 c. 1975 d. 1979 10. Montessori developed a: a. Nursery school for children who are gifted b. Day-care center for young Italians in New York City c. Casa dei Bambini in Rome d. A test to determine if children are retarded 11. The far-reaching law that guarantees equal opportunity in employment, public accommodation, transportation, state and local government services, and telecommunications is: a. Americans with Disabilities Act (ADA) of 1990 b. The Education of the Handicapped Act Amendments of 1990 c. The Education of the Handicapped Act Amendments of 1990 Part H d. The First Chance Program (HCEEP) in 1968 12. Public Law 99-457, The Education of the Handicapped Act Amendments of 1986, a. Authorized Individual Family Services Plans (IFSPs) b. Requires statements about mental retardation c. Tightened eligibility requirements for infants and toddlers d. All of the above 13. The term “natural environments” means a. The least restrictive environment b. And environment where technology is available c. An environment where children without disabilities participate d. Services provided in the home

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14. When caring for young children in groups it is not important to create a. Small group sizes b. A bond between a child and an instructor of the same gender c. Continuity of care d. Cultural and familial continuity 15. An example of a community-based inclusive setting would be: a. Head Start b. Neighborhood play group c. Child development center d. All of the above True-False 1. Children learn many skills from each other.

2. By 2005, the majority of schools had developed curriculum standards for 3- to 5year-olds.

3. The range of “normalcy” in children 0–5 is quite narrow.

4. Children with special needs do not need to have a program with educational experiences individualized.

5. During the early years, the educational focus is more on the process than on the content of learning.

6. The parent of a child with special needs can be assured that there will be a program in the least restrictive environment available for that child in the community.

7. Itard’s contribution to child development was the theory of inborn adaptation.

8. Teachers in a Montessori program use sequenced lessons.

9. Research has shown that a factor significantly associated with positive child development is maternal responsiveness.

10. Most child-focused programs are currently directed by the teacher.

11. The main purpose of P.L. 94-142 was to establish free appropriate public education.

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12. Best practice stipulates that evaluation should rely on a single instrument for continuity.

13. An excellent model of an inclusive setting is Head Start.

14. Piaget believed that each child’s capacity to learn is uniquely experientially based.

15. A current paradigm shift in ECSE is the focus on the caregiving environment rather than on the infant or child.

Short Answer

1. Describe what is meant by the least restrictive environment.

2. Explain how, during the early years, the educational focus is more on the process of exploration, manipulation, expression, sharing, and active involvement than on the content or products of learning.

3. What are the theoretical assumptions of child-focused programs?

4. Give two examples of kinds of caregiver-focused programs.

5. Name two significant mandates of P.L. 94-142.

6. Name two significant mandates of IDEA. 7. Why should we be cautious in accepting all recent ideas in early childhood special education?

8. What does the term “natural environments” mean?

9. What is the theory behind the transactional approach?

10. ECE has recognized the importance of some ECSE practices. What are they?

Comprehensive Essay 1. Discuss the arguments in favor of educating children with disabilities with children without disabilities in early childhood. What are the pros and cons of these arguments?

2. Suppose a parent said to you: “I don’t want my child in the same classroom with those retarded kids.” Write your appropriate reply.

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3. Johnny wears a brace on one leg and has limited visual abilities. Johnny’s parents insist that he be educated with “normal” children. Martha is hard of hearing but has acquired some speech and imitates readily. The multidisciplinary diagnostic team thinks that she will learn from observing typical peers. What steps will you take to integrate these two children into our early education center? Consider the children, their families, and the children and parents you are already serving. Be specific in stating exactly what you will do and when.

4. Give three reasons why the early years are considered to be optimal ones for inclusion of children with disabilities.

5. Give three examples of when full inclusion might not be the best educational alternative for a child.

6. Early childhood special educators are expected to have the skills necessary to work with all children. However, additional skills and competencies are needed as an ECSE. Name five of those skills and/or competences and explain why they are important.

7. Outline the dramatic changes in attitudes toward young children with disabilities that have taken place over the last century.

8. Describe the major features of IDEA. 9. Compare and contrast child-focused and caregiver-focused programs. What are the strong and weak points of each?

10. Explain what is meant by “a child with special needs is a child first” and how that statement relates to the federal legislation terminology change from the Education for All Handicapped Act to Individuals with Disabilities Education Act. 11. Explain how Response to Intervention or Tiered Instruction principles for K-12 is, in essence, aligned with the core principles of recommended practices in early childhood.

CHAPTER 2 Multiple Choice 1. Parent involvement in the education of young children a. Is less important when children attend a preschool b. Is rapidly being recognized as essential if children are to achieve their potential c. Is not as important as had been thought, according to recent research d. Is not practical, as most parents work

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2. Parents of young children with disabilities often report that a. They are confused because even the “experts” disagree about causes of developmental delays b. Their pediatrician called their attention to their child’s problem shortly after birth c. They were told exactly how to help their child, and they were successful the first time d. Professionals who examined their child agreed on the cause of their child’s problem 3. The successful education of children with special needs will demands a. That parents accept the disability and are not emotional about the problem b. That parents always remain calm and in command c. That parents accept everything the professional tells them to do and do it without questions d. That an effective partnership exists between parents and professionals 4. A statement such as “It must be very frustrating and tiring to take your child to so many medical appointments” shows a. b. c. d.

Bargaining Crisis intervention Empathy All of the above

5. P.L. 105-17 (1997 Amendments to IDEA) set the stage for a. Family-professional collaboration b. Nondiscrimination for people with disabilities c. Family-centered early intervention d. All of the above 6. Understanding the differences between mainstream culture and the cultures of specific families is critical to the _________ approach to intervention a. Behaviorist b. Developmental c. Adaptive d. Ecological 7. A childrearing practice that is not culture-sensitive is a. Doing the best they can b. Child independence c. Parents as teachers d. Discipline

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8. Methods of increasing parent involvement are a. Home-based interventions, passports, observations by parents b. Written handouts, observations by parents, home-based interventions c. Parent groups, written handouts, medical intervention d. Passports, medical intervention, observations by parents 9. A good way to help parents with developmental disabilities is to a. Provide a concrete, written list of things to do b. Help parents interpret child’s behavior c. Shift child care to someone in the home who is more capable d. Explain what you want them to do at great length so they will understand 10. What is true of foster caregiving? a. Foster caregiving is fortunately decreasing in the United States. b. Early interventionists must be concerned about attachment and emotional development in foster children. c. Foster parents should be excused from participating in home and center activities. d. A foster home is not appropriate for home visits.

11. Which use of Internet-based communication would not be appropriate when emailing with families? a. Sending photos of children playing together b. Discussing issues or concerns c. Providing websites for resources d. Moderating a family support discussion forum True-False 1. Guidance about what to do now is a basic need of parents who seek professional help.

2. The first duty of the professional is to insist that parents face the child’s limitations.

3. Anger and resentment are the first expected parental reactions.

4. An interpreter is the same as a translator.

5. Families pass through developmental and nondevelopmental changes which produce varying amounts of stress for all members.

6. Only parents should be included in conferences and planning.

7. Parent involvement is the best indicator of parent concern.

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8. Formal meetings with all parents present should be conducted once-per-week in center-based programs.

9. A family resource center is an excellent way to access parent support groups.

10. One area in which all cultures are similar is in infant-parent communication.

Short Answer 1. What are the four subsystems in Family Systems Theory?

2. What is a “passport”? How is it used?

3. Describe the types of services that family resource centers such as Parents Helping Parents can provide to help support families.

4. What is often the first reaction of parents learning of a child’s disability?

5. List some resources likely to be helpful to teen parents who lack support.

6. Briefly compare the attitudes toward disabilities that are influenced by religion.

7. What is an “authoritarian” parenting style?

8. What is an “egalitarian” parenting style?

9. Briefly explain the differences between “individualistic” and “collectivist” views of personal development and behavior.

10. Briefly explain the differences shown in parenting by child’s gender in different cultures.

11. Briefly explain some considerations that a teacher needs to keep in mind when meeting with families that have experienced divorce.

Comprehensive Essay 1. Describe each of the emotional stages through which parents of children with disabilities may pass and suggest ways in which teachers may be helpful to those parents.

2. List the basic needs of parents who seek professional help. How can teachers assist in the fulfillment of those needs?

3. Roos identifies eight categories of mishandling of parents’ basic needs. Discuss these categories.

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4. Explain the continuum of parent involvement.

5. Explain the role of “active listening” in professional-parent interaction.

6. Discuss concerns and questions of siblings of children with disabilities. How can early interventionists assist siblings?

7. Compare pros and cons of parent involvement in home-based and center-based programs.

8. Describe a model parent orientation meeting. How would you plan it? What are the essential features before, during, and after the meeting?

9. Illustrate all the ways that denial can actually serve families and become a positive and necessary element in their lives.

10. Discuss the impact of poverty on families that have children with special needs.

CHAPTER 3 Multiple Choice 1. Participants in IFSP meetings usually include a. Parents, physician, an advocate b. Service coordinator, assessor, physician c. Parents, service coordinator, assessor d. Physician, service coordinator, other family members as desired by parents 2. The person whose job it is to serve as the single point of contact in helping families to obtain appropriate services is the a. Specialist involved b. Early interventionist c. Assessor d. Service coordinator 3. At what age does the law require an IEP? a. One year b. Two years c. Three years d. When the child enters kindergarten 4. Which person does not usually participate in the meeting where the IEP is developed? a. Parent b. Physician c. Administrator in the school district d. Special education teacher

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5. Whose goals take highest priority on the list of objectives formulated at the IEP planning meeting? a. Parent b. Special education teacher c. Specialist most involved d. Interdisciplinary IEP team member 6. Who has primary responsibility for implementation of the IEP? a. Parent b. Special education teacher c. Specialist most involved d. Administrator in the school district 7. Proficiency level on a task is usually defined as a. 50% b. 60% c. 80% d. 100% 8. _______ are what a child with disabilities can be expected to accomplish in one school year. a. Program plan b. Behavioral objectives c. Criterion d. Annual goals 9. A child’s IEP must include all of the following except a. A statement of annual goals and short-term objectives b. A complete instructional plan c. A statement of the child’s level of functioning d. The appropriate objective criteria 10. Which of the following is not a basic component of behavioral objectives? a. The behavior the child is expected to perform b. The level of performance expected c. The conditions under which the performance will take place d. The day the objective is completed

True-False 1. The IFSP is family-focused while the IEP is still more child-focused.

2. The IEP includes goals and objectives.

3. The IEP process provides for service coordination and smooth transition.

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4. The IFSP and the IEP documents are secondary to the process the team uses in developing them.

5. The multidisciplinary assessment team is expected to collaborate with the parents in writing appropriate outcomes for the IFSP. 6. The primary decision maker in the IFSP is the service coordinator.

7. The IFSP document contains outcome statements.

8. The IFSP and the program plan are one and the same.

9. One job of the service coordinator is informing families of the availability of advocacy services.

10. The primary purpose of most teacher observation is to determine the etiology of the child’s disability.

11. When writing a behavioral objective, you should include every possible step that the child will take to achieve that objective.

12. The IFSP is evaluated every six months.

13. When doing observations, the teacher should only focus on one specific behavior or skill at a time.

14. Parents do not have the right to reject service coordination.

15. The service coordinator provides the information and evidence for a child's present level of functioning.

Short Answer 1. How often must an IEP be evaluated?

2. How is an annual goal different from a related behavioral objective?

3. Why do outcome statements in the IFSP often use the term, “in order to”?

4. What materials might be included in a child's portfolio assessment?

5. Briefly describe the roles and responsibilities of a service coordinator.

6. Discuss why the IEP is not intended to be a complete instructional plan.

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7. What are 2 techniques to accomplish culturally fair assessments?

8. How can the information gathered from an assessment be linked to the curriculum?

9. Describe the difference between the three models of service coordination.

10. Explain the SMART guidelines for writing IEP goals

Comprehensive Essay 1. Transition to preschool is described as a stressful time for families and children.

Why would that be true? What are some things service coordinators can do to make the transition smooth?

2. Compare the IFSP process with the IEP process. What are the similarities and main differences?

3. Write a behavioral objective for use in an inclusive classroom by using the three basic components needed in any behavioral objective. Identify and discuss how the objective meets the SMART guidelines.

4. How do outcome statements in the IFSP differ from goals and objectives found in the IEP? 5. What should a teacher do to be thoroughly prepared for an IEP conference?

6. Outline and describe the process for developing an IFSP with a family. What should happen from the time the family is referred for service until the document is signed by parents and professionals?

7. State specifically what is required in a statement in the IFSP document that refers to “natural environments.” Explain the rationale behind the statement.

8. Observations do not always need to be direct observation. Describe some types of observation samples.

9. Why do we monitor children's progress? What are some ways to do that?

10. Describe some questions that you would ask a family in order to elicit their concerns, priorities, and resources.

11. Give some examples of how you would use behavioral objectives as the basis for your daily lesson plan?

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12. You are assessing a child whose second language is English. What considerations would you need to take in account in order to do a nonbiased assessment?

13. Discuss why it is important for a teacher to observe the child's total performance even when focusing on a single aspect of behavior.

CHAPTER 4 Multiple Choice 1. Early childhood educators need to _________________ to motivate children with disabilities a. Follow the curriculum guide b. Identify high-preference people, objects, and activities c. Establish turn taking d. Put materials at eye level 2. The classic theory of effectance motivation is that a. Motivators are externally provided b. Positive reinforcers increase the strength of certain behaviors c. The child is reinforced by contingencies d. All children have an internal drive toward achievement 3. Providing graduated cues to assist a child through problem solving was described by Bruner as a. Zone of proximal development b. Reinforcement c. Scaffolding d. Successive approximations 4. Which adult-child communication strategy may need to be taught first before the other strategies can be used effectively? a. Mapping b. Turn-taking c. Progressive matching d. Redundancy 5. Anything that happens before a behavior is called a. Consequences b. Contingencies c. Antecedents d. Reinforcers

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6. Anything that happens after a behavior is called a. Consequences b. Contingencies c. Antecedents d. Reinforcers 7. Standing next to a child and reminding him that he is waiting very patiently for his turn in order to avoid his typical behavior of a tantrum is an example of a. Consequences b. Contingencies c. Antecedents d. Reinforcers 8. Which of the following is probably not helpful when communicating with young children who have disabilities? a. Use progressive matching b. Talk about what the child is interested in c. Be specific and label words d. Continually introduce many new words throughout the day 9. __________ is starting with whatever the child can do and gradually encouraging him/her that move closer and closer to the correct behavior a. Equivalent practice b. Embedded learning opportunities c. Progressive matching d. Successful approximations 10. Providing just the right amount of help and support to a child is ____. a. Zone of proximal development b. Reinforcement c. Scaffolding d. Contingencies

True-False 1. The content of curriculum must be ecologically relevant.

2. The best intervention strategies evolve around activities within the context of daily living.

3. Good behavior modification relies primarily on punishers.

4. Another word for a positive reinforcer is antecedent.

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5. Play is different from other activities in the classroom because it has no intended outcome or goal.

6. Play is probably the single most important concept in early childhood special education.

7. Scaffolding is the range between what a child can do on his/her own and what he/she can do with a bit of help.

8. Constantly repeating key phrases is a great way to help children with special needs learn language.

9. Vygotsky described zone of proximal development as providing just the right amount of help and support that a child needs to finish the task independently.

10. The main focus of positive behavioral support is on prevention of undesirable behaviors.

Short Answer 1. Why is the primary method of instruction rooted in the quality of the social interaction and responsive communication between children and teachers?

2. Describe how you would go about conducting a high-preference inventory.

3. Explain what is meant by mediated learning events.

4. What is “equivalent practice” in a teacher’s scheduled plan for the day?

5. What types of skills do children with special needs learns when there is a consistent daily schedule in their inclusive classroom?

6. Daily living routines such as dressing, bath time and eating can be stressful for families of children with disabilities. Briefly give some advice on how families can provide a consistent routine for one of the activities mentioned.

7. Explain the statement, “one of the most powerful keys to learning his motivation,” as it relates to children with disabilities and special needs.

8. Explain what a teacher can do to avoid prompt dependence in young children with disabilities.

9. Given example of successive approximations.

10. What is the difference between antecedents, consequences, and contingencies?

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Comprehensive Essay 1. Imagine that you are speaking to a group of parents about adult-child communication strategies. What advice would you give them to assist their children’s language learning?

2. Play routines can be designed to teach language concepts and social skills. Give an example of a play routine in a classroom.

3. Draw a picture of an inclusive classroom for children ages 3–5 of varying abilities and explain your rationale for placement of learning areas.

4. Write an IEP goal and at least three individual objectives for “to learn to sort by sizes.”

5. You will be setting up an inclusion classroom for infants and toddlers. What special considerations do you need to keep in mind while designing your learning environment?

6. Give examples of how you would use the 3 key Universal Design for Learning principles when designing an inclusive program.

7. Discuss at least 3 different opportunities of where and when in the daily schedule you would embed the goal of “will independently write first name."

8. Transitions (lining up, waiting for snack, etc.) and cleanup times are rich opportunities for learning but are frequently underutilized as opportunities to embed learning objectives. Describe 3 behavioral objectives that can be embedded during transitions and 3 others for cleanup times.

9. The way that a teacher talks to young children with disabilities can impact their cognitive and language development. Give some examples of what strategies you would use to communicate with a three-year-old child who is using one word sentences.

10. How would you use the zone of proximal development (ZPD) and scaffolding to teach a child to string small beads?

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CHAPTER 5 Multiple Choice 1. Which specific intervention would not be appropriate 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

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6. A diagnosis of fetal alcohol spectrum disorders (FASDs) can be made if a child demonstrates symptoms of facial malformations, central nervous system effects and deficiency in a. Prenatal growth b. Postnatal growth c. Both prenatal and postnatal growth d. Speech and language skills 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.

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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. Most 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 special needs.

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. Explain the three characteristics of autism.

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11. 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. Suppose that you will be including a child who has a physical disability in your classroom. What adaptations would you make and procedures would you follow for this inclusion?

9. 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.

10. 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.

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11. 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.

CHAPTER 6 Multiple Choice 1. When a child is avoided by other children because he or she is aggressive, an example of which one of the following is evident? a. Logical consequences b. Unavoidable consequences c. Logical connections d. Natural consequences 2. Which of the following may not be a useful way to help a child improve his or her self-control? a. Exhibiting confidence in the child’s ability to improve his self-control b. Responding to and correcting all disruptive behavior c. Removing unnecessary sources of frustration and noises from the classroom d. Dealing consistently with temper tantrums 3. Research indicates that punishment a. Is always effective b. Should be avoided at all times c. Is a positive approach to class management d. Can produce negative side effects 4. One effective way to work with children who are reluctant to participate is to a. Insist that they participate in every activity b. Seat them where they cannot see the activity c. Ignore them completely d. Couple attention with something pleasant 5. Ainsworth described an infant who greeted his or her parent after a period of separation with physical contact and a smile as a. Securely attached b. Insecurely attached-avoidant c. Insecurely attached-resistant d. Disorganized

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6. According to Erikson’s stages of psychosocial development, when do children begin to develop a conscience? a. One b. Two c. Five d. Seven 7. According to Greenspan’s model of affective development, when do healthy infants develop the ability to regulate their internal state (homeostasis) in ways that allow them to attend to the world around them? a. At birth b. Birth to three months c. Three months to six months d. Six months to nine months 8. A time in the school routine when children with disabilities are most likely to become frustrated is a. Arrival time b. Snack time c. Transition time d. Dismissal time 9. According to Piaget’s categories of play, the game of taking things out and putting things in is a. Practice play b. Symbolic play c. Games with rules d. Representational play 10. When should “signal interference” be used with children who are impulsive? a. Before the behavior begins b. As the behavior escalates c. When the child is in a tantrum d. After the child has calmed down

True-False 1. A strong, positive attachment to a primary caregiver appears to be the key to the development of a healthy personality.

2. Positive peer interactions for children with special needs and/or social delays may not develop without specific interventions from the caregiver.

3. Infants will begin to become attached to their primary care-givers at the age of 9-18 months.

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4. Logical consequences will occur without adult intervention.

5. Around the age of 30 months, children begin to think about and understand the logical connections between ideas 6. Most children fall within the “easy” category: adaptable, approachable, and positive in mood.

7. Children with disabilities need only be put in the same environment with children without disabilities for peer imitation to occur.

8. The onset of ADHD is before the age of 5.

9. A child is born with a particular temperament. It cannot be changed in any way.

10. Loud, lively music can be upsetting for children who have difficulty with control.

Short Answer 1. Explain the concept of affect attunement.

2. Explain how infants use distal communication as a way to achieve a clearer sense of themselves as individuals.

3. Why is it ineffective to say to a child, “Susie, do you want to clean up now?”

4. How is “signal interference” used to prevent loss of control?

5. List three methods that do not work with children who are reluctant to participate.

6. Discuss some ways that teachers can improve their reward punishment ratio to the optimum of five rewards to one punishment.

7. Discuss some of the disadvantages of time out.

8. How can a teacher use time away effectively for children who have disabilities.

9. Discuss the single most important intervention strategy for working with children who have been abused and neglected.

10. Create an embedded learning opportunity to foster emotional literacy in an inclusive classroom.

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Comprehensive Essay 1. A disability may interfere with the caregiver-infant attachment process. Discuss the effect on attachment of blindness, hearing loss, and cerebral palsy and tell why the attachment process may be at risk.

2. Discuss Erikson’s stages of psychosocial development and give behaviors that the adult caregiver can do to facilitate each stage.

3. State a rule that meets the three criteria of being definable, reasonable, and enforceable. Now state a rule that does not meet these criteria and explain why it does not.

4. Discuss techniques to keep in mind when grouping children to stimulate positive interaction.

5. Define natural consequences, logical consequences, and negative consequences.

Give examples of each.

6. Discuss ways that the teacher can prevent or lessen children’s frustration during school routines.

7. Discuss ways to facilitate social skills among children with disabilities when they are included with children without disabilities using environmental structuring.

8. Discuss the technique of physical prompting and fading to help children with more severe disabilities learn to play.

9. What are some reasons that a child may be reluctant to participate? Discuss techniques you would use to involve that child in the classroom activities.

10. Discuss some special considerations for working with children who have been abused and neglected.

11. Identify the four types of sentences needed to make up a social story. Give an example of each type of sentence by using the example of blowing your nose with a tissue for a child with autism spectrum disorder (assume child has been blowing his nose without a tissue).

12. Discuss Parten’s six levels of social participation and how the guidelines can help with the selection of intervention strategies to develop social interaction skills through play.

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CHAPTER 7 Multiple Choice 1. If you were asked to prepare a lesson involving the development of fine motor skills, which of the following would not be considered? a. Pasting colored strips of paper together b. Following the movement of a penlight c. Kicking a ball toward a target d. Assembling a wooden puzzle 2. How does a child who experiences tactile defensiveness react to being touched? a. The child feels self-conscious b. The child feels happy c. The child feels in danger d. The child feels pain 3. If you were asked to prepare a lesson involving the development of gross motor skills, which of the following would not be considered? a. Outlining with stencils or templates b. Walking on a balance beam c. Throwing a ball to a partner d. Playing “Simon Says” 4. Hand dominance is often not achieved until the age of a. 4 years b. 5 years c. 6 years d. 7 years 5. A useful technique to employ when teaching self-help skills is a. Reverse chaining b. Behavior modification c. Concrete reinforcement d. Shaping 6. The fact that children increasingly learn to eliminate unnecessary body movement demonstrates which of the following basic principles of growth? a. Bilateral to unilateral development b. Gross motor to fine motor development c. Proximo-distal growth d. Maximum to minimum muscle involvement

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7. The most useful way to assess motor skills primarily involves a. Norm-referenced tests b. Criterion-referenced tests c. Observation d. Standardized tests 8. The rate and quality of physical and motor development are influenced most by a. Age and environmental factors b. Physiological maturation and environmental factors c. Age and internal motivation d. Internal motivation and physiological maturation 9. The pattern of voluntary movement that begins in the shoulder, then moves on to the elbow area, wrist, and finally the fingers is called the a. Proximo-distal pattern b. Mass-to-specific pattern c. Bilateral-to-unilateral pattern d. Maximum-to-minimum muscle-involvement pattern 10. Another word for “spasticity” as a motor disability is a. Athetosis b. Hypotonic c. Hypertonic d. Floppy 11. “When the teacher points to any of the eight primary colors, and says, ‘What is this color?’ Audrey will name the color correctly 80% of the time. “All 8 colors must be checked” is a (n) a. Short term behavior objective b. Individual objective c. Positive reinforcer d. Terminal objective True-False 1. In the preschool years, girls appear to perform better on fine motor tasks while boys tend to be more adept at large motor tasks.

2. If a child has a significant motor disability he or she is highly likely to have a cognitive deficit as well.

3. Apgar scores indicate the intelligence levels of newborns.

4. Research reveals a significant relationship between visual-perceptual training and improved academic performance.

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5. A child who is hypotonic is often called a child who is “floppy.”

6. Motor development follows a highly predictable sequential and overlapping pattern.

7. Growth and development tend to proceed from the outer extremities to the spine.

8. The focus of therapeutic intervention has shifted from developmental goals to functional independence.

9. Creating short term behavior objectives are not necessary to prevent children from experiencing failure.

10. Physical therapists are usually concerned with large muscle movement while occupational therapists are more often involved with fine motor function and activities of daily living.

Short Answer 1. How might a child behave who has difficulty with tactile defensiveness?

2. Compare motor development within the cephalocaudal and proximo-distal patterns.

3. Discuss some general characteristics of children who have cerebral palsy.

4. Explain task analysis. How is it used?

5. In task analysis, why would a teacher use reverse chaining?

6. Briefly discuss what is assessed when medical professionals use an Apgar score for a newborn baby.

7. Write a task analysis with at least 4 short-term behavioral objectives for the motor skill of pouring liquid from a small pitcher into a cup independently.

8. What adaptations might be used for a child who has difficulty grasping the pitcher and cup from the task analysis above?

9. Think about the typical movement games that young children like to play in groups.

Pick two games and describe the specific motor skills that can be assessed while the children play the games.

10. Compare and contrast the difference between hypotonia and hypertonia.

11. How can environment factors influence the rate and quality of physical and motor development?

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12. Explain why the most difficult step in task analysis is the terminal objective, the one that is your final destination.

Comprehensive Essay 1. Describe three playground activities that you could use with young children in the informal evaluation of their motor skills. Be specific in stating exactly what a teacher should observe and what can be learned about the children being observed.

2. Identify four observable behaviors which might indicate problems in motor development.

3. What are some of the ways in which atypical motor development will influence what a child can and cannot do in the center? Select two or three adaptations that will have to be made and discuss them.

4. Define “sensory integration.” What happens when there is dysfunction in sensory integration?

5. Identify four observable behaviors that might indicate problems in sensory integration.

6. Identify four guidelines to keep in mind when handling a child with disabilities with the goal of normalizing muscle tone and facilitating movement.

7. Compare and contrast developmental motor goals and functional motor goals.

8. Compose five steps of reverse chaining for the task of washing hands.

9. Identify at least three activities that involve gross motor skills and at least three activities that involve fine motor skills.

10. Write a task analysis for putting on a jacket and zipping it up. What adaptations would you make for a child who has difficulty with the fine motor skills of grasping the zipper and pulling up? What adaptations would you make for a child who is having difficulty following the sequence of the steps of the task? What adaptations would you make for a child who has a limited range of motion in his arms?

11. Assume that you have a group of four children, ages 3 and 4. One of them loves stick figures with a recognizable face, arms, and legs. Two can draw a stick figure with recognizable face, and one can only scribble. Your goal is: “To improve the children’s ability to draw a person.” The terminal objective is, “When the teacher provides paper and crayons and suggests that the children ‘draw a picture someone in their family,’ the children will draw a circle, then add eyes, nose, mouth, and ears to the circle.” They will draw lines to indicate arms and legs. The criterion is

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appropriate placement of the facial features and at least four lines for arms and legs.

Write a sequence of short term objectives that will be appropriate for the children.

Assume that the younger children will do the simpler objectives only because they are too young to achieve the terminal objective. However, all will progress toward the terminal objective.

CHAPTER 8 Multiple Choice 1. When working with a child who is severely disabled and nonverbal, one of the first steps in designing a communication training program is a. Assessing speech production skills b. Teaching receptive vocabulary c. Identifying high-preference items and activities d. Identifying specific target responses to be trained 2. Which of the following is probably not a necessary condition for the normal development of communication skills? a. Intact central nervous system b. Development of normal gross motor skills c. Normal cognitive skills d. Adequate hearing 3. Speech and language a. Develop systematically beginning with the birth cry b. Begin to develop at about 6 months c. Begin to develop at about 18 months d. Develop in different ways in different cultures 4. Pragmatics can be defined as a. The rules for word order in language b. The sounds of the language c. The social skills of language d. The rules for correct grammar 5. Another word for content in language is a. Phonology b. Semantics c. Syntax d. Morphology

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6. The child who is most likely to have concept and vocabulary affected is a child who has a disability of a. Hearing loss b. Visual impairment c. Cognitive impairment d. Autism 7. An example of a low-tech device or system would be a. Photo book b. Computer keyboard c. Software program d. Switch-activated toy 8. Children with autism often handle information more easily through which method of presentation? a. Auditory/verbal b. Visual/graphic c. Auditory repetition d. Lip reading 9. Young children should be encouraged to learn language for many purposes or “functions.” Not included in functional language use is a. Reciting the alphabet b. Making requests c. Obtaining social interaction d. Gaining and giving information 10. Learning correct word order is an aspect of a. Phonology b. Morphology c. Semantics d. Syntax

True-False 1. An augmentative communication system should only be used when it appears that a child will not learn to speak.

2. The first language is learned in predictable ways in an interactive environment but the second language must be taught in a different way.

3. When a child begins an AAC system, he or she should start with the most high-tech equipment that is likely to be needed.

4. Children develop “narrative” skills at about 2.

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5. Communication and language are complex skills that are best understood with a context of social interaction.

6. The foundations of language are laid during the first year of life.

7. Teaching nonspeech communication, like sign, interferes with learning speech.

8. A significant advantage of the PECS system is that is requires social interaction.

9. The professional responsibility for testing hearing in order to make sure that a child receives the most from his residual hearing is an audiologist.

10. Pragmatic language includes nonverbal as well as verbal behaviors.

Short Answer

1. Describe how infants intentionally communicate before their first words appear.

2. Briefly describe the advantages and disadvantages of teaching a child with a hearing loss sign language.

3. What is meant by residual hearing?

4. Compare and contrast semantics and syntax.

5. How would you go about developing communication skills with a child who has special needs and is a reluctant talker? List 3 specific strategies.

6. Discuss 2 characteristics that can interfere with the production of speech.

7. Give three examples of how you can respond back to a child by expanding the phrase, “daddy work.”

8. Briefly describe what would you say to a parent who has a child with a disability who asks, “Should I stop speaking my home language with my child and switch only to English?”

9. Briefly describe the stages of second language learning.

10. Discuss 3 communication strategies that a parent can use while the parent changes his daughter's diaper.

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Comprehensive Essay 1. Identify and explain three problems a child with a mild hearing loss can be expected to have in language learning.

2. Describe “motherese.” What are three intervention techniques based on this theology?

3. As a classroom teacher, identify four general strategies that you would use to facilitate communication with children with disabilities in your class.

4. Explain how “verbal routines” can be used to facilitate language learning in the classroom. Give a concrete example of a classroom routine, giving five steps to the routine and providing examples of language facilitation at each step.

5. How would you identify high-preference items in a child with severe disabilities who is nonverbal?

6. Identify and describe four communication interaction strategies that caregivers and professionals should use in response to the infant’s or toddler’s interest and attention.

7. Defend the argument of someone in the deaf community that they are members of a different culture.

8. What are three reasons for a child to have intermittent hearing loss?

9. Explain the collaborative consultation model for classroom teacher and speechlanguage pathologist. How does it differ from the more traditional expert model?

10. Identify what is meant by the three aspects of language as content, form, and use.

Give a concrete example of each.

CHAPTER 9 Multiple Choice 1. Piaget identified the sensorimotor period of development as a. Between birth and age 5 b. Between ages 2 and 6 c. Between birth and age 2 d. After age 3

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2. The three basic cognitive processes are a. Attention, perception, memory b. Phonemic awareness, phonological awareness, symbolic ability c. Construction of reality, intentionality, problem solving d. Focus, assimilation, accommodation 3. When young children learn to discriminate in shape, size, distance, and color, they are getting ready for a. Object permanence b. Symbolic representation c. Short-term memory storage d. Phonemic awareness 4. The 18- to 24-month-old toddler shows that he or she has the ability to think by showing a. Intuitive ability and intentionality b. Deferred imitation and pretend play c. Concrete operations and formal operations d. Acting out future scenarios 5. The child who uses simple manipulation in play by banging and throwing objects is showing a. Intentionality b. Intuitive ability c. Imitation d. Functional play 6. Children without disabilities begin to act out “what would happen if...” scenarios at about age a. 1 or 1½ years b. 2 or 3 years c. 4 or 5 years d. 6 or 7 years 7. In the preoperational stage, children can a. Perform logical thinking and reasoning b. Engage in symbolic, pretend play c. Use processes for hypothesis testing d. Decenter 8. _________, or ordering according to relative differences, is thought to be an early step towards understanding number concepts. a. Assimilation b. Cognition c. Object permanence d. Seriation

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9. Children with significant intellectual disabilities a. Have short-term memory deficits and language problems b. Have difficulty focusing and sitting still c. Have difficulty solving problems and using symbolic play d. Have significant motor problems and are talkative 10. When Frederick was 5 months old, he looked at his favorite ball, but when it rolled out of his view, he did not search for it. Now at 9 months old moves around to search for it, reflecting the presence of: a. Object permanence b. Schema c. Symbolic ability d. Assimilation

True-False 1. Preschool programs should emphasize the direct instruction of reading with reading readiness activities.

2. A cognitive skill appropriate for a preschool child is symbolic representation.

3. The term “developmental delay” can be misleading because it implies that children will eventually “catch up” to their peers who do not have disabilities.

4. Most teachers tend to teach predominately through talking.

5. Children are able to master rote memory almost from birth.

6. Object permanence is mastered in children without disabilities by the sensorimotor substage 3 at 5 to 8 months.

7.

Teaching must be activity-based.

8. A good game for object permanence is peek-a-boo.

9. Symbolic play usually comes before functional play.

10. The most obvious characteristic of children with intellectual delay is their slower rate of development.

Short-Answer 1. Explain what Piaget meant with his explanation that cognitive development is a product of the interaction between the environment and biological capacities.

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2. Explain the sensorimotor substage 1, from 0 to 1 month.

3. Discuss how the beginning of intentionality starts with the sensorimotor substage 4 at about 8 to 12 months.

4. Discuss how the approach to development of literacy in which reading, writing, speaking, and listening are viewed as interactive and interdependent.

5. Compare and contrast exploratory, functional, and symbolic play.

6. Identify 3 characteristics of children with significant intellectual disabilities.

7. For student with a significant intellectual disability, give 2 examples of how would you adapt and art activity such as cutting, pasting, and gluing together a paper jacko’-lantern.

8. Discuss 2 activities that you could do to embed the goal of, “will count up to three objects,” during snack time.

9. List two ways that you could help a child with an intellectual disability develop print awareness during cleanup time.

10. Explain why teaching the concepts of “same” and “different” are essential to the development of mathematical skills.

Comprehensive Essay 1. You are a teacher of young children. A parent comes to you and complains that all the children are doing is “playing.” Write a dialogue of how you would respond to this parent. Be precise. Leave nothing to the imagination.

2. Explain how you could teach matching, sorting, and seriation using a set of blocks.

3. For the above lesson, state how you would adapt it for a child with a hearing impairment, one with a visual impairment, and one who has a motor impairment (cerebral palsy).

4. Explain Piaget’s two concepts of schema and adaptation in how children learn. Pay particular attention to the part that assimilation and accommodation play in adaptation.

5. Give three examples of ways you would create the desire or need to perform intentional acts in young children with disabilities. Be specific as to materials you would use and things you would do.

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6. You want to develop deferred imitation in a child. Outline a lesson including a concrete sequence of en-route steps of what you would do to reach the terminal objective.

7. How is problem solving different from academic learning? Give an example of each.

8. Give three examples of a teacher’s “staging” or contriving problems to be solved in the preschool classroom. What would you set up for the problem and how would you present the problem to your class?

9. “School language” may be difficult for a child from a nonmainstream culture. Give three examples of some problems that a child from a different culture may encounter in an American middle-class environment. Identify the culture of the child or various children and tell why the problem occurs.

10. List five things that middle-class American parents do that give their children literacy events in early childhood.

11. You are reading a book together while sitting in a comfortable, adult size chair with a child on your lap. The five-year-old child has a speech and language impairment and can use two word sentences. Write a dialogue based on your favorite children's book showing how you would use dialogic reading while incorporating the strategies of the two acronyms P.E.E.R. and C.R.O.W.D.

CHAPTER 10 Multiple Choice 1. Which of the following is not a factor in the successful inclusion of a child with special needs in a community-based setting? a. Well-trained, flexible ECE staff b. Family involvement c. Potty trained d. Mutual respect between ECE staff and special education therapeutic staff 2. Examples of support that an inclusion specialist might provide include: a. Inservice and information to staff members b. Ongoing observation and assessment of child c. Demonstration/modeling of specific interventions d. All of the above

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3. A common inclusion support model approach is a. Peer coaching b. Co-teaching c. Administrative support d. Inclusion therapy 4. Itinerant consultant strategies and activities should include a. Ongoing therapy b. Lesson plans c. Observation d. Only working directly with the child, to give the staff release time 5. The preferred consultation approach in education today is a. Collaborative consultation model b. Clinical consultation model c. Itinerant consultation model d. ECSE consultation model 6. Important components of effective collaboration include a. Effective communication b. Problem solving c. Conflict resolution d. All of the above 7. A job description for a paraprofessional should be a. Kept on the wall of the classroom b. Written and kept by the teacher c. Written at least once a year d. Written by the principal 8. Which of the following give an indication that a paraprofessional knows how to begin successful involvement with young children? a. Say that he/she loves children b. Get on eye level with the children c. Show a real interest in the families d. Has raised children of his or her own 9. Which role is not appropriate for the teacher in the teacher-paraprofessional relationship? a. Role model b. Manager c. Leader d. Boss

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10. Which of the following is not a reason for professional burnout among paraprofessionals? a. Recognition of a job well done b. Inadequate training that keeps them off the team c. Undefined role description d. No opportunity for advancement 11. Which of the following does not contribute to effective Co-teaching? a. Adequate planning time b. The one teaching, one supporting structure c. Commitment to collaboration d. Strict adherence to one’s own teaching philosophy 12. One-to-one assistants should a. Provide whatever degree of intervention they think is necessary b. Act as a buffer between the child and her peers c. Avoid stigmatizing the child as the only one in the class who requires a personal assistant d. View their position in the classroom as permanent 13. A service or services commonly provided by teaching assistants are a. Planning individual goals for the children b. Greeting the children and assisting with all routines c. Representing the teacher in IEP meetings d. All of the above 14. The job design is the responsibility of the a. Teacher b. Paraprofessional c. Team including parents d. Both a and b 15. An optimal working relationship between teacher and paraprofessional is highly dependent on a. Recognition of the paraprofessional’s job b. Independence of the paraprofessional c. Skills of the paraprofessional d. Communication between early interventionist and paraprofessional

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16. In a structured learning experience centered on fine motor activities in an inclusive early education classroom, which is the desired makeup of children and adults in groups? a. One large group with adults in groups b. Small groups with the children with disabilities making up one group with one adult c. Small groups of children with and without disabilities in each group with one adult. d. Small groups of children with and without disabilities in each group without an adult

True-False 1. All states are required by IDEA to develop training for paraprofessionals.

2. A paraprofessional need only have the motivation to serve to be a good aide or volunteer.

3. Performance effectiveness of paraprofessionals should be evaluated only in an informal session with the teacher.

4. The use of a one-on-one assistant can actually impede the progress of a child.

5. A one-on-one assistant is a great help to the classroom teacher because the assistant will meet the needs of that one child, thus freeing the teacher to help the others.

6. One-on-one assistants should be viewed as temporary whenever possible.

7. Extreme disillusionment with one’s job is common among paraprofessionals.

8. Planning is the key for using a paraprofessional’s time and talents.

9. Teachers cannot avoid focusing on the paraprofessional’s personality when giving constructive criticism to the paraprofessional.

10. Teacher-initiated evaluations should not be necessary because teaching assistants can learn most from self-evaluations.

11. The ways in which young children with special needs are supported in inclusive settings is highly variable.

12. As mandated by IDEA (P.L. 105-17), toddlers and preschoolers who have disabilities should be served in special education classrooms.

13. One of the major barriers to successful inclusion is the philosophical differences between ECSC and ECE staff.

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14. An inclusion support specialist is usually a therapist who sees the child in an inclusive setting.

15. Adequate planning time is an essential component of co-teaching.

Short Answer 1. Describe the role of an inclusion support specialist.

2. What is consultation?

3. Explain why the use of increase, decrease, or continue technique is a good method for the evaluation of the paraprofessional by the teacher and the teacher by the paraprofessional.

4. Describe how you would determine a paraprofessional’s skills and talents.

5. Write 5 short tips for a paraprofessional who goes into the inclusion classroom during learning center time to support peer interaction and social skills with a child who has a disability.

6. Why might there not be support for a child who has a disability who is placed in a community-based preschool?

7. Discuss what is meant by the term “professional burnout” for paraprofessionals.

8. How is the role of an itinerant consultant very different than the traditional role of a special education teacher in a special education classroom?

9. Discuss the challenges of co-teaching in an inclusive environment.

10. Describe 2 critical components for effective co-teaching within an inclusive environment.

Comprehensive Essay 1. Name and describe the factors which support successful inclusion of young children with special needs in community-based settings.

2. Describe two major support service delivery models for inclusion.

3. Describe the philosophical differences between ECE and ECSE and how these differences can influence inclusion.

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4. What type of evaluation process would you use for your teaching assistant?

5. Write a job description for a paraprofessional who would assist you during circle and snack time. Be very specific about the duties.

6. Compare and contrast the teacher as boss and the teacher as coach.

7. Sue is the teacher assistant in your class. You have noticed that she does an excellent job of keeping the classroom neat and uncluttered. You wish, however, that she would relate better to the children—get on their level when she talks with them and give them more praise for what they do. Write a brief dialogue that illustrates constructive criticism to Sue during your evaluation session with her.

8. Paul, in your classroom, has a one-to-one aide, Diane. Paul is a child with autism.

Diane has not worked with Paul before. When Paul is jostled he cries out as if in pain. He becomes very disruptive during times of transition in the classroom. List five concepts you would cover with Diane in your first meeting with her.

9. In the situation above, list at least five steps in helping Paul to become more independent of Diane’s help. The terminal objective is to have Paul function in the classroom without Diane. Give reasons for each of the steps.

10. List three duties that you would like a teacher’s assistant to do in your classroom.

Now tell how you would provide feedback to the aide for each of those duties, using both praise and constructive criticism.

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Test Bank Answer Key Chapter 1: Multiple Choice:

1-b; 2-a; 3-a; 4-b; 5-d; 6-d; 7-b; 8-a; 9-c; 10-c; 11-a; 12-a; 13-c; 14-b; 15-d

True / False:

1-T; 2-T; 3-F; 4-F; 5-T; 6-F; 7-F; 8-T; 9-T; 10-F 11-T; 12-F; 13-T; 14-T; 15-T

Chapter 2: Multiple Choice:

1-b; 2-a; 3-d; 4-c; 5-c; 6-d; 7-a; 8-a; 9-b; 10-b; 11-b

True / False:

1-T; 2-F; 3-F; 4-F; 5-T; 6-F; 7-F; 8-F; 9-T; 10-F

Chapter 3 : Multiple Choice:

1-c; 2-d; 3-c; 4-b; 5-a; 6-b; 7-c; 8-d; 9-b; 10-d

True / False:

1-T; 2-T; 3-F; 4-T; 5-F; 6-F; 7-T; 8-F; 9-T; 10-F

Chapter 4 : Multiple Choice:

1-b; 2-d; 3-c; 4-b; 5-b; 6-c; 7-b; 8-d; 9-d; 10-c

True / False:

1-T; 2-T; 3-F; 4-F; 5-T; 6-T; 7-F; 8-T; 9-F; 10-T

Chapter 5 : Multiple Choice:

1-b; 2-c; 3-a; 4-d; 5-a; 6-c; 7-b; 8-b; 9-d; 10-c

True / False:

1-T; 2-F; 3-T; 4-F; 5-T; 6-F; 7-F; 8-F; 9-F; 10-T

Chapter 6 : Multiple Choice:

1-d; 2-b; 3-d; 4-d; 5-a; 6-c; 7-b; 8-c; 9-a; 10-a

True / False:

1-T; 2-T; 3-F; 4-F; 5-T; 6-T; 7-F; 8-T; 9-F; 10-T

Chapter 7 : Multiple Choice:

1-c; 2-c; 3-a; 4-c; 5-a; 6-d; 7-c; 8-b; 9-a; 10-c; 11-d

True / False:

1-T; 2-F; 3-F; 4-F; 5-T; 6-T; 7-F; 8-T; 9-F; 10-T

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Chapter 8 : Multiple Choice:

1-c; 2-b; 3-a; 4-c; 5-b; 6-b; 7-a; 8-b; 9-a; 10-d

True / False:

1-F; 2-F; 3-F; 4-F; 5-T; 6-T; 7-F; 8-T; 9-T; 10-T

Chapter 9 : Multiple Choice:

1-c; 2-a; 3-d; 4-b; 5-a; 6-c; 7-b; 8-d; 9-a; 10-a

True / False:

1-F; 2-T; 3-T; 4-T; 5-F; 6-F; 7-T; 8-T; 9-F; 10-T

Chapter 10 : Multiple Choice:

1-c; 2-d; 3-b; 4-c; 5-a; 6-d; 7-c; 8-b; 9-d; 10-a; 11-d; 12-c; 13-b; 14-a; 15-d; 16-d

True / False:

1-T; 2-F; 3-F; 4-T; 5-F; 6-T; 7-T; 8-T; 9-F; 10-F 11-T; 12-F; 13-T; 14-F; 15-T

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