Unit 4 Module 9 (review)

Question 1

Student will learn some pivotal skills (e.g., useful word and number recognition and counting) and use them in home, school, and community activities.

EXAMPLE:
Sharon is mastering generalized counting skills. She can count dollars to make a purchase, objects to do simple addition in math class, and ingredients when cooking with her mother. She not only learns sight words related to daily activities, such as following her schedule, but also learns high-frequency words that she uses in reading and other academic subjects.

A. Embedded academic skills usable in specific life routines

B. Adaptations to bypass academic skills

C. Functional generalized skills usable across life routines

Answer 1

C. Functional generalized skills usable across life routines

Question 2

Student will acquire an academic response as part of a daily life routine (e.g., use money to buy school lunch; use time and word schedule to organizer day

EXAMPLE:
Juan has a sight word vocabulary of five words. He uses each of these words in a specific way. For example, he finds his name on a set of job cards at his work site. He can select a sweatshirt that has the name of his school to wear on school spirit day.

A. Embedded academic skills usable in specific life routines

B. Adaptations to bypass academic skills

C. Functional generalized skills usable across life routines

Answer 2

A. Embedded academic skills usable in specific life routines

Question 3

Student will learn to use adaptations that avoid the need for an academic skill (e.g., money envelopes, bus passes).

EXAMPLE:
Because it is difficult for Lauren to count money, her teacher helps her use a predetermined amount of money to make purchases (e.g., a dollar for a soda)

A. Embedded academic skills usable in specific life routines

B. Adaptations to bypass academic skills

C. Functional generalized skills usable across life routines

Answer 3

B. Adaptations to bypass academic skills

Question 4

Because it is difficult for Lauren to count money, her teacher helps her use a predetermined amount of money to make purchases (e.g., dollar for a soda).

A. adaptions to bypass academic skills

B. embedded academic skills usable in specific life routines

C. functional, generalized skills usable across life routine

Answer 4

A. adaptions to bypass academic skills

Question 5

Juan has a sight word vocabulary of five words. He uses each of these words in a specific way. For example, he finds his name on a set of job cards at his work site. He can select a sweatshirt that has the name of his school to wear on school spirit day.

A. adaptions to bypass academic skills

B. embedded academic skills usable in specific life routines

C. functional, generalized skills usable across life routine

Answer 5

B. embedded academic skills usable in specific life routines

Question 6

Sharon is mastering generalized counting skills. She can count dollars to make a purchase, objects to do simple addition in math class, and ingredients when cooking with her mother. She not only learns sight words related to daily activities, such as following her schedule, but also learns high-frequency words that she uses in reading and other academic subjects.

A. adaptions to bypass academic skills

B. embedded academic skills usable in specific life routines

C. functional, generalized skills usable across life routine

Answer 6

C. functional, generalized skills usable across life routine

Question 7

Student’s preferences

Yes
No

Answer 7

Yes

Question 8

Effective with other students

YES
NO

Answer 8

NO

Question 9

Student’s chronological age/years left in school

YES
NO

Answer 9

YES

Question 10

Student’s rate of learning

YES
NO

Answer 10

YES

Question 11

Easy to implement

YES
NO

Answer 11

NO

Question 12

Parent’s preferences

YES
NO

Answer 12

YES

Question 13

Student’s current and future settings

YES
NO

Answer 13

YES

Question 14

Targets skills that can be applied to everyday routines

A. community-based instruction

B. functional curriculum

C. standards-based curriculum

Answer 14

B. functional curriculum

Question 15

Instruction occurs in natural settings to overcome issues with generalization

A. community-based instruction

B. functional curriculum

C. standards-based curriculum

Answer 15

A. community-based instruction

Question 16

Targets academic content based on general education curriculum, but also ensures that daily living skills are acquired for successful integration in school, community, and home settings

A. community-based instruction

B. functional curriculum

C. standards-based curriculum

Answer 16

C. standards-based curriculum

Question 17

Federal mandates require that all students with disabilities, regardless of the severity of their disorder, make progress in the general education curriculum and are included in the general education environment to the maximum extent appropriate. Inclusion with general education peers allows students with intellectual disabilities to develop social skills and understand how to build friendships with their peers, in addition to learning academic and/or daily living skills. While inclusion has its benefits for students with intellectual disabilities, it may be necessary to also provide instruction in settings _____________________.

A. outside of school

B. self-contained classroom

Answer 17

A. outside of scA. outside of schoolhool

Question 18

As long as instructional programs are ______________
to each student, it is likely that they will acquire the skills necessary to be integrated into the community upon graduation.

A. standardized

B. individualized

Answer 18

B. individualized

Question 19

Utilized in inclusive educational settings; peers with varying ability levels work together to achieve a common goal

A. scaffolding

B. With task analysis

C. cooperative learning

Answer 19

C. cooperative learning

Question 20

Promotes independence and problem solving; builds on skills student has mastered to learn new skills; modifies level of support depending on student acquisition of skill

A. scaffolding

B. With task analysis

C. cooperative learning

Answer 20

A. scaffolding

Question 21

Often used to teach functional and vocational skills to students with disabilities; consists of breaking down complex behaviors into small, sequenced parts.

A. scaffolding

B. task analysis

C. cooperative learning

Answer 21

B. task analysis

Question 22

It is important that educators allow students to make their own choices/decisions. At the same time, educators should also consider the cultural preferences of students.

A. self-advocacy

B. self-determination

C. support employment

Answer 22

B. self-determination

Question 23

For adults with intellectual disabilities, this has become a common skill to emphasize to help them gain greater control over their lives and increase independence.

A. self-advocacy

B. self-determination

C. support employment

Answer 23

A. self-advocacy

Question 24

This is a contemporary vocational option for students with intellectual disabilities that emphasizes natural supports and intensive training.

A. self-advocacy

B. self-determination

C. support employment

Answer 24

C. support employment

Question 25

This vocational option is less common, but is still an option for students with intellectual disabilities. This option involves limited training and interaction with individuals without disabilities.

A. job coach

B. sheltered workshop

C. support employment

Answer 25

B. sheltered workshop

Question 26

This person provides intensive training and support on job skills at the actual place of employment.

A. job coach

B. sheltered workshop

C. support employment

Answer 26

A. job coach