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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 8 Module 17 > Flashcards

Unit 8 Module 17 Flashcards

1
Q

Through challenging yet child-friendly play experiences, clinicians, parents, and educators learn about the strengths and limitations of the child, therefore gaining the ability to tailor interventions as necessary while strengthening the bond between the parent and the child and fostering social and emotional development of the child. Time requirement: 14-35 hours per week.

A. Discrete Trial Training (DTT)

B. Lovaas Method

C. Developmental, Individual-Difference, Relationship-Based Model (DIR/Floortime)

A

C. Developmental, Individual-Difference, Relationship-Based Model (DIR/Floortime)

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2
Q

Intervention that focuses on managing a child’s learning opportunities by teaching specific, manageable tasks until mastery in a continued effort to build upon the mastered skills. Time requirement: 20-30 hours per week across settings.

A. Discrete Trial Training (DTT)

B. Lovaas Method

C. Developmental, Individual-Difference, Relationship-Based Model (DIR/Floortime)

A

A. Discrete Trial Training (DTT)

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3
Q

Intervention that focuses on managing a child’s learning opportunities by teaching specific, manageable tasks to build upon the mastered skills. Time requirements: 20-40 hours per week.

A. Discrete Trial Training (DTT)

B. Lovaas Method

C. Developmental, Individual-Difference, Relationship-Based Model (DIR/Floortime)

A

B. Lovaas Method

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4
Q

Communication system developed to assist students in building fundamental language skills, eventually leading to spontaneous communication. The tiered intervention supports the learner in learning to identify, discriminate between, and then exchange different symbols with a partner as a means to communicate a want.

A. Social Stories

B. Picture Exchange Communication System® (PECS®)

C. A. Discrete Trial Training (DTT)

A

B. Picture Exchange CA. Social Storiesommunication System® (PECS®)

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5
Q

Personalized stories that systematically describe a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses, modeling and providing a socially accepted behavior option. Time requirements vary per story; approximately 5-10 minutes prior to difficult situation.

A. Social Stories

B. Picture Exchange Communication System® (PECS®)

C. A. Discrete Trial Training (DTT)

A

A. Social Stories

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6
Q

Approximately _________ of the students served under the IDEA label of autism are educated in the general education setting.

A. one third (33.7%)

B. four out of ten (39.9%)

A

B. four out of ten (39.9%)

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7
Q

___________ is a post-school option for students with ASD that consists of intensive training, assistance or support.

A. supported employment

B. sheltered workshop

A

A. supported employment

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8
Q

Because students with ASD often _____________, it is important to intentionally plan for the students to acquire these skill to increase the likelihood of a successful transition into the community.

A. don’t have feelings

B. lack leisure skills

A

B. lack leisure skills

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9
Q

Approximately ________ of the students served under the IDEA label of autism are educated in a self-contained classroom.

A. one third (33.7%)

B. four out of ten (39.9%)

A

A. one third (33.7%)

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10
Q

In a supported employment model, a job coach provides training on job-related skills while also assisting with _________.

A. transportation needs

B. self-help skills

A

A. transportation needs

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11
Q

In addition to employment options for students with autism, _____________ should also be included in transition planning.

A. living arrangements

B. behavior intervention plans

A

A. living arrangements

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12
Q

indicate whether it does (Yes) or does not (No) describe applied behavior analysis.

Can only be used in structured contexts

YES

NO

A

NO

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13
Q

indicate whether it does (Yes) or does not (No) describe applied behavior analysis.

Focuses on improving socially significant behaviors

YES

NO

A

YES

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14
Q

indicate whether it does (Yes) or does not (No) describe applied behavior analysis.

Applies interventions systematically

YES

NO

A

YES

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15
Q

indicate whether it is referring to Discrete Trial Training or Pivotal Response Training.

Uses student interests to increase motivation in engaging in learning opportunities

A. Discrete Trial Training (DTT)

B. Pivotal Response Training (PRT)

A

B. Pivotal Response Training (PRT)

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16
Q

indicate whether it is referring to Discrete Trial Training or Pivotal Response Training.

Highly structured

A. Discrete Trial Training (DTT)

B. Pivotal Response Training (PRT)

A

A. Discrete Trial Training (DTT)

17
Q

indicate whether it is referring to Discrete Trial Training or Pivotal Response Training.

Teacher arranges learning opportunities and utilizes artificial reinforcers

A. Discrete Trial Training (DTT)

B. Pivotal Response Training (PRT)

A

A. Discrete Trial Training (DTT)

18
Q

indicate whether it is referring to Discrete Trial Training or Pivotal Response Training.

Implemented in natural contexts.

A. Discrete Trial Training (DTT)

B. Pivotal Response Training (PRT)

A

B. Pivotal Response Training (PRT)

19
Q

Indicate whether each of the strategies described below would (Yes) or would not (No) be an appropriate alternative intervention/instructional strategy to use with Evan.

Pivotal Response Training (PRT)

YES

NO

A

YES

20
Q

Indicate whether each of the strategies described below would (Yes) or would not (No) be an appropriate alternative intervention/instructional strategy to use with Evan.

Enhanced Milieu Teaching (EMT)

YES

NO

A

YES

21
Q

Indicate whether each of the strategies described below would (Yes) or would not (No) be an appropriate alternative intervention/instructional strategy to use with Evan.

Incidental teaching

YES

NO

A

YES

22
Q

Jane is a special education teacher. One of her students, Victor, has autism spectrum disorder. Victor requires highly structured environments in order to engage in learning opportunities. Once Jane has Victor’s attention, she presents a learning opportunity. If necessary, she uses varying levels of prompts to help Victor get the correct answer. Once the correct answer is provided, brief access to a preferred item, such as an iPad, is provided.

Which of the following interventions is described in the scenario?

A. Discrete Trial Training (DTT)

B. Pivotal Response Training

C. Applied Behavior Analysis (ABA)

D. Prompting

A

A. Discrete Trial Training (DTT)

23
Q

Mitchell is the educational assistant who provides support to Diego, a student with autism spectrum disorder. At recess, Diego headed directly towards the swings, his favorite activity. Mitchell followed Diego’s lead, but required him to appropriately request “swinging” using his assistive technology before allowing Diego to get on the swing.

Which of the following interventions is described in the scenario?

A. Applied Behavior Analysis (ABA)

B. Discrete Trial Training (DTT)

C. Pivotal Response Training (PRT)

D. Prompting

A

C. Pivotal Response Training (PRT)

24
Q

Students with autism spectrum disorder demonstrate difficulties in the area of communication, social skills and behavior. Individuals with autism spectrum disorders are described as a highly heterogeneous population because characteristics and/or symptoms are manifested with extreme variation across individuals. For students who require highly structured environments to prevent displays of challenging behavior ___________ is most appropriate.

A. Discrete Trial Training (DTT)

B. Pivotal Response Training (PRT)

A

A. Discrete Trial Training (DTT)

25
Q

Alternatively, for students who tend to not have behavioral concerns but demonstrate more communication or social difficulties _______________
is more appropriate. That said, ongoing assessment is necessary to ensure that the chosen instructional strategy is effective in promoting skill acquisition.

A. Discrete Trial Training (DTT)

B. Pivotal Response Training (PRT)

A

B. Pivotal Response Training (PRT)

26
Q

Logan is a nine-year-old boy with autism spectrum disorder. He is nonverbal but uses an app on his iPad to communicate. When Logan opens the app, symbol options appear on the screen, and he is able to select one of them to indicate his needs or preferences. When he selects the picture, the iPad creates a voice that states his need or preference to his communication partner.

Which of the following forms of assistive technology is described in the scenario?

A. Speech Generating Device (SGD)

B. Picture Exchange Communication System (PECS)

C. Both

D. Neither

A

A. Speech Generating Device (SGD)

27
Q

Indicate whether the a Picture Exchange Communication System (PECS) or a Speech Generating Devices (SGDs) is being described

Low tech AAC option

A. Picture Exchange Communication System (PECS)

B. Speech-Generating Devices (SGDs)

A

A. Picture Exchange Communication System (PECS)

28
Q

Indicate whether the a Picture Exchange Communication System (PECS) or a Speech Generating Devices (SGDs) is being described

In this AAC option, students learn to use cards to communicate their needs and/or preferences.

A. Picture Exchange Communication System (PECS)

B. Speech-Generating Devices (SGDs)

A

A. Picture Exchange Communication System (PECS)

29
Q

Indicate whether the a Picture Exchange Communication System (PECS) or a Speech Generating Devices (SGDs) is being described

High tech AAC option

A. Picture Exchange Communication System (PECS)

B. Speech-Generating Devices (SGDs)

A

B. Speech-Generating Devices (SGDs)

30
Q

Indicate whether the a Picture Exchange Communication System (PECS) or a Speech Generating Devices (SGDs) is being described

In this AAC option, a device is typically programmed for the specific student. When buttons are pressed, the device produces a voice to communicate needs and/or preferences.

A. Picture Exchange Communication System (PECS)

B. Speech-Generating Devices (SGDs)

A

B. Speech-Generating Devices (SGDs)

31
Q

True or false? Augmentative and alternative communication is a form of assistive technology.

True

False

A

True

32
Q

Assistive technology for students with ASD ranges from high to low-tech devices. Mobile technologies, such as an iPad, are increasingly being used to support students with ASD. One application of the iPad as an assistive technology device is ______________.

A. to have the student view video models to prepare for an upcoming transition

B. use it as a reward for appropriate behavior

A

A. to have the student view video models to prepare for an upcoming transition

33
Q

Augmentative and alternative communication devices
____________ students with ASD.

A. provides a method of communication for all students with ASD

B. provides a method of communication only for nonverbal

A

A. provides a method of communication for all students with ASD

Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 (59 decks)

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