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

Unit 8 Module 17 tests Flashcards

1
Q

Which of the following statements about supported employment is NOT true?

A. job coach provides intensive training

B. work alongside co-workers without disabilities

C. limited opportunities to interact with peers

A

C. limited opportunities to interact with peers

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2
Q

What allows students with autism spectrum disorders to actively participate in activities that they otherwise might be excluded from?

A. Evidence-based practices

B. Structured environments

C. Visual schedules

D. Assistive technology

A

D. Assistive technology

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3
Q

________________ is a form of assistive technology that provides students with autism spectrum disorders alternative means of communicating.

A. Augmentative and alternative communication

B. Evidence based practices

A

A. Augmentative and alternative communication

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4
Q

It is used for ___________ student(s) with autism spectrum disorders.

A. any

B. nonverbal

A

A. any

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5
Q

Due to the restricted receptive communication abilities of students with autism spectrum disorders, they can struggle with verbal directives. As an alternative, teachers can ___________.

A. increase the amount of verbal warnings

B. use visuals

C. use gestures

A

B. use visuals

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6
Q

Because individuals with autism spectrum disorders typically have limited ____________, they struggle to understand verbal directions.

A. receptive communication abilities

B. listening skills

A

A. receptive communication abilities

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7
Q

Because of this, and due to their 1. ________ preference, the use of classroom-wide or personal 2.__________ is an option to increase the predictability of the classroom routine for Alexander.

  1. A. visual
    B. auditory
  2. A. visual schedule
    B. verbal warning
A
  1. A. visual

2. A. visual schedule

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8
Q

The speech language pathologist responds, “Without conducting an assessment on him, it is difficult to say which AAC device would work best. These devices range from 1. ____________ – such as a Dynavox – to 2. _________ – such as PECS. For students who already understand the role of a communicative partner, the Dynavox or a similar AAC device would work. Alternatively, PECS is excellent for teaching students the role of a communicative partner.”

  1. A. high-tech
    B. low-tech
  2. A. high-tech
    B. low-tech
A
  1. A. high-tech

2. B. low-tech

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9
Q

Most evidence-based instructional strategies for students with ASD are based on the principles of
________________.

A. psychoanalysis

B. structured environments

C. applied behavior analysis

D. discrete trail training (DTT)

A

C. applied behavior analysis

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10
Q

Students with ASD prefer verbal warnings rather than visual warnings.

TRUE

FALSE

A

FALSE

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11
Q

Discrete trial training is a highly structured approach to teaching students with ASD.

TRUE

FALSE

A

TRUE

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12
Q

The following is an example of a teacher using PRT. Ms. White’s class is outside for recess. During recess, Ms. White notices that Frank, a student with ASD, is playing with a ball parallel to his peers who are engaging in a similar activity. She approaches the group of peers and suggests they ask Frank to join their group.

TRUE

FALSE

A

FALSE

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13
Q

Discrete trial training (DTT) is a viable option for parents of a child with ASD if they are looking for an intervention strategy that is highly structured in order to accommodate their child’s preferences.

TRUE

FALSE

A

TRUE

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14
Q

Instructional strategies based in applied behavior analysis_____________.

A. are naturalistic

B. are highly structured

C. range from structured to naturalistic

D. are implemented in segregated contexts

A

C. range from structured to naturalistic

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15
Q

In the 2011-12 school year, about one-third (33.7%) of students with ASD were educated in this location.

A. Separate school

B. General education classroom

C. Resource room

D. Self-contained classroom

A

D. Self-contained classroom

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16
Q

In the 2011-12 school year, about four out of ten (39.9%) students with ASD were educated in this location.

A. Separate school

B. General education classroom

C. Resource room

D. Self-contained classroom

A

B. General education classroom

17
Q

In the 2011-12 school year, about 18% of students with ASD were educated in this location.

A. Separate school

B. General education classroom

C. Resource room

D. Self-contained classroom

A

C. Resource room

18
Q

In the 2011-12 school year, about 8% of students with ASD were educated in this location.

A. Separate school

B. General education classroom

C. Resource room

D. Self-contained classroom

A

A. Separate school

19
Q

Under IDEA, transition planning should start no later than age ________________.

A. 16

B. 18

A

A. 16

20
Q

This process is intended to facilitate the transition from school to ____________.

A. adulthood

B. employment

A

A. adulthood

21
Q

When creating a transition plan, the ultimate goal should be maximum integration and .

A. independence

B. dependence

A

A. independence

22
Q

One employment option for students after school is ________ in which a job coach provides intensive training on job and other skills.

A. support employment

B. sheltered workshop

A

A. support employment

23
Q

The services provided to students with autism spectrum disorders in school focus only on the primary domains affected by the disorder: communication, social skills, and behavior.

True

False

A

False

24
Q

This form of assistive technology aids students with ASD complete a task by providing picture-based, auditory, or tactile support.

A. computer assisted instruction

B. augmentative and alternative communication

C. prompting devices

A

C. prompting devices

25
Q

This type of AAC device is considered low-tech and increases awareness of communicative partners for students with ASD.

A. speech-generating device

B. picture exchange communication system

A

B. picture exchange communication system

26
Q

In addition to evidence-based instructional strategies, students served under the IDEA disability category of autism spectrum disorders are provided additional services based on individual needs. Which of the following services would address the “hallmark” characteristic of autism spectrum disorders?

A. speech-language therapy

B. occupational therapy

C. recreational therapy

D. nutrition services

A

A. speech-language therapy

27
Q

Pivotal response training (PRT) is considered a naturalistic intervention.

TRUE

FALSE

A

TRUE

28
Q

The following is an example of PRT: Mrs. Harriett’s class is outside for recess. During recess, Mrs. Harriett notices that Shawn, a student with ASD, is playing with a ball parallel to his peers who are engaging in a similar activity. She approaches the group of peers and asks if one of them would be willing to play with Shawn. She suggests that they switch the activity to something that aligns better with Shawn’s learning goals.

TRUE

FALSE

A

FALSE

29
Q

Visual schedules are one way to increase the predictability of the environment that students with ASD prefer.

TRUE

FALSE

A

TRUE

30
Q

Students should actively participate in transition planning.

True

False

A

TRUE

31
Q

This option provides supplemental and/or alternative modes of communication for students with ASD

A. computer assisted instruction

B. augmentative and alternative communication

C. prompting devices

A

B. augmentative and alternative communication

32
Q

This type of AAC device is considered high tech and helps nonverbal students with ASD have a voice.

A. speech-generating device

B. picture exchange communication system

A

A. speech-generating device

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

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