Study Guide

Early Childhood Special Education
Sample Questions

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Competency 0001
Understand the significance of disabilities for young children's development.

1. Which of the following communication behaviors generally occurs first in typically developing infants?

  1. engaging in spontaneous vocal play
  2. babbling when excited
  3. smiling in response to a familiar voice
  4. imitating speech sounds
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Correct Response: C. (0001) The appearance of the social smile (i.e., a smile in response to a stimulus such as a familiar voice) typically occurs in an infant's second month of life. More advanced behaviors such as babbling, vocal play, and imitating speech sounds most often make their first appearance between four and six months of age.

Competency 0002
Understand the characteristics and needs of young children with disabilities.

2. Young children who have Down syndrome most often demonstrate relative strengths in which of the following areas of development?

  1. social skills
  2. motor control
  3. number sense
  4. expressive vocabulary
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Correct Response: A. (0002) Despite language delays, children with Down syndrome respond to the nonverbal language of social interactions (e.g., tone of voice, facial expressions, posture). This responsiveness allows the young child with Down syndrome to pick up on social information and respond in socially appropriate ways. Many children and adults diagnosed with Down syndrome demonstrate good social skills, empathy, and social competence.

Competency 0003
Understand factors that affect learning in young children with disabilities.

3. Symbolic play supports young children's cognitive development primarily by:

  1. giving children opportunities to interact with same-age peers in an entertaining manner.
  2. prompting children's independent use of skills such as planning and problem solving.
  3. motivating children to reflect on their own needs in a relatively peaceful setting.
  4. promoting children's acquisition of technical skills that will be useful as they grow older.
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Correct Response: B. (0003) Symbolic play is one of the first demonstrations of cognitive and language development. Skills such as planning, negotiating, and problem solving can be observed in a variety of symbolic play activities. For example, two children may plan what they are going to pretend to be before they start playing (e.g., "Let's play doggies. I'll be the big doggie and you can be my little sister doggy."). The opportunity for negotiation and problem solving may arise when a friend who joins them wants to be a kitty (e.g., "Okay, you don't have to be a doggie, you can be a kitty. We'll play doggies and kitties."). Such play offers a wealth of opportunities for building more advanced cognitive skills.

Competency 0004
Understand assessment concepts, tools, and procedures used by multidisciplinary teams to evaluate individual differences and make placement and programming decisions for young children with disabilities.

4. An early childhood special education teacher observes a second-grade student's reading behavior over time while documenting the behavior in an ongoing anecdotal record. Which of the following would be the teacher's best use of this information?

  1. comparing the student's reading behavior with that of peers in the same class
  2. predicting the student's optimal level of reading proficiency by the end of the year
  3. monitoring the student's development of reading skills and planning future instruction
  4. enabling the special education teacher to place the student in an appropriate reading group
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Correct Response: C. (0004) The development of reading in young children proceeds in stages. Starting with the child's understanding of the concept of print and listening to someone reading to them, a child typically develops phonological skills, such as recognizing patterns and rhyme, along with a growing awareness of sound/symbol relationships. With greater phonological awareness, and the ability to recognize high-frequency words, the developing reader moves on to word attack skills. Throughout this process is the development of comprehension and making meaning from text. As a child progresses through these stages, it is critical for the teacher to be aware of the child's developmental accomplishments and needs in order to plan instruction accordingly.

Competency 0005
Understand strategies and procedures for developing, implementing, monitoring, and amending Individualized Education Programs (IEPs) and Individualized Family Service Plans (IFSPs) for young children with disabilities.

5. Bethany, a five-year-old child with fetal alcohol syndrome (FAS), has been determined eligible for special education services. Which of the following questions should Bethany's Individualized Education Program (IEP) team ask when making a determination of the most appropriate educational placement for her?

  1. What are the relative costs to the school and district of the placement options available to Bethany?
  2. What prognoses for Bethany's progress have been made by Bethany's previous service providers?
  3. What is the frequency, duration, and intensity of the interventions required to meet Bethany's needs?
  4. What placement options in the school district are serving children with needs comparable to Bethany's?
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Correct Response: C. (0005) Placement decisions are based on a student's IEP goals and on where these goals can best be met, with the least restrictive environment (LRE) always the priority. The frequency, duration, and intensity of the interventions required for the student to be successful must be considered when determining where a student will learn best. School districts are required to provide a continuum of placement services that are "intended to ensure that a child with a disability is served in a setting where the child can be educated successfully in the LRE" (71 Fed. Reg. 46587). Districts are also required to provide a justification in the IEP for the amount of time a child is to receive services away from their nondisabled peers. Placement in the LRE could be a general education class, a resource room, a self-contained classroom, or a combination depending on the unique needs of the student.

Competency 0006
Understand how to create a safe, stimulating, and developmentally appropriate learning environment for young children with disabilities.

6. An early childhood special education teacher and a general education teacher are conferring on how best to promote a sense of academic competence and motivation in a third-grade student with a learning disability. Which of the following strategies would likely be most effective for this purpose?

  1. meeting briefly with the student every morning to start his or her day with encouragement and support
  2. partnering the student with classmates who can help him or her with the more difficult aspects of assignments
  3. giving the student frequent praise while he or she is working on assignments in the various subject areas
  4. assigning the student challenging tasks at which he or she can succeed with reasonable amounts of effort
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Correct Response: D. (0006) Teachers can best motivate students with learning disabilities by giving them an opportunity to be academically successful. Students with learning disabilities need to believe that they can complete their schoolwork and be active and respected participants in the classroom. Teachers can differentiate instruction to meet these students' needs by providing classroom accommodations and/or modifications (e.g., through changes in instructional methods, content, and performance criteria).

Competency 0007
Understand how to use developmentally appropriate individual and group guidance strategies to provide an atmosphere that enhances development and learning in young children with disabilities.

7. A first-grade teacher's classroom in the upcoming school year will include students both with and without disabilities. The teacher asks an early childhood special education teacher for advice on how to help all the students make smooth transitions between activities. Which of the following would be the special education teacher's best suggestion?

  1. "Establish clear consequences for the students who misbehave during transitions and apply the consequences consistently."
  2. "Give rewards routinely to the students who transition successfully and with a minimum of disruptive behavior."
  3. "Teach the students a consistent transition routine at the start of the school year and provide cues to reinforce it."
  4. "Discuss transitions with the students regularly and remind them that you need their help to ensure calm transitions."
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Correct Response: C. (0007) Times of transition in an early childhood classroom (e.g., switching to a new activity, lining up for lunch, coming in from recess) can be chaotic and unproductive. Teaching students a consistent transition routine promotes a calm environment during times of change because each student understands what he or she is to do (e.g., put away materials, walk to the rug, sit down, look at the teacher). For younger students, a transition cue such as a specific song or hand-clapping rhythm allows students to prepare for the transition and encourages participation.

Competency 0008
Understand how to promote the social-emotional development of young children with disabilities.

8. Mr. Ramirez, an early childhood special education teacher, recently began working with Ms. Banks and her 18-month-old son Warren, who has developmental delays. Mr. Ramirez's first priority is to support the development of a securely attached relationship between Warren and his mother. One morning Mr. Ramirez meets with Ms. Banks and Warren at a local playground. Warren trips as he runs to the swings, and although not physically hurt, he immediately runs to his mother. In this situation, Mr. Ramirez's best strategy for working toward his initial priority would be to:

  1. help Ms. Banks recognize how to be more fully aware of Warren's safety on the playground.
  2. model statements Ms. Banks can say to Warren to validate Warren's feelings.
  3. encourage Ms. Banks to set limits that will keep Warren nearer to her on the playground.
  4. suggest ways for Ms. Banks to begin teaching Warren resilience.
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Correct Response: B. (0008) Parental demonstrations of empathy and understanding are key elements in the development of mutual attachment between parents/guardians and their children. By modeling the use of language, gestures, and other behaviors that communicate care and understanding, Mr. Ramirez can help provide Ms. Banks with strategies that will help her strengthen and reinforce mutual attachment between herself and her son.

Competency 0009
Understand how to promote the communication development of young children with disabilities.

9. Khalil is a seven-year-old student with autism who attends a general education first-grade class. Khalil has difficulty understanding, recalling, and using verbal communication. He becomes extremely upset whenever there are changes in the daily routine at school. A children's book author will be visiting the classroom next week, and the early childhood special education teacher wants to help Khalil understand what will happen and prepare him for the visit. Which of the following strategies would likely be most effective for this purpose?

  1. creating a pictorial representation of the visit to review repeatedly with Khalil in the week before the visit
  2. gathering several of Khalil's classmates to role-play the event with Khalil before the author visits the class
  3. arranging for the author to send Khalil and the teacher a cell phone video and personal greeting before the visit
  4. reading aloud one of the author's books to Khalil before the visit and talking with him about the events in the story
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Correct Response: A. (0009) Research has shown that individuals with autism often benefit from a visual schedule to help reduce anxiety and understand the daily routine. By using a pictorial representation to prepare Khalil for the special visitor, and by reviewing the pictures with him a number of times, the teacher will support Khalil's ability to understand and tolerate the disruption of the accustomed schedule.

Competency 0010
Understand how to promote the development of adaptive skills in young children with disabilities.

10. Gale is a preschool student who has an intellectual disability. As part of an assessment of Gale's kindergarten readiness, an early childhood special education teacher will complete an adaptive behavior scale. The teacher is already acquainted with Gale and is aware of the specific behaviors to be evaluated. Which of the following steps should the teacher take first in the assessment process?

  1. creating a comprehensive list of school-appropriate behaviors
  2. comparing Gale's behaviors with those of same-age peers
  3. listing the target behaviors that will need to be assessed
  4. observing Gale's behaviors in a variety of natural environments
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Correct Response: D. (0010) An adaptive behavior scale provides information on an individual's ability to adapt to his or her environment. In the scenario described, the early childhood special education teacher already has some knowledge of the skills to be evaluated. Therefore, the teacher's first step in administering the assessment should be to observe Gale in her natural environments to see how she adapts and relates to these environments.

Competency 0011
Understand how to promote the cognitive development of young children with disabilities.

11. Which of the following environmental factors has been shown to play a substantial role in the cognitive development of young children with intellectual disabilities?

  1. availability of age- and disability-related playthings
  2. quality of caregiver-child interactions
  3. opportunities for reciprocal play with nondisabled peers
  4. number of siblings in the home
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Correct Response: B. (0011) The nature and quality of interactions between parents/guardians and their young children with intellectual disabilities play a significant role in the children's cognitive development. Research has shown that there are specific types of parent/guardian interactions and approaches that can effectively promote their children's intellectual growth. Quality caregiver-child interactions along with early intervention services (e.g., speech-language therapy) have consistently shown to improve educational outcomes for children with intellectual disabilities.

Competency 0012
Understand how to promote the physical development of young children with disabilities.

12. Two children in a preschool class have developmental delays that affect their fine-motor development. Which of the following art-related activities would likely be most appropriate for promoting these children's fine-motor skills?

  1. modeling with wet sand or play dough
  2. folding paper to make origami animals
  3. making line drawings with large pencils
  4. using glue and torn paper to make collages
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Correct Response: A. (0012) Young children with developmental delays involving fine-motor skills need to be provided with materials that they are able to manipulate. While a multitude of art materials offer opportunities for fine-motor manipulation, one of the responsibilities in planning developmentally appropriate instruction is for the teacher to determine whether certain materials are too difficult for a child with fine-motor delays to utilize effectively. Art materials that children with such delays have been shown to be able to work with successfully include wet sand and play dough, which engage the children's interest while enhancing fine-motor skill development.

Competency 0013
Understand how to promote the development of emergent concepts and skills in various areas of the curriculum in young children with disabilities.

13. Seven-year-old Marcus has a specific learning disability in mathematics. While he shows good understanding of the concepts of quantities and operations, he has persistent difficulty mastering addition and subtraction facts. Which of the following approaches would best meet Marcus's learning needs in mathematics?

  1. ensuring that Marcus always has concrete materials available to manipulate when doing computations involving basic number facts
  2. focusing on helping Marcus memorize basic number facts before assigning him more complex mathematical problems
  3. involving Marcus regularly in friendly competitive games, such as arithmetic bees, that require quick recall of basic number facts
  4. allowing Marcus to use a facts chart during problem-solving activities and providing him with distributed practice in basic number facts
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Correct Response: D. (0013) Marcus needs to develop greater proficiency in his area of weakness. The teacher can achieve both of these objectives by using a two-pronged approach: 1) facilitating his work on more complex problems by freeing him from the need to recall arithmetic facts; and 2) strengthening his recall of arithmetic facts through distributed practice (i.e., brief, frequent practice sessions), a strategy that has been shown to be effective for students with learning disabilities.

Competency 0014
Understand how to establish partnerships with others in the school and community to enhance learning opportunities for young children with disabilities.

14. Ramon, a second-grade student with emotional disturbance, receives weekly in-school counseling as part of a behavior management plan. Mr. Lin, Ramon's early childhood special education teacher, is working with the school counselor to develop a system to address Ramon's frequent outbursts during independent work time. Mr. Lin wants to devise a strategy that will both support Ramon's positive behavior and promote frequent communication with the counselor regarding Ramon's progress. Which of the following would likely be the best strategy for Mr. Lin to use for achieving this objective?

  1. creating a reward-based incentive for Ramon with daily behavior charts and sharing the charts regularly with the counselor
  2. sending Ramon to the counselor after every outburst and welcoming him back to the classroom once he has calmed down
  3. observing Ramon's time-on-task during independent work time and providing this information to the counselor in a weekly report
  4. writing anecdotal notes about Ramon's outbursts and discussing these notes with the counselor on a daily basis
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Correct Response: A. (0014) A positive behavior plan with a daily chart that includes reward-based incentives will serve both of Mr. Lin's purposes. The opportunity to earn positive reinforcement will be motivational to Ramon, helping him control his outbursts. The daily charts will record data on Ramon's behavior that can be the focus of regular information-sharing discussions between Mr. Lin and the school counselor.

Competency 0015
Understand how to promote strong partnerships with parents/guardians.

15. Mr. Martin, an early childhood special education teacher, receives a telephone call from the parents of a five-year-old child with traumatic brain injury (TBI). The parents express feelings of exhaustion as they struggle with financial difficulties at home, frequent visits to special medical facilities, and caring for two other small children. Which of the following would be Mr. Martin's best response to these parents?

  1. advising the parents to schedule a meeting with the school principal to inquire about any special assistance the school may be able to provide
  2. urging the parents to consider a wide range of options, including the possibility of obtaining assistance from family members or close friends
  3. suggesting that the parents state their difficulties in writing and request a meeting of their child's Individualized Education Program (IEP) team to discuss their concerns
  4. sharing information with the parents about local parent support groups and offering to help them make contact with one or more of these groups
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Correct Response: D. (0015) By encouraging and assisting the parents in establishing connections with other families who share many of the same feelings and experiences, Mr. Martin will be helping them acquire a source of advice and support (both practical and moral support). Members of such support groups are generally repositories of considerable knowledge about the resources available to families, whom to contact for what services, and how to negotiate on behalf of their children.

Competency 0016
Understand the history and philosophy of early childhood special education, the regulatory history of special education practice, legal and ethical issues relevant to the education of young children with disabilities, and the professional roles and responsibilities of early childhood special education teachers.

16. An early childhood special education teacher uses a variety of assessments to monitor student progress in reading. After reviewing data from multiple assessments, the teacher determines that many of the instructional approaches that helped struggling readers in previous years do not seem to meet her current students' reading needs. Which of the following actions would best help the teacher address this problem?

  1. ordering and administering new reading assessments from an educational catalogue to confirm her initial findings
  2. participating in professional development to expand her knowledge of research-based reading instruction
  3. requesting a meeting of the school's special education department to share ideas about effective reading instruction
  4. arranging for paraprofessionals to work intensively with small groups of students on targeted reading skills
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Correct Response: B. (0016) In this situation, the early childhood special education teacher must ensure that she is able to provide instruction that reflects the most current research and best practice in the field of reading. Her best strategy for this would be to engage in professional development activities that provide both theoretical and practical knowledge that will enable her to implement targeted, high-quality instruction.