Question 1

______ are considered functional domains of a curriculum.

Accepted Answer

A)  Self-help skills, self-determination, and communication 
B)  Physical education, family and consumer sciences, and health 
C)  Distributive education, building trades, and cosmetology 
D)  Spelling, reading, and computer literacy 
A)  Self-help skills, self-determination, and communication 
B)  Physical education, family and consumer sciences, and health 
C)  Distributive education, building trades, and cosmetology 
D)  Spelling, reading, and computer literacy A

Question 2

The rate of performance of a behavior is referred to as ______.

Accepted Answer

A)  acquisition 
B)  fluency 
C)  maintenance 
D)  generalization 
A)  acquisition 
B)  fluency 
C)  maintenance 
D)  generalization B

Question 3

Why have vocational curricula been greatly reduced in our high schools?

Accepted Answer

A)  Because of the emphasis NCLB and ESSA have placed on standard academic mastery 
B)  Because state governments across the country no longer think it is important to learn 
C)  Because of the recognition that most students with autism will not be able to attain vocational placements 
D)  Because preparation in the fine arts and academic subjects will better enable students to live independent lives 
A)  Because of the emphasis NCLB and ESSA have placed on standard academic mastery 
B)  Because state governments across the country no longer think it is important to learn 
C)  Because of the recognition that most students with autism will not be able to attain vocational placements 
D)  Because preparation in the fine arts and academic subjects will better enable students to live independent lives A

Question 4

Name at least five important considerations when planning a curriculum.

Accepted Answer

Answers will vary but should include at

Question 5

What is the purpose of a transition plan for secondary students who receive special education services?

Accepted Answer

A)  To allow for minimal disruption in students' routines following graduation from high school 
B)  To ensure family input is considered as students decide what vocational settings are best suited to their strengths and weaknesses 
C)  To help plan their move from high school to employment, living, and educational activities following school 
D)  To allow students to experience a wide variety of postschool environments before they leave high school 
A)  To allow for minimal disruption in students' routines following graduation from high school 
B)  To ensure family input is considered as students decide what vocational settings are best suited to their strengths and weaknesses 
C)  To help plan their move from high school to employment, living, and educational activities following school 
D)  To allow students to experience a wide variety of postschool environments before they leave high school

Question 6

When a curriculum is vertically aligned, it ______.

Accepted Answer

A)  begins with delineating short-term placement goals 
B)  connects to content or skills taught in other areas 
C)  facilitates mastery of activities and skills that will be taught at a later date 
D)  teaches a student to communicate with sign language 
A)  begins with delineating short-term placement goals 
B)  connects to content or skills taught in other areas 
C)  facilitates mastery of activities and skills that will be taught at a later date 
D)  teaches a student to communicate with sign language

Question 7

What is the first step of curriculum development?

Accepted Answer

A)  Targeting where students should be functioning in the future 
B)  Assessing students' mastery of previously set short-term goals 
C)  Developing an IEP 
D)  Obtaining social validity and prioritizing targets for the year 
A)  Targeting where students should be functioning in the future 
B)  Assessing students' mastery of previously set short-term goals 
C)  Developing an IEP 
D)  Obtaining social validity and prioritizing targets for the year

Question 8

Discuss considerations when deciding how to prioritize a curriculum's activities and skills.

Accepted Answer

When deciding how to prioritize a curric

Question 9

What is a potential risk of combining functional life skills curriculum and standard academic curriculum?

Accepted Answer

A)  Less access to special education teachers 
B)  Insufficient time to master either academic or functional goals 
C)  May not be able to make same-age friends 
D)  Relegation to lifelong dependency and supervision 
A)  Less access to special education teachers 
B)  Insufficient time to master either academic or functional goals 
C)  May not be able to make same-age friends 
D)  Relegation to lifelong dependency and supervision

Question 10

Why is it often challenging for students with autism to generalize skills?

Accepted Answer

A)  Because target skills are often taught in the home or community 
B)  Because as one behavior is mastered, other related behaviors might emerge 
C)  Because skills need to be broken into subcontent so that learning steps are more accessible 
D)  Because they have a tendency to overselect contextual clues 
A)  Because target skills are often taught in the home or community 
B)  Because as one behavior is mastered, other related behaviors might emerge 
C)  Because skills need to be broken into subcontent so that learning steps are more accessible 
D)  Because they have a tendency to overselect contextual clues

Question 11

If a curriculum results in a student being able to independently perform essential tasks, it is considered to be ______.

Accepted Answer

A)  age appropriate 
B)  functional 
C)  aligned over time 
D)  community referenced 
A)  age appropriate 
B)  functional 
C)  aligned over time 
D)  community referenced

Question 12

The goal of including community referencing in a curriculum is to ______.

Accepted Answer

A)  teach students to function in general education classrooms 
B)  enable students to generalize what they are learning in the classroom 
C)  facilitate mastery of activities and skills that will be taught at a later date 
D)  ensure alignment of the curriculum with entrance into community college 
A)  teach students to function in general education classrooms 
B)  enable students to generalize what they are learning in the classroom 
C)  facilitate mastery of activities and skills that will be taught at a later date 
D)  ensure alignment of the curriculum with entrance into community college

Question 13

For each of the following categories, list at lease three postschool options for students with autism: educational, employment, living options.

Accepted Answer

Answers will vary but may include the fo

Question 14

A student who is able to perform a learned behavior even if things such as instructional cues, materials, people, time of day, and settings change is said to have achieved stimulus generalization.

Accepted Answer

A) True 
 B)False

Question 15

What are the four hierarchical stages that each objective of a curriculum is taught to mastery?

Accepted Answer

A)  Acquisition, fluency, maintenance, and generalization 
B)  Fluency, specificity, reception, and communication 
C)  Acquisition, fluency, specificity, and communication 
D)  Reception, scaffolding, maintenance, and generalization 
A)  Acquisition, fluency, maintenance, and generalization 
B)  Fluency, specificity, reception, and communication 
C)  Acquisition, fluency, specificity, and communication 
D)  Reception, scaffolding, maintenance, and generalization

Question 16

When establishing placement goals, what should be discussed first?

Accepted Answer

A)  Short-term goals 
B)  Intermediate goals 
C)  Long-term goals 
D)  Goals across the curriculum 
A)  Short-term goals 
B)  Intermediate goals 
C)  Long-term goals 
D)  Goals across the curriculum

Question 17

Why is developing the most effective curriculum possible especially important for students with autism?

Accepted Answer

Developing the most effective curriculum

Question 18

What is the guide for all other instructional decisions?

Accepted Answer

A)  task matrix 
B)  available funding 
C)  domain coordinates 
D)  goals and objectives 
A)  task matrix 
B)  available funding 
C)  domain coordinates 
D)  goals and objectives

Question 19

What is the lowest level of response competency?

Accepted Answer

A)  Acquisition 
B)  Fluency 
C)  Maintenance 
D)  Generalization 
A)  Acquisition 
B)  Fluency 
C)  Maintenance 
D)  Generalization

Question 20

Outline the steps of an ecological inventory.

Accepted Answer

(1) List all environments in which the i

______ are considered functional domains of a curriculum.

The rate of performance of a behavior is referred to as ______.

Why have vocational curricula been greatly reduced in our high schools?

Name at least five important considerations when planning a curriculum.

What is the purpose of a transition plan for secondary students who receive special education services?

When a curriculum is vertically aligned, it ______.

What is the first step of curriculum development?

Discuss considerations when deciding how to prioritize a curriculum's activities and skills.

What is a potential risk of combining functional life skills curriculum and standard academic curriculum?

Why is it often challenging for students with autism to generalize skills?

If a curriculum results in a student being able to independently perform essential tasks, it is considered to be ______.

The goal of including community referencing in a curriculum is to ______.

For each of the following categories, list at lease three postschool options for students with autism: educational, employment, living options.

A student who is able to perform a learned behavior even if things such as instructional cues, materials, people, time of day, and settings change is said to have achieved stimulus generalization.

What are the four hierarchical stages that each objective of a curriculum is taught to mastery?

When establishing placement goals, what should be discussed first?

Why is developing the most effective curriculum possible especially important for students with autism?

What is the guide for all other instructional decisions?

What is the lowest level of response competency?

Outline the steps of an ecological inventory.

Overview of Autism

Basic Behavioral Principles and Strategies for Changing Behavior

Reducing Challenging Behaviors

Teaching: General Strategies

Remediating Deficits in Speech and Language

Remediating Deficits in Socialization

Remediating Deficits in Life Skills

Understanding Intervention Controversies

Filters

Exam 4: Deciding What to Teach: Curriculum Development

______ are considered functional domains of a curriculum.

The rate of performance of a behavior is referred to as ______.

Why have vocational curricula been greatly reduced in our high schools?

Name at least five important considerations when planning a curriculum.

What is the purpose of a transition plan for secondary students who receive special education services?

When a curriculum is vertically aligned, it ______.

What is the first step of curriculum development?

Discuss considerations when deciding how to prioritize a curriculum's activities and skills.

What is a potential risk of combining functional life skills curriculum and standard academic curriculum?

Why is it often challenging for students with autism to generalize skills?

If a curriculum results in a student being able to independently perform essential tasks, it is considered to be ______.

The goal of including community referencing in a curriculum is to ______.

For each of the following categories, list at lease three postschool options for students with autism: educational, employment, living options.

A student who is able to perform a learned behavior even if things such as instructional cues, materials, people, time of day, and settings change is said to have achieved stimulus generalization.

What are the four hierarchical stages that each objective of a curriculum is taught to mastery?

When establishing placement goals, what should be discussed first?

Why is developing the most effective curriculum possible especially important for students with autism?

What is the guide for all other instructional decisions?

What is the lowest level of response competency?

Outline the steps of an ecological inventory.

Overview of Autism

Basic Behavioral Principles and Strategies for Changing Behavior

Reducing Challenging Behaviors

Teaching: General Strategies

Remediating Deficits in Speech and Language

Remediating Deficits in Socialization

Remediating Deficits in Life Skills

Understanding Intervention Controversies

Filters