Deck 6: Promoting Emotional and Social Development

Question 1

Children with disabilities need only be put in the same environment with children without disabilities for peer imitation to occur.

Answer 1

False

Question 2

When a child is avoided by other children because he or she is aggressive, an example of which one of the following is evident?

A) Logical consequences
B) Unavoidable consequences
C) Logical connections
D) Natural consequences

Answer 2

D

Question 3

According to Piaget's categories of play, the game of taking things out and putting things in is

A) Practice play
B) Symbolic play
C) Games with rules
D) Representational play

Answer 3

A

Question 4

Around the age of 30 months, children begin to think about and understand the logical connections between ideas

Question 5

A time in the school routine when children with disabilities are most likely to become frustrated is

A) Arrival time
B) Snack time
C) Transition time
D) Dismissal time

Question 6

Loud, lively music can be upsetting for children who have difficulty with control.

Question 7

According to Greenspan's model of affective development, when do healthy infants develop the ability to regulate their internal state (homeostasis) in ways that allow them to attend to the world around them?

A) At birth
B) Birth to three months
C) Three months to six months
D) Six months to nine months

Question 8

The onset of ADHD is before the age of 5.

Question 9

Logical consequences must be directly related to adult expectations.

Question 10

Which of the following may not be a useful way to help a child improve his or her self-control?

A) Exhibiting confidence in the child's ability to improve his self-control
B) Responding to and correcting all disruptive behavior
C) Removing unnecessary sources of frustration and noises from the classroom
D) Dealing consistently with temper tantrums

Question 11

Research indicates that punishment

A) Is always effective
B) Should be avoided at all times
C) Is a positive approach to class management
D) Can produce negative side effects

Question 12

According to Erikson's stages of psychosocial development, when do children begin to develop a conscience?

A) One
B) Two
C) Five
D) Seven

Question 13

Infants will begin to become attached to their primary care-givers at the age of 9-18 months.

Question 14

Ainsworth described an infant who greeted his or her parent after a period of separation with physical contact and a smile as

A) Securely attached
B) Insecurely attached-avoidant
C) Insecurely attached-resistant
D) Disorganized

Question 15

Most children fall within the "easy" category: adaptable, approachable, and positive in mood.

Question 16

A child is born with a particular temperament. It cannot be changed in any way.

Question 17

One effective way to work with children who are reluctant to participate is to

A) Insist that they participate in every activity
B) Seat them where they cannot see the activity
C) Ignore them completely
D) Couple attention with something pleasant

Question 18

When should "signal interference" be used with children who are impulsive?

A) Before the behavior begins
B) As the behavior escalates
C) When the child is in a tantrum
D) After the child has calmed down

Question 19

Positive peer interactions for children with disabilities and/or social delays may not develop without specific interventions from the caregiver.

Question 20

A strong, positive attachment to a primary caregiver appears to be the key to the development of a healthy personality.

Question 21

Discuss techniques to keep in mind when grouping children to stimulate positive interaction.

Question 22

State a rule that meets the three criteria of being definable, reasonable, and enforceable. Now state a rule that does not meet these criteria and explain why it does not.

Question 23

Discuss Erikson's stages of psychosocial development and give behaviors that the adult caregiver can do to facilitate each stage.

Question 24

Explain how infants use distal communication as a way to achieve a clearer sense of themselves as individuals.

Question 25

Why is it ineffective to say to a child, "Susie, do you want to clean up now?"

Question 26

Define natural consequences, logical consequences, and negative consequences. Give examples of each.

Question 27

What are some reasons that a child may be reluctant to participate? Discuss techniques you would use to involve that child in the classroom activities.

Question 28

Discuss Parten's six levels of social participation and how the guidelines can help with the selection of intervention strategies to develop social interaction skills through play.

Question 29

Discuss ways to facilitate social skills among children with disabilities when they are included with children without disabilities using environmental structuring.

Question 30

Discuss some ways that teachers can improve their reward punishment ratio to the optimum of five rewards to one punishment.

Question 31

How is "signal interference" used to prevent loss of control?

Question 32

Discuss some special considerations for working with children who are dual language learners.

Question 33

Discuss the single most important intervention strategy for working with children who have been abused and neglected.

Question 34

A disability may interfere with the caregiver-infant attachment process. Discuss the effect on attachment of blindness, hearing loss, and cerebral palsy and tell why the attachment process may be at risk.

Question 35

How can a teacher use time away effectively for children who have disabilities.

Question 36

Explain the concept of affect attunement.

Question 37

List three methods that do not work with children who are reluctant to participate.

Question 38

Discuss some of the disadvantages of time out.

Question 39

Describe executive function skills and why they are important to the development of self-regulation.

Question 40

Discuss the technique of physical prompting and fading to help children with more severe disabilities learn to play.