Deck 15: Facilitating Social Development

Question 1

Some children with developmental disabilities should be excused from learning acceptable social skills.

Answer 1

False

Question 2

Children with developmental disabilities may fail to respond to social signals.

Answer 2

True

Question 3

Social skills develop independently from other developmental areas.

Answer 3

False

Question 4

Spontaneous peer reinforcement may not always happen for children with developmental disabilities, so their play skills may lead to rejection by peers.

Question 5

Prescriptions for what is socially appropriate vary from culture to culture.

Question 6

Developing social skills is confusing for some children because a set of behaviors may be appropriate in one setting but not in another.

Question 7

Social skills are innate behaviors that change with time and age.

Question 8

One's temperament can exert an influence on the development of social skills.

Question 9

Adult responsiveness to a given behavior can influence socialization.

Question 10

An infant's lack of responsiveness due to a disability may reduce the parent's efforts to interact, negatively affecting social development.

Question 11

Through interacting with others, infants and young children learn social skills as well as intellectual and memory skills.

Question 12

Most children are unable to deal with the varying expectations of social skills across settings. They struggle to adapt their behavior to various situations.

Question 13

The steady looking at one another's faces that goes on between a healthy infant and their primary caretaker is called joint attention.

Question 14

Symbolic play cannot be taught to children with autism or limited cognitive skills.

Question 15

It is important for teachers to sometimes decide which children will play together because it can ensure the inclusion of a child with a disability in an activity with children best suited to that child's skill levels.

Question 16

Spontaneous peer reinforcement may not always happen for children with developmental disabilities. Their underdeveloped play skills may lead to rejection.

Question 17

The definition of appropriate social skills is consistent from community to community.

Question 18

Social behaviors are not learned; rather they are based on the child's temperament at birth.

Question 19

Carefully managed peer tutoring is of benefit only to children with developmental disabilities.

Question 20

While the majority of social skills can be taught incidentally, some children may require a more systematic intervention.

Question 21

An example of a fair play behavior is:

A) using crayons on paper.
B) walking up the slide rather than down it.
C) putting the blocks in the sandbox.
D) using books as plates.

Question 22

Prescriptions for what is socially appropriate:

A) vary from one disability to another.
B) are dependent on what is agreed upon by the majority.
C) vary according to culture and community.
D) are usually found in writing.

Question 23

What is true about a child's temperament?

A) It can be easily manipulated.
B) It determines a reaction to a given event.
C) It is often difficult and slow-to-warm-up for children with developmental disabilities.
D) It is the result of heredity.

Question 24

Infants and toddlers need opportunities:

A) to play and share toys.
B) to be free of adult interference.
C) for give-and-take interactions.
D) to cry and work out their aggressions.

Question 25

One of the first social behaviors learned is:

A) crying for what you need.
B) taking turns.
C) sharing toys with friends.
D) smiling responsively.

Question 26

Early childhood programs aim to:

A) teach social skills through planned instruction.
B) offer many types of social experiences for all types of children.
C) teach parents how to care for their babies.
D) provide opportunities for school-age children.

Question 27

When playing with others, children with developmental disabilities:

A) may need help in learning to play with others.
B) should not be near other children.
C) would benefit from an individualized program without others.
D) should be excluded from participating in play groups because they can't follow the rules.

Question 28

A nonthreatening way to encourage group play is to:

A) leave the room and let the children work it out.
B) assign children tasks to be completed together.
C) encourage small groups to play at one time, building participation with a child-initiated activity.
D) play soccer together.

Question 29

At times, teachers need to reinforce incidental social learning by:

A) moving closer to the play and talking with the children.
B) smiling and nodding when the children turn toward the teacher.
C) focusing their gaze on the child.
D) stopping play and redirecting them to something else.

Question 30

Children best learn how to share and take turns by:

A) being told to "share."
B) arranging opportunities for turn-taking, like going down the slide.
C) passing around toys every five minutes.
D) assigning different activities to each child daily.

Question 31

Infants who are blind do not engage in _____ that are crucial to the attachment process.

A) mutual gaze interactions
B) lively responses to the crooning, loving sounds a parent makes
C) contingent stimulations
D) social reinforcements

Question 32

Over responding and _____ may interfere with an infant's ability to make use of a responsive environment.

A) mutual gaze interactions
B) contingent stimulation
C) overstimulation
D) social reinforcement

Question 33

Knowledge of, comfort with, and respect for people of varying ethnic or racial backgrounds is referred to as:

A) interpersonal skills.
B) cultural competence.
C) self-regulation.
D) social values.

Question 34

When a baby first smiles, you pay attention and smile back; when they smile again, you smile back and pay attention to them again, talk to them, and cuddle them. This is a description of:

A) contingent stimulation.
B) a slow-to-warm-up infant.
C) joint attention.
D) temperament.

Question 35

Which of the following can provide a model for supporting the social and emotional development of all children?

A) A social skills checklist
B) 1:1 adult support
C) A tiered framework for intervention
D) Incidental social learning

Question 36

What developmental skills are observed in the following scenario?
Two children are swinging beside each other on the swings. They kick their legs back and forth to swing higher. As they pass each other, they smile and begin to count the number of times they pass.

A) Memory, communication, and social skills
B) Large motor, social, communication, and cognitive skills
C) Fine motor, memory, large motor skills
D) Communication, fine motor, and social skills

Question 37

One child loves to kiss everyone. They kiss their parents, siblings, teachers, and classmates. It makes some classmates uncomfortable. Which of the following best describes this child?

A) They are not discriminating between what is appropriate and inappropriate.
B) They are appropriately participating in group settings.
C) They are demonstrating cultural competence.
D) They are demonstrating a sense of purpose and worth.

Question 38

Who described infants as easy, difficult, and slow-to-warm-up?

A) Allen & Cowdery
B) Shonkoff
C) Phillips
D) Thomas & Chess

Question 39

The positive or negative feedback that children receive from adults and peers that leads to further learning is called:

A) temperament.
B) cognitive stimulation.
C) social reinforcement.
D) joint attention.

Question 40

When a child plays with other children and the play equipment is shared, but the play is not necessarily the same, it can be described as:

A) parallel play.
B) associative play.
C) cooperative play.
D) collaborative play.

Question 41

Learning by watching and imitating another's play is called:

A) peer tutoring.
B) incidental learning.
C) modeling.
D) peer mediating.

Question 42

What developmental skills are evident when a child runs, picks up an item, and puts it on the table?

A) Cognitive skills
B) Large and small motor skills
C) Memory
D) Communication skills

Question 43

How is it more difficult for a child with developmental disabilities, compared to a child without developmental disabilities, to deal with the contradictions pertaining to appropriate and inappropriate behavior?

A) All children learn to deal with contradictions; the difference is in the length of time.
B) Children find ways to adapt their behavior to various situations; the difference is in the length of time.
C) Children without developmental disabilities adapt easily to contradictions; children with developmental disabilities do not.
D) Children with developmental disabilities have more trouble learning to discriminate between a behavior that is appropriate and one that is inappropriate.

Question 44

What development precedes the cooperative stage?

A) Children's interest in each other
B) Interest in the same materials
C) Focus on materials and equipment rather than on other children
D) Forming more or less durable relationships

Question 45

According to the tiered framework of intervention, how would one deal with a child who has difficulty following instructions, regulating emotions, and developing relationships?

A) Focus on the first level of the framework, including the development of nurturing and responsive relationships and providing high-quality environments
B) Focus on the second level of the framework, which includes classroom preventative practices
C) Focus on the third level of the framework: social and emotional teaching strategies
D) Conduct intensive intervention as a final level of the framework

Question 46

Describe the stages in the development of early social skills and play.

Question 47

List five types of materials that may promote sharing.

Question 48

Explain three factors that may inhibit the development of social skills.

Question 49

List and explain three strategies for teaching children with developmental disabilities how to play.

Question 50

List and explain the four categories Gordon and Browne (2004) suggest for the wide range of skills children learn in early years.

Question 51

Explain the three types of temperaments described by Thomas and Chess.

Question 52

List three developmental areas that are related to and support the acquisition of social skills.