Deck 12: Social and Interpersonal Development in Schools

Question 1

Which of the following is a strategy used for increasing the self-regulation of emotions of students with ADHD?

A) Peer note-takers and helpers
B) Personal portfolios
C) Teach response inhibition through actions and consequences
D) Teach the hidden curriculum

Answer 1

C

Question 2

Teachers can best facilitate the learning of "how to join a social group" at the high school level by:

A) Implicit instruction in how to join groups and getting to know people
B) Helping students change faulty thinking by focussing on the positive aspects of their personality
C) Giving students simple guidelines to assist students to understand and welcome students with diverse abilities
D) All of the options given here apply

Answer 2

B

Question 3

Teachers can promote acceptance of socially isolated students by:

A) Assigning an education assistant to those students
B) Creating a classroom culture that ensures students understand and value diversity
C) Self-esteem boosting activities
D) All of the options given here apply

Answer 3

B

Question 4

Difficulty understanding emotions, both their own and others' is a characteristic of:

A) Visual impairment
B) Hearing impairment
C) Asperger's syndrome
D) ADHD

Question 5

Students with Asperger's syndrome and ASD experience impairments in communication and imagination.

Question 6

If a student with special needs is joining a classroom, the teacher should prepare the class for the inclusion of that person by creating a welcoming community.

Question 7

In order to create a positive learning environment, teachers should work with students with diverse abilities to develop social skills, especially:

A) Saying thank you, introducing yourself, giving a compliment
B) Resisting peer pressure, sharing something, being a good sport
C) Joining a social group, establishing friendship, responding to social cues
D) Following directions, asking permission, accepting no

Question 8

The best way to assess the learning environment is to:

A) Have staff fill out a questionnaire
B) Hire a consultant to evaluate the classrooms and schools
C) Invite parents to come tour the classroom and school and give their opinion
D) Obtain feedback from students

Question 9

Younger children can be assisted in understanding and welcoming students with diverse abilities using the Stop Think Go program.

Question 10

Response inhibition is a characteristics of:

A) Visual impairment
B) Hearing impairment
C) ADHD
D) Asperger's syndrome

Question 11

"Theory of mind" is a term in relation to the student's understanding of his or her own mental states and emotions.

Question 12

An argument can be made for the inclusion of students with diverse learning needs in the classroom because although they don't benefit cognitively, they benefit socially and emotionally.

Question 13

In order to make a sociogram, teachers ask students to rate their classmates in terms of likeability.

Question 14

When creating a sociogram of interrelationships in the classroom, it is imperative that teachers share the results with the entire class, so they can work on cohesiveness as a group.

Question 15

Explain what friendships are and how they differ from peer relationships. Discuss how children's understandings of friendship change as they mature.

Question 16

"Turtling" is a self-regulation strategy designed to help students:

A) Self-regulate their emotions
B) Increase their social skills
C) Keep their hands and feet to themselves
D) Deal with bullying

Question 17

A systematic way to provide peer support to students with behaviour issues and promote inclusivity in the classroom is:

A) Circle of Friends
B) Stop Think Do
C) Conglomerate strategy
D) Scaffolding

Question 18

Three social groups of children have been identified at school: popular, average and rejected.

Question 19

When assessing the learning environment, it is imperative to elicit feedback from the students in the classroom.

Question 20

Social cliques begin to emerge in:

A) Early childhood
B) Late adolescence
C) Early adolescence
D) Middle childhood

Question 21

Justin has ASD and demonstrates difficulties in several social areas. His teacher is currently using a five-point scale to help identify angry feelings, along with visual cues to signify a Stop Think Do strategy, and a reward system. This is an example of:

A) Scaffolding
B) Teaching the hidden curriculum
C) Solutions for overcoming anger
D) Circle of Friends

Question 22

Power cards are used with children with Autism Spectrum Disorder as a means to help them to strengthen their communication and social skills.

Question 23

Create a social skill autopsy for a hypothetical student with special learning needs.

Question 24

Social stories have been identified as an effective strategy for teaching social skills.

Question 25

A strategy employed to assist students with social problem solving involves:

A) Teaching response inhibition through actions and consequences
B) Social skill autopsy
C) Circle of Friends
D) Teaching the hidden curriculum