Infant Toddler Development Training
Module 4, Lesson 2
1. According to Dunst et al, activity settings:
a. are specific places just for teaching infants/toddlers with special needs in child care centers
b. can be planned, unplanned or incidental
c. are home settings in which the service provider provides the intervention while the family receives respite
d. are special places in the community that should be maintained if they want to include children with special needs.
2. In the video, Natural Environments, when not providing direct services, what was one of the therapists' more challenging aspects of her work with the family?
a. the long drive to the family's home
b. the new role as parent coach
c. the way she was paid for services
d. her lack of materials to use in the service
3. What is one example of a typical social-emotional play behavior of a child who is 8 -18 months of age?
a. explores objects with other people
b. begins to realize others have rights
c. identifies with the same sex
d. exhibits impulse control
4. What is one of the three solutions Gonzalez-Mena suggests to resolve cultural conflicts between caregivers and families?
a. resolution by parent choice
b. resolution through parent education
c. seeing all points of view at the same time
d. contacting a peer coach to help make decisions
5. Since becoming a competent communicator relies on the support of a responsive social partner, the SCERTS model (Enhancing Communication and Socioemotional Abilities of Children with Autism Spectrum Disorder), recognizes all except that:
a. direct instruction focused on the child in socially isolated 'teaching programs' does not necessarily ensure positive social communicative exchanges and development of relationships across a number of different partners.
b. to ensure social success, supports must be fostered across all partners and settings within a child's life, including family members at home, same-aged peers and teachers at school, and those within the larger community.
c. partner objectives are written to address Interpersonal Support modifications (e.g., communicative style adjustments) and Learning Support modifications (e.g., the use of visual modalities and environmental modifications).
d. relationships develop when the toddler with ASD has complete responsibility for change and mutually enjoyable and successful exchanges are achieved with the child and other play partners.
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