Practice Quiz

NYSTCE: Students with Disabilities Exam Prep - Question List

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56. Janie has an auditory processing deficit. She does not understand or process auditory directions and often seems lost during class time. Which of the following strategies might help her?
  1. Send her to the resource room.
  2. Use sign language to communicate with Janie.
  3. Use a visual schedule.
  4. Give Janie a written handout of the directions and ask her to follow it as you give the directions verbally.
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57. Ben has difficulty with social skills and reading body language. As a result, he doesn’t relate to the other children and is often isolated. He may respond inappropriately to their play, which in turn, alienates them. Which of the following strategies might help Ben?
  1. Bribe the other children to play with him.
  2. Role-play social situations in class.
  3. Ignore the situation and hope it takes care of itself.
  4. Allow Ben to stay inside during recess.
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58. Mrs. Williams has an animal therapist bring her therapy dog to class weekly. The therapist teaches the children how to care for and treat the dog, and the children enjoy reading to him or talking to him. What are some of the benefits associated with animal therapy?
  1. Children can learn empathy and the ability to read social cues by learning to respond appropriately to an animal’s behavior.
  2. Dogs are fun.
  3. Mrs. Williams is able to get some work done while the therapist is managing the students.
  4. Using animal therapy is a novel technique that impresses parents and principals.
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59. First grader Duncan has difficulty differentiating words in a sentence. When writing, he forgets to include spaces. When reading, he runs the words together. Which of the following strategies might help?
  1. Ask Duncan to think of a sentence. Write lines on the paper to indicate the appropriate number of words. Have Duncan fill in the spaces with the words.
  2. Have a peer read to Duncan.
  3. Use a Brailler.
  4. The problem will correct itself with time.
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60. Aaron, who has been classified with ADHD, rushes through work assignments so he can go do more enjoyable activities. His work is often incomplete or poorly done, even though he has demonstrated the skills necessary for high academic achievement. Which of the following strategies might help Aaron focus and slow down?
  1. Talk with Aaron before starting the assignment about expectations. Check the work before allowing Aaron to move on.
  2. Take away privileges.
  3. Use a carrel to help Aaron stay focused.
  4. Allow Aaron to move on to more enjoyable activities.
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