Deck 14: Facilitating Self-Care, Adaptive, and Independence Skills

Question 1

A major goal of all inclusive programs is ensuring that children do things on their own.

Answer 1

True

Question 2

Principles in a quality inclusive early childhood program are codependence and participation.

Answer 2

False

Question 3

Culture may determine the specific adaptive skills a child develops.

Answer 3

True

Question 4

Self-determination implies allowing children to make choices about what is best for them.

Question 5

Self-care skills are learned from the environment.

Question 6

A self-help skill for a 36-month-old would be to use all eating utensils neatly.

Question 7

It is not self-help to read and write for a six-year-old, but it is for an adult.

Question 8

Self-help activities should occur throughout the day in an early childhood program.

Question 9

It is an inappropriate practice to use routines to teach self-help skills.

Question 10

Chaining is an effective way to teach self-care skills.

Question 11

The purpose of the assessment of adaptive skills is to obtain a measure of the child's typical functioning in both unfamiliar and familiar environments.

Question 12

Waiting one's turn, passing food, and requesting help are all examples of cognitive skills that can be taught during snack time.

Question 13

Children who are non-ambulatory can never learn to use the toilet independently.

Question 14

Helping young children develop a full range of self-care skills is a major curriculum goal for early childhood programs.

Question 15

One way to keep a child involved and successful in a self-care routine is to create a game-like atmosphere.

Question 16

Seating children who are less verbal next to children who are more verbal is an effective strategy to keep a conversation going during snack time.

Question 17

Consistency in toilet training will have no impact on the amount of time it takes a child to learn to use the toilet independently. It is up to the child to learn.

Question 18

The use of lacing boards to teach shoe tying to young children has been questioned because most children's shoes today are closed using Velcro.

Question 19

Amy gives up before trying to put on her coat or zipping her backpack. She makes excessive demands for adult assistance when compared to her peers. According to the text, this may be an indication of which of the following?

A) Amy is being stubborn.
B) Amy is in need of additional attention.
C) Amy's parents do everything for her.
D) Amy is too young to do these things for herself.

Question 20

Which of the following is an example of teaching self-care skills using forward chaining?

A) The teacher helps Robert wash his hands by providing hand-over-hand support; after she turns off the water, she has Robert dry his hands by himself.
B) Robert steps up to the sink and turns on the water; the teacher then prompts him through the rest of the hand-washing routine.
C) Robert is provided with a series of pictures that show him the steps to follow to wash his hands.
D) The teacher provides subtle support to Robert during hand washing so that he can feel as independent as possible.

Question 21

Who developed a toilet training program first published in 1973 that is still in use today?

A) Baker & Brightman
B) Anderson, Jablonski, Thomeer & Knapp
C) Cook, Klein & Tessler
D) Foxx & Azrin

Question 22

According to the text, it is easier for children to learn to dress themselves if they are provided which of the following?

A) Clothing that is a size or two too big
B) Lacing, buttoning, and zipping boards
C) Plenty of adult assistance
D) Clothing with Velcro

Question 23

Which of the following is true of self-care skills for young children?

A) The family has the primary responsibility for teaching the skills.
B) Early childhood teachers are primarily responsible for teaching the skills.
C) Families and teachers together are partners in teaching the skills.
D) They don't need to be taught as children can learn them on their own.

Question 24

According to the text, it is better to provide non-verbal cues, such as pointing, than verbal cues when teaching self-care skills because:

A) non-verbal cues can inhibit independence.
B) non-verbal cues can be used with all children.
C) verbal instructions are not always heard.
D) verbal instructions are more difficult to fade.

Question 25

When a task is broken into small steps and is taught by teaching the last step first, this is referred to as:

A) task analysis.
B) shaping.
C) backward chaining.
D) forward chaining.

Question 26

During snack time, children help themselves to the vegetables and dip. They are expected to take up to five of each vegetable. Which of the following is the best strategy to teach this?

A) Teachers count the number of vegetables.
B) A visual cue that includes the number five is placed next to the platter.
C) Vegetables are pre-sorted into individual serving sizes.
D) Children who take too many are asked to share with others.

Question 27

During snack time, the teacher asks Mary and Sam the following questions: "Which of you has more carrots?" "What things do you have that are the same?" "How many colors do you have on your plate?" In this example, the teacher is using snack time to teach:

A) fine motor skills.
B) cognitive skills.
C) self-help skills.
D) adaptive skills.

Question 28

According to the text, what should a teacher or parent do when a child is not able to complete several aspects (e.g., pulling up and down their pants, getting onto the toilet) of a toileting routine independently?

A) Wait until the child can do them independently
B) Do those aspects for the child
C) Plan a step-by-step program for those aspects
D) Refer to a commercially prepared toilet training program

Question 29

Self-care activities occur throughout the day and therefore require:

A) maximum adult support.
B) exclusive one-on-one instruction.
C) individualized self-care routines.
D) systematic planning.

Question 30

When teaching self-care skills, assistance should be given as subtly as possible in order to:

A) reduce the amount of teacher time required to teach the skills.
B) preserve the children's pride in their own efforts.
C) decrease the need for excessive demands.
D) create a game-like atmosphere.

Question 31

Which of the following is an example of teaching fine motor skills during mealtime?

A) Children stand and push in their chairs when they are finished eating.
B) Children serve themselves slices of orange using tongs.
C) Children count out three slices of orange.
D) Children wipe their spot after they finish.

Question 32

According to Powers and colleagues, self-determination is:

A) things that teachers can do for the child.
B) not important in early childhood settings.
C) allowing people to take an active role in making choices about their own life.
D) inappropriate skills in a classroom setting.

Question 33

The specific skills and adaptive behaviors that children need to learn are determined by:

A) the classroom in which the children are enrolled.
B) the culture in which they live.
C) the school in which the children are enrolled.
D) the children's wishes.

Question 34

According to the definition, an individual is not to be considered as having an intellectual disability if they:

A) display adequate personal independence, social responsibility, and functional skills.
B) have an IQ above 70.
C) are enrolled in a program.
D) have parents adequately able to care for them.

Question 35

Another area of adaptive skills to be considered is self-determination, which and refers to:

A) children taking care of themselves.
B) adults deciding what is appropriate to learn.
C) allowing children, when appropriate, to make choices about important issues.
D) determining what the child needs to do.

Question 36

Helping young children develop a full range of self-care skills is:

A) not part of a preschool's responsibility.
B) up to the parents; teachers should provide information and tools.
C) self-determination.
D) a major curriculum goal in early childhood programs.

Question 37

An appropriate self-care skill to be developed for a 24-month-old is:

A) drinking from a glass.
B) using knife, fork, and spoon correctly.
C) bathing and dressing.
D) putting clothes away in drawers.

Question 38

Pre-academics and self-care learnings:

A) should never be taught during group times.
B) can be carried out at mealtimes as teachers and children informally discuss food, etc.
C) are incongruent activities.
D) should be taught as a separate subject area.

Question 39

When an adult zips a coat but leaves the final step for the child to do, it is called:

A) forward chaining.
B) learned helplessness.
C) reverse chaining.
D) generalization.

Question 40

Children can demonstrate learned helplessness when:

A) parents offer facilitative assistance.
B) teachers offer choices and guide children.
C) adults sit back and let the children do it.
D) adults help the children take care of themselves.

Question 41

What changes can be seen in the teaching of self-care skills?

A) Traditionally, the family had the primary responsibility for teaching self-care skills; now, the early childhood programs do.
B) Traditionally, the schools had major responsibility for teaching self-care skills; now, families have the primary responsibility.
C) Traditionally, the family had the primary responsibility for teaching self-care skills, with early childhood programs providing assistance; now, families and early childhood programs are partners in teaching adaptive skills to infants and young children.
D) Traditionally, the early childhood programs had the primary responsibility for teaching self-care skills; now, families and early childhood programs are partners in teaching adaptive skills to infants and young children.

Question 42

What would constitute verbal reinforcement?

A) Describing a task well done, indicating that the child's efforts are appreciated
B) Indicating not only what had been done but what had not been done
C) Praise combined with reproach
D) Reprimanding regarding a task that was forgotten

Question 43

What methodology is used to ensure the achievement of a task analysis?

A) Describe the steps in detail
B) Perform the skill yourself and write down all the steps you take to complete the task
C) Ask a child to perform the skill and write down all the steps taken to complete the task
D) Be clear

Question 44

Which example provides the opportunity for a child to practice social and communication skills in the first instance and self-help skills in the other?

A) Wiping up skills; waiting one's turn
B) Putting away belongings; making choices
C) Requesting help; unzipping
D) Throwing away trash; counting out items

Question 45

How would a teacher position themselves to reproduce the child's movements in the most effective way?

A) From the child's perspective (such as by standing behind)
B) Reverse motion position
C) Transfer motion position
D) By standing in front of a board

Question 46

Explain two basic principles that guide quality programs, according to Wolery.

Question 47

List three methods of assessing a child's self-care ability.

Question 48

List skills typical of a 36-month-old in dressing themselves.

Question 49

Explain least intrusive assistance.

Question 50

What are the five key steps in teaching a self-care skill?

Question 51

What is the role of maturation in toilet training?

Question 52

What is chaining? What is the difference between forward and backward chaining? Provide an example.

Question 53

It is suggested that buttoning, zipping, and lacing boards may not be appropriate for a young child trying to learn those skills. Why not?

Question 54

Why is specifying a goal for a child important?