Test 2

Question 1

What is ADHD?

Answer 1

o Neurodevelopmental disorder
o Trouble paying attention
o Unable to control impulsive behavior
o Overly Active

Question 2

What is Sensory Processing Impairment?

Answer 2

o	The brain has trouble receiving and responding to information coming from the senses
o	Tactile (touch, pressure)
o	Vestibular (inner ear)
o	Proprioceptive (muscles and joints)
o	Auditory
o	Oral
o	Olfactory (nose)
o	Visual

Question 3

What is Autism Spectrum Disorder (ASD)?

Answer 3

o Impaired social interactions
o Delayed or unusual communication styles
o Repetitive behavior patterns
o Difficulty with sensory processing

Question 4

What is a learning disability?

Answer 4

o Affects the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements or direct attention
 Reading, writing, math skills
 Organization

Question 5

What is an intellectual disability?

Answer 5

o Trouble with conceptual, social and practical skills
 Language, literacy, time, money
 Interpersonal, social problem-solving
 Daily living skills, safety

Question 6

How do you deal with special need people and their families?

Answer 6

•	Parent involvement
•	Individualized approach
•	Celebrate and focus on ABILITY
•	Form relationships
•	Patience, patience, patience
•	Environment
o	Avoid distractions
o	Noise, lights, smell
o	Avoid overstimulation
•	Material and Program
o	Differentiate
o	Reading/writing
o	“chunk” tasks, directions and lessons
o	Rephrase directions
o	Multi-sensory (visuals, audio, movement, touch)
•	Buddy up!
•	Transitions and warning
•	Allow time for processing
•	Schedule and routine
•	Eules/expectations
•	Model and encourage appropriate social interactions
•	Go-to bag
•	Be discreet
•	Praise the positive

Question 7

Name the approaches to diversity (Schaeffer)

Answer 7

1. Expulsion – directly or indirectly force a group to leave
2. Secession – group formally withdraws from a church or denomination
3. Segregation – physical separation of two groups (location or social functions)
4. “melting pot” – ignore individual differences, focus on “oneness in Christ.”
5. “Assimilation – absorb groups members, take on characteristics to be accepted
6. Multiculturalism/ Mutual Acceptance- goal to maintain and appreciate the cultural differences of all groups, mutual respect for one another’s culture.

Question 8

Name the definition of culture.

Answer 8

• (noun) The beliefs, customs, arts, etc. of a particular society, group, place, or time
• A particular society that has its own beliefs, ways of life, art, etc.
• A way of thinking, behaving, or working that exists in a place or organization (such as business)

Question 9

Name the steps to cross-cultural learning.

Answer 9

• Develop an increased awareness of cultural diversity
• Asses practices and attitudes in the church that are ethnocentric
o Ethnocentric- belief in the inherent superiority of one’s own ethnic group or culture.
• Encourage positive inter-ethnic relationships with the church and community
• Develop cross-cultural skills for the teaching-learning setting and for the intercultural communication
• Assist parents in encouraging children to appreciate and value diversity in others
• Develop a sense of social responsibility to reduce inequalities and promote justice
• Presentation of curriculum should be relevant to all students present
• Acknowledge diverse learning styles
• Visual and verbal cues
• Carefully present abstract concepts
• Be mindful of life experiences and history of students present.

Question 10

Name some cognitive base for CQ knowledge.

Answer 10

•	Understanding cross-cultural issues and differences
•	Includes
o	Learning a language
o	Denominational jargon
o	Normative customs (greetings, etc.)

Question 11

Name Intervention Strategies for Negative behaviors.

Answer 11

• Designing the environment and/or the activity to prevent challenging behavior and to help the child develop appropriate behavior
• Utilizing effective behavioral interventions that are positive and address both form and function of the childs challenging ehavior
• Adopting modifications and accommodation strategies that are designed to help the child learn behaviors that are appropriate
• Seeking professional guidance and support
• Functional Communication Training (FCT) – teaches the child another way to obtain the same outcome they obtained when they engaged in challenging behaviors.
• 1, 2, 3 Magic- developed by Thomas Phelan. Works for children 2-12.Children should be cognitively at the 24 month level or higher to benefit from 1, 2, 3

Question 12

What is little adult assumption?

Answer 12

• The assumption that kids are reasonable and not selfish
• Talk, persuade, argue, yell, hit syndrome
• Instead, minimal talking and emotion
• Be consistent

Question 13

Name the strategies for changing behavior.

Answer 13

• Functional Communication Training (FCT) – teaches the child another way to obtain the same outcome they obtained when they engaged in challenging behaviors.
• Baby steps – first decrease the challenging behavior, then teach him an appropriate way to get out of the activity, finally take baby steps to get the child to do what you want him to do.
• 1, 2, 3 Magic- developed by Thomas Phelan. Works for children 2-12.Children should be cognitively at the 24 month level or higher to benefit from 1, 2, 3

Question 14

What is the ABC Example? Add the definition.

Answer 14

A. ANTECEDENT – What happened before?
B. BEHAVIOR – What did the child do?
C. CONSEQUENCES – What happened after?