Limited or absent hearing for ordinary purposes of daily living refers to
a. hard of hearing
b. deaf
c. hearing impairment
d. hearing sensitivity loss
Ans: B
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Which stage of parental response is characterized by involvement, comprehension, acceptance, and/or adjustment?
a. Moving away from retreat b. Realization stage c. Acknowledgment stage d. Shock stage
Of the following, which is the best assessment of Carol's lesson beginning?
1. Carol Lopez, a fifth-grade teacher, wants her students to understand the concept adjective. She begins by displaying the following vignette on her document camera: John and Karen, with her brown hair blowing in the wind, drove together in his old car to the football game. They soon met their very best friends, Latoya and Michael, at the large gate near the entrance. The game was incredibly exciting, and because the team's running game was sparkling, the home team won by a bare margin. 2. Carol has the students read the vignette and then says, "What do you notice about the passage . . . . Bharat?" 3. "John and Karen are nouns," Bharat responds. 4. The students continue to make observations, in the process, identifying each of the nouns in the passage. 5. Carol then asks, "What do we know about Karen's hair?. . . Jesse?" 6. "It's brown." 7. "And what kind of game did they attend?" 8. "A football game," several students say together. 9. Carol continues having the students describe the nouns, and she asks what the words have in common? 10. "They all describe nouns," Conchita notices. 11. Then she says, "Now let's take a closer look. . . . What's different about exciting and sparkling compared to others like brown and old?. . . Duk?" 12. "They . . . don't come in front of the noun . . . like the others do?" 13. "Very good, Duk. Yes, but they still describe the nouns. . . . Now, what is important about running and football?. . . Sharon?" 14. "Running looks like a verb . . . and football looks like a noun." 15. "Yes they do . . . . but how do we know they're not verbs or nouns?. . . Lakesha?" 16. "They describe nouns . . . like football describes game, and . . . running does too." 17. Carol then says, "We call all of these words ‘adjectives, and they are parts of speech, just as nouns and verbs are . . . So, describe adjectives for us, . . . Leroy." 18. ". . . Adjectives are parts of speech that describe nouns," Leroy responds. 19. Carol then has her students look at the words soon, very, and incredibly and explain why they aren't adjectives, and finally, she has them write a paragraph that includes three or more adjectives, with at least one coming after the noun. 20. Carol collects the paragraphs and displays three of them on the document camera (with the names covered to avoid having the class know whose paragraphs are being analyzed), and discusses them the next day. a. It was effective because she began with her passage, which was an effective attention getter. b. It wasn't as effective as it could have been, because she didn't conduct a beginning review. c. It was effective, because understanding adjectives is an important learning goal. d. It was ineffective, because she should have introduced the lesson by putting her students into groups.
A police officer visits Ms. Duhaime's first-grade class one morning to talk about safety precautions at home and on the street. The students listen quietly and attentively while the officer speaks
At the end of the visit, the officer and teacher agree that the students' good behavior warrants some kind of reinforcement. Given what we know about effective reinforcers at different grade levels, their best choice would be: a. An official-looking "good behavior" certificate given at the school's award ceremony the following week b. Plastic toy police "badges" handed out just before the officer leaves c. A letter home to parents describing the children's good behavior d. Twenty minutes of free time at the end of the day
When a researcher is a complete observer, he or she:
a. Spends a limited amount of time observing group members who know he or she is observing b. Is a participant in the setting more than an observer c. Observes as an outsider without letting others know he or she is doing research d. Participates in a setting without letting people know he or she is a researcher