Strategies to reduce the effects of physical disabilities (e.g., cerebral palsy), educational interventions, and behavioral supports are examples of:
A. Primary prevention strategies
B. Secondary prevention strategies
C. Environmental strategies
D. Tertiary prevention strategies
Answer: D
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The following behaviors in children indicate the help of a professional may be warranted except ______.
a. having precocious knowledge about sexual activity b. using coercion or force on other children to get them to take part in sexual play c. engaging in sexual behaviors and engaging frequently after being asked to stop d. having curiosity about the body
Effective teachers have found that students read textbooks more successfully when they:
a) have a purpose for reading b) use accompanying workbooks c) are given homework assignments d) read pages orally
The key for special educators, when specific behavioral profiles become available from genetic research, will be to:
A. Be proactive and intervene with known symptoms even before they occur. B. Reduce individual adaptations in the IEP, since specific genetic disorders can someday be consistently defined. C. Link specific behavioral profiles with more effective intervention outcomes. D. Confine behavioral interventions to maladaptive behaviors specifically identified as having a genetic cause. E. Inform peers, general education teachers, and school administrators of a specific student's genetic condition, to develop a systems approach to treatment.
Three-level guides help students sort levels of comprehension. Briefly list and summarize the three levels of comprehension
What will be an ideal response?