How can the transition planner support the student's development of self-determination and avoid creating habits of learned helplessness?
A Provide extra support and services with daily living duties
B. Increase the levels of responsibility
C. Provide an educational aid to work with the student
D. None of the above
B
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Deep processing of information
a. is not necessary to understand information so that it can be used in meaningful ways. b. transforms the information to "make it ours." c. includes only evaluative thinking. d. is not a problem for children with learning disabilities.
Verbal fluency is not an accurate predictor of promotion within an organization
a. True b. False Indicate whether the statement is true or false
Your students have been given a challenging task—one at which they can succeed only if they work hard. Considering what we know about the effects of anxiety on performance,
which one of the following students is most likely to complete the task successfully? a. Adam is feeling quite "mellow" today; his attitude is que sera, sera—whatever happens, happens. b. Berta is feeling really uptight about how she does on the task because her performance is going to affect whether she passes or fails the class. c. Cassie doesn't care; in fact, she's half asleep. d. Damion wants to do well on the task and is a little anxious about it, but not to the point that his hands are sweaty or his stomach is in a knot.
Center-based programs that address the child's acquisition of cognitive skills required for appropriate social behavior and home-based programs that provide families with strategies to promote and maintain appropriate behavior are examples of which of the following?
a. Inclusive placements b. Early intervention programs c. Counseling services d. Transition services