EDS500 Chapter 4: Parents and Families

EDS500 Chapter 4: Parents and Families

1. In the not too distant past, many professionals tended to believe that parents of children with disabilities were
a. virtually faultless with respect to their child’s problems.
b. to blame for many of their child’s problems.
c. unable to work effectively with their child unless they first experience an emotional catharsis or cleansing.
d. unable to cope with their child if he or she was the first-born child.
b. to blame for many of their child’s problems.
2. Research has demonstrated that interactions between parents and their infants
a. is dependent on how difficult the mother’s labor during delivery.
b. is reciprocal—sometimes the infant’s reactions determine the mother’s behavior, and sometimes the opposite occurs.
c. is more negative than positive.
d. is more positive than negative.
b. is reciprocal—sometimes the infant’s reactions determine the mother’s behavior, and sometimes the opposite occurs.
3. Which one of the following best describes current views on the direction of causation between child and adult behavior?
a. one-way street: adult behavior causes child behavior
b. one-way street: child behavior causes adult behavior
c. two-way street: behavior is reciprocal
d. dead end
c. two-way street: behavior is reciprocal
4. Unlike the past, many professionals now view early intervention as an opportunity to
a. train parents to be effective therapists.
b. teach parents how to teach their child.
c. support the natural parent-child relationship.
d. provide counseling for parents.
c. support the natural parent-child relationship.
5. An IFSP refers to an
a. informal family service plan.
b. individualized family service plan.
c. initial family service program.
d. interchangeable family service program.
b. individualized family service plan.
6. According to one survey, what percentage of families reported that one or more family members adjusted their employment situation because of having a child with a disability in the family?
a. about 5%
b. less than 10%
c. about 20%
d. over 50%
d. over 50%
7. Stage theories of reaction to having a child with a disability have been questioned for all of the following reasons EXCEPT
a. many parents do not engage in denial.
b. parents do not go through stages in an identical and predictable way.
c. parents are often the first to suspect a problem.
d. the majority of parents do not experience changes in emotions.
d. the majority of parents do not experience changes in emotions.
8. It is largely a myth that many parents of children with disabilities experience
a. loss.
b. denial.
c. guilt.
d. grief.
b. denial.
9. The high prevalence of feelings of guilt for parents who have a child with a disability is probably due to
a. the fact that the cause of so many disabilities is unknown.
b. parents’ knowledge that they caused their child’s disability.
c. strangers’ stares and comments.
d. the lack of support for families of children with disabilities.
a. the fact that the cause of so many disabilities is unknown.
10. When dealing with the public, one of the most difficult things that parents are likely to face is
a. the inappropriate responses of their children to others.
b. the poor report cards they may get from school.
c. feeling guilty because they might be receiving special treatment, such as special education services.
d. inappropriate responses of others to their children with disabilities.
d. inappropriate responses of others to their children with disabilities.
11. In dealing with the feelings of a child with a disability, parents should
a. respond honestly to specific questions asked by the child.
b. assure the child that he or she is no different from others and their disability doesn’t matter.
c. speak about their disability in general, rather than specific ways.
d. wait until the child is an adolescent so he or she will be better able to understand.
a. respond honestly to specific questions asked by the child.
12. The reactions of extended family members are important because they can often play a critical role in
a. financial assistance.
b. providing comfort and support.
c. recommending professional help.
d. determining the genetic cause of the disability.
b. providing comfort and support.
13. Each of the following statements about parental adjustment and stress is true EXCEPT
a. There is abundant evidence that parents of children with disabilities undergo more than the average amount of stress.
b. Mothers of children with disabilities are at an increased risk of experiencing depression.
c. The more severe the disability, the greater the stress.
d. Parents who were happily married before the birth of a child with a disability have a better chance of coping well with the situation.
c. The more severe the disability, the greater the stress.
14. In families of a child with a disability, parental stress is usually the result of
a. daily burdens related to child care.
b. the child’s medical involvement.
c. demands placed on the family by the school system.
d. catastrophic events.
a. daily burdens related to child care.
15. Which one of the following is regarded by some parents as a positive effect of having a child with a disability?
a. entitles the family to financial benefits
b. causes family members to be more tolerant of others
c. reduces parents’ concerns about social issues
d. puts an end to unstable marital relationships
b. causes family members to be more tolerant of others
16. Evidence suggests that Latino families are more likely than Anglo families to view having a child with a disability as a positive experience because of
a. resignation to the fact that bad things happen in life.
b. their religious views.
c. the importance of the family and the social supports it provides.
d. the importance of following advice from authority figures.
c. the importance of the family and the social supports it provides.
17. Families that exhibit resiliency after having a child with a disability are characterized by all of the following, EXCEPT
a. They learn from negative experiences.
b. They like to take things as they come rather than attempting to establish routines.
c. They take advantage of social supports.
d. They balance the needs of the family and the needs of the child.
b. They like to take things as they come rather than attempting to establish routines.
18. Young siblings of a child with a disability are likely to
a. have the opposite reaction to the sibling than do their parents.
b. deny that the child with a disability is different.
c. avoid seeking information from others about the disability.
d. have just as difficult, if not more difficult time coping with their feelings than their parents.
d. have just as difficult, if not more difficult time coping with their feelings than their parents.
19. When siblings, one of whom is disabled, are adults, which is true?
a. Men have more favorable attachments than women to their sibling with a disability.
b. Women have more favorable attachments than men to their sibling with a disability.
c. Adults of the same gender as their sibling with a disability have less favorable emotional responses.
d. Adults of the opposite gender of their sibling with a disability have more favorable emotional responses.
b. Women have more favorable attachments than men to their sibling with a disability.
20. Tina and Jim have three children, one of whom has a disability. Several professionals work for them, encouraging the family to make its own decisions and get professional and informal support. This approach to intervention is consistent with which model?
a. professional-centered
b. family-centered
c. center-based
d. ideologically-driven
b. family-centered
21. Wraparound service refers to
a. a system of using educational service in addition to available community services to meet the needs of children and their families is called
b. one type of service, such as psychological or speech services, taking the lead in coordinating all services.
c. services that become too unwieldy to coordinate.
d. services that alternate in taking the lead in coordinating all services.
a. a system of using educational service in addition to available community services to meet the needs of children and their families is called
22. The family systems approach emphasizes
a. interrelationships among the family and other social systems.
b. the effects of the environment on the family.
c. quality of interactions between parents and professionals.
d. need for ongoing and systematic family intervention.
a. interrelationships among the family and other social systems.
23. Each of the following comments about the U.S. military is true, EXCEPT
a. More low-income women are joining.
b. It is the largest employer of single parents.
c. More than 80% of service people are married with children.
d. It provides a flexible workplace for single parents.
d. It provides a flexible workplace for single parents.
24. Family systems theory
a. emphasizes behavioral principles, such as reinforcement and punishment.
b. emphasizes understanding interactions among family members.
c. emphasizes that family functioning is follows the same systemic behavioral interactions no matter the age of the child.
d. is outdated because it ignores multicultural factors.
b. emphasizes understanding interactions among family members.
25. In Sam’s family, everyone spends his or her free time independently. Family members seldom eat meals together or plan joint activities. Sam’s family has low
a. acceptance.
b. adaptability.
c. cohesion.
d. compassion.
c. cohesion.
26. The degree to which an individual family member is free to act independently of other family members is
a. acceptance.
b. adaptability.
c. cohesion.
d. compassion.
c. cohesion.
27. The degree to which families are able to change their modes of interaction when they encounter unusual or stressful situations refers to
a. acceptance.
b. cohesion.
c. adaptability.
d. compassion.
c. adaptability.
28. The numerous routines in which families engage to meet their many and diverse needs is referred to as
a. family functions.
b. family characteristics.
c. family interactions.
d. family life cycle.
a. family functions.
29. Families sometimes prefer passive involvement in educational decision-making because they
a. do not value education for their children.
b. are neglectful.
c. need to attend to other functions.
d. have little to contribute.
c. need to attend to other functions.
30. A life-cycle perspective on the impact on the family of having child with a disability
a. considers how the impact changes over time.
b. emphasizes that if the family has not accepted the child by adolescence, it is doubtful that they ever will.
c. draws on psychoanalytic principles for its foundation.
d. has failed largely because it has ignored multicultural values.
a. considers how the impact changes over time.
31. Families of a child with a disability tend to experience most stress during
a. infancy to age five.
b. adolescence.
c. transitions.
d. adulthood.
c. transitions.
32. One person having the authority, granted by the courts, to make decisions for another person is
a. wardenship.
b. proxy.
c. paternalism
d. guardianship
d. guardianship
33. Transitions between stages in the life of a child with disabilities are difficult because
a. the next stage brings on overwhelming challenges.
b. parents tend to think the next stage will lead to resolutions to many of their current problems.
c. Increasingly more professionals become involved, which leads to problems of communication.
d. Each new phase presents uncertainty to the family.
d. Each new phase presents uncertainty to the family.
34. Social support includes each of the following EXCEPT
a. emotional support.
b. formal, professional support.
c. support from neighbors.
d. Support from family members.
b. formal, professional support.
35. A distinctive feature of the social support approach is that it focuses on
a. developing informal sources of support.
b. creating a network of professionals to assist the family.
c. expanding access to social services in the community
d. changing the community rather than the family.
a. developing informal sources of support.
36. Which one of the following is the best example of a resource that is likely to be tapped in the social support systems approach?
a. neighbors
b. teachers
c. social workers
d. local employers
a. neighbors
37. Each of the following is an example of social support EXCEPT

a. a family’s church
b. a parental support group
c. a subscription to a disability journal
d. an internet news group

c. a subscription to a disability journal
38. Research suggests that social support be integrated with functional behavioral assessment and positive behavioral intervention support specifically in the case of children with

a. Down syndrome.
b. emotional or behavioral disorders.
c. learning disabilities.
d. physical disabilities.

b. emotional or behavioral disorders.
39. Functional behavioral assessment involves evaluation of each of the following EXCEPT

a. antecedent events.
b. contextual factors maintaining behavior.
c. consequences of behavior.
d. disciplinary style.

d. disciplinary style.
40. Positive behavior and intervention supports should be applied

a. during routines in which the family normally engages.
b. only when the family is in therapy.
c. when the family has accepted that the child has a disability.
d. in highly structured situations.

a. during routines in which the family normally engages.
41. A frequent complaint made by parents about communication with teachers is that

a. they are not notified about meetings until the last minute.
b. teachers interrupt them at work to ask questions about their child’s routine.
c. they only hear from school personnel when their child has misbehaved.
d. teachers confide in other family members without permission.

c. they only hear from school personnel when their child has misbehaved.
42. Parent-teacher conferences can benefit the teacher primarily because

a. the teacher can learn more about the student from the parents’ viewpoint.
b. conferences are easier to arrange than other forms of communication.
c. conferences provide an opportunity for the teacher to visit the home.
d. the teacher does not have to be as diplomatic as in written communication.

a. the teacher can learn more about the student from the parents’ viewpoint.
43. Which area is often a source of misunderstanding and conflict for the home-school relationship, especially for students with disabilities?

a. tests
b. homework
c. extracurricular activities
d. recess

b. homework
44. Homework for students with disabilities should be used

a. to introduce new skills.
b. to develop age-appropriate attention spans.
c. to review skills already taught.
d. as a consequence for failing to complete work in class.

c. to review skills already taught.
45. The key to a successful parent-teacher conference is

a. maintaining an air of conferences.
b. the teacher keeping in mind that she knows more about disabilities, in general, than do the parents.
c. letting the parents lead the discussion.
d. being prepared and planning.

d. being prepared and planning.
46. Ms. Chico, a sixth-grade teacher, arranges a parent-teacher conference with Mr. and Mrs. Yuba to discuss a problem she is having with their son, Bobby, who has learning disabilities. Most authorities would recommend that Ms. Chico

a. emphasize positive things about Bobby, along with the negative.
b. end the conference by summarizing Bobby’s deficit areas.
c. start with business first rather than informal social conversation.
d. use professional language so that the Yubas will view her as a professional.

a. emphasize positive things about Bobby, along with the negative.
47. When preparing for a parent-teacher conference, the teacher should do all of the following EXCEPT

a. consult with other professionals about the student’s behavior.
b. establish the role of authority.
c. review the student’s cumulative records.
d. provide written notice.

b. establish the role of authority.
48. The primary purpose of a home-note program from one of the child’s teachers is to

a. let the teacher know what is going on.
b. enable parents to provide reinforcement for behavior at school.
c. allow parents to communicate with all professionals who deal with their child.
d. document, for legal purposes, communication that has occurred between home and school.

b. enable parents to provide reinforcement for behavior at school.
49. A traveling notebook

a. allows different professionals to communicate with parents.
b. requires a great deal of preparation.
c. is a formal method of communication, i.e., legally it needs to be approved by an administrator, such as a principal during routines that families normally engage in.
d. should remain in school at all times so that the professionals who work with the child will have access to it when they need it.

a. allows different professionals to communicate with parents.
50. Under IDEA, one form of advocacy to which parents are entitled is/are

a. weekly meetings.
b. reciprocity.
c. due process.
d. parent training.

c. due process.