EDS500 Chapter 4: Parents and Families
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.
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.
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
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.
a. informal family service plan.
b. individualized family service plan.
c. initial family service program.
d. interchangeable family service program.
a. about 5%
b. less than 10%
c. about 20%
d. over 50%
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.
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 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.
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. financial assistance.
b. providing comfort and support.
c. recommending professional help.
d. determining the genetic cause of the disability.
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.
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. 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
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.
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.
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.
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.
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. 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. 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.
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.
a. family functions.
b. family characteristics.
c. family interactions.
d. family life cycle.
a. do not value education for their children.
b. are neglectful.
c. need to attend to other functions.
d. have little to contribute.
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. infancy to age five.
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.
a. emotional support.
b. formal, professional support.
c. support from neighbors.
d. Support from family members.
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.
c. social workers
d. local employers
a. a family’s church
b. a parental support group
c. a subscription to a disability journal
d. an internet news group
a. Down syndrome.
b. emotional or behavioral disorders.
c. learning disabilities.
d. physical disabilities.
a. antecedent events.
b. contextual factors maintaining behavior.
c. consequences of behavior.
d. disciplinary style.
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. 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.
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.
c. extracurricular activities
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.
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.
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. 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.
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.
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. weekly meetings.
c. due process.
d. parent training.