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Inclusion
Peer Support
Tutoring
Circle of Friends
Positive Interactions
100
1. When promoting social acceptance teachers should do which of the following:
a. Describe the new students before they arrive in class b. Remind the class what it feels like to enter a new classroom environment c. Ask students to brainstorm strategies to help the new student to feel more accepted d. All of these e. None of these
100
6. Teachers who are choosing peer assistants should consider students who exhibit which of the following behaviors?
a. Attend school regularly b. Exhibit appropriate social skills c. Follow instructions d. All of these e. None of these
100
11. A program in which students tutor students who are the same age is called
a. Same-age tutoring b. Class wide peer tutoring c. Cross-age tutoring d. Private tutoring
100
16. A strategy in which students are assigned to small groups and work together to complete group activities is called which of the following?
a. Peer assistance b. Collaborative learning c. Peer tutoring d. Group work
100
21. When evaluating collaborative learning, teachers should consider which of the following?
a. Group efforts only b. Individual efforts only c. Group efforts for special needs student and individual efforts for typically developing students d. Group and individual efforts for all students
200
2. The Circle of Friends and Special Friends activities have been used to do which of the following?
a. Promote academic success b. Promote social acceptance c. Promote cooperative learning d. Promote teacher effectiveness
200
7. When the teacher uses procedures intended to enlist peer assistance in promoting social interaction with withdrawn or “isolate” children which may include children with autism this teacher is using what procedures?
a. Peer social initiation b. Peer tutoring c. Cross-age peer tutoring d. None of the above
200
12. A program in which all students in the class are placed in pairs that alternate rolls of tutor and tutee is called
a. Same-age tutoring b. Class wide peer tutoring c. Cross-age tutoring d. Private tutoring
200
17. When using collaborative learning, important elements include which of the following?
a. Allowing students choose group members b. Allowing students to choose the activity c. Creating objectives d. All of these
200
22. Explaining procedures and roles, role playing the role, and teaching social skills should be done for which of the following?
a. All students b. Students with special needs c. At-risk students d. Typically developing students
300
3. When using peer assistance programs, consider all of the following EXCEPT:
a. Determine the situation that requires peer assistance b. Ask the student who is disabled if he or she wants help c. Identify the student who can serve as the peer assistance d. Provide training for both students before starting
300
8. Explaining what is expected, role-playing, and encouraging students not to give up are all important when training which of the following?
a. Study skills b. Peer assistants c. Special needs students d. All students
300
13. Considerations for implementing elements of class wide peer tutoring programs include all of the following EXCEPT
a. Tutoring materials b. Scheduling c. Training d. Hiring an assistant
300
18. Planning whether groups will be heterogeneous or homogeneous, how long the groups should work together, considering the physical arrangement of the group, and deciding which roles the students will assume in their group are all elements of which of the following?
a. Creating objectives b. Determining group parameters c. Monitoring group activities d. Evaluating group and individual efforts
300
23. Teaching how to interact appropriately, how to accept individual differences, and positive peer interactions should be done for which of the following?
a. All students b. Students with special needs c. At-risk students d. Typically developing students
400
4.Peer assistants can be used in which of the following ways?
a. Providing concrete visual models to demonstrate what students are to do b. Completing assignments for the disabled student c. Assisting with speaking tasks if the student has communication problems d. A and C e. All of these
400
9. Improved academic skills, positive attitudes toward their partner, positive attitudes toward the content, and positive attitude toward school have all been noted as benefits of which of the following?
a. Peer tutoring b. Large group instruction c. Small group instruction d. One-to-one instruction
400
14. One of the recommendations for implementing class wide peer tutoring has to do with scheduling. What is the recommended schedule for the use of these tutoring sessions?
a. 2 days per week, 15 minutes per day, for 3 weeks b. 3 days per week, 35 minutes per day, for 15 weeks c. 5 days per week, 30 minutes per day, for 10 weeks d. 1 day per week, 35 minutes per day, for 15 weeks
400
19. When explaining group goals and rewards to members, students should be aware that they are responsible for which of the following?
a. Their own learning b. The learning of the group c. The learning of the entire class d. A and B e. All of these
400
Some advantages noted for cooperative learning include which of the following?
a. Improved achievement b. Improved group interactions c. Social learning d. All of these e. None of these
500
5.Enlisting peer assistance in promoting social interactions with children who are withdrawn is called which of the following?
a. Peer assistance b. Peer evaluation c. Peer tutoring d. Peer social initiation
500
10. A program in which older students serve as tutors for younger, lower functioning students is called
a. Same-age tutoring b. Class wide peer tutoring c. Cross-age tutoring d. Private tutoring
500
15. When choosing tutoring materials, teachers should consider which of the following?
a. Basal readers b. Novels c. Library books d. All of these e. None of these
500
20. Ensuring that students are on task, teaching collaborative skills when necessary, and providing closure are important elements of which of the following?
a. Creating objectives b. Determining group parameters c. Monitoring group activities d. Evaluating group and individual efforts
500
25. Examples of cooperative learning arrangements and activities include all of the following EXCEPT
a. Student Teams-Achievement Divisions b. Cooperative Integrated Reading and Composition c. Inquiry-based science d. Jigsaw