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Test Intellectual Disability and Down's Syndrome
Agenda
QUESTION 1: What does Task Analysis describe in educational intervention?
Present end goal without subdivisions
Memorizing encyclopedic data without practice
Fragmenting a complex skill into small, manageable steps
Substitute continuous assessment for practice
QUESTION 2: Why does the teacher physically demonstrate the task in modeling learning?
Because long verbal instructions can saturate working memory and it is better to show how it is done
To avoid having to plan curriculum
Because students do not need to practice afterwards
To replace the use of visual aids
QUESTION 3: What is phased out during student performance according to the text?
Intrinsic motivation
Functional content
Phonological analysis
Support or scaffolding as the student gains autonomy
QUESTION 4: In students with Down syndrome, what reading approach is initially prioritized?
Intensive syllabic method from the beginning
Global Reading Method with meaningful whole word recognition
Continuous dictation of long texts
Memorization of abstract grammatical rules
QUESTION 5: What is the ultimate goal of the educational intervention described?
Achieving maximum self-determination and functional independence in daily life
Accumulating as much encyclopedic data as possible
Passing standardized tests without accommodations
Eliminating the need for technological aids
QUESTION 6: What examples of functional learning are prioritized in this approach?
Translation of classical Latin texts
Memorization of lists of Visigothic kings
Solving advanced triple integrals
Money management, transportation autonomy and self-care skills
7th QUESTION: What cognitive strength is used in Down syndrome to access reading and writing?
Superiority in sequential auditory processing
Excellent visual memory to recognize meaningful words and images
Advantage in abstract symbolic reasoning
Hyperlexia without intervention
QUESTION 8: What chaining strategy can be used when teaching a sequence of steps?
Substitution of modeling with trial and error only
Interleaving without defining step sequences
Forward or backward chaining to teach steps in sequence
Summative assessment without guided practice
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