Communicating & Collaborating with Students with Emotional Impairments & Their Parents Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

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Question 1 1. What is cultural competency?

Question 2 2. How can culture influence the effectiveness of medicine?

Question 3 3. Which of these may be needed for developing cross-cultural communication skills?

Question 4 4. Which of the following would a teacher NOT need information from home about?

Question 5 5. Which of the following is NOT a reason to collaborate with parents?

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Question 6 6. What information would the teacher NOT convey at meet the teacher night?

Question 7 7. Which of the following external resources is frequently helpful for parents of students with emotional impairments?

Question 8 8. Many parents of children with emotional impairments feel a strong sense of _____ regarding their children's struggles.

Question 9 9. Which of the following is a common home life struggle for families of children with emotional impairments?

Question 10 10. According to research, schools that make parent involvement a priority see _____ .

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Question 11 11. According to the text, when should parental involvement in a child's education slow down?

Question 12 12.

Which two associations can parents participate in to get involved in decision-making and educational services?

I. PTA

II. PTO

III. PEO

IV. NEA

Question 13 13. Which is NOT an example of a general, non-personal method of communication?

Question 14 14. Many of a student's unique qualities that are tied to their worldview come directly from their _____.

Question 15 15. If a teacher is pressed for time, which situation best warrants a personal message or phone call home?

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Question 16 16. What is something that can be done to make the family feel encouraged to stay involved in the IEP process?

Question 17 17. Why do parents get overwhelmed by the IEP process?

Question 18 18. Why is the parent's role so important in the IEP process?

Question 19 19. To foster a positive environment, how should you begin a special education meeting with a parent?

Question 20 20. How should you think of the parents of your special education students?

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Question 21 21. How should you communicate with the parents of your special education students?

Question 22 22. What is the general rule when communicating with or about people with disabilities?

Question 23 23. When introducing yourself to someone with a disability, what's generally polite to do?

Question 24 24. Which of these words carries inherently negative connotations when communicating about people with disabilities?

Question 25 25. Which of the following is an example of giving your child an appropriate choice?

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Question 26 26. Establishing routines is an effective behavior intervention strategy for parents because _____.

Question 27 27. Behavior intervention strategies should be implemented at home with _____.

Question 28 28. What is the first step in achieving cultural competency?

Question 29 29. Who collaborates to ensure student success?

Question 30 30. What might you tell a parent of a child with emotional impairments who is very worried about their child's future independence?

Communicating & Collaborating with Students with Emotional Impairments & Their Parents Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

MTTC Emotional Impairment (059): Practice & Study Guide  /  Psychology Courses
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