OAE 013 EARLY 2025
CHILDHOOD SPECIAL
EDUCATION
ANSWER ALL QUESTIONS IN THIS SECTION
QUESTION 1
A special education teacher is teaching a six-year old child with autism spectrum
disorder (ASD) to independently wash his hands each time after using the
bathroom. Which of the following instructional activities should the special
education teacher integrate into the curriculum to address this skill?
A. Showing a video during recess that presents children washing their hands after
coming out of the bathroom.
B. Planning a drawing activity as part of art class that involves various life skills
that need to be reinforced.
C. Implementing a whole-group writing activity around this topic that involves the
class in the learning process.
D. Creating a social story to read with the children that provides clear expectations
and a visual sequence. - ANSWERS-D. Creating a social story to read with the
children that provides clear expectations and a visual sequence.
-Social stories are evidence-based intervention that supports children with ASD in
learning routines, expectations, vocabulary, and language skills. Social stories can
be used to teach and reinforce appropriate behavior by presenting the information
in a visual, concrete format.
END OF
PAGE 1
, OAE 013 EARLY 2025
CHILDHOOD SPECIAL
EDUCATION
QUESTION 2
Fiona, a prekindergarten student with a developmental delay, eats all her food with
her fingers. Her early childhood special education teachers would like to begin
instruction for Fiona to learn to use utensils when eating. The teacher contacts her
parents to coordinate teaching and using this skill at school and at home. Fiona's
parents feel this skill will be too difficult for her, and they don't have time during
meals to help her. This situation most closely reflects which of the following
conclusions?
A. Parents/guardians often view skills learned at school as separate and
disconnected from those learned at home.
B. Adaptive skills taught at school school reflect only those skills that can be
practiced with parents'/guardians' at home.
C. Parents'/guardians' expectations may affect the growth of adaptive skills in
young children disabilities.
D. Adaptive skills curriculum should not take precedence over ac - ANSWERS-C.
Parents'/guardians' expectations may affect the growth of adaptive skills in young
children disabilities.
-Adaptive skills are those practical skills that are needed for daily independent
functioning. There are ten skill areas that include self-care, communication, social-
personal, and health-safety skills. We learn adaptive skills in our everyday
interactions with and observe others and the world around us. The home
END OF
PAGE 2
, OAE 013 EARLY 2025
CHILDHOOD SPECIAL
EDUCATION
environment, parental expectations, and family involvement are essential in
providing opportunities for the young child to observe and experiment with
becoming increasingly independent. The early childhood special education teacher
can be a positive coach for parents to encourage and model high expectations and
developmentally appropriate goals for each child to attain.
QUESTION 3
A child with short-term memory deficits would likely have the most difficult with
which of the following tasks?
A. Reciting the alphabet.
B. Self-correcting written work.
C. Following multi-step oral directions.
D. Recognizing sight words. - ANSWERS-C. Following multi step oral directions.
-A child with short-term memory deficits would find retaining new information to
be difficult. Following multi step oral directions would require the child to use
auditory short-term memory. Research supports the use of visual materials
presented along with verbal information to allow for greater understanding and
processing of new learning, and less dependence on auditory short term memory.
QUESTION 4
END OF
PAGE 3
, OAE 013 EARLY 2025
CHILDHOOD SPECIAL
EDUCATION
An early childhood education teacher plans activities to promote the cognitive
development of Anna, a nine-month-old with a developmental delay. The teacher
would like to specifically focus on Anna's understanding of cause and effect.
Which of the following activities is the most appropriate for this goal?
A. Reading a board book that includes vivid images to Anna.
B. Singing familiar songs with rhyming words to Anna.
C. Encouraging Anna to shake various rattles.
D. Encouraging Anna to touch a variety of textured materials. - ANSWERS-C.
Encouraging Anna to shake various rattles.
-The development of cause and effect is one important step in the process of
cognitive development for infants. As very young children acquire and consolidate
knowledge, they expand their abilities in a variety domains- including language,
motor, and perceptual reasoning. Infants learn cause and effect by shaking rattles.
They learn quickly that when they move the rattle (cause) it makes noise (effect).
In developing and understanding of cause-and-effect relationships, infants begin to
develop problem-solving skills and predictive knowledge of the world around
them.
QUESTION 5
An early childhood special education teacher is working with a five-year-old with
an intellectual disability. Which of the following activities would be most effective
for promoting the development of this child's cognitive skills?
A. Stringing large beads onto a shoelace.
END OF
PAGE 4
CHILDHOOD SPECIAL
EDUCATION
ANSWER ALL QUESTIONS IN THIS SECTION
QUESTION 1
A special education teacher is teaching a six-year old child with autism spectrum
disorder (ASD) to independently wash his hands each time after using the
bathroom. Which of the following instructional activities should the special
education teacher integrate into the curriculum to address this skill?
A. Showing a video during recess that presents children washing their hands after
coming out of the bathroom.
B. Planning a drawing activity as part of art class that involves various life skills
that need to be reinforced.
C. Implementing a whole-group writing activity around this topic that involves the
class in the learning process.
D. Creating a social story to read with the children that provides clear expectations
and a visual sequence. - ANSWERS-D. Creating a social story to read with the
children that provides clear expectations and a visual sequence.
-Social stories are evidence-based intervention that supports children with ASD in
learning routines, expectations, vocabulary, and language skills. Social stories can
be used to teach and reinforce appropriate behavior by presenting the information
in a visual, concrete format.
END OF
PAGE 1
, OAE 013 EARLY 2025
CHILDHOOD SPECIAL
EDUCATION
QUESTION 2
Fiona, a prekindergarten student with a developmental delay, eats all her food with
her fingers. Her early childhood special education teachers would like to begin
instruction for Fiona to learn to use utensils when eating. The teacher contacts her
parents to coordinate teaching and using this skill at school and at home. Fiona's
parents feel this skill will be too difficult for her, and they don't have time during
meals to help her. This situation most closely reflects which of the following
conclusions?
A. Parents/guardians often view skills learned at school as separate and
disconnected from those learned at home.
B. Adaptive skills taught at school school reflect only those skills that can be
practiced with parents'/guardians' at home.
C. Parents'/guardians' expectations may affect the growth of adaptive skills in
young children disabilities.
D. Adaptive skills curriculum should not take precedence over ac - ANSWERS-C.
Parents'/guardians' expectations may affect the growth of adaptive skills in young
children disabilities.
-Adaptive skills are those practical skills that are needed for daily independent
functioning. There are ten skill areas that include self-care, communication, social-
personal, and health-safety skills. We learn adaptive skills in our everyday
interactions with and observe others and the world around us. The home
END OF
PAGE 2
, OAE 013 EARLY 2025
CHILDHOOD SPECIAL
EDUCATION
environment, parental expectations, and family involvement are essential in
providing opportunities for the young child to observe and experiment with
becoming increasingly independent. The early childhood special education teacher
can be a positive coach for parents to encourage and model high expectations and
developmentally appropriate goals for each child to attain.
QUESTION 3
A child with short-term memory deficits would likely have the most difficult with
which of the following tasks?
A. Reciting the alphabet.
B. Self-correcting written work.
C. Following multi-step oral directions.
D. Recognizing sight words. - ANSWERS-C. Following multi step oral directions.
-A child with short-term memory deficits would find retaining new information to
be difficult. Following multi step oral directions would require the child to use
auditory short-term memory. Research supports the use of visual materials
presented along with verbal information to allow for greater understanding and
processing of new learning, and less dependence on auditory short term memory.
QUESTION 4
END OF
PAGE 3
, OAE 013 EARLY 2025
CHILDHOOD SPECIAL
EDUCATION
An early childhood education teacher plans activities to promote the cognitive
development of Anna, a nine-month-old with a developmental delay. The teacher
would like to specifically focus on Anna's understanding of cause and effect.
Which of the following activities is the most appropriate for this goal?
A. Reading a board book that includes vivid images to Anna.
B. Singing familiar songs with rhyming words to Anna.
C. Encouraging Anna to shake various rattles.
D. Encouraging Anna to touch a variety of textured materials. - ANSWERS-C.
Encouraging Anna to shake various rattles.
-The development of cause and effect is one important step in the process of
cognitive development for infants. As very young children acquire and consolidate
knowledge, they expand their abilities in a variety domains- including language,
motor, and perceptual reasoning. Infants learn cause and effect by shaking rattles.
They learn quickly that when they move the rattle (cause) it makes noise (effect).
In developing and understanding of cause-and-effect relationships, infants begin to
develop problem-solving skills and predictive knowledge of the world around
them.
QUESTION 5
An early childhood special education teacher is working with a five-year-old with
an intellectual disability. Which of the following activities would be most effective
for promoting the development of this child's cognitive skills?
A. Stringing large beads onto a shoelace.
END OF
PAGE 4
