OAE 013 EARLY CHILDHOOD SPECIAL EDUCATION NEWEST
ACTUAL 2025/2026 QUESTIONS AND ANSWERS
VERIFIED/GRADED A+
25. A special education teacher and a general education
teacher co-teach a kindergarten class that includes several
children with disabilities. At the beginning of the school year
the teachers tell the class that when they want to
communicate important information, one of the teachers will
say, "One, two, three, eyes on me" and then wait for the
children to respond, "One, two, eyes on you." The primary
purpose of this strategy is to:
A. foster a collaborative learning community
B. teach children to focus and pay attention
C. model how to follow classroom rules
D. promote receptive communication skills - ---Answers---B.
teach children to focus and pay attention
- By teaching a simple rhyme to children at the beginning of
the school year, the teachers help the children learn when
they need to regain focus and listen for directions. The
teachers will be able to use this rhyme throughout the school
year as a consistent cue for children to pay attention to what
the teachers have to say next.
26. Josiah, a five-year-old child with an emotional impairment,
is placed in a co-taught kindergarten class. Transition between
activities are difficult for Josiah. He often reacts to them
angrily, yelling or crying and refusing to stop what he is doing.
,Josiah's special education teacher has been helping him
develop effective transitioning skills, and the parents have
been reinforcing the skills at home. Which of the following
additional strategies would likely be most effective for the
early childhood special education teacher to use to help Josiah
with this issue?
A. permitting Josiah to choose between activities when he
transitions cooperatively
B. establishing a cue to alert Josiah a few minutes before
transition times
C. reminding Josiah each morning that he should expect
transitions throughout the day
D. imposing negative consequences whenever Josiah resists
making transitions - ---Answers---B. establishing a cue to
alert Josiah a few minutes before transition times
- Transitions can be difficult for young children and are often
especially difficult for children with emotional impairments. By
establishing a special cue (verbal, nonverbal, auditory, or
visual) for Josiah, he can begin to prepare himself for the end
of one activity and the beginning of another. Cues can be used
in coordination with positive reinforcement when the child
appropriately participates in the transition and can be modified
depending on the location or activity.
27. Arni is a kindergarten student with autism spectrum
disorder (ASD) who is having difficulty adjusting to transition
times during the school day. Which of the following strategies
would be the most effective to help Arni handle transitions?
A. providing Arni with the day's schedule simply laid out in a
picture format that he can check off when each activity ends
,B. handing Arni a picture that represents the next activity that
he will be transitioning to
C. Tapping Arni on the arm and pointing out the various
preparations his classmates are making to move onto the next
activity
D. establishing with a that the teacher will ring a bell when it is
time to transition to each activity - ---Answers---A. providing
Arni with the day's schedule simply laid out in a picture format
that he can check off when each activity ends
- Children with autism spectrum disorder (ASD) tend to think
in patterns and pictures, therefore a schedule with a picture
format is going to be easier for the child to follow especially
when he can check off each activity. Research indicates a
positive correlation between use of visual supports and
schedules and an increase in appropriate behavior, task
completion, and ease of transitions. Children with ASD require
the consistency of a predictable schedule and the visual cues
to organize their day.
28. The most appropriate use of a functional behavior
assessment (FBA) would be to:
A. create a record of a child's behavior to have on file
B. determine the intended purpose of a child's behavior
C. identify natural consequences to address a child's behavior
D. monitor whether a child's behavior is improving - ---
Answers---B. determine the intended purpose of a child's
behavior
- An FBA is a systematic process that uses data to identify
patterns in a child's behavior and determine the purpose or
, function of the behavior for the child. By determining the
purpose of the behavior, educational personnel can then
devise strategies and interventions to teach the child
replacement behaviors and coping strategies.
29. Teachers who have a goal of developing and supporting a
sense of achievement and competence among diverse groups
of children should begin by considering which of the following
questions?
A. Do I allow differences in culture, language, and behavior to
shape my perceptions about children's motivation and ability to
learn?
B. How frequently do I interact with individual children to make
sure that I am meeting their learning needs?
C. Am I consistent in providing an equal amount of time to each
child, regardless of ability, language, and behavior?
D. Have I clearly communicated my belief that the children are
capable of mastering the targeted concepts and skills? - ---
Answers---A. Do I allow differences in culture, language, and
behavior to shape my perceptions about children's motivation
and ability to learn?
-Preconceived ideas about the motivation and ability of
children to learn that are based on children's languages,
cultures, and behaviors present a significant barrier to
providing equitable instruction. For example, these
preconceived ideas may lead a teacher to have lower
expectations for some groups of children. To develop and
support a positive classroom climate that promotes learning,
achievement, and competence, a teacher must view children
as individuals who have unique assets and needs and provide
instruction that is responsive to those assets and needs.
ACTUAL 2025/2026 QUESTIONS AND ANSWERS
VERIFIED/GRADED A+
25. A special education teacher and a general education
teacher co-teach a kindergarten class that includes several
children with disabilities. At the beginning of the school year
the teachers tell the class that when they want to
communicate important information, one of the teachers will
say, "One, two, three, eyes on me" and then wait for the
children to respond, "One, two, eyes on you." The primary
purpose of this strategy is to:
A. foster a collaborative learning community
B. teach children to focus and pay attention
C. model how to follow classroom rules
D. promote receptive communication skills - ---Answers---B.
teach children to focus and pay attention
- By teaching a simple rhyme to children at the beginning of
the school year, the teachers help the children learn when
they need to regain focus and listen for directions. The
teachers will be able to use this rhyme throughout the school
year as a consistent cue for children to pay attention to what
the teachers have to say next.
26. Josiah, a five-year-old child with an emotional impairment,
is placed in a co-taught kindergarten class. Transition between
activities are difficult for Josiah. He often reacts to them
angrily, yelling or crying and refusing to stop what he is doing.
,Josiah's special education teacher has been helping him
develop effective transitioning skills, and the parents have
been reinforcing the skills at home. Which of the following
additional strategies would likely be most effective for the
early childhood special education teacher to use to help Josiah
with this issue?
A. permitting Josiah to choose between activities when he
transitions cooperatively
B. establishing a cue to alert Josiah a few minutes before
transition times
C. reminding Josiah each morning that he should expect
transitions throughout the day
D. imposing negative consequences whenever Josiah resists
making transitions - ---Answers---B. establishing a cue to
alert Josiah a few minutes before transition times
- Transitions can be difficult for young children and are often
especially difficult for children with emotional impairments. By
establishing a special cue (verbal, nonverbal, auditory, or
visual) for Josiah, he can begin to prepare himself for the end
of one activity and the beginning of another. Cues can be used
in coordination with positive reinforcement when the child
appropriately participates in the transition and can be modified
depending on the location or activity.
27. Arni is a kindergarten student with autism spectrum
disorder (ASD) who is having difficulty adjusting to transition
times during the school day. Which of the following strategies
would be the most effective to help Arni handle transitions?
A. providing Arni with the day's schedule simply laid out in a
picture format that he can check off when each activity ends
,B. handing Arni a picture that represents the next activity that
he will be transitioning to
C. Tapping Arni on the arm and pointing out the various
preparations his classmates are making to move onto the next
activity
D. establishing with a that the teacher will ring a bell when it is
time to transition to each activity - ---Answers---A. providing
Arni with the day's schedule simply laid out in a picture format
that he can check off when each activity ends
- Children with autism spectrum disorder (ASD) tend to think
in patterns and pictures, therefore a schedule with a picture
format is going to be easier for the child to follow especially
when he can check off each activity. Research indicates a
positive correlation between use of visual supports and
schedules and an increase in appropriate behavior, task
completion, and ease of transitions. Children with ASD require
the consistency of a predictable schedule and the visual cues
to organize their day.
28. The most appropriate use of a functional behavior
assessment (FBA) would be to:
A. create a record of a child's behavior to have on file
B. determine the intended purpose of a child's behavior
C. identify natural consequences to address a child's behavior
D. monitor whether a child's behavior is improving - ---
Answers---B. determine the intended purpose of a child's
behavior
- An FBA is a systematic process that uses data to identify
patterns in a child's behavior and determine the purpose or
, function of the behavior for the child. By determining the
purpose of the behavior, educational personnel can then
devise strategies and interventions to teach the child
replacement behaviors and coping strategies.
29. Teachers who have a goal of developing and supporting a
sense of achievement and competence among diverse groups
of children should begin by considering which of the following
questions?
A. Do I allow differences in culture, language, and behavior to
shape my perceptions about children's motivation and ability to
learn?
B. How frequently do I interact with individual children to make
sure that I am meeting their learning needs?
C. Am I consistent in providing an equal amount of time to each
child, regardless of ability, language, and behavior?
D. Have I clearly communicated my belief that the children are
capable of mastering the targeted concepts and skills? - ---
Answers---A. Do I allow differences in culture, language, and
behavior to shape my perceptions about children's motivation
and ability to learn?
-Preconceived ideas about the motivation and ability of
children to learn that are based on children's languages,
cultures, and behaviors present a significant barrier to
providing equitable instruction. For example, these
preconceived ideas may lead a teacher to have lower
expectations for some groups of children. To develop and
support a positive classroom climate that promotes learning,
achievement, and competence, a teacher must view children
as individuals who have unique assets and needs and provide
instruction that is responsive to those assets and needs.
