OAE Study Guide with Complete
Solutions
What should SPED teachers keep in mind when conducting language-developmen
evaluations for children from linguistically and culturally different backgrounds?
A. Translation of norm-referenced assessments into the child's dominant language is
considered best practice.
B. Language assessments are free from bias because linguistic differences are
independent of race, class, ethnicity, and culture.
C. Children from diverse backgrounds might assign different meaning and importance to
words presented during language assessments.
D. Children from bilingual families should receive assessments at a younger age
because they generally begin talking earlier than children from monolingual families. -
ANSWER-C. Children from diverse backgrounds might assign different meaning and
importance to words presented during language assessments.
A preschool SPED teacher would like to improve children's auditory processing skills
during morning circle time. Which of the filling strategies would best promote this goal?
A. incorporating activities that require active listening comprehension (I.e. identifying the
sources of various sounds, identifying rhyming or non-rhyming words)
B. reminding children to use their "good listening ears" whenever verbal information is
about to be presented
C. presenting challenging language concepts (I.e. yesterday, next week) that require
children to listen attentively in order to determine the meaning
D. providing children with frequent reminders to take turns and listen to one another
during circle time discussions - ANSWER-A. incorporating activities that require active
listening comprehension (I.e. identifying the sources of various sounds, identifying
rhyming or non-rhyming words)
An early childhood SPED teacher overhears a 4y.o. say to a friend "Lets play with the
little mouses in the block corner." Which of the following responses to this statement
would be most appropriate for the teacher to make in this situation?
A. "There are toy mice in the block corner."
B. "When you have more than one mouse, they are called mice."
C. "Have fun playing with the little mice in the block corner."
D. "You can choose between playing with on mouse or with several mice." - ANSWER-
C. "Have fun playing with the little mice in the block corner."
, A Kindergarten student with CP communicates primarily through the use of a digital
communication board. The board contains spaces for up to 12 pictures that can be
easily removed or changed. At the beginning of the school year, the SPED and the child
show the child's other teachers and classmates how to use the board to communicate
with the child. Which of the following additional steps would be most important for the
SPED to take in helping ensure that the child is able to communicate effectively
throughout the school year?
A.Double the size of the child's communication board so that it can hold a greater
number of pictures at a time.
B. Pair the child with a peer who can use the child's communication board and can act
as an interpreter as needed
C. Ensure that pictures on the child's communication board are updated as necessary to
represent changing wants and needs
D. Arrange for a one-on-one aide who can encourag - ANSWER-C. Ensure that pictures
on the child's communication board are updated as necessary to represent changing
wants and needs
Research suggests that children with an expressive language delay in pre-k classrooms
differ significantly from their typical same-age peers in their ability to:
A. follow a teacher's two-step direction
B. engage in functional play
C. participate in show-and-tell activities
D. understand and enjoy group-read-alouds - ANSWER-C. participate in show-and-tell
activities
Alexandra is 6y.o. kindergartner with high-functioning ASD. She is verbal but has
difficulty connecting with other children socially. Every day at recess, Alexandra plays
alone in the sandbox moving a truck back and forth in front of her. The SPED teacher
would like to teach Alexandra how to ask other children if they would like to play with
her. Which of the following instructional strategies would likely be most effective for
helping Alexandra learn this skill?
A. explaining to her that she cannot make any friends if she sits by herself in the
sandbox
B. role-playing a conversation with her about asking a friend to play
C. giving Alexandra a special sticker each time she asks a friend to play at recess
D. showing Alexandra a video of children talking and playing together - ANSWER-B.
role-playing a conversation with her about asking a friend to play
A 1st grade student with a visual impairment draws a picture and then asks the SPED
teacher to write a story below it, which the child begins to dictate. These actions are
typical of a child who has developed which of the following concepts of print?
A. recognizing sentence representation in print
Solutions
What should SPED teachers keep in mind when conducting language-developmen
evaluations for children from linguistically and culturally different backgrounds?
A. Translation of norm-referenced assessments into the child's dominant language is
considered best practice.
B. Language assessments are free from bias because linguistic differences are
independent of race, class, ethnicity, and culture.
C. Children from diverse backgrounds might assign different meaning and importance to
words presented during language assessments.
D. Children from bilingual families should receive assessments at a younger age
because they generally begin talking earlier than children from monolingual families. -
ANSWER-C. Children from diverse backgrounds might assign different meaning and
importance to words presented during language assessments.
A preschool SPED teacher would like to improve children's auditory processing skills
during morning circle time. Which of the filling strategies would best promote this goal?
A. incorporating activities that require active listening comprehension (I.e. identifying the
sources of various sounds, identifying rhyming or non-rhyming words)
B. reminding children to use their "good listening ears" whenever verbal information is
about to be presented
C. presenting challenging language concepts (I.e. yesterday, next week) that require
children to listen attentively in order to determine the meaning
D. providing children with frequent reminders to take turns and listen to one another
during circle time discussions - ANSWER-A. incorporating activities that require active
listening comprehension (I.e. identifying the sources of various sounds, identifying
rhyming or non-rhyming words)
An early childhood SPED teacher overhears a 4y.o. say to a friend "Lets play with the
little mouses in the block corner." Which of the following responses to this statement
would be most appropriate for the teacher to make in this situation?
A. "There are toy mice in the block corner."
B. "When you have more than one mouse, they are called mice."
C. "Have fun playing with the little mice in the block corner."
D. "You can choose between playing with on mouse or with several mice." - ANSWER-
C. "Have fun playing with the little mice in the block corner."
, A Kindergarten student with CP communicates primarily through the use of a digital
communication board. The board contains spaces for up to 12 pictures that can be
easily removed or changed. At the beginning of the school year, the SPED and the child
show the child's other teachers and classmates how to use the board to communicate
with the child. Which of the following additional steps would be most important for the
SPED to take in helping ensure that the child is able to communicate effectively
throughout the school year?
A.Double the size of the child's communication board so that it can hold a greater
number of pictures at a time.
B. Pair the child with a peer who can use the child's communication board and can act
as an interpreter as needed
C. Ensure that pictures on the child's communication board are updated as necessary to
represent changing wants and needs
D. Arrange for a one-on-one aide who can encourag - ANSWER-C. Ensure that pictures
on the child's communication board are updated as necessary to represent changing
wants and needs
Research suggests that children with an expressive language delay in pre-k classrooms
differ significantly from their typical same-age peers in their ability to:
A. follow a teacher's two-step direction
B. engage in functional play
C. participate in show-and-tell activities
D. understand and enjoy group-read-alouds - ANSWER-C. participate in show-and-tell
activities
Alexandra is 6y.o. kindergartner with high-functioning ASD. She is verbal but has
difficulty connecting with other children socially. Every day at recess, Alexandra plays
alone in the sandbox moving a truck back and forth in front of her. The SPED teacher
would like to teach Alexandra how to ask other children if they would like to play with
her. Which of the following instructional strategies would likely be most effective for
helping Alexandra learn this skill?
A. explaining to her that she cannot make any friends if she sits by herself in the
sandbox
B. role-playing a conversation with her about asking a friend to play
C. giving Alexandra a special sticker each time she asks a friend to play at recess
D. showing Alexandra a video of children talking and playing together - ANSWER-B.
role-playing a conversation with her about asking a friend to play
A 1st grade student with a visual impairment draws a picture and then asks the SPED
teacher to write a story below it, which the child begins to dictate. These actions are
typical of a child who has developed which of the following concepts of print?
A. recognizing sentence representation in print
