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OT 251 Module 4 tRAP (Middle Childhood)

Quiz by Linsey Smith

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15 questions
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  • Q1
    Which of the following is supported by research on recess?
    A. Elementary school students are less attentive in the classroom after recess than before it
    C. In more than half of U.S. elementary schools, recess is scheduled several times each day
    D. Over half of U.S. schools no longer provide recess to students as young as second grade
    B. Elementary school students are more attentive in the classroom after recess than before it
  • Q2
    Which of the following statements about resilience is true?
    B. Children with a learned-helplessness approach to new situations are more likely to be resilient
    D. Because they are repeatedly exposed to adversity, abused children become increasingly resilient over time
    A. Resilience is less common among children with a mastery-oriented approach to new situations
    C. Resilience enables children to use internal and external resources to cope with adversity
  • Q3
    Many experts believe that schools should not only offer more frequent physical education classes but should put less emphasis on ________________ and more emphasis on ________________ in their physical education programs.
    B. informal games and individual exercise; competitive sports
    D. individual exercise; diet and nutritional information
    C. individual effort; grades
    A. competitive sports; information games and individual exercise
  • Q4
    "Miguel is smart, but he is just not living up to his potential in the classroom." This statement by Miguel's teacher makes you wonder if Miguel may have what disability/diagnosis?
    B. Intellectual disability
    D. Cerebral palsy
    C. Learning disability
    A. Autism
  • Q5
    Marlena is enrolled in an early intervention program that encourages learned-helpless children to believe they can overcome failure by exerting more effort. This approach is known as
    B. Attribution retraining
    D. Identity achievement
    C. Achievement motivation
    A. Vicarious learning
  • Q6
    Teachers who are _________________ and emphasize __________________ tend to have mastery-oriented students.
    B. strict; getting good grades
    C. helpful; learning over getting good grades
    A. indulgent; having fun
    D. caring; getting good grades
  • Q7
    Which of the following statements about inclusion is true?
    A. Most children with special needs function best when they receive all of their instruction in a resource room.
    B. Full inclusion is the most effective approach for educating children with special needs. 
    D. Children with special needs often do best when they receive instruction in a resource room for part of the day and in the regular classroom for the remainder.
    C. Inclusive classrooms enhance academic achievement for all students with special needs. 
  • Q8
    In social-constructivist classrooms,
    D. peer collaboration is discouraged. 
    C. students' learning is jointly constructed with the teacher and peers.
    B. students are encouraged to construct their own knowledge through independent learning activities. 
    A. the teacher is the sole authority for knowledge and decision making
  • Q9
    Educators who advocate a whole-language approach argue that
    C. From the beginning, children should be exposed to text in its complete form so that they can appreciate the communicative function of written language.
    D. Before exposing them to written text, children should be coached on the basic rules for translating written symbols into sounds. 
    B. Young children should be given simplified text materials to facilitate beginning reading.
    A. Children need to first learn basics before reading narratives. 
  • Q10
    Ten-year-old Nadia enjoys making up games and playing them with her friends. Playing these child-invented games probably allows Nadia to
    D. try out different styles of cooperating and competing with little personal risk.
    B. play without rules and increase her popularity.
    C. develop challenging physical skills, both gross and fine motor. 
    A. compete against her friends and establish a dominance hierarchy.
  • Q11
    Children with ADHD may have difficulty with which of the following school demands?
    A. Focusing on the teacher when she lectures
    D. All of the above
    B. Sitting in one's seat throughout most of the day
    C. Complying with rules
  • Q12
    Research on educational philosophies indicates that
    B. children in constructive classrooms have a slight edge in academic achievement over those in traditional classrooms.
    D. constructive classrooms tend to undermine academic motivation and achievement, especially in low-SES children. 
    C. constructive classrooms rely on passive student listening and completion of teacher-assigned tasks.
    A. constructivist classrooms are associated with gains in critical thinking and greater social and moral maturity.
  • Q13
    When Tyler receives a high test grade, he attributes it to luck, but when he gets a low test grade he attributes it to ability. This is an example of which of the following?
    D. a realistically oriented view of ability. 
    A. an ideal self. 
    B. mastery-oriented attributions.
    C. learned helplessness.
  • Q14
    Attribution research shows that
    B. compared to U.S. mothers, Chinese mothers offer more praise after success
    C. boys are more likely than girls to blame their lack of ability for poor performance
    D. compared to low-SES ethnic minority children, white children tend to receive less favorable feedback from teachers
    A. well-intended messages from adults sometimes undermine children's competence
  • Q15
    Research on peer groups during middle childhood shows that
    D. within peer groups, children learn cooperation, leadership, and loyalty to collective goals.
    A. formal peer groups, such as 4-H or religious groups, often fail to satisfy children's desire for group membership. 
    B. children who belong to a peer group rarely use relationally aggressive tactics to oust no longer "respected" children. 
    C. belonging to a peer group diminishes opportunities to acquire socially competent behavior.

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