Question 1
A child with serious emotional disturbance (SED) is enrolled in a third-grade class. Which of the following strategies reflects an effective modified curricular approach to meeting this child's needs?
◦ setting clear limits and creating a reward system to reinforce these
◦ moving desks to reduce social interaction during work time
◦ relaxing the rules about sitting still or being quiet
◦ rearranging the classroom to create a quiet, less stimulating space for the child to work
Question 2
A student with autism is enrolled in a second-grade class, and his teacher hopes to encourage his social-skill development and friendship-building during the school day. Which of the following methods is most likely to be effective?
◦ No strategy will be effective, since children with autism are unable to enter into high-quality friendships with peers.
◦ The teacher provides the boy with a script for entering play situations and then allows him to implement it on his own.
◦ The teacher helps the child to minimize any outward displays that would indicate his disorder to other children.
◦ The teacher encourages other students to initiate contact and conversation with this boy.
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