Pretest - Webinar 4B: Developmental Issues That May Affect Young Children Who Have CVI Including Those Who are Deaf-Blind Part 2
Series 4: Approaches from the CVI Companion Guide: Early Intervention and Preschool

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* 1. Enter name (Last, First)

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* 2. Enter email address

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* 3. Which team model in early intervention service delivery does NOT facilitate collaboration across service providers of different disciplines?

A - Transdisciplinary

B - Interdisciplinary

C - Multidisciplinary

D - Primary service provider

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* 4. What are the benefits of using an objective-within-routine matrix for intervention planning?

A - Provides a format for consistent learning opportunities in daily activities.

B - Provides a format for data collection

C - Provides a format for all service providers

D - All of the above

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* 5. What does The Communication Matrix measure?

A - The receptive communication of children with disabilities.

B - The expressive communication of children with disabilities.

C - The receptive and expressive communication of children with disabilities.

D - The communication of AAC users.

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* 6. Meiling is a three-year-old with CVI who is fully included in her neighborhood preschool. Sonia, her teacher of students with visual impairments wants to make sure that Meiling’s visual needs are addressed throughout the day. How could Sonia do this?

A - Spend as much time in the classroom as possible.

B - Make a list of the manifestations of CVI that Meiling demonstrates.

C - Collaborate with the classroom teacher to develop an objective-within-routines matrix that embeds opportunities for Meiling to use her vision.

D - Collaborate with the classroom teacher to identify skills that Meiling needs to participate in daily activities.

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* 7. Why should early interventionists and teachers identify a young child’s strengths and areas of interest?

A - So that time is not wasted working on the child’s areas of interest and strengths.

B - So that an area of interest and strength may be used to address a challenging area for the child.

C - So that the child’s strengths can be compared to areas of need.

D - So that areas of interest may be used to develop positive behavior supports.

Pretest - Webinar 4B: Developmental Issues That May Affect Young Children Who Have CVI Including Those Who are Deaf-Blind Part 2Series 4: Approaches from the CVI Companion Guide: Early Intervention and Preschool

Question Title

* 1. Enter name (Last, First)

Question Title

* 2. Enter email address

Question Title

* 3. Which team model in early intervention service delivery does NOT facilitate collaboration across service providers of different disciplines?

Question Title

* 4. What are the benefits of using an objective-within-routine matrix for intervention planning?

Question Title

* 5. What does The Communication Matrix measure?

Question Title

* 6. Meiling is a three-year-old with CVI who is fully included in her neighborhood preschool. Sonia, her teacher of students with visual impairments wants to make sure that Meiling’s visual needs are addressed throughout the day. How could Sonia do this?

Question Title

* 7. Why should early interventionists and teachers identify a young child’s strengths and areas of interest?

Pretest - Webinar 4B: Developmental Issues That May Affect Young Children Who Have CVI Including Those Who are Deaf-Blind Part 2
Series 4: Approaches from the CVI Companion Guide: Early Intervention and Preschool