Introduction To Young Children With Special Needs Birth Through Age Eight 4Th Edition Gargiulo Test Bank Full Chapter PDF

Gargiulo/Kilgo, An Introduction to Young Children with Special Needs, 4th Edition
Solution Manual for Introduction to Young Children with

Special Needs Birth Through Age Eight 4th Edition
Gargiulo Kilgo 1133959202 9781133959205
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Chapter 4: Assessment of Young Children with Special Needs
MULTIPLE CHOICE
1. Early childhood ___________ is a flexible, collaborative decision-making process in which

teams of parents and professionals repeatedly revise their judgments and make decisions.
a. screening c. assessment
b. diagnosis
ANS: C REF: p. 86
2. The word assessment can be traced to the Latin word assidre, which means to ____________.
a. “stand behind” c. “sit beside”
b. “stand beside”
ANS: C REF: p. 86 KEY: WWW
3. The Individuals with Disabilities Education Act (2004) requires that a(n) __________ team be
involved in the assessment of young children.
a. interdisciplinary c. multidisciplinary
b. transdisciplinary
ANS: C REF: p. 87
4. Norm-referenced tests provide a(n) _________ that is relative to other children in a particular
group.
a. developmental range c. score
b. profile
5. Scores reported that _____________ are the average age at which 50 percent of the normative
sample achieved a particular raw score.
a. percentile ranks c. cumulative profiles
b. developmental age scores
Copyright © 2014 Cengage Learning. All rights reserved.

Test Bank 4-2
ANS: B REF: p. 89
6. _____________ are used to interpret a child’s performance in relation to specific curriculum

objectives.
a. Curriculum-based assessments c. Standardized tests
b. Criterion-referenced assessments
ANS: A REF: p. 89 KEY: WWW
7. ________ refers to the consistency or dependability of an assessment instrument over time

and across observers.
a. Validity c. Measurability
b. Reliability
ANS: B REF: p. 89
8. The extent to which an assessment instrument measures what it was designed to measure is
called ____________.
a. validity c. measurability
b. reliability
ANS: A REF: p. 89
9. ___________ validity is concerned with how well a test correlates with other accepted
measures of performance administered close in time to the first.
a. Predictive c. Concurrent
b. Construct
ANS: C REF: p. 90
10. ___________________ is a comprehensive term used to represent the process of observing,

recording, collecting, and otherwise documenting what children do and how they do it.
a. Comprehensive assessment c. Individualized assessment
b. Authentic assessment
ANS: B REF: p. 90
11. _________________ is a systematic process of gathering recordings of young children’s

behavior in real-life situations and familiar settings within their environments.
a. Play-based assessment c. Observational assessment
b. Collaborative assessment
ANS: C REF: p. 90
12. _______________ are conducted by a group of professionals from various disciplines along
with the child’s family.
a. Arena assessments c. Individualized assessments
b. Integrated assessments

Test Bank 4-3
13. Assessment procedures should be comprehensive in coverage and focus on children’s

_________ abilities.
a. overall c. social and emotional
b. motor and visual
ANS: A REF: p. 91
14. A(n) _______________ is a standardized measure of intellectual functioning.

a. curriculum-based assessment c. intelligence test
b. play-based assessment
ANS: C REF: p. 92

Test Bank 4-4
15. A culturally _________ assessment is one that measures only skills and abilities valued by the
dominant Western culture.
a. biased c. sensitive
b. appropriate
ANS: A REF: p. 93
16. The principle behind a ________________ is that assessment should occur across a number of
environmental contexts, including the home, school, childcare, and other relevant natural
environments.
a. multisource assessment c. multicontext assessment
b. team-based assessment
ANS: C REF: p. 94
17. One of the first screenings experienced by infants and their families that has been found to be
an accurate predictor of future developmental progress is called a(n) ___________ scale.
a. Hanson c. Apgar
b. Johnson
18. ___________ is a procedure designed to identify children who need to be referred for more
in-depth assessment.
a. Evaluation c. Home/family interview
b. Screening
ANS: B REF: p. 98
19. __________ refers to a screening instrument’s ability to identify children who need additional
assessment.
a. Specificity c. Validity
b. Sensitivity
ANS: B REF: p. 99
20. A test that is ________ will not refer children who do not need further assessment.
a. specific c. valid
b. sensitive
21. If a child meets the eligibility criterion and is determined eligible to receive early childhood
special education services, the next step in the process is assessment for ______________.
a. progress monitoring c. screening
b. program planning
ANS: B REF: 103 KEY: WWW

Test Bank 4-5
22. The _______ is required for the provision of early intervention services for eligible infants
and toddlers, age birth to three, and their families.
a. IEP c. IFSP
b. IDEA
ANS: C REF: p. 104
23. An approach that has been used for many years to help ensure that the family has input into
the assessment process is referred to as _________ or outcome- driven assessment.
a. top-right c. top-left
b. top-down
ANS: B REF: p. 105
24. _________________ are being used to replace traditional assessment practices when planning
interventions for young children with delays or disabilities.
a. Curriculum-based assessments c. Naturalistic assessments
b. Screenings
ANS: C REF: p. 106
25. The result of the ecological assessment is a(n) ________ that can be followed to decide the
skill areas on which to focus and the specific skills to be observed during the assessment.
a. protocol c. plan
b. evaluation
ANS: A REF: p. 108
26. Written notes on specific behaviors, including events that precede and follow each behavior
observed, are called ____________________.
a. teacher observations c. behavior observations
b. anecdotal records
ANS: B REF: p. 112 KEY: WWW
27. A(n) _____________ is a record of children’s progress collected over time.

a. anecdotal observation c. individualized assessment
b. portfolio assessment
ANS: B REF: p. 112
28. A _______________ is an objective, systematic process for gathering information about a

program which can be utilized for a variety of purposes.
a. program evaluation c. program portfolio
b. program assessment
ANS: A REF: p. 115

Test Bank 4-6
29. Assessment of young children with disabilities or delays is a(n) ______________ process
with overlapping components rather than a single procedure.
a. developmental c. comprehensive
b. individualized
ANS: C REF: 117
TRUE/FALSE
1. Early childhood assessment is a flexible, collaborative decision-making process.
ANS: T
2. Informal testing has been the procedure most frequently used during the initial phases of
assessment.
ANS: F
3. Criterion-referenced measures cannot be administered in the natural environment.
ANS: F
4. Recent recommendations regarding assessment indicate a need for an increased focus on the
process of assessment rather than just the product of assessment with a greater emphasis on
informal processes.
ANS: T
5. Assessment results will be more accurate if testers do not allow time for children to become
familiar with them.
ANS: F
6. Collaboration is enhanced by the use of jargon-free language, especially when the

terminology of various disciplines is combined.
ANS: T
7. A screening procedure may last anywhere from five to fifteen hours.
ANS: F
8. Standardized, norm-referenced tests were designed to be used for screening purposes only.
ANS: F
9. The most effective assessment protocols rely on sensitivity to the age of the child and the
nature of the child’s disability or delay.
ANS: T

Test Bank 4-7
10. According to federal legislation, each state must establish an assessment system so that
children with disabilities are located in a timely manner.
ANS: F
SHORT ANSWER
1. What are the recommended phases for family interviews?
ANS:
The following phases are still recommended today for interviews with families:
 preliminary preparation (preparation for the meeting),
 introduction (review of the purpose of the meeting),
 inventory (discussion of the information and determination of the parents’
perceptions),
 summarizing (review of the options), and
 closure (summary of what took place in the meeting).
2. In using a screening instrument, why are specificity and sensitivity important criteria?
ANS:
To avoid over- and under-referral of children with special needs.
3. Give at least two advantages and disadvantages of norm-referenced tests.
ANS:
Norm-referenced measures have certain advantages; they compare young children to other
children of the same age for eligibility purposes, report reliability and validity information,
and usually can be administered in a short period of time. A disadvantage of norm-referenced
assessment measures, particularly for children with delays or disabilities, is that the
administration of norm-referenced tests usually takes place in unfamiliar settings rather than
the natural environment. Another problem is the lack of useful information that norm-
referenced tests provide for determining functional, appropriate outcomes. Further, norm-
referenced measures often are biased against children with delays or disabilities and children
from culturally or linguistically diverse backgrounds.
4. Why is the link between assessment and curriculum a recommended practice in early
intervention and early childhood special education?
ANS:
To insure that program content is meeting the needs of the child and the concerns of the
family.

Test Bank 4-8
5. What is the purpose of program planning assessment?
ANS:
To answer a number of questions related to the child’s abilities, the desired child and family
outcomes, the types of services to be provided, and the intervention strategies to be used.
6. Give examples of measures that can be used to collect information for program and
intervention planning.
ANS:
Criterion- and curriculum-based assessment instruments are examples of measures that can be
used to collect information for program and intervention planning. Other methods include:
informal, teacher-made tests, play-based measures, observations, and interviews with family
members or other primary care providers.
7. In conducting naturalistic assessments, what is the meaning of a functional skill?
ANS:
A basic skill that is required on a frequent basis; for example eating, toileting, requesting
assistance, turn-taking.
8. What is the purpose of a summative assessment?
ANS:
The purpose of summative assessment is to summarize learning so that the program can gauge
if children as a whole have met overall program goals and outcomes.
9. What are the required criteria met by using portfolio assessment in program planning and
progress monitoring?
ANS:
It is collected over time; it relies on multiple sources of information; it collects information
from many different individuals about children’s skills; and most importantly, it collects skill
information in the setting where the child has demonstrated the skill. The information
collected is used to document progress that is being made toward the accomplishment of each
child’s individual outcomes or goals.
10. Give at least two purposes behind implementing a program evaluation.
ANS:
Answer may include any two of the following:
 To ascertain a program’s ability to achieve the originally conceived and
implemented goals
 To suggest modifications that might lead to improvement in quality and
effectiveness
 To allow well-informed decisions about the worth, merit, and the level of support a
program warrants

Test Bank 4-9
ESSAY
1. Differentiate between assessment conducted for screening purposes and assessment designed
to determine eligibility for services.
ANS:
Screenings are conducted to identify children who may have a delay or disability. Through
screenings, the determination is made if children should undergo more in-depth assessment
procedures. Eligibility assessments determine if children meet the requirements of a given
program or service.
2. What are some of the problems encountered in implementing traditional assessment practices?
ANS:
Answer should include: Over-reliance in the use of standardized, norm-referenced tests;
assessment measures not compatible with children’s behavior and interests; misuse of
assessment tools by professionals; standardized test should be used in conjunction with other
sources of information, and not exclusively; test results do not provide an accurate
representation of a child’s typical behavior.

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The Project Gutenberg eBook of Arab and Druze
at home
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
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are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.
Title: Arab and Druze at home

A record of travel and intercourse with the peoples east
of the Jordan
Author: W. Ewing
Release date: October 23, 2023 [eBook #71935]
Language: English
Original publication: London: T. C. & E. C. Jack, 1907
Credits: D A Alexander, David E. Brown, and the Online

Distributed Proofreading Team at https://www.pgdp.net
(This file was produced from images generously made
available by University of California libraries)
*** START OF THE PROJECT GUTENBERG EBOOK ARAB AND

DRUZE AT HOME ***
ARAB AND DRUZE AT HOME
ARAB SHEIKH
(Photo: The Photochrome Co. Ld.)
ARAB AND DRUZE
AT HOME
A RECORD OF TRAVEL
AND INTERCOURSE WITH THE PEOPLES
EAST OF THE JORDAN
BY
WILLIAM EWING, M.A.
FIVE YEARS RESIDENT AT TIBERIAS
THIRTY-ONE ILLUSTRATIONS AND MAP
LONDON: T. C. & E. C. JACK

16 HENRIETTA STREET W.C.
AND EDINBURGH
1907
TO
MY FATHER
TIBERIAS FROM THE SEA
FOREWORD
The number of books published regarding Palestine proves the
exhaustless fascination of the subject. Most of them, however, deal
with Western Palestine; and even of this, beyond the districts
traversed by the annual stream of tourists, comparatively little is
heard.
The lands beyond the Jordan are seldom visited. For the ordinary
sight-seer the difficulties and dangers are considerable; but these
almost entirely vanish before one who can speak the language and
is able to mingle freely with the people.
This book is an attempt to lift a little way the veil which still so largely
obscures that region, in spite of its great and splendid history; where
picturesque and beautiful scenery, the crumbling memorials of grey
antiquity, and the life of villager and nomad to-day, cast a mysterious
spell upon the spirit.
While the information given in the following pages is woven round
the narrative of a single journey, it is the outcome of frequent travel
and familiar intercourse with the peoples both east and west of
Jordan.
During a residence of over five years in Palestine the writer was
privileged often, quite alone or with a single native attendant, to visit
the peasantry and the Beduw, to share the shelter of mud hut and
goat’s-hair tent, to enjoy their abounding hospitality and friendly
converse in the medāfy, on the house-top, and around the camp-fire
in the wilderness.
What is here related regarding these strange but deeply interesting
peoples was either learned from their own lips or verified in converse
with them.
The author offers his tribute of affection and gratitude to the memory
of Dr. H. Clay Trumbull of Philadelphia, U.S.A., surely the most
generous and friendly of editors, who first moved him to write on
Oriental subjects.
For many of the photographs taken on the journey he is indebted to
his companions in travel, Rev. J. Calder Macphail, D.D., Edinburgh,
and Dr. Mackinnon of Damascus; for others, to Dr. Paterson of
Hebron and to the Committee of the Palestine Exploration Fund. He
also gratefully acknowledges assistance received from the Rev. J. E.
H. Thomson, D.D., and Oliphant Smeaton, Esq., M.A., F.S.A.,
Edinburgh.
Edinburgh, December 1906.
DAMASCUS FROM MINARET OF GREAT MOSQUE
CONTENTS
CHAPTER I
PAGE
Damascus—Haurân Railway—Great Moslem
pilgrimage—The plains of Damascus—Great Hermon
—El-Kisweh—Bridges in Palestine—Ghabâghib—Es- 1
Sanamein—Medical myth—A Land of Fear—Grain-
fields of Haurân—An oppressed peasantry—Nowa
CHAPTER II
Arab courtesy—Sheikh Saʿad—Egyptian monuments—
Traditions of Job—El-Merkez—Religious
16
conservatism—Holy places—Sheikh Meskîn—A ride
in the dark—Zorʿa—El-Lejâʾ
CHAPTER III
A landscape of lava—Deserted cities—Caverns—
Cultivation—A land of ruins—The guide’s terror—
Damet el-ʿAliâ—The sheikh’s welcome—A state of
30
siege—An ugly incident—Druze hospitality—Arab
and Druze in el-Lejâʾ—St. Paul in Arabia—The well
of the priest—Story of the priest
CHAPTER IV
Hidden treasure—The Bedawy’s treasure-trove—The
sheikh’s farewell—A savage tract—Jebel ed-Druze—
Umm ez-Zeytûn—Tell Shihân—Shuhba—An ancient 48
house—A stingy entertainer—The ruins—Pharaoh’s
“grain-heaps”—The house of Shehâb
CHAPTER V
Ride to Kanawât (Kenath)—Impressive situation and
remains—Place-names in Palestine—Israelites and
63
Arabs—Education—A charming ride through
mountain glades—Suweida
CHAPTER VI
Healing the sick—A strange monument—Telegraph and
post in Haurân—Cruel kindness—The Ruins of
Suweida—Turkish methods of rule—ʿIry—Sheyûkh 74
ed-Druze—Jephthah’s burial—Enterprise of Ismaʿîl
el-ʿAtrash
CHAPTER VII
The Druzes—Their religion—Their character—Druze
and Jew—Recent history in Haurân—Druze and 86
Bedawy—War
CHAPTER VIII
Bozrah—First Syrian mosque—The physician the
reconciler—The “House of the Jew”—The great
mosque—Cufic inscription—Boheira and Mohammed
102
—The fortress—Bridal festivities—Feats of
horsemanship—History—Origen’s visit—Capture by
Moslems
CHAPTER IX
Travellers’ troubles—A corner of the desert—The
mirage—Dangerous wadies—Lunch in the desert—A
“blind” guide—The clerk to the sheyûkh—A milestone
117
—Kalʿat Esdein—Thirst—The uplands of Gilead—
Search for water—A Bedawy camp—Terrific
thunderstorm
CHAPTER X
Morning on the mountains—Arab time—Tents and
encampments—The women and their work—Arab
wealth—Scenes at the wells—Dogs—Arabian
hospitality—Desert pests—Strange code of honour— 129
The blood feud—Judgment of the elders—Arab and
horse—The Arabs and religion—The Oriental mind—
Arab visit to Damascus
CHAPTER XI
Ride to Jerash—Magnificent ruins—Circassian 145
colonists—History—Preservation of buildings—East
of Jordan—Sûf—A moonlight scene—Down to the
Jabbok
CHAPTER XII
“Time is money”—Rumamain—Priestly hospitality—Fair
mountain groves—Es-Salt—The springs—Relation to
Arabs—Raisins—Descent to the Jordan—Distant
view of Jerusalem—View of the river, the plains of 158
Jordan, the Dead Sea, and the mountains beyond—
The bridge—The “publican’s” shed—The men from
Kerâk
CHAPTER XIII
The banks and thickets of the Jordan—Bathing-place—
The Greek convent—A night of adventures in the
plains of Jericho—The modern village—Ancient
169
fertility—Possible restoration—Elisha’s fountain—
Wady Kelt—The Mountain of Temptation—The path
to Zion
ILLUSTRATIONS
PAGE
Arab Sheikh Frontispiece
Tiberias from the Sea Facing iii
Damascus from Minaret ” vii
Pilgrimage leaving Damascus ” 2
The Cook’s Tent ” 8
Treading out the Corn ” 14
“Wild Ishmaelitish Men” ” 25
Peasant Ploughman ” 33
Well in the Desert ” 47
Shuhba: Baths and Roman Pavement ” 54
Kanawât: Ruins of Temple ” 66
Kanawât: Sculptured Doorway in Temple ” 70
Sheyûkh ed-Druze: a Council of War ” 83
Bozrah: Bab el-Howa ” 102
Bozrah: at the Cross Ways ” 114
Palestinian Shepherd and Flock ” 122
Arab Camp in Gilead ” 126
Arab Women and Children ” 133
Arabs at Home ” 136
Arab Horseman ” 140
Jerash: Gateway ” 145
Jerash: Temple of the Sun ” 148
Jerash: Street of Columns ” 152
Jerash: General View ” 154
Gorge of the Jabbok ” 156
Rumamain ” 159
Es-Salt: the Fountain ” 162
Jordan, showing Terraces ” 164
Fords of Jordan: Pilgrims Bathing ” 170
Elisha’s Fountain ” 175
Mouth of Wady Kelt ” 178
Map ” xii
MAP OF THE COUNTRY EAST AND WEST OF THE JORDAN
CHAPTER I
Damascus—Haurân Railway—Great Moslem pilgrimage—
The plains of Damascus—Great Hermon—El-Kisweh—
Bridges in Palestine—Ghabâghib—Es-Sanamein—
Medical myth—A Land of Fear—Grain-fields of Haurân—
An oppressed peasantry—Nowa.
There is a pleasant excitement in the prospect of a journey through
long-forgotten lands, where hoary age is written on dark ruin and
carved stone, which lends its influence to while away the
monotonous days of preparation. But even amid surroundings of
entrancing interest in the queenly city on the Barada, the traveller
soon grows impatient to find himself in the saddle with his friends,
heading away towards the hills that bound the green plains of
Damascus. Fortunately, we could dispense with a dragoman, often
more an imperious master than an obliging servant, and were able to
arrange our routes and carry out our programme according to our
own wishes.
Leaving the city by Bawabbat Ullah, we took the Hajj road to the
south-west. This for many centuries was, what in the southern
reaches it still is, a mere track, not always clear, and often to be kept
only by observance of landmarks. To facilitate the passage of troops
to and from Haurân, the Government had made a fairly good road
from Damascus to some distance within that province. A railway has
now been built, and is in working order as far south as Mizerîb. One
day, perhaps, it will reach the sacred cities in el-Hejaz. If this do not
greatly expedite the hâjj’s enterprise, it will at least add variety to his
peril. The first trains east of the Jordan were objects of surpassing
interest to the camels. Unaccustomed to give way to anything else
on the road, a strange mingling of curiosity and pride brought many
of these “ships of the desert” to grief.

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Gargiulo/Kilgo, An Introduction to Young Children with Special Needs, 4th Edition

Solution Manual for Introduction to Young Children with

1. Early childhood ___________ is a flexible, collaborative decision-making process in which

Copyright © 2014 Cengage Learning. All rights reserved.

6. _____________ are used to interpret a child’s performance in relation to specific curriculum

7. ________ refers to the consistency or dependability of an assessment instrument over time

10. ___________________ is a comprehensive term used to represent the process of observing,

11. _________________ is a systematic process of gathering recordings of young children’s

Copyright © 2014 Cengage Learning. All rights reserved.

13. Assessment procedures should be comprehensive in coverage and focus on children’s

14. A(n) _______________ is a standardized measure of intellectual functioning.

Copyright © 2014 Cengage Learning. All rights reserved.

Copyright © 2014 Cengage Learning. All rights reserved.

27. A(n) _____________ is a record of children’s progress collected over time.

28. A _______________ is an objective, systematic process for gathering information about a

Copyright © 2014 Cengage Learning. All rights reserved.

1. Early childhood assessment is a flexible, collaborative decision-making process.

3. Criterion-referenced measures cannot be administered in the natural environment.

6. Collaboration is enhanced by the use of jargon-free language, especially when the

7. A screening procedure may last anywhere from five to fifteen hours.

Copyright © 2014 Cengage Learning. All rights reserved.

1. What are the recommended phases for family interviews?

3. Give at least two advantages and disadvantages of norm-referenced tests.

Copyright © 2014 Cengage Learning. All rights reserved.

5. What is the purpose of program planning assessment?

7. In conducting naturalistic assessments, what is the meaning of a functional skill?

8. What is the purpose of a summative assessment?

10. Give at least two purposes behind implementing a program evaluation.

Copyright © 2014 Cengage Learning. All rights reserved.

Copyright © 2014 Cengage Learning. All rights reserved.

Title: Arab and Druze at home

Release date: October 23, 2023 [eBook #71935]

Original publication: London: T. C. & E. C. Jack, 1907

Credits: D A Alexander, David E. Brown, and the Online

*** START OF THE PROJECT GUTENBERG EBOOK ARAB AND

THIRTY-ONE ILLUSTRATIONS AND MAP

LONDON: T. C. & E. C. JACK

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