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Counseling Across a Lifespan: Children and Youth, presented in partnership with Salus University

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1.  Regarding the transformation of how disabilities are perceived, which of the following are true? The social model creates low expectations leading people to lose choice in their lives. The social model focuses on what is needed for the person to navigate his/her environment and the medical model focuses on what is wrong with the person. The medical model focuses on nothing important. The medical model focuses on nothing relevant.

2.  The WHO Biopsychosocial models three levels of human functioning illustrates that: Dysfunction at one or more level can result in impairments. Dysfunction at one or more level can result in activity limitations. Accommodations are essential for the inclusion of a person with a disability. All of the above

3.  Which of the following statements incorrectly portrays characteristics of resiliency: Resiliency is how people can adapt in adverse situations. Resilient children think through challenging situations and find a solution. Resilient children have an absence of psychological stress. Resilient children are often able to laugh at themselves.

4.  According to Getzel & Thoma, 2008, self-awareness begins with: Self-acceptance Learning about oneself and acceptance of the disability. Self-knowledge about how one learns best Self-determination

5.  Social relationships are impacted by: Appropriate social conversation skills, cognitive skills and executive function skills. Gross motor skills Fine motor skills Both gross and fine motor skills

6.  Two critical elements of self-determination are: Autonomy and choicefullness Interpreting situations and executive function Self-awareness and resiliency Positive feelings and hope

7.  According to Weymeyer and Schwartz (1997), students with SD skills: Were more likely to be successfully employed. Were more likely to have greater independence in living. Were more likely to have greater earnings. All of the above

8.  An example of self-determined behavior for a DHH student is: Selecting the color of hearing aids. Choosing a book to read. Telling the teacher "I can't hear you". Ignoring the teacher.

9.  Mason, in his IEP video, illustrates use of the following self-determination goal setting phases: Setting a goal. Taking action. Adjusting the goal or plan. All of the above

10.  Self-advocacy checklists: Are helpful to identify important skills and can guide development expectations. Do not work Are misleading. Are not worth your time.