Social work 238 Content Exam Questions
With Correct Answers
Which |of |the |following |theories |posits |that |children |are |born |with |basic |mental |structure |on |
which |future |learning |and |knowledge |are |based |on? |
a. |Lev |Vygotsky's |sociocultural |theory |
b. |John |Bowlby's |attachment |theory |
c. |Jean |Piaget's |cognitive |developmental |theory |
d. |Sigmund |Freud's |psychoanalytic |theory |- |CORRECT |ANSWER✔✔-C. |(objective |00001) |Jean |
Piaget's |cognitive |developmental |theory |explains |the |mechanisms |and |process |by |which |an |
infant |and |child |develop |into |an |individual |who |can |think |hypothetically |and |reason |abstractly.
|According |to |Piaget's |theory |cognitive |development |is |a |progressive |reorganization |of |the |
basic |mental |structure |through |maturation |and |environmental |experiences.
Which |of |the |following |students |behaviors |is |most |frequently |associated |with |attention-
deficit/hyperactivity |disorder |(ADHD) |primarily |inattentive |presentation |?
a.leaving |the |seat |when |reaming |seated |is |the |classroom |expectation
b. |interrupting |others's |conversation |and |having |trouble |waiting |for |a |turn |
c.struggling |with |organization |and |loosing |learning |materials |
d. |speaking |excessively |during |play |and |learning |activities |- |CORRECT |ANSWER✔✔-C |(objective
|0001) |attention-deficit/hyperactivity |disorder |(ADHD) |primarily |inattentive |presentation |often |
manifests |as |difficulties |with |time |management, |forgetfulness, |loosing |things, |day |dreaming |
and |organizational |struggles.
A |school |social |worker |is |supporting |a |fourth |grade |teacher |in |developing |a |lesson |plan |on |
photosynthesis |for |a |class |that |includes |students |with |disabilities. |The |teacher |plans |to |have |
students |create |a |diagram |illustrating |the |process |of |photosynthesis. |According |to |Bloom's |
taxonomy, |this |activity |is |an |example |of |which |of |the |following |levels |of |learning? |
a. |evaluation
b. |analysis
,c. |comprehension
d. |knowledge |- |CORRECT |ANSWER✔✔-B |(objective |0001) |Bloom's |taxonomy |describes |six |
levels |of |learning; |knowledge, |comprehension, |application, |analysis, |synthesis, |and |evaluation. |
Analysis |is |described |as |the |ability |to |break |down |or |distinguish |parts |or |components |of |a |
whole |to |understand |the |organizational |structure |of |a |whole.
which |of |the |following |instructional |approaches |would |be |most |responsive |to |students |who |
have |a |preference |for |kinesthetic |learning? |
a. |incorporating |physical |movement |into |lesson |activities
b. |providing |printed |handouts |for |multimedia |presentations
c. |developing |written |instructions |for |research |assignments |
d. |integrating |small- |and |large |group |discussions |into |lessons |- |CORRECT |ANSWER✔✔-A. |
(objective |0001) |students |who |have |a |preference |for |kinesthetic |learning |respond |well |to |
activities |that |incorporate |physical |movement |and |tactile |experiences. |This |approach |supports |
student |in |understanding |abstract |concepts |through |direct |physical |involvement |with |the |
content.
A |high |school |teacher |consults |with |a |school |social |worker |about |an |eleventh |grade |student. |
The |teacher |reports |that |the |student, |who |was |recently |diagnosed |with |depression, |is |
withdrawn, |has |trouble |concentrating, |cries |occasionally, |and |has |declining |academic |
performance. |Which |of |the |following |interventions |would |be |most |appropriate |for |the |social |
worker |to |recommend |first? |
a. |providing |the |student |with |information |about |the |effects |of |depression |on |learning
b. |suggesting |that |the |student |be |evaluated |by |the |crisis |team |for |sducidal |tendencies |
c. |scheduling |a |meeting |with |the |student |to |develop |an |individual |plan |for |classroom |support |
d. |referring |the |student |to |an |outside |agency |for |individual |counseling |related |to |depression |- |
CORRECT |ANSWER✔✔-C. |(objective |0001) |depression |is |one |of |the |most |common |mental |
health |issues |among |adolescents |and |can |effect |their |learning. |Student |with |depression |need |
specific |supports |to |function |effectively |in |the |school |environment, |and |the |support |should |be
|specific |to |the |student.
,According |to |Erik |Erikson's |theory |of |psychosocial |development, |which |of |the |following |
developmental |challenges |occurs |between |ages |three |and |five?
a. |identity |vs. |confusion
b.initiative |vs. |guilt
c. |trust |vs. |mistrust |
d, |intimacy |vs.isolation |- |CORRECT |ANSWER✔✔-B |(objective |0001) |Erik |Erikson's |theory |of |
psychosocial |development |describes |the |impact |of |social |experiences |across |the |lifespan. |The |
theory |includes |eight |stages |and |focuses |on |social |interactions |and |relationships |affect |
development. |Between |ages |three |and |five, |the |key |developmental |challenge |is |initiative |
verses |guilt. |During |this |period |the |child |regularly |interacts |with |other |children. |Children |begin
|to |plan |activities |make |up |games |and |innate |actives |with |others. |If |given |this |opportunity, |
children |develop |a |sense |of |initiative |and |feel |secure |in |their |ability |to |lead |others |and |make |
decisions.
An |eight |year |old |student |was |recently |evaluated |by |a |school |psychologist. |The |results |of |the |
evaluation |include |the |following |results. |(Wechsler |Intelligence |Scale |for |Children |- |Fifth |
Edition |WISC_V) |
(Verbal |comprehension- |131, |Perceptual |Reasoning |134, |Working |Memory |114, |Processing |
Speed |115, |General |Ability |Index |137) |
The |student's |teacher |reports |that |the |student |frequently |finishes |classwork |before |peers |and |
often |expresses |boredom |in |class. |Based |on |this |information, |the |school |social |worker's |most |
appropriate |recommendation |to |the |teacher |is |to:
a. |link |complex |assignments |with |the |students |interest |and |areas |of |strength. |
b. |provide |the |student |with |additional |assignments |to |complete. |
c. |engage |the |student |as |a |teaching |assistant |to |provide |support |to |others. |
d. |arrange |for |the |student |to |work |independently |on |assignments. |- |CORRECT |ANSWER✔✔-A |
(objective |000 |1) |According |to |the |students |scores |on |the |various |components |of |the |
Wechsler |Intelligence |Scale |for |Children |-Fifth |Edition, |the |student |scored |within |the |range |for |
giftedness |in |verbal |comprehension, |perceptual |reasoning, |and |processing |speed. |Linking |
complex |assignments |to |the |students |interest |and |areas |of |strength |is |an |appropriate |method |
of |differentiating |instruction |for |students |who |are |gifted.
, A |first |grade |student |raises |a |hand |to |answer |a |teacher's |question. |The |teacher |calls |on |the |
student |to |answer |and |then |compliments |the |student |on |the |answer. |The |student |continues |
to |raise |a |hand |during |future |lessons. |This |scenario |most |clearly |illustrates |which |of |the |
following |theoretical |concepts? |
a. |social |constructivism |
b.cognitive |equilibrium |
c.functional |contextualism |
d. |operant |conditioning |- |CORRECT |ANSWER✔✔-D |(objective |0001) |operant |conditioning |is |
the |principle |that |behavior |occurs |as |the |result |of |consequences |or |reinforcement. |In |the |
scenario, |the |student |raises |a |hand |to |answer |the |teacher's |question |(the |operant) |and |the |
teacher |compliments |the |student |on |the |answer |(the |reinforcement), |resulting |in |a |
continuation |of |the |desired |behavior.
A |teacher |asks |the |school |social |worker |for |advice |on |how |to |promote |the |success |of |
classroom |behavioral |expectations. |The |teacher |has |worked |with |students |to |define |
appropriate |behaviors |for |various |activities |as |well |as |consequences, |both |positive |and |
negative, |associated |with |each |expectation. |Which |of |the |following |additional |steps |should |the
|social |worker |suggest |the |teacher |take? |
a. |developing |a |Behavior |Intervention |Plan |(BIP) |for |students |based |on |the |expectations
b. |soliciting |recommendations |for |additional |expectations |from |students' |parents/guardians |
c. |referring |students |to |the |school |principal |when |they |do |not |follow |expectations
d. |creating |a |handout |of |the |expectations |to |provide |to |student's |parents/guardians |- |
CORRECT |ANSWER✔✔-D |( |objective |0001) |Classroom |behavioral |expectations |are |designed |to |
encourage |positive |behaviors |and |prevent |problem |behaviors. |It |is |important |to |communicate |
the |expectations |to |student's |parents/guardians |so |that |they |are |aware |and |can |provide |
behavioral |support |at |home |as |needed.
A |student's |cultural |background |is |likely |to |have |the |most |significant |effect |on |the |student's: |
a. |perceptions |of |self |and |others |
b. |ability |to |participate |in |cognitive |assessments |
c. |need |to |praise |by |peers |
With Correct Answers
Which |of |the |following |theories |posits |that |children |are |born |with |basic |mental |structure |on |
which |future |learning |and |knowledge |are |based |on? |
a. |Lev |Vygotsky's |sociocultural |theory |
b. |John |Bowlby's |attachment |theory |
c. |Jean |Piaget's |cognitive |developmental |theory |
d. |Sigmund |Freud's |psychoanalytic |theory |- |CORRECT |ANSWER✔✔-C. |(objective |00001) |Jean |
Piaget's |cognitive |developmental |theory |explains |the |mechanisms |and |process |by |which |an |
infant |and |child |develop |into |an |individual |who |can |think |hypothetically |and |reason |abstractly.
|According |to |Piaget's |theory |cognitive |development |is |a |progressive |reorganization |of |the |
basic |mental |structure |through |maturation |and |environmental |experiences.
Which |of |the |following |students |behaviors |is |most |frequently |associated |with |attention-
deficit/hyperactivity |disorder |(ADHD) |primarily |inattentive |presentation |?
a.leaving |the |seat |when |reaming |seated |is |the |classroom |expectation
b. |interrupting |others's |conversation |and |having |trouble |waiting |for |a |turn |
c.struggling |with |organization |and |loosing |learning |materials |
d. |speaking |excessively |during |play |and |learning |activities |- |CORRECT |ANSWER✔✔-C |(objective
|0001) |attention-deficit/hyperactivity |disorder |(ADHD) |primarily |inattentive |presentation |often |
manifests |as |difficulties |with |time |management, |forgetfulness, |loosing |things, |day |dreaming |
and |organizational |struggles.
A |school |social |worker |is |supporting |a |fourth |grade |teacher |in |developing |a |lesson |plan |on |
photosynthesis |for |a |class |that |includes |students |with |disabilities. |The |teacher |plans |to |have |
students |create |a |diagram |illustrating |the |process |of |photosynthesis. |According |to |Bloom's |
taxonomy, |this |activity |is |an |example |of |which |of |the |following |levels |of |learning? |
a. |evaluation
b. |analysis
,c. |comprehension
d. |knowledge |- |CORRECT |ANSWER✔✔-B |(objective |0001) |Bloom's |taxonomy |describes |six |
levels |of |learning; |knowledge, |comprehension, |application, |analysis, |synthesis, |and |evaluation. |
Analysis |is |described |as |the |ability |to |break |down |or |distinguish |parts |or |components |of |a |
whole |to |understand |the |organizational |structure |of |a |whole.
which |of |the |following |instructional |approaches |would |be |most |responsive |to |students |who |
have |a |preference |for |kinesthetic |learning? |
a. |incorporating |physical |movement |into |lesson |activities
b. |providing |printed |handouts |for |multimedia |presentations
c. |developing |written |instructions |for |research |assignments |
d. |integrating |small- |and |large |group |discussions |into |lessons |- |CORRECT |ANSWER✔✔-A. |
(objective |0001) |students |who |have |a |preference |for |kinesthetic |learning |respond |well |to |
activities |that |incorporate |physical |movement |and |tactile |experiences. |This |approach |supports |
student |in |understanding |abstract |concepts |through |direct |physical |involvement |with |the |
content.
A |high |school |teacher |consults |with |a |school |social |worker |about |an |eleventh |grade |student. |
The |teacher |reports |that |the |student, |who |was |recently |diagnosed |with |depression, |is |
withdrawn, |has |trouble |concentrating, |cries |occasionally, |and |has |declining |academic |
performance. |Which |of |the |following |interventions |would |be |most |appropriate |for |the |social |
worker |to |recommend |first? |
a. |providing |the |student |with |information |about |the |effects |of |depression |on |learning
b. |suggesting |that |the |student |be |evaluated |by |the |crisis |team |for |sducidal |tendencies |
c. |scheduling |a |meeting |with |the |student |to |develop |an |individual |plan |for |classroom |support |
d. |referring |the |student |to |an |outside |agency |for |individual |counseling |related |to |depression |- |
CORRECT |ANSWER✔✔-C. |(objective |0001) |depression |is |one |of |the |most |common |mental |
health |issues |among |adolescents |and |can |effect |their |learning. |Student |with |depression |need |
specific |supports |to |function |effectively |in |the |school |environment, |and |the |support |should |be
|specific |to |the |student.
,According |to |Erik |Erikson's |theory |of |psychosocial |development, |which |of |the |following |
developmental |challenges |occurs |between |ages |three |and |five?
a. |identity |vs. |confusion
b.initiative |vs. |guilt
c. |trust |vs. |mistrust |
d, |intimacy |vs.isolation |- |CORRECT |ANSWER✔✔-B |(objective |0001) |Erik |Erikson's |theory |of |
psychosocial |development |describes |the |impact |of |social |experiences |across |the |lifespan. |The |
theory |includes |eight |stages |and |focuses |on |social |interactions |and |relationships |affect |
development. |Between |ages |three |and |five, |the |key |developmental |challenge |is |initiative |
verses |guilt. |During |this |period |the |child |regularly |interacts |with |other |children. |Children |begin
|to |plan |activities |make |up |games |and |innate |actives |with |others. |If |given |this |opportunity, |
children |develop |a |sense |of |initiative |and |feel |secure |in |their |ability |to |lead |others |and |make |
decisions.
An |eight |year |old |student |was |recently |evaluated |by |a |school |psychologist. |The |results |of |the |
evaluation |include |the |following |results. |(Wechsler |Intelligence |Scale |for |Children |- |Fifth |
Edition |WISC_V) |
(Verbal |comprehension- |131, |Perceptual |Reasoning |134, |Working |Memory |114, |Processing |
Speed |115, |General |Ability |Index |137) |
The |student's |teacher |reports |that |the |student |frequently |finishes |classwork |before |peers |and |
often |expresses |boredom |in |class. |Based |on |this |information, |the |school |social |worker's |most |
appropriate |recommendation |to |the |teacher |is |to:
a. |link |complex |assignments |with |the |students |interest |and |areas |of |strength. |
b. |provide |the |student |with |additional |assignments |to |complete. |
c. |engage |the |student |as |a |teaching |assistant |to |provide |support |to |others. |
d. |arrange |for |the |student |to |work |independently |on |assignments. |- |CORRECT |ANSWER✔✔-A |
(objective |000 |1) |According |to |the |students |scores |on |the |various |components |of |the |
Wechsler |Intelligence |Scale |for |Children |-Fifth |Edition, |the |student |scored |within |the |range |for |
giftedness |in |verbal |comprehension, |perceptual |reasoning, |and |processing |speed. |Linking |
complex |assignments |to |the |students |interest |and |areas |of |strength |is |an |appropriate |method |
of |differentiating |instruction |for |students |who |are |gifted.
, A |first |grade |student |raises |a |hand |to |answer |a |teacher's |question. |The |teacher |calls |on |the |
student |to |answer |and |then |compliments |the |student |on |the |answer. |The |student |continues |
to |raise |a |hand |during |future |lessons. |This |scenario |most |clearly |illustrates |which |of |the |
following |theoretical |concepts? |
a. |social |constructivism |
b.cognitive |equilibrium |
c.functional |contextualism |
d. |operant |conditioning |- |CORRECT |ANSWER✔✔-D |(objective |0001) |operant |conditioning |is |
the |principle |that |behavior |occurs |as |the |result |of |consequences |or |reinforcement. |In |the |
scenario, |the |student |raises |a |hand |to |answer |the |teacher's |question |(the |operant) |and |the |
teacher |compliments |the |student |on |the |answer |(the |reinforcement), |resulting |in |a |
continuation |of |the |desired |behavior.
A |teacher |asks |the |school |social |worker |for |advice |on |how |to |promote |the |success |of |
classroom |behavioral |expectations. |The |teacher |has |worked |with |students |to |define |
appropriate |behaviors |for |various |activities |as |well |as |consequences, |both |positive |and |
negative, |associated |with |each |expectation. |Which |of |the |following |additional |steps |should |the
|social |worker |suggest |the |teacher |take? |
a. |developing |a |Behavior |Intervention |Plan |(BIP) |for |students |based |on |the |expectations
b. |soliciting |recommendations |for |additional |expectations |from |students' |parents/guardians |
c. |referring |students |to |the |school |principal |when |they |do |not |follow |expectations
d. |creating |a |handout |of |the |expectations |to |provide |to |student's |parents/guardians |- |
CORRECT |ANSWER✔✔-D |( |objective |0001) |Classroom |behavioral |expectations |are |designed |to |
encourage |positive |behaviors |and |prevent |problem |behaviors. |It |is |important |to |communicate |
the |expectations |to |student's |parents/guardians |so |that |they |are |aware |and |can |provide |
behavioral |support |at |home |as |needed.
A |student's |cultural |background |is |likely |to |have |the |most |significant |effect |on |the |student's: |
a. |perceptions |of |self |and |others |
b. |ability |to |participate |in |cognitive |assessments |
c. |need |to |praise |by |peers |
