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Ch21 - Chapter 21 People with Special Needs OBJECTIVE 1...

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Chapter 21 People with Special Needs OBJECTIVE 1: DESCRIBE CONSIDERATIONS FOR CHECKING AN INFANT, A TODDLER, A PRESCHOOLER, A SCHOOL-AGE CHILD AND AN ADOLESCENT. Class: Apply, Difficulty: Easy 1. You are at the park. A child falls off a swing and has several small cuts and abrasions on his hands and face. He is crying, and the adult with the child is not sure what to do. You introduce yourself to the adult and gain consent to examine the child. How would you approach the child? Move slowly and get to the eye level of the child. Smile. Ask his name, speak slowly and distinctly, asking questions in terms the child will understand. Explain to both the child and the adult what you are going to do. Reassure the child. Class: Interpret, Difficulty: Easy 2. When interacting with an injured child, you should— a. Speak slowly and distinctly. b. Speak only to the parent or guardian. c. Ask questions that the parent can answer. d. Avoid looking at the child. Class: Interpret, Difficulty: Average 3. Where is a good location in which to place a child up to one year of age to check for any signals of illness or injury? a. In your lap or arms b. In a parent’s or guardian’s lap or arms c. Lying flat on a hard surface d. Lying in the most comfortable position Class: Recall, Difficulty: Average Match the following characteristics with the appropriate age group: 4. a May suffer from stranger anxiety 5. c May be comforted by a special toy
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6. b May be quite curious and distracted easily 7. e Usually quite responsive to questions 8. d Respond better to a responder of the same gender a. Children up to 1 year of age b. Children ages 3–5 c. Children ages 1 and 2 d. Children ages 13–18 e. Children ages 6–12 Class: Apply, Difficulty: Average 9. You work at a day care center. One child hits another child with a toy. The child who was hit is now crying and saying that her arm hurts. As you approach her, you should first—
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