《特殊需要儿童的心理与教育教育》试卷
期末课程考试试卷
课程名称：《特殊需要儿童的心理与教育》
考核题目：自编课程试卷一份
考核要求：在规定时间内自编百分制课程考试卷一份，
要求均衡课程所学知识点，突出重点知识；内容丰富，题
型多样，题量适宜；每题附参考答案或答题要求；可提交
手写版或打印版（打印版须同时提交电子档）。
修读学期： 2013 - 2014 学年第上学期
完成日期： 2013 年 12 月
评阅成绩：
评阅意见：
评阅教师签名： 2013年 12月日
“特殊需要儿童的心理与教育”期末试题
一、名词解释（4分/题，5题，共20分）
1、学习困难儿童：
2、自闭症：
3、感觉统合失调：
4、听力残疾儿童：
5、代币制：
二、选择题（3分/题，10题，共30分）
1、听力损失程度按《听力残疾标准》（）分贝以上划为聋。
A.60
B.70
C.80
D.50
2、在发达国家和地区，患孤独症的孩子多是在3岁左右被确诊，因此（）
岁是专家建议训练的最佳时期，因为这是小孩大脑发育的最关键时期。
A.3-6
B.4-7
C.4-6 3-7
3.根据世界卫生组织的定义，双眼中优势眼的最佳矫正视力在( )之间为低视力。
A.0.02~0.03
B.0.03~0.05
C.0.05~0.1
D.0.05~0.3
4.( )是听力受损儿童在成长过程中受影响最严重的问题。
A.语言
B.认知
C.思维
D.社会化发展
5.视觉障碍儿童( )
A.爱提问
B.活泼
C.兴趣广泛
D.听觉和触觉敏锐
6.对听觉障碍儿童的早期干预，不正确的一项是( )
A.重视语言训练
B.重视数学训练
C.使其与正常儿童一起受教育
D.摈弃一对一的个别辅导
7.( )不是儿童孤独症的特征。
A.常用“恋物”行为
B.愿意独处
C.缺乏交会性注意
D.对人感兴趣
8.有的语言障碍因听力损伤引起，有的有孤独症伴随，有的因环境改变引
起，语言矫治工作应贯彻( )原则。
A.兼顾个人与集体
B.个别化指导
C.可行性
D.系统性
9.中度智力残疾学生特殊班一般为（）左右。
A.10人
B.8人
C.7人
D. 9人
10.通过削弱或撤除某不良行为的强化因素来减少该项不良行为的发生率的是( )
A.系统脱敏法
B.惩罚法
C.消退法
D.负强化法
三、填空（2分/题，6题，共12分）
1、目前在我国特殊需要儿童接受教育形式一般有三种：特殊教育学校、
------------------------------和普通学校的普通班。
2、智力残疾儿童感觉的绝对阈限高于正常儿童，---------则低于正常儿童。
3、耳聋按病变的时间分为先天性耳聋和-----------。
4、癫痫大发作的抽搐时间通常为---------- 。
5、从情绪困扰和不良行为的程度上来说，偷窃行为属于--------- 。
6、对情绪和行为障碍儿童教育一般采取心理治疗，-------和改变环
境等三种干预方法。
四、简答题（6分/题，3题，共18分）
1、行为矫正的一般步骤
2、学习困难儿童教育教学的一般原则
3、与特殊需要儿童沟通的方法和技巧
五、论述题（10分/题，2题，共20分）
1、儿童感觉统合失调的表现是什么，并分别举例说明。
2、学习障碍儿童在各个年龄阶段的表现。（不包括成人阶段）
参考答案：
一、名词解释：
1. 学习困难儿童：是指除残疾儿童外在正常教育情形下学习成绩明显
达不到教育教学要求的水平，而需要采取特殊教育方式的儿童。
2．自闭症：是一种广泛性发育障碍，以严重的，广泛的社会相互影响和沟通技能的损害，以及刻板的行为兴趣和活动特征的精神疾病。
3．感觉统合失调：是指外部的感觉刺激信号无法在儿童的大脑神经系统进行有效的组合,而使机体不能和谐的运作,久而久之形成各种障碍最终影响身心健康。
4．听力残疾儿童：由于双耳听力丧失或听力减退，听不到或听不清周围的声音，严重的妨碍了他们语言的形成和发展，从而难与他人进行正常的交流活动，并且会带来他心理活动的某些变化，形成一些心理特征。
5.代币制：又称标记奖酬法,是用象征钱币、奖状、奖品等标记物为奖励手段来强化良好行为的一种行为治疗方法。
二、选择：
1、B
2、A
3、D
4、A
5、D
6、D
7、D
8、B
9、B 10、C
三、填空：
1、普通学校等机构附设的特殊教育班
2、绝对感受性
3、后天性耳聋
4、1-2分钟
5、轻度
6、行为矫正
四、简答题
1、行为矫正的一般步骤：（一）发现问题行为。（二）分析问题行为。（三）测量问题行为。（四）制定行为矫正方案。（五）实施行为矫正方案。（六）评价治疗的结果。
2、学习困难儿童教育教学的一般原则：（一）引导发展的原则。
（二）知情并重的原则。（三）扬长补短的原则。（四）主动参与的原则。（五）程序结构的原则。（六）实践、活动的原则。（七）合作互补的原则。（八）及时评估原则。
3、与特殊需要儿童沟通的方法和技巧：（一）给特殊需要儿童以良好的第一印象。（二）理解特殊需要儿童，做有特殊需要儿童的朋友和知己。（三）尊重特殊需要儿童，鼓励特殊需要儿童主动交往。（四）选择适当的沟通媒体和通道。（五）重视对信息的反馈。
五、论述题（10分/题，2题，共20分）
1、儿童感觉统合失调的表现是什么，并分别举例说明。
（一）前庭平衡功能失调。比如：晕车。分不清左右使鞋子穿反，分不清里外将袜子穿翻，写字时字距、行距忽大忽小，划线歪等。，
（二）触觉统合失调。比如：触觉不敏感或者太敏感。经常害怕受惊扰，常躁动不安，瞻前顾后，连洗头也十分恐惧。
（三）本体感失调。比如：鞋子写出格子外。常表现走路顺拐，唱歌跑调，读英语时结巴等
（四）视觉统合失调。比如：常发生读书跳行，翻书错页，抄错题目或丢三落四等。
（五）听觉统合失调。比如：注意力十分不集中，给人的印象是这
样的孩子好忘事，而且是刚讲过的就没记住。
2、学习障碍儿童在各个年龄阶段的表现。（不包括成人阶段）
（一）学前阶段：动作发展不良，语言迟缓，说话异常，认知和概念发展不佳等特性。
（二）小学阶段：参与及集中注意力不足，动作能力不佳。
（三）初高中阶段：过度敏感，常伴随着一些情绪，社交和自我概念的问题，有些甚至会陷入青少年犯罪。
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