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Question
Classrooms that are chaotic are often unclear in terms of what behaviors are expected or allowed; however, this has little to do with unacceptable behavior.a. true
b. false
Answer
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Related questions
Q:
Which tier of SW-PBIS is intended for the most students?
a. secondary level
b. primary level
c. tertiary level
d. none of the above
Q:
Failure to learn more adaptive behaviors creates a setting event condition that increases the likelihood that undesired behaviors will occur.
a. true
b. false
Q:
Antecedents are events that occur before behaviors and that may cue or set the stage for certain behaviors.
a. true
b. false
Q:
Careless, unsystematic application of positive reinforcement can increase _____________ behaviors as well as desirable behaviors.
a. intelligent
b. undesirable
c. academic
d. gross motor
Q:
In a 2004 survey of teachers 85% reported that they felt completely _____________ to deal with student behavior.
Q:
Mr. Miller takes his position as a special educator very seriously. He is busy working in his classroom from the beginning till the end of the work day. He rarely goes to the teachers' lounge and has not made friends with his peers. This school year, his principal announced that students in special education would receive services within general education classes. What will Mr. Miller need to do in order to implement this plan?
a. listen respectfully to the ideas of others
b. tell his principal that he prefers not to teach in this arrangement
c. offer help only when asked
d. spend as little time in the teacher's lounge as possible to avoid having to listen to other teachers' complaints about his students
Q:
Which of the following characteristics are potential dimensions of challenging behaviors?
a. frequency and intensity
b. age appropriateness
c. type of behavior
d. all of the above
Q:
It is critical that behavior reductive techniques be implemented correctly, and that their use be monitored closely. The more negative the technique, the more important it is to use a team approach for monitoring and decision making.
a. true
b. false
Q:
Nonexclusionary time-out means that the student is removed from the instructional environment.
a. true
b. false
Q:
Which differential reinforcement system would be most appropriate for severe acting-out behaviors, including aggression?
a. differential reinforcement of alternative behavior or differential reinforcement of incompatible behavior
b. differential reinforcement of lower levels of behavior
c. differential reinforcement of zero levels of behavior
d. a and c
Q:
One of Mr. Sims students has a high rate of asking for teacher attention during the direct teach section of any lesson. Mr. Sims developed a reinforcement plan that reinforced this student for gradually fewer interactions with the teacher. What type of differential reinforcement was being used?
a. differential reinforcement of alternative behavior
b. differential reinforcement of incompatible behavior
c. differential reinforcement of lower levels of behavior
d. differential reinforcement of zero levels of behavior
Q:
Self-reinforcement is not recommended for use with students with disabilities.
a. true
b. false
Q:
Ms. Berry's student gradually learned to read. As he grew more confident in his reading skill, Ms. Berry slowly moved from a continuous schedule of reinforcement to an intermittent schedule of reinforcement. What term is used to describe this change of reinforcement schedules?
a. satiation
b. thinning
c. deprivation
d. none of the above
Q:
Mr. Mayers needed to know what reinforcer would work for each of his 12 students. He knew that he could observe to obtain information, and he could ask the students what they liked. He asked his mentor teacher for suggestions about reinforcers and was given which of the following suggestions?
a. Use reinforcer sampling
b. Use functional assessment data
c. Use reinforcement lists posted on the web
d. a and b
Q:
Ms. Pearl had a history of coming to work late. This year there was a new principal who stood at the front doors each morning with a smile and words of welcome to students and staff. Ms. Pearl began arriving to school on time to greet her principal. The principal was using what behavioral technique?
a. negative reinforcement
b. positive reinforcement
c. activity reinforcement
d. reinforcement schedule
Q:
To improve students' social skills, teachers should
a. assess socialization needs, and teach skills that students lack.
b. refer students for extensive counseling.
c. have group discussions about each student's problems
d. all of the above
Q:
Ms. Beck is a new special education teacher. She wants to choose a good social skills curriculum. Which of the following criteria should be used when she reviews the curriculum of social skills programs?
a. easy to use
b. teaches obserable skills
c. curriculum has been field tested in school settings with student populations similar to her students
d. all of the above
Q:
Micah comes to school and seems to cause trouble all during the day. However, some of his teachers say that he does very well in their classes. What type of social skills assessment should be used to gather information.
a. observations
b. self reports
c. standardized tests
d. all of the above
Q:
Brad is in the 10th grade. He is shy around girls. Many of the other boys and some of the girls tease him about being shy. He will ignore the girls, but he will often fight the boys when he is teased. Which of the following best explains why sometimes he can ignore teasing, but not other times?
a. acquisition deficits
b. performance deficits
c. fluency deficits
d. all of the above
Q:
The hypotheses formulated from an FBA serve as a template for developing an intervention plan.
a. true
b. false
Q:
The index card narrative system is
a. A format for developing hypotheses.
b. A behavioral checklist.
c. A format for teachers to record narrative thoughts about a student's behavior.
d. A format for gathering observational data about a student's behaviors.
Q:
Mr. Graham told his behavior specialist that one of his students was especially rude everyday. The behavior specialist told him that "rude behavior" was too broad a term. She requested an operational definition of the behavior. What did the behavior specialist want from Mr. Graham?
a. A specific request for assistance from the behavior specialist.
b. an unambiguous, objective definition of a target behavior
c. a definition of the student's academic skills.
d. none of the above
Q:
The first step in the FBA process is to gather information from
a. the student's teachers.
b. paraprofessionals who work with the student.
c. the student's parents.
d. all of the above
Q:
Most teachers and other caregivers continually use ___________ variations of FBA to make decisions about challenging behavior.
a. formal
b. informal
c. occasional
d. none of the above
Q:
CBM uses _______________ recording to monitor key samples of academic performance in reading, writing, and math.
a. duration
b. time
c. event
d. latency
Q:
Mr. Couch noticed that one of his students was having trouble following directions during direct teach in his math class. He decided to take baseline data. How much time should he spend taking baseline data?
a. 30 minutes
b. 10 observation periods
c. 3 to 5 observation periods
d. immediately
Q:
When Ms. James taught regrouping in multiplication, she let her students use one-digit multiplication and addition charts while they learned this new skill. What technique was Ms. James using?
a. a graphic organizer
b. mediated scaffolding
c. direct teach
d. a conspicuous strategy
Q:
Ms. Feldman uses direct teach to teach her students math skills. This means Ms. Feldman uses which of the following steps in her lessons?
a. Gain students' attention and review previously learned material.
b. Have students conduct experiments to discover math computation formulas.
c. Present information in small steps.
d. a and c only
Q:
Mr. Dale explained the purposes of the learning centers in his classroom to his principal. In his explanation, he said that learning centers provide
a. one or more activities focused on a single content area.
b. activities for multiple grade or ability levels.
c. hands on activities or activities that have high motivational value.
d. all of the above
Q:
Students with learning and behavioral difficulties often exhibit which of the following characteristics?
a. High levels of engagement in and interest in learning.
b. Poor use of strategies to facilitate learning.
c. High levels of behaviors that interfere with learning.
d. Internal locus of control.