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Question
Mr. Smith had a student who taunted and made verbal threats to classmates. Mr. Smith decided that he needed to gather data from this student's teachers before developing an intervention to address the behavior. Mr. Smith was preparing to use functional ___________.a. assessment
b. structure
c. analysis
d. none of the above
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
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Failure to learn more adaptive behaviors creates a setting event condition that increases the likelihood that undesired behaviors will occur.
a. true
b. false
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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
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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.
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b. undesirable
c. academic
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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
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Q:
Which of the following characteristics are potential dimensions of challenging behaviors?
a. frequency and intensity
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Q:
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a. true
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Q:
Nonexclusionary time-out means that the student is removed from the instructional environment.
a. true
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Q:
Which differential reinforcement system would be most appropriate for severe acting-out behaviors, including aggression?
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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
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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?
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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?
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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?
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Q:
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a. assess socialization needs, and teach skills that students lack.
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a. easy to use
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Q:
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a. acquisition deficits
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Q:
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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.
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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.
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a. 30 minutes
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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
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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.
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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
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d. all of the above