Q&A Hero

Q: Issues of prevalence and ethnic disproportionality clearly suggest that a. Some ethnic groups are overidentified as having emotional or behavioral disorders b. Some ethnic groups are more underidentified than others as having emotional or behavioral disorders c. All of the above d. None of the above

Q: In assessing CD, practitioners should: a. Assess only antisocial skills. b. Compare the child to norms. c. Use rating scales. d. All of the above. e. Only B and C.

Q: The problems of children with emotional or behavioral disorders tend to be: a. Addressed immediately b. Identified early c. Neglected for as long as possible d. Unnoticed by peers, parents, and teachers e. A & B f. C & D

Q: Youth with conduct disorder tend to experience discipline that is: a. Erratic. b. Escalating. c. Highly punitive. d. All of the above. e. Only A and B.

Q: Emotional or behavioral disorders tend to be identified in approximately ___ of the school aged population: a. 1% b. 2% c. 3% d. 4% e. 5%

Q: Conduct disorder includes such acts as: a. Firesetting b. Lying c. Theft d. Vandalism e. All of the above

Q: True positives are those students who a. Do not have emotional or behavioral disorders but are identified b. Do not have emotional or behavioral disorders and are not identified c. Have emotional or behavioral disorders and are identified d. Have emotional or behavioral disorders but are not identified

Q: Conduct disorder is known to be closely linked to: a. MR and ADHD b. MR and LD c. ODD and ADHD d. ODD and LD

Q: False negatives are those students who a. Do not have emotional or behavioral disorders but are identified b. Do not have emotional or behavioral disorders and are not identified c. Have emotional or behavioral disorders and are identified d. Have emotional or behavioral disorders but are not identified

Q: Social learning theory suggests that children are more likely to imitate aggressive models when the models are of: a. High social status. b. The same gender. c. The same age. d. All of the above. e. Only A and B.

Q: Prevalence estimates vary for all of the following reasons: a. Definition is unsettled b. Differences in methods of identification c. Differences in social policy d. All of the above e. Only B and C

Q: Aggression is maintained via: a. External reinforcement. b. Self reinforcement. c. Vicarious reinforcement. d. All of the above. e. Only A and C.

Q: The population of students with EBD identified and served in the schools are most likely cases of: a. false positives b. false negatives c. true positives d. true negatives

Q: Families of antisocial children tend to characterized by high levels of: a. Discipline. b. Interpersonal conflict. c. Parental monitoring of behavior. d. All of the above. e. Only A and B.

Q: According to the National Mental Health Association, the distinction between socially maladjusted and severely emotionally disturbed is a. essential to reducing false positives b. meaningless c. interpretable only within an ecological framework d. particularly important when considering students from different cultures

Q: Punitive measures may aggravate and worsen acts of vandalism.

Q: Current political and economic trends most likely have what influence on the identification and educational services provided to students with EBD? a. about the right number of students are probably identified and served b. too few students are probably identified and served c. too many students are probably identified and served d. none

Q: Children who steal exhibit high rates of observable out-of-control behavior.

Q: To say that emotional and behavioral disorders may be "episodic" suggests that a student's behavior a. May change drastically over the course of a year b. May change drastically over the course of a month c. May change drastically over the course of a week d. All of the above e. Only A & B

Q: Character education is an effective way to respond to covert conduct disorder.

Q: ______________ refers to the total number of individuals with X disorder in a given population. a. False positives b. False negatives c. Incidence d. Prevalence

Q: The causes of covert conduct disorder differ from the causes of overt conduct disorder.

Q: A disorder should be defined: a. Specifically enough to be of value in working with children who have this disorder as a primary disability b. Broad enough to include the possibility of the coexistence of other disabilities c. So that professionals within the field can communicate successfully with the use of the term d. All of the above

Q: Antisocial behavior includes both overt and covert acts.

Q: Bower's definition of emotional or behavioral disorders is criticized for its lack of a. Precision b. An appreciation of degrees of severity c. A reliance on subjective judgment d. Characteristic types of behavior

Q: Punishment, if carefully and humanely administered, is a necessary component of controlling serious misbehavior.

Q: The _________________ should be the most important "imperfect test" in determining if and when a student needs help in school. a. Psychiatrist b. Psychologist c. Social Worker d. Teacher

Q: Aggression begets aggression.

Q: Students with and without behavior disorders differ in terms of: a. Frequency of behavior b. Types of behavior c. Both of the above d. None of the above

Q: Social learning theory suggests that children learn aggressive responses by observing models.

Q: An observation of adaptive behavior would be most valid if performed in a: a. Classroom b. Clinical setting. c. Doctor's office d. Laboratory setting.

Q: Conduct disorder is largely genetic in origin.

Q: Projective tests measure: a. Achievement in other domains b. Conscious mental processes c. Future achievement d. Unconscious mental processes.

Q: The developmental progression of CD is essentially the same across genders.

Q: If a student's disability status changes from "normal" to "disturbed" merely by moving across a state line, we should concluded that: a. The disordered behavior is probably evidenced infrequently b. The disordered behavior is less severe than originally presumed c. State policies differ in how they interpret and apply the federal definition of ED. d. State policies often preclude the identification of internalizing behavior disorders

Q: Children with early onset of CD typically have a better prognosis than do those with later onset.

Q: When studying the social context of behavior, researchers examine the effects of: a. Modeling b. Punishment c. Reinforcement d. All of the above e. None of the above

Q: Many youth with CD show early patterns of oppositional defiance disorder.

Q: The majority of emotional or behavioral disorders are defined by: a. Sociocultural development b. Sociocultural expectations c. Universal developmental norms d. Universal expectations

Q: Children with conduct disorder are noncompliant but generally refrain from aggression.

Q: Which disorders seem to heighten a child's level of developmental risk? a. Covert antisocial behavior b. Hyperaggression c. Socialization to the norms of deviant peers d. All of the above e. None of the above

Q: Acts characteristic of conduct disorder violate major social rules and expectations.

Q: Using an ecological perspective, temper tantrums in school are best understood by examining a. Chemical interactions in the environment. b. Genetic and environmental interactions c. Social and chemical interactions d. Social interactions in the environment.

Q: A child with conduct disorder exhibits an intermittent pattern of antisocial behavior.

Q: The idea that: "Teaching and learning are interactive processes in which teacher and learner frequently exchange roles" best exemplifies: a. A biological perspective b. A cognitive perspective c. An ecological perspective d. An objective perspective

Q: In behavioral interventions: a. Rewarding antecedents should precede desirable behavior. b. Rewarding consequences should follow desirable behavior. c. Punishing consequences should follow undesirable behavior. d. All of the above. e. Only A and B.

Q: Emotional and behavioral disorders are usually described according to which two dimensions: a. Behavioral and Physiological b. Biological and Environmental c. Externalizing and Internalizing d. Persistent and Transitory

Q: Higher than optimal doses of medications for ADHD: a. Are appropriate depending upon diet. b. May impair learning. c. Will lessen problem behaviors. d. All of the above. e. Only B and C.

Q: Anglo-American students with emotional or behavioral disorders tend to be over identified.

Q: Research indicates that: a. ADHD can be treated effectively without medication. b. ADHD is most effectively treated with medication. c. ADHD is most effectively treated with medication and behavior modification.

Q: Schools tend to respond to students with emotional and behavioral disorders with early identification and prevention.

Q: Medications typically prescribed for ADHD include: a. Adderall, Cylert, and Depakote. b. Adderall, Cylert, and Ritalin. c. Adderall, Depakote, and Ritalin. d. Depakote, Cylert, and Ritalin.

Q: An example of a false positive is the student who does not have an emotional or behavioral disorder, but who is identified by school personnel and then provided special education services.

Q: In most cases, ADHD involves problems in regulating: a. Attention. b. Hyperactivity. c. Motivation. d. All of the above. e. Only A and B.

Q: The prevalence of identified emotional and behavioral disorders in the school-aged population tends to be approximately equal to that of learning disabilities, or about 5%.

Q: In managing ADHD, one must have: a. Objective measures of behavior. b. Subjective measures of behavior. c. Both A and B. d. Neither A and B.

Q: Incidence refers to the number of new cases of X disorder in a given population.

Q: One of the problems in assessing ADHD is distinguishing between: a. Attention deficits and aggression. b. Attention deficits and impulsivity. c. Depression and aggression. d. Depression and impulsivity

Q: Emotional and behavioral problems are part of normal development.

Q: Assessment of ADHD should typically involve: a. Blood test, clinical interview with psychologist, and parent and teacher behavior ratings. b. Medical exam, blood test, and parent and teacher behavior ratings. c. Medical exam, clinical interview with psychologist, and blood test. d. Medical exam, clinical interview with psychologist, and parent and teacher behavior ratings.

Q: Some disorders of conduct such as hyperaggression create developmental risk.

Q: In terms of the cause of ADHD, research seems to point toward: a. Allergies. b. Environment. c. Parenting Style. d. Temperament. e. No single cause.

Q: Emotionally disturbed is the label currently used in the federal regulations pertaining to special education.

Q: ________________ have been proven to cause ADHD. a. Environmental toxins. b. Food dyes. c. Sugars. d. All of the above. e. None of the above.

Q: It is unusual for a student to demonstrate more than one type of emotional or behavioral problem.

Q: ADHD tends to affect: a. More boys than girls. b. More girls than boys. c. We do not currently know.

Q: Students with emotional or behavioral disorders typically demonstrate average or above average academic achievement.

Q: Experts estimate that the prevalence of ADHD is ________ percent of the school-aged population. a. 3-5 b. 5-7 c. 7-9 d. 9-11

Q: Students with emotional or behavioral disorders may be socially withdrawn.

Q: Experts believe that __________ percent of students with LD or EBD also have ADHD. a. 20 b. 40 c. 60 d. 80

Q: The federal definition of emotional or behavioral disorders found in IDEA 2004 includes students with schizophrenia.

Q: Not paying attention can be related to: a. Aggressiveness. b. Impulsiveness. c. Irritability. d. All of the above. e. None of the above.

Q: The identification of emotional or behavioral disorders is a human social process and as such is influenced by subjectivity.

Q: Inattention is a symptom of: a. ADHD, autism, and conduct disorder. b. ADHD, mental retardation, and conduct disorder. c. ADHD, autism, and mental retardation. d. Mental retardation, autism, and conduct disorder.

Q: Most emotional or behavioral disorders are caused by poor parenting.

Q: Students with ADHD tend to have difficult relationships with: a. Parents. b. Peers. c. Teachers. d. All of the above. e. Only B & C.

Q: Most students with emotional or behavioral disorders are formally identified as having EBD before they enter school.

Q: ADHD is: a. A developmental disorder of attention. b. A developmental disorder of activity. c. Evident before the age of seven. d. All of the above. e. Only A and C.

Q: Holding the same high expectations for all students: a. Ignores the need to recognize individual differences. b. Is a gross oversimplification. c. Is the best way to accommodate cultural diversity. d. All of the above. e. Only A and B.

Q: ADHD is: a. A major problem but probably a temporary characteristic of childhood. b. A major problem and likely a permanent characteristic. c. A minor problem and probably a temporary characteristic of childhood. d. A minor problem but probably a permanent characteristic.