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Education
Q:
A reflective approach to behavior management requires:
a. Self questioning.
b. Self monitoring.
c. Student questioning.
d. All of the above.
e. Only B and C.
Q:
People view ADHD as:
a. A real disorder.
b. A serious disability.
c. An excuse for poor parenting.
d. All of the above.
e. Only A and B.
Q:
The ultimate causes of EBD are:
a. Readily apparent.
b. Mostly known.
c. Unknown
d. Cultural
Q:
Severe and chronic problems in regulating attention and activity are commonly known as:
a. ADHD.
b. Hyperactivity.
c. Hyperkinesis.
d. All of the above.
e. Only B and C.
Q:
The primary focus of special educators should be on the factors that:
a. Can be altered within the classroom.
b. Cause biological predisposition.
c. Seem influenced by the family.
d. All of the above.
e. Only A and C.
Q:
Primary prevention of ADHD is currently impossible.
Q:
The special educator must view behavior as:
a. Predictable and controllable.
b. Predictable and disordered.
c. Varied and controllable.
d. Varied and disordered.
Q:
Genetics seem to play a role in ADHD.
Q:
Educators must have faith that the proper ________________ alone can make a difference in a student's life, even if nothing else can be altered.
a. Classroom environment.
b. Dosage of medication.
c. Individualized education plan.
d. Reinforcement schedule.
Q:
Food allergies can cause ADHD.
Q:
Students are considered to need help with disordered behaviors primarily because of:
a. Behavioral excesses.
b. Behavioral deficiencies.
c. Definitional abnormalities.
d. All of the above.
e. Only A and B.
Q:
ADHD is solely an American phenomenon.
Q:
Environments are best structured by:
a. Choosing tasks appropriate for students and arranging appropriate consequences.
b. Choosing tasks appropriate for students and arranging aversive consequences.
c. Choosing demanding tasks for students and arranging appropriate consequences.
d. Choosing demanding tasks for students and arranging aversive consequences.
Q:
Many children with ADHD do not have EBD.
Q:
A fundamental principle of behavior modification is:
a. Incentive before work.
b. Play before work.
c. Work before play.
d. All of the above.
e. Only A and B.
Q:
ADHD is a distinct category under IDEA.
Q:
Meaningful reward for accomplishment is:
a. Demeaning and encouraging.
b. Demeaning and insulting.
c. Effective and encouraging.
d. Effective and insulting.
Q:
There is great overlap between ADHD and other diagnostic categories.
Q:
Students should be taught differently, depending on their ancestors and origins.
Q:
Young children who demonstrate short attention spans and impulsivity are likely to have ADHD.
Q:
A teacher's primary task is to structure and order the environment.
Q:
ADHD typically resolves itself by adulthood.
Q:
Affective concerns within the classroom should be ignored.
Q:
ADHD does not typically present until puberty.
Q:
The behavior of every child in a classroom should be measured.
Q:
ADHD is a developmental disorder of attention and activity.
Q:
Students can be taught to define and measure their own behaviors.
Q:
ADHD is a means to legitimize parental inadequacies.
Q:
The difficulty of defining behavior disorders precludes useful definitions.
Q:
Youth with ADHD are equally likely to have conduct disorders.
Q:
According to Kauffman and Landrum, a teacher's tolerance for behavior should become the ultimate criteria for deciding which students need special help.
Q:
Hyperactivity usually accompanies attention deficits.
Q:
Experience and heredity contribute about equally to human functioning.
Q:
Inability to control one's attention has replaced hyperactivity as the core problem in attentional or behavioral disorders.
Q:
Student failure is evidence of the teacher's personal failure.
Q:
Which of these factors are probably most associated with deviance?
a. Low socio-economic status and the breakdown of the family.
b. Low socio-economic status and the breakdown of the school.
c. Urban environments and the breakdown of the family.
d. Urban environments and the breakdown of the school.
Q:
Teacher expectations determine in part what students achieve.
Q:
The term "neighborhood" refers to:
a. Psychological support systems.
b. Resident's social class.
c. Quality of physical surroundings.
d. All of the above.
e. Only B and C.
Q:
For each of the following examples, a) specify the independent and dependent variable b) note if they are categorical or continuous, c) note the type of question, and d) indicate which analysis would be most appropriate.As part of a small side project, John wants to know if fathers monitor daughters more than sons.
Q:
For each of the following examples, a) specify the independent and dependent variable b) note if they are categorical or continuous, c) note the type of question, and d) indicate which analysis would be most appropriate.An undergraduate working with John is doing an honors thesis using some of the data that John collected. She wants to know if there is a difference in the amount of parental monitoring for mothers versus fathers of the same child.
Q:
For each of the following examples, a) specify the independent and dependent variable b) note if they are categorical or continuous, c) note the type of question, and d) indicate which analysis would be most appropriate.John's advisor suggests that John consider other factors, besides parental monitoring, such as the number of delinquent friends and the strength of future career aspirations that may contribute to delinquency.
Q:
For each of the following examples, a) specify the independent and dependent variable b) note if they are categorical or continuous, c) note the type of question, and d) indicate which analysis would be most appropriate.John is interested in studying delinquent behavior. He thinks that low parental monitoring will be associated with more delinquent behaviors among adolescents. He plans to measure monitoring using a self-report measure of how often parents ask their children where they are going, with who, and how often parents do not know where their children are, etc. The measure of delinquent behavior is the adolescents self-report of the number of times they have engaged in delinquent acts (e.g., shoplifting, driving under the influence, fighting, graffiti, etc) during the past year.
Q:
For each of the following examples, a) specify the independent and dependent variable b) note if they are categorical or continuous, c) note the type of question, and d) indicate which analysis would be most appropriate.Mary's advisor is involved in a project examining the frequency of acting out in a group of 100 adolescents who she is contacting at age 12, 13, 14, and 15 to examine trends in acting out over time.
Q:
For each of the following examples, a) specify the independent and dependent variable b) note if they are categorical or continuous, c) note the type of question, and d) indicate which analysis would be most appropriate.Another member of Mary's committee recommended that she change this to a factorial design. That is, some people should receive CBT only, some support group only, some both, and some should be a waitlist control. [Everyone on a dissertation committee thinks that the study should be redesigned to address the question in which they are most interested.
Q:
For each of the following examples, a) specify the independent and dependent variable b) note if they are categorical or continuous, c) note the type of question, and d) indicate which analysis would be most appropriate.Mary's advisor recommended that she add a third group, who are in a support only condition to her design.
Q:
For each of the following examples, a) specify the independent and dependent variable b) note if they are categorical or continuous, c) note the type of question, and d) indicate which analysis would be most appropriate.Mary wants to know if an equal number of males and females volunteer for each of her groups (control group and CBT group).
Q:
For each of the following examples, a) specify the independent and dependent variable b) note if they are categorical or continuous, c) note the type of question, and d) indicate which analysis would be most appropriate.Mary wants to know if there are treatment effects on acting out behavior (the number of incidents per month) between a group of adolescents who are in a wait list control group and a group of adolescents receiving Cognitive Behavioral Therapy (CBT).
Q:
Goodness-of-fit chi-square is used when there is only one categorical variable being categorized.
Q:
Distribution-free tests are used when there is a concern that the assumptions underlying parametric tests may be violated.
Q:
An F value is frequently reported to describe the characteristics of a sample.
Q:
A chi-square test is used when the independent and dependent variables are continuous.
Q:
Repeated-measures ANOVA is used when comparing 2 or more related means.
Q:
A related samples t-test is used to compare 2 related means.
Q:
A factorial ANOVA is used when predicting more than one dependent variable.
Q:
An independent samples t-test is used to examine mean differences between 3 or more independent groups.
Q:
When you are interested in the degree of relationship between 1 continuous dependent variable and multiple continuous predictor variables you will most likely use a Spearman correlation.
Q:
When you are interested in the degree of relationship between 2 continuous variables, you will most likely use Pearson correlation.
Q:
An instructor in Introductory Psychology wanted to know if the textbook she was using was as effective as other textbooks on the market. In order to test this, she decided that she would teach the course in the fall with the text she typically uses, and in the spring she would use a new text. After doing this, she compared the students' final grades and students' responses to an 'end of semester' evaluation question. The question was "How effective was the text for this course?" She discovered that students' grades increased from a mean of 78 in the fall to 83 in the spring. She also discovered that the students' opinion of the course's text increased from a mean of 4.5 (on a 7-point scale, the higher the better) in the fall to 4.9 in the spring. After running the appropriate statistical test(s), she discovered that both of these differences were statistically significant.If we see a relationship over time between television violence and children's expression of aggression, we could conclude thata) violence causes aggression because people who watched violent television in third grade were also violent in third grade.b) people who watched a lot of violence in third grade also watched violence in twelfth grade.c) violence leads to aggression because violent TV is third grade was related to aggression in twelfth grade.d) violence leads to aggression because being aggressive in third grade leads to watching violence in twelfth grade.
Q:
An instructor in Introductory Psychology wanted to know if the textbook she was using was as effective as other textbooks on the market. In order to test this, she decided that she would teach the course in the fall with the text she typically uses, and in the spring she would use a new text. After doing this, she compared the students' final grades and students' responses to an 'end of semester' evaluation question. The question was "How effective was the text for this course?" She discovered that students' grades increased from a mean of 78 in the fall to 83 in the spring. She also discovered that the students' opinion of the course's text increased from a mean of 4.5 (on a 7-point scale, the higher the better) in the fall to 4.9 in the spring. After running the appropriate statistical test(s), she discovered that both of these differences were statistically significant.We have the most persuasive evidence of some phenomenon whena) we have a very large sample.b) we have very accurate measurements.c) we have converging lines of evidence from a variety of studies.d) we have a single tightly controlled experiment.
Q:
An instructor in Introductory Psychology wanted to know if the textbook she was using was as effective as other textbooks on the market. In order to test this, she decided that she would teach the course in the fall with the text she typically uses, and in the spring she would use a new text. After doing this, she compared the students' final grades and students' responses to an 'end of semester' evaluation question. The question was "How effective was the text for this course?" She discovered that students' grades increased from a mean of 78 in the fall to 83 in the spring. She also discovered that the students' opinion of the course's text increased from a mean of 4.5 (on a 7-point scale, the higher the better) in the fall to 4.9 in the spring. After running the appropriate statistical test(s), she discovered that both of these differences were statistically significant.If we wanted to compute a standardized mean difference () in student satisfaction, our best standard deviation to use in the calculation could bea) the average of the standard deviation of satisfaction scores in the fall and spring.b) a pooled standard deviation.c) the standard deviation of the scores collected from those students who used the new book.d) both a and b
Q:
An instructor in Introductory Psychology wanted to know if the textbook she was using was as effective as other textbooks on the market. In order to test this, she decided that she would teach the course in the fall with the text she typically uses, and in the spring she would use a new text. After doing this, she compared the students' final grades and students' responses to an 'end of semester' evaluation question. The question was "How effective was the text for this course?" She discovered that students' grades increased from a mean of 78 in the fall to 83 in the spring. She also discovered that the students' opinion of the course's text increased from a mean of 4.5 (on a 7-point scale, the higher the better) in the fall to 4.9 in the spring. After running the appropriate statistical test(s), she discovered that both of these differences were statistically significant.How can we tell if the difference in the student opinion in the two semesters was a meaningful difference?a) rely on a statistical test of significanceb) calculate an r-family measure of statistical significancec) report a standardized mean differenced) report a simple mean difference
Q:
An instructor in Introductory Psychology wanted to know if the textbook she was using was as effective as other textbooks on the market. In order to test this, she decided that she would teach the course in the fall with the text she typically uses, and in the spring she would use a new text. After doing this, she compared the students' final grades and students' responses to an 'end of semester' evaluation question. The question was "How effective was the text for this course?" She discovered that students' grades increased from a mean of 78 in the fall to 83 in the spring. She also discovered that the students' opinion of the course's text increased from a mean of 4.5 (on a 7-point scale, the higher the better) in the fall to 4.9 in the spring. After running the appropriate statistical test(s), she discovered that both of these differences were statistically significant.How might this study be improved?a) randomly sample students for the courseb) randomly assign students to take the course in the Fall or Springc) have a different instructor repeat the experiment using the texts in the opposite orderd) all of the above
Q:
An instructor in Introductory Psychology wanted to know if the textbook she was using was as effective as other textbooks on the market. In order to test this, she decided that she would teach the course in the fall with the text she typically uses, and in the spring she would use a new text. After doing this, she compared the students' final grades and students' responses to an 'end of semester' evaluation question. The question was "How effective was the text for this course?" She discovered that students' grades increased from a mean of 78 in the fall to 83 in the spring. She also discovered that the students' opinion of the course's text increased from a mean of 4.5 (on a 7-point scale, the higher the better) in the fall to 4.9 in the spring. After running the appropriate statistical test(s), she discovered that both of these differences were statistically significant.What is the dependent variable in this study?a) test scoreb) answer to the evaluation questionc) both a and bd) neither a nor b
Q:
An instructor in Introductory Psychology wanted to know if the textbook she was using was as effective as other textbooks on the market. In order to test this, she decided that she would teach the course in the fall with the text she typically uses, and in the spring she would use a new text. After doing this, she compared the students' final grades and students' responses to an 'end of semester' evaluation question. The question was "How effective was the text for this course?" She discovered that students' grades increased from a mean of 78 in the fall to 83 in the spring. She also discovered that the students' opinion of the course's text increased from a mean of 4.5 (on a 7-point scale, the higher the better) in the fall to 4.9 in the spring. After running the appropriate statistical test(s), she discovered that both of these differences were statistically significant.Which of the following tests would have been the most appropriate for this design?a) chi-square(s)b) correlation(s)c) t-test(s)d) multiple regression
Q:
How might this study be "improved" as a conclusive test of the hypothesis that birds cause cancer?a) People should be randomly assigned to having a bird or not having a bird.b) People should be randomly assigned to the lung cancer group.c) The sample size should be greatly increased.d) None of these would help the situation.
Q:
Without actually doing the arithmetic on paper, what conclusions would you be likely to draw from this study?a) Birds have nothing to do with lung cancer.b) Birds cause lung cancer.c) People who keep birds are more likely to have lung cancer.d) The data are inconclusive.
Q:
Many studies have been conducted on the effects of having a pet on the response to medical problems and on mental health. But doctors in Berlin were interested in the effects of having a pet bird on lung cancer. (I assume they were wondering if birds might cause air pollution that could lead to lung cancer.) They asked 239 patients with lung cancer and 429 controls without lung cancer whether they had a pet bird. Ninety eight of the 239 patients did have a bird, while 101 of the 429 controls had a bird. (That strikes me as a very high percentage of bird owners, but those are the data.)What assumptions would need to underlie our analysis for this experiment?a) The observations are independent.b) There is no correlation between the variables.c) Expected values would be normally distributed.d) both a and c
Q:
Many studies have been conducted on the effects of having a pet on the response to medical problems and on mental health. But doctors in Berlin were interested in the effects of having a pet bird on lung cancer. (I assume they were wondering if birds might cause air pollution that could lead to lung cancer.) They asked 239 patients with lung cancer and 429 controls without lung cancer whether they had a pet bird. Ninety eight of the 239 patients did have a bird, while 101 of the 429 controls had a bird. (That strikes me as a very high percentage of bird owners, but those are the data.)Why would it be wrong to calculate relative risk in this study?a) The study is a retrospective study.b) Relative risk rarely tells us anything.c) Risk is not a meaningful concept in this study.d) both b and c
Q:
Many studies have been conducted on the effects of having a pet on the response to medical problems and on mental health. But doctors in Berlin were interested in the effects of having a pet bird on lung cancer. (I assume they were wondering if birds might cause air pollution that could lead to lung cancer.) They asked 239 patients with lung cancer and 429 controls without lung cancer whether they had a pet bird. Ninety eight of the 239 patients did have a bird, while 101 of the 429 controls had a bird. (That strikes me as a very high percentage of bird owners, but those are the data.)The odds of having cancer for the bird owners area) 98/239 = 0.41b) 98/(239 + 429) = 0.15c) 98/(239 - 98) = 0.70d) 98/101 = 0.97
Q:
Many studies have been conducted on the effects of having a pet on the response to medical problems and on mental health. But doctors in Berlin were interested in the effects of having a pet bird on lung cancer. (I assume they were wondering if birds might cause air pollution that could lead to lung cancer.) They asked 239 patients with lung cancer and 429 controls without lung cancer whether they had a pet bird. Ninety eight of the 239 patients did have a bird, while 101 of the 429 controls had a bird. (That strikes me as a very high percentage of bird owners, but those are the data.)We really do need a measure of effect size in this example. What would be an appropriate one?a) the mean difference between bird owners and bird nonownersb) the squared correlation between ownership and cancerc) the odds ratiod) relative risk
Q:
Many studies have been conducted on the effects of having a pet on the response to medical problems and on mental health. But doctors in Berlin were interested in the effects of having a pet bird on lung cancer. (I assume they were wondering if birds might cause air pollution that could lead to lung cancer.) They asked 239 patients with lung cancer and 429 controls without lung cancer whether they had a pet bird. Ninety eight of the 239 patients did have a bird, while 101 of the 429 controls had a bird. (That strikes me as a very high percentage of bird owners, but those are the data.)What would be the appropriate analysis to ask if bird ownership was significantly associated with lung cancer?a) at testb) a chi-square testc) a one-way ANOVAd) a correlation
Q:
A researcher is interested in studying changes in marital satisfaction over the course of marriage. She hypothesizes that marital satisfaction is highest when couples are newly married, that it decreases during the middle years of marriage, but rises again during later years of marriage. In order to test her hypothesis, she recruits fifty married couples within each of the following conditions: (1) married less than 10 years; (2) married 15-20 years; (3) married more than 25 years. All 150 couples (50 from each condition) complete a standardized measure of marital satisfaction.If the experimenter had reason to believe that the data would be better analyzed by a nonparametric test, which would be the most appropriate test?a) Wilcoxon's signed-ranks matched-pairs testb) The Mann-Whitney testc) Kruskal-Wallis testd) The Friedman test.
Q:
A researcher is interested in studying changes in marital satisfaction over the course of marriage. She hypothesizes that marital satisfaction is highest when couples are newly married, that it decreases during the middle years of marriage, but rises again during later years of marriage. In order to test her hypothesis, she recruits fifty married couples within each of the following conditions: (1) married less than 10 years; (2) married 15-20 years; (3) married more than 25 years. All 150 couples (50 from each condition) complete a standardized measure of marital satisfaction.What assumptions would the researcher have to make to analyze these data correctly?a) Homogeneity of variance across groupsb) Normality of the satisfaction scores within each group.c) Independence of observationsd) All of the above.
Q:
A researcher is interested in studying changes in marital satisfaction over the course of marriage. She hypothesizes that marital satisfaction is highest when couples are newly married, that it decreases during the middle years of marriage, but rises again during later years of marriage. In order to test her hypothesis, she recruits fifty married couples within each of the following conditions: (1) married less than 10 years; (2) married 15-20 years; (3) married more than 25 years. All 150 couples (50 from each condition) complete a standardized measure of marital satisfaction.Why could the researcher not simply correlate the marital satisfaction score with the actual years of marriage?a) The anticipated relationship is not linear.b) The relationship is not curvilinear.c) The length of marriage variable is discrete.d) There will be too many outliers.
Q:
A researcher is interested in studying changes in marital satisfaction over the course of marriage. She hypothesizes that marital satisfaction is highest when couples are newly married, that it decreases during the middle years of marriage, but rises again during later years of marriage. In order to test her hypothesis, she recruits fifty married couples within each of the following conditions: (1) married less than 10 years; (2) married 15-20 years; (3) married more than 25 years. All 150 couples (50 from each condition) complete a standardized measure of marital satisfaction.If there is a significant change with length of marriage, the researcher would finda) a large value of the test statistic.b) a small value of the test statistic.c) either very large or very small values.d) There is no way to know the size of the test statistic.
Q:
A researcher is interested in studying changes in marital satisfaction over the course of marriage. She hypothesizes that marital satisfaction is highest when couples are newly married, that it decreases during the middle years of marriage, but rises again during later years of marriage. In order to test her hypothesis, she recruits fifty married couples within each of the following conditions: (1) married less than 10 years; (2) married 15-20 years; (3) married more than 25 years. All 150 couples (50 from each condition) complete a standardized measure of marital satisfaction.Which statistic would result from the appropriate analysis?a) Fb) tc) 2d) r
Q:
A researcher is interested in studying changes in marital satisfaction over the course of marriage. She hypothesizes that marital satisfaction is highest when couples are newly married, that it decreases during the middle years of marriage, but rises again during later years of marriage. In order to test her hypothesis, she recruits fifty married couples within each of the following conditions: (1) married less than 10 years; (2) married 15-20 years; (3) married more than 25 years. All 150 couples (50 from each condition) complete a standardized measure of marital satisfaction.19 Which statistical analysis is most appropriate for testing this researcher's hypothesis?a) Pearson's correlationb) independent samples t-testc) one-way ANOVAd) repeated-measures ANOVA
Q:
A researcher is interested in studying changes in marital satisfaction over the course of marriage. She hypothesizes that marital satisfaction is highest when couples are newly married, that it decreases during the middle years of marriage, but rises again during later years of marriage. In order to test her hypothesis, she recruits fifty married couples within each of the following conditions: (1) married less than 10 years; (2) married 15-20 years; (3) married more than 25 years. All 150 couples (50 from each condition) complete a standardized measure of marital satisfaction.What is the dependent variable?a) Length of marriageb) Passage of timec) Marital satisfactiond) Age of partners
Q:
A researcher is interested in studying changes in marital satisfaction over the course of marriage. She hypothesizes that marital satisfaction is highest when couples are newly married, that it decreases during the middle years of marriage, but rises again during later years of marriage. In order to test her hypothesis, she recruits fifty married couples within each of the following conditions: (1) married less than 10 years; (2) married 15-20 years; (3) married more than 25 years. All 150 couples (50 from each condition) complete a standardized measure of marital satisfaction.What is the independent variable?a) Length of marriageb) Passage of timec) Marital satisfactiond) Age of partners
Q:
A researcher is interested in the social behavior of mice. He hypothesizes that mice from Strain A will be more social than mice from Strain B, and Strain B will be significantly more social than mice from Strain C. Mice from each of the three different strains (20 mice in each strain) are raised in a laboratory. The mice are group housed with members of its own strain. All the mice receive the exact same amount of food, water, and light over the first 10 weeks of life. At 11 weeks of age, each mouse is placed in a cage with a novel mouse from his own strain. The mouse's investigatory behavior toward the other mouse is timed for 10 minutes.If the experimenter does decide to run this experiment again, what might the experimenter do to improve the chances of finding meaningful results?a) double the number of mice in the isolated conditionb) use an analysis of variance instead of a t testc) calculate an r-family measure of effect sized) calculate the power given the anticipated means and standard deviations