Q&A Hero

Special Education

Q: Index crimes are: a. Illegal only for minors. b. Illegal only for adults. c. Illegal regardless of person's age. d. None of the above.
Q: People are reluctant to identify children with EBD in the early stages of the disorder because a. Early identification is expensive b. Early identification must then lead to treatment c. Early identification acknowledges the undesirability of EBD d. All of the above e. Only A and B
Q: Status offenses are: a. Illegal only for minors. b. Illegal only for adults. c. Illegal regardless of person's age. d. None of the above.
Q: The sterilization of individuals with disabilities that took place early in the history of special education was justified by belief in: a. Eugenics b. Eugenesis c. Ontogenics d. Ontogenesis
Q: Delinquent acts are: a. Illegal only for minors. b. Illegal only for adults. c. Illegal regardless of person's age. d. None of the above.
Q: A great deal of research evidence has confirmed the value of response to intervention (RTI) for teachers of students with EBD.
Q: Status offenses include: a. Murder, running away from home, and sexual promiscuity. b. Truancy, murder, and sexual promiscuity. c. Truancy, running away from home, and murder. d. Truancy, running away from home, and sexual promiscuity.
Q: Personnel preparation was first supported on the federal level in the mid-twentieth century.
Q: It is estimated that _________ percent of adolescents have engaged in delinquent acts. a. 20-30 b. 40-50 c. 60-70 d. 70-80 e. 80-90
Q: In the early to mid-twentieth century, the majority of special classrooms were for children with mild mental retardation.
Q: Only about _____ percent of all adolescents are at some time officially delinquent. a. 20 b. 30 c. 40 d. 50 e. 60
Q: Fatalism is the belief that there is not much we can do to help individuals with disabilities.
Q: The peak ages for delinquency are between the ages of: a. 11-13 b. 13-15 c. 15-17 d. 17-19
Q: The conceptual foundations of special education lie in psychology and psychiatry.
Q: Regardless of ethnicity, early adolescent delinquents are characterized by: a. Lax parental monitoring. b. Physically abusive families. c. Susceptibility to antisocial peer influence. d. All of the above. e. Only A and C.
Q: In order to prevent EBD, one must view EBD as something more problematic than an individual difference.
Q: Antisocial behaviors that have been typified as "masculine" (Robins, 1986) include: a. Running away, fighting, and stealing. b. Vandalism, fighting, and stealing. c. Vandalism, fighting, and running away. d. Vandalism, running away, and stealing.
Q: It is possible to identify EBD early without misidentification.
Q: Covert antisocial behavior includes: a. Physical aggression, manipulation of others, and running away. b. Untrustworthiness, manipulation of others, and running away. c. Untrustworthiness, physical aggression, and running away. d. Untrustworthiness, manipulation of others, and physical aggression.
Q: Developmental optimism is well supported by research.
Q: Perhaps the major problem in assessing covert conduct disorder involves: a. Direct observation of the behavior. b. Reliability of assessment instruments. c. Validity of assessment instruments. d. Rating of the behavior.
Q: EBD does not usually manifest itself until early adolescence.
Q: In responding to stealing, parents should: a. Define stealing. b. Deliver consequences randomly. c. Use their judgment to decide when theft has occurred. d. All of the above. e. Only A and C.
Q: Without intervention, early problematic behaviors tend to persist and escalate.
Q: Children of ______________ may be more likely to set fires. a. Smokers b. Fire fighters c. Parents with intellectual disabilities d. All of the above. e. Only A and B
Q: We currently understand the early signs of EBD.
Q: Vandalism appears to increase dramatically in antisocial boys after age: a. 7 b. 10 c. 13 d. 16
Q: The current practice of Positive Behavior Support (PBS) draws heavily on behavior modification practices from the mid-twentieth century.
Q: Interventions based on ____________ seem to produce the best results in response to truancy. a. Cognitive principles. b. Psychodynamic principles. c. Social learning principles.
Q: An instructional approach to problem behavior has been shown effective.
Q: Interventions addressing truancy include: a. Recognition and praise for attendance. b. Systems in which attendance brings rewards. c. School work that is interesting to students. d. All of the above. e. Only A and B.
Q: Instruction is an effective first line of defense against EBD.
Q: Programs in which steps are taken to: reward attendance, connect school to work, and decrease the satisfaction a student finds out of school, are characteristic of_____________ interventions. a. Anti-Firesetting b. Anti-Lyning c. Anti-Theft d. Anti-Truancy
Q: "Wrap around services" generally include services beyond those offered at school.
Q: Covert and overt anti-social behavior represent: a. Different ends of different continuums. b. Different ends of the same continuum. c. The same ends of different continuums. d. The same ends of the same continuum.
Q: The difference between delinquent and disordered behavior is clear.
Q: Assessment of covert anti-social behavior necessarily involves: a. Direct observation. b. Direct measurement. c. Self analysis. d. Self report.
Q: Aggressive talk is often a precursor of violent behavior.
Q: Intervention in families of stealers is often difficult because parents: a. Are stealers themselves. b. Do not observe stealing in the house. c. Do not want to recognize that their child steals. d. All of the above. e. Only B and C.
Q: Bullying is often a precursor of violent behavior.
Q: Punitive discipline in aversive school environments tends to increase: a. Truancy. b. Vandalism. c. Violence. d. All of the above. e. Only A and B.
Q: Academic failure is often a precursor of later antisocial behavior.
Q: The process of building new responses by beginning with behavior the student already exhibits is known as: a. Contingency contract b. Modeling c. Shaping d. Stimulus change
Q: Success in special education should be determined by the degree to which EBD is cured.
Q: A social learning approach to the control of aggression includes: a. Specific behavioral objectives. b. Strategies for changing behavior by altering the environment. c. Precise measurement of behavioral change. d. All of the above. e. Only A and B.
Q: The history of behavior disorders is typified by the resolution of problems and current trends that are both new and innovative.
Q: Effective consequences are not: a. Certain. b. Harsh. c. Immediate. d. Proportional to the offense.
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.
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