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Special Education
Q:
Which of the following students would not qualify for services under the Individuals with Disabilities Education Act?
A) Bobby, who has a learning disability
B) Janet, who is labeled an"at-risk"student
C) Susan, who has a hearing impairment
D) Betty, who has diabetes
Q:
The two newest disability categories added to the IDEA in 1990 are
A) learning disabilities and autism.
B) autism and traumatic brain injury.
C) orthopedic and other health impairments.
D) emotional disturbance and mental retardation.
Q:
The category, other health impairments, includes students with
A) orthopedic impairments.
B) hearing impairments.
C) attention deficit disorder.
D) visual processing problems.
Q:
Approximately what percentage of the school-aged population is currently classified as disabled?
A) 5%
B) 15%
C) 13%
D) 20%
Q:
The year is 1955. Mary Beth is a fourth grader with emotional disturbance. Which of the following is the most likely scenario regarding her education?A) Mary Beth's school day includes part-time general education classes and resource room services.B) Mary Beth attends a general education classroom on a full-time basis with supportive services from special education staff.C) Mary Beth is not receiving any education at all.D) Mary Beth's teachers co-teach to provide her the best education.
Q:
Which of the following was the last group to obtain equal access to a public school education?
A) girls
B) students with disabilities
C) students who live in poverty
D) students who are African American
Q:
Identify and describe the four components of self-management described in your textbook.
Q:
In your classroom, you have recently taught ten-year-old Brian to raise his hand when assistance is needed. In fact, your intervention is so successful, that you are ready to plan for maintenance and generalization in other settings. Discuss how you will address maintenance and generalization concerns using recommendations provided in your textbook.
Q:
Identify at least three (3) suggestions for implementing response cost in the classroom.
Q:
Identify and briefly describe three (3) types of punishment.
Q:
Briefly describe three (3) different types of time out.
Q:
Provide three (3) illustrative examples of benign tactics.
Q:
What are the four (4) features of effective contracts?
Q:
Three (3) principles must be followed for positive reinforcement to be most effective. What are these three principles?
Q:
Some students with disabilities require the use of specialized equipment. Describe various types of specialized equipment and provide suggestions for teachers who must develop a management plan for addressing specialized equipment issues.
Q:
Give three (3) recommendations for seating arrangements provided in this chapter.
Q:
Give examples of five (5) common classroom procedures.
Q:
Develop five (5. classroom rules for your classroom using the guidelines and recommendations provided in your textbook. Describe how you plan to teach and implement these rules in your classroom.
Q:
Describe how each of the following factors influence the climate of a classroom.
(1) student factors
(2) teacher factors
(3) peer factors
(4) family-related factors
Q:
The authors of your textbook describe nine (9) guiding principles of effective classroom organization and management. Identify seven of these principles.
Q:
What are some ways to enhance comprehension in struggling students?
Q:
Throughout this chapter, the authors of your textbook spent considerable time addressing the need to create positive, nurturing environments. Describe how you plan to create such an environment in your own classroom by synthesizing the content in this chapter.
Q:
As a first-year-teacher, you are having difficulty with many of your students in terms of talking out and out-of-seat behavior. Design a self-management program for your classroom. Describe your program in detail, including how you plan to implement and monitor the program.
Q:
Design a time out system for your classroom. Be specific, and be sure to include the three different types of time out (i.e., contingent observation, exclusion time out, and seclusion time out). Make sure you include the recommendations for using time out that are provided in your textbook.
Q:
Design a pictorial representation of an ideal classroom arrangement using the guidelines and recommendations provided in your textbook. Then discuss why you arranged your classroom in this manner.
Q:
_______ is a process to approach teaching and learning for students of differing abilities in the same class that maximizes each student's growth by meeting each student where he/she is to move forward.
Q:
________ are interventions that though initially taught by the teacher, are intended to be implemented independently by the student.
Q:
A ________ is a verbal statement or non-verbal gesture that expresses the teacher"s disapproval.
Q:
________ involves the presentation of something unpleasant or the removal of something pleasant as a consequence for the performance of an undesirable behavior.
Q:
________ tactics are punishment strategies that are very unobtrusive.
Q:
A ________ group contingency is sometimes referred to as a heroapproach because it singles out one student"s performance for attention.
Q:
The two (2) major components of a contingency contract are _________ and ____________.
Q:
________ involves the assessment and re-engineering of environments so that students with problem behaviors experience a reduction in undesirable behaviors and an increase in the social and personal quality of their lives.
Q:
________ presents a desirable consequence for the performance of a desired behavior.
Q:
________ provide a general sense of what is expected of a student in a particular classroom. In contrast, ________ refer to the specific way in which various activities will be performed or the way certain situations will be handled.
Q:
________ is defined as a systematic designing of the classroom environment to create conditions in which effective teaching and learning can occur.
Q:
True or False
Punishment should never be considered an option to reduce problematic behavior.
Q:
True or False
The use of natural and logical consequences is designed to decrease undesirable behaviors.
Q:
True or False
The use of positive reinforcers is designed to teach or increase desirable behavior.
Q:
True or False
Behavioral differentiation must include developmentally appropriate practices that address the individual needs of a student.
Q:
True or False
A teacher with good classroom management skills will spend considerable time designing classroom management strategies before the school year begins.
Q:
True or False
When more attention is given to reactive intervention than to preventative intervention, classrooms run more smoothly.
Q:
True or False
Classroom rules and procedures should be taught, practiced, and reinforced in order to be effective.
Q:
Ways to enhance comprehension for students who are struggling includes all the following except
A) Previewing the assignment
B) Reducing the amount of reading required
C) Use of prior reading strategies
D) Highlighting the material
E) Teaching comprehension monitoring strategies
Q:
Differentiation of material
A) is necessary only for students who lack pre-requisite skills
B) is necessary when the amount of information is overwhelming for students
C) is needed when the linguistic complexity of material is too difficult
D) is necessary in all the above situations
Q:
Content differentiation includes all the following except
A) Reducing content coverage
B) Compacting
C) Preferential seating
D) Acceleration
Q:
Differentiated instruction is needed for
A) students who are struggling but have never been tested
B) students who are trying to master the English language
C) students who are gifted
D) all of the above
Q:
A teacher's skills in differentiating instruction
A) are more necessary now than ever
B) are less important for beginning teachers
C) are necessary only in special education classrooms
D) are important only for experienced teachers
Q:
The response to intervention approach to working with struggling students means that
A) teachers differentiate instruction for students who are labeled only as special education.
B) special education teachers assist students in a special education classroom.
C) teachers address individual needs of students by making key adjustments across a number of instructionally-related areas and provide effective instruction.
D) teachers measure each attempt to intervene with students who have behavioral problems.
Q:
________ is a strategy in which students observe and record their own behavior.
A) Self-motivation
B) Self-instruction
C) Self-monitoring
D) Self-reinforcement
Q:
Ms. Helms teaches her students the COPS strategy. Initially, Ms. Helms provides much guidance and support for students during instruction. Eventually, her students internalize the strategy and are able to use it independently. This is an example of:
A) self-motivation.
B) self-reinforcement.
C) self-regulation.
D) self-evaluation.
Q:
Constance is a seven-year-old whose behavior management plan has resulted in an increase in academic productivity and a concomitant decrease in talking-out behavior. Given this satisfactory outcome, Constance"s teacher discontinues the behavior management program. Unfortunately, Constance once again fails to complete tasks and begins talking out at an unacceptable level. This occurrence may be due to
A) problems related to maintenance of behavior.
B) problems related to generalization of behavior.
C) problems related to a"rebound effect."
D) behavioral inflexibility.
Q:
Jeremy"s teasing of other children dramatically decreased in Mr. Hester"s math class after a behavior management program was implemented. Jeremy"s teasing behaviors continue unabated, however, in Ms. Smith"s history class. This may be due to
A) the fact that Jeremy"s behaviors were not maintained in Ms. Smith"s class.
B) a behavioral rebound effect.
C) a failure of Jeremy"s improved teasing behavior to generalize to other settings.
D) behavioral rigidity.
Q:
Each of the following is a strategy for creating and increasing a desirable behavior except
A) positive reinforcement.
B) contingency contracting.
C) group contingencies.
D) extinction.
Q:
Twelve-year-old Carrey talks constantly in class without permission. After collecting observation data, Carrey"s teacher decides that she is giving too much attention (albeit negative) to Carrey"s constant talking. Her teacher decides to ignore Carrey"s talking. This situation is an example of
A) extinction.
B) reinforcement.
C) response cost.
D) differential reinforcement of lower rates of behavior.
Q:
Ten-year-old Miquel frequently gets out of his seat. This frequently results in a situation in which Miquel fails to complete his assignments in class. Rather than punish his out-of-seat behavior, Miquel"s teacher decides to reinforce his on-task behavior. This situation is an example of
A) natural and logical consequences.
B) differential reinforcement of lower rates of behavior.
C) response cost.
D) differential reinforcement of higher rates of behavior.
Q:
Nine-year-old Elaina forgets to bring her pencil to math class. Rather than loan a pencil to her, Elaina"s teacher does not intervene. After several attempts to borrow a pencil from her classmates, Elaina is unable to complete her math work. This situation is an example of
A) punishment.
B) reinforcement.
C) a natural/logical consequence.
D) differential reinforcement of lower rates of behavior.
Q:
________ is a limited or complete loss of access to positive reinforcers for a specific period of time.
A) Response cost
B) Extinction
C) Time out
D) Benign intervention
Q:
Which of the following is not an example of a behavioral intervention designed to decrease undesirable behaviors?
A) extinction
B) differential reinforcement of lower rates of behavior
C) natural and logical consequences
D) group contingencies
Q:
In Ms. Bayer"s class, every student who accurately completes his or her work for the week is allowed free time at the end of the week. This is an illustrative example of a(n)
A) dependent group contingency.
B) interdependent group contingency.
C) independent group contingency.
D) none of the above
Q:
In Mr. Hawkins'class, the entire class will have a pizza party if all students in the class make at least 80% on their weekly spelling test. This is an example of a(n)
A) dependent group contingency.
B) independent group contingency.
C) interdependent group contingency.
D) none of the above
Q:
Each of the members of Shelley"s group are reinforced when Shelley earns 80% or more on her weekly spelling test. This type of group contingency is known as a(n)
A) dependent group contingency.
B) interdependent group contingency.
C) independent group contingency.
D) none of the above
Q:
Which one of the features below is essential to writing effective contingency contracts?
A) Contracts should initially reward successive approximations of the behavior.
B) Contracts should provide frequent reinforcement.
C) Contracts should be fair, clear, and positive.
D) all of the above
Q:
Which of the following is a basic principle regarding the use of positive reinforcement?
A) The reinforcer must be tangible in order for it to be reinforcing for the student.
B) The reinforcer must be followed by extinction procedures.
C) The reinforcer must be delivered immediately following the performance of the desired behavior.
D) The reinforcer must be presented in a token form.
Q:
A(n) ________ is any event that reinforces, and therefore, strengthens the behavior it follows.
A) contingency contract
B) natural consequence
C) benign intervention
D) reinforcer
Q:
________ refer(s) to the physical aspects of the classroom, including layout, wall space, and signage.
A) Procedural management
B) Organizational management
C) Classroom arrangements
D) Accessibility
Q:
Which of the following plays a critical role in the climate of a classroom?
A) students'attitudes about school, authority figures, and their classmates
B) the teacher"s disposition, competencies and skills
C) peer values and pressures
D) level of family support and involvement in a student"s education
E) all of the above
Q:
In Ms. Chen"s classroom, students are often hostile and disruptive. In fact, when you enter the room, you can feel the tension. According to your textbook authors, this concern is reflective of the ________ in Ms. Chen"s classroom?
A) level of students'aspirations
B) number of students who have failed
C) classroom climate
D) social acceptance levels
Q:
Mr. Meek"s sixth-grade math class is disrupted by a fire drill alarm. Mr. Meek, an excellent classroom manager, has practiced the routine for a fire drill several times with his class. Consequently, his students line up and leave the classroom in an orderly fashion. According to Doyle (1986), Mr. Meek has addressed which of the following important elements of classroom management?
A) multi-dimensionality
B) publicness
C) unpredictability
D) history
Q:
Mr. Long is often teased by his students as having"eyes"in the back of his head. This is because he is able to teach, stop students from talking, and provide prompts and reinforcements to students with apparent ease. According to Doyle (1986), this ability is indicative of which of the following?
A) history
B) publicness
C) unpredictability
D) simultaneity
E) multi-dimensionality
Q:
Ms. Chung begins her teaching in her fourth-grade classroom during the middle of the school year. Prior to this time, one teacher has quit, and two substitutes also refused to teach in this classroom. On the first day of class, Ms. Chung's students are very disruptive, non-compliant, and rude. This is an example of which of the following according to Doyle (1986)?A) publicnessB) unpredictabilityC) historyD) multi-dimensionality
Q:
Ms. Ash is inconsistent in her disciplinary style. The students in her classroom have learned that she will often change her mind regarding assignments when pressured. According to Doyle (1986), this phenomenon is best represents which of the following?
A) publicness
B) multi-dimensionality
C) immediacy
D) simultaneity
Q:
Which of the following statements has been supported by research?
A) First-year teachers often identify classroom management as a problematic area.
B) Classroom management is de-emphasized in many teacher preparation programs.
C) Classroom management is becoming increasingly difficult due to the wide range of diversity in today"s classrooms.
D) all of the above .
Q:
Discuss the Tiered Approach to the Response to Intervention Model.
Q:
Describe the process for addressing learning challenges in the classroom.
Q:
Fad et al. (2000) described seven steps in the behavior intervention planning process. Identify
and describe these steps.
Q:
IDEA 2004 mandates that specific team members be involved in the development of a student's IEP. List those individuals who must participate in the IEP process.
Q:
Consider the following present level of performance statement:Six-year-old Jeremy currently is able to recognize 20 of the 100 most common sight words.Write an annual goal and a short-term objective for Jeremy based on this present level of performance statement.
Q:
Describe at least five (5) legal requirements for assessment mandated by the IDEA.
Q:
Give an illustrative example of a situation in which a student might be eligible for a Section 504 accommodation plan but not an IEP. Be sure to describe your student"s presenting problems and needs.