Q&A Hero

Q: Joann Hayes is currently working on a project to tackle climate change. During the project, she needs to find different options to replace the use of non-renewable energy and check the feasibility of different renewable energy options before choosing the most practical one. Which of the following skills does Hayes primarily need to use for these tasks? A) human skills B) interpersonal skills C) conceptual skills D) communication skills E) interactive skills

Q: Melissa Woods was recently hired as the campaign manager at an environmental organization. She has a degree in environmental sustainability and possesses substantial knowledge about the issue of global warming. She has the knowledge to lead the public relations team of the organization. However, a few months later, the board of directors of the organization expressed dissatisfaction with Melissa€s performance and asked her to resign. Which of the following, if true, best explains this situation? A) Melissa had no prior experience in research and development. B) Melissa had weak interpersonal and networking skills to run the project. C) Melissa focused on the results her team achieved rather than how they achieved those results. D) Melissa is not up-to-date about the feasibility of using different modes of renewable energy. E) Melissa had a diverse network of contacts established from her previous job.

Q: The ability to understand, communicate with, motivate, and support other people, both individually and in groups, may be defined as ________. A) human skills B) technical skills C) conceptual skills D) cognitive skills E) analytical skills

Q: Which of the following is true regarding technical skills? A) They can be learned only through formal education. B) They encompass the ability to apply specialized knowledge. C) They are not required at all kinds of jobs. D) They are monopolized by professionals. E) They comprise the ability to understand and motivate people.

Q: The role of a(n) ________ is a type of informational role according to Mintzberg€s classification of managerial roles. A) figurehead B) disseminator C) liaison D) entrepreneur E) negotiator

Q: According to Mintzberg's classification of managerial roles, which of the following is a kind of decisional role? A) negotiator B) disseminator C) liaison D) spokesperson E) monitor

Q: According to Mintzberg's classification of managerial roles, which of the following is a kind of interpersonal role? A) monitor B) disseminator C) spokesperson D) entrepreneur E) liaison

Q: 360.org, an organization working toward curbing climate change, recently conducted an interview with Jessica for the position of a public relations officer. However, interviewers Brenda and Laura are divided over whether Jessica should be given the job. Brenda believes that Jessica does not have in-depth knowledge about the issue of global warming and its impact. On the other hand, Laura feels that Jessica would be perfect for the job because she has strong networking and interpersonal skills. Which of the following, if true, would strengthen Laura€s argument? A) Gaining the support of corporate giants would comprise a large part of the job. B) Jessica will need to prepare extensive reports about the issue of climate change. C) The role will require Jessica to give presentations to environmental experts on renewable modes of energy. D) Jessica had negligible experience in research and development. E) Jessica has weak analytical skills to solve problems associated with implementing options of renewable energy.

Q: According to Mintzberg's classification of managerial roles, the role of a(n) ________ is to make or approve significant organizational decisions and assign human, physical, and monetary assets. A) disseminator B) liaison C) entrepreneur D) resource allocator E) disturbance handlers

Q: According to Mintzberg's classification of managerial roles, a(n) ________ searches the organization and its environment for opportunities and initiates projects to bring about change. A) spokesperson B) disturbance handler C) entrepreneur D) resource allocator E) negotiator

Q: The role of a(n) ________, according to Mintzberg's classification of managerial roles, is to transmit information to outsiders about an organization€s plans, policies, actions, and results and to serve as an expert in the organization€s industry. A) spokesperson B) disturbance handler C) entrepreneur D) leader E) liaison

Q: According to Mintzberg's classification of managerial roles, the role of a(n) ________ is to transmit information received from outsiders or from other employees to members of the organization. A) entrepreneur B) resource allocator C) spokesperson D) leader E) disseminator

Q: Annette Simpson works for a fashion house in Paris and is preparing for the company's upcoming line of winter clothing. She is currently researching online to know what is in vogue this season. In addition, she is also networking with contacts from the press and fashion magazine editors to understand the changing tastes of consumers. Which of the following roles is Simpson playing according to Mintzberg€s classification of managerial roles? A) figurehead B) leader C) symbol head D) monitor E) spokesperson

Q: Regina George works as a campaign manager in a not-for-profit organization in Hampshire. For the upcoming campaign against genetic engineering, she is networking with managers who are working on the issue of food safety. Through her network of contacts, she strives to gain information about the stakeholders in the food industry and other lobby groups. Which of the following roles is George most likely to be playing according to Mintzberg€s classification of managerial roles? A) figurehead B) leader C) liaison D) entrepreneur E) resource allocator

Q: Ellen Ortiz works as a sales manager at a telecom firm. The company has recently launched a new product in the market. Her work in the next few weeks involves sharing knowledge about the product with her team members. She will also need to inspire them to reach their sales targets and clarify any doubts about the new product. Which of the following roles is Ortiz playing? A) leader B) liaison C) disseminator D) spokesperson E) negotiator

Q: According to Henry Mintzberg, a factory supervisor giving a group of high school students a tour of the plant may be termed as a ________. A) leader B) figurehead C) resource allocator D) negotiator E) disturbance handler

Q: Which of the following functions do managers undertake as part of planning functions? A) defining an organization's goals B) implementing strategies for achieving goals C) executing plans to integrate activities D) accomplishing goals of a project E) employing strategies to coordinate tasks

Q: Lesley Torres is a project manager for the campaign €Action against Deforestation in Indonesia.€ She recently faced a glitch when the campaign could not be launched publicly according to schedule. Torres monitored the schedule to find the cause of the delay before speeding up the implementation process by allocating more members for the implementation phase. By doing this, which of the following functions is she performing? A) controlling B) planning C) formulating D) leading E) organizing

Q: Johanna Reid, a campaign manager at a child rights organization, recently started working on an illiteracy project. During the project, she needs to motivate team members to attain their project milestones and direct them through different phases of the project. Which of the following kinds of functions will these tasks be covered under? A) planning B) organizing C) scrutinizing D) evaluating E) leading

Q: Sally Mitchell works as a manager at an environmental organization. She is currently working on a global warming project and decides which tasks related to creating awareness about the issue need to be done. In addition, she is also deciding which members of her team will work on engaging with the public and which will work on lobbying with the government. She is also assigning people as team members to ensure that tasks are undertaken on time. Which of the following categories of functions is Mitchell undertaking? A) planning B) organizing C) scrutinizing D) controlling E) envisioning

Q: ________ are defined as people who oversee the activities of others and who are responsible for attaining goals in organizations. A) Assistants B) Managers C) Secretaries D) Interns E) Apprentices

Q: Nonexclusionary time-out means that the student is removed from the instructional environment. a. true b. false

Q: Unconditioned, or unlearned aversive stimuli, might include anything that causes pain. a. true b. false

Q: It is critical that behavior reductive techniques be implemented correctly, and that their use be monitored closely. The more negative the technique, the more important it is to use a team approach for monitoring and decision making. a. true b. false

Q: Response cost is easy to use, versatile, and may produce long-term changes in behavior. a. true b. false

Q: What type of behaviors warrant the use of a behavior reduction intervention? a. Chronic inappropriate behaviors that persist despite clear, correct use of antecedent measures. b. Behavior that is dangerous to the student or others. c. Behaviors that interfere with the student's academic or social success. d. all of the above

Q: When a student, who is in special education, exhibits behavior that warrants removal from school, the school must hold a hearing to determine weather or not the behavior was a result of the student's disability. This hearing is known as what term? a. ARD b. manifestation determination c. parent teacher conference d. mandatory expulsion meeting

Q: Which of the following statements is true regarding zero tolerance policies. a. Zero tolerance policies have strong research support. b. Zero tolerance policies have not been shown to result in safe and orderly schools. c. Zero tolerance policies are effective for improving academic achievement. d. Zero tolerance policies are only effective for young students.

Q: A new student was placed in Ms. Preston's resource class. Ms. Preston had very little information about this student. The student exhibited high rates of disruptive behaviors and noncompliance. Ms. Preston didn"t believe in using any formal behavior management systems, but she immediately implemented an exclusionary time-out procedure for the new student. Evaluate Ms. Preston's decision to use exclusionary time-out. a. This was the correct decision. b. Ms. Preston should have first tried less aversive interventions, including reinforcement-based interventions. c. Ms. Preston should have first conducted a functional assessment for this student. d. b and c only

Q: Referring to the student described in question #5, Ms. Preston should have attempted which of the following interventions? a. seclusionary time-out and response cost b. extinction and response cost c. antecedent interventions and proximity control d. all of the above would have been appropriate for Ms. Preston to use

Q: Tommy has a problem staying in his seat when he is in Ms. Myers class. Ms. Myers developed a reinforcement plan that allowed Tommy to be reinforced only when he was seated in his chair. What type of reinforcement was Ms. Myers using? a. differential reinforcement of alternative behavior b. differential reinforcement of incompatible behavior c. differential reinforcement of lower levels of behavior d. differential reinforcement of zero levels of behavior

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 b. differential reinforcement of incompatible behavior c. differential reinforcement of lower levels of behavior d. differential reinforcement of zero levels of behavior

Q: In choosing behaviors to reinforce in a differential reinforcement of alternative behaviors system, the alternative behavior should: a. serve the same function as the inappropriate behavior. b. be just as easy to perform as the inappropriate behavior. c. result in reinforcement that is just as frequent, and intense as the reinforcement that currently exists for the inappropriate behavior. d. all of the above

Q: Which differential reinforcement system would be most appropriate for severe acting-out behaviors, including aggression? a. differential reinforcement of alternative behavior or differential reinforcement of incompatible behavior b. differential reinforcement of lower levels of behavior c. differential reinforcement of zero levels of behavior d. a and c

Q: Mr. Todd taught Abby to put a checkmark on her card each time she remembered to raise her hand before speaking. Abby was using a. self-monitoring b. self-evaluation c. self-instruction d. goal setting

Q: Mr. Price was using differential reinforcement of zero levels of behavior to reduce Sam's severely disruptive behavior during math. On the first day that the intervention was in place, Sam exhibited no disruptive behavior, but he also did no work. What should Mr. Price do? a. Withhold reinforcement because Sam did not do his work. b. Deliver reinforcement as long as Sam exhibited no disruptive behavior. c. Discuss with Sam about the importance of doing his work. d. Send Sam to the office for not doing his work.

Q: At the end of each 30-minute interval, Carlos recorded a happy face if he had followed all of the rules during that 30-minute period. He recorded a sad face if he had not followed the rules, and a neutral face if he had followed the rules some of the time, but not for the entire period. Carlos was using a. self-monitoring b. self-evaluation c. self-instruction d. goal setting

Q: If this problem (Sam not doing his work) continues, what should Mr. Price do? a. Continue the DRO intervention as is. b. Continue the DRO intervention, but add a time-out consequence for not doing his work. c. Continue the DRO intervention, and use extinction for not doing his work. d. Continue the DRO intervention, and add a DRI intervention for work completion.

Q: Self-reinforcement is not recommended for use with students with disabilities. a. true b. false

Q: Before implementing extinction, you should do which of the following? a. Ask the student if this intervention would help. b. Ensure that you can control the reinforcers that currently maintain the target behavior. c. Ensure that the student has access to reinforcement for appropriate behaviors. d. b and c only

Q: An example of a weak discriminative stimulus is when a student does not follow a direction. a. true b. false

Q: Which of the following is true about using extinction? a. Behaviors placed on extinction reduce quickly. b. Behaviors placed on extinction often increase in frequency or intensity before they begin to diminish. c. Extinction is only appropriate for behaviors that have an escape function. d. Behaviors placed on extinction reduce slowly, but once eliminated, they never reappear.

Q: Self-management techniques are effective, but only for older students (e.g., students in intermediate grades and higher). a. true b. false

Q: Which of the following cautions are associated with the use of response cost? a. Teachers must ensure that students have ongoing access to reinforcers during a response cost intervention. b. Response cost must be limited to only clearly defined target behaviors. c. The "cost" for each target behavior must be determined in advance. d. all of the above

Q: Each Monday, Ms. Carver has her students record the average grade they hope to achieve for each subject during the week. This is an example of goal setting. a. true b. false

Q: Punishment can only be defined by the effect on the behavior. If the behavior is not weakened or eliminated, punishment has not occurred. a. true b. false

Q: When Ben misbehaves during class, Mr. Jacobs takes Ben out into the hall and gives him "a talking to." Nevertheless, Ben's misbehavior continues. Which of the following statements explains this situation? a. Mr. Jacobs punished Ben's misbehavior. b. Mr. Jacobs may be reinforcing Ben's misbehavior; he is not punishing Ben's misbehavor. c. Mr. Jacobs neither punished nor reinforced Ben's misbehavior. d. unable to determine from information provided

Q: Mr. Rizzo teaches American history. When the bell rings at the end of the period, his students get ready to leave the class. They do not get ready to leave until they hear the bell. This response to the bell ringing is called a. intermittent reinforcement. b. Premack Principal. c. stimulus control. d. extrinsic reinforcement.

Q: Ms. Berry uses a continuous schedule of reinforcement with a student to reinforce an older student who was learning to read. What is a potential problem in using this system? a. satiation b. deprivation c. rapid learning d. all of the above

Q: The students in Ms. Price's class have been taught to stop what they are doing and look at her when they see her hand in the air. Ms. Price's hand in the air is called what type of stimulus? a. discriminative b. complete c. incomplete d. none of the above

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? a. satiation b. thinning c. deprivation d. none of the above

Q: To learn to respond to specific stimuli as SDs, students must learn to differentiate between the SDand all other stimuli. These other stimuli are known as a. complete stimuli b. s - deltas c. incomplete stimuli d. differential stimuli

Q: Mr. Reed reinforced one of his students every third time he raised his hand to speak in class. This schedule of reinforcement is called a. interval b. variable ratio c. fixed ratio d. fixed interval

Q: If all students in Mr. Marvin's World History class return their homework Monday - Thursday, the class does not have a homework assignment over the weekend. This is an example of which type of group reinforcement system? a. independent b. interdependent c. dependent d. quasi-dependent

Q: Max was a student in Mr. Gray's class. He worked on a behavior contract that stated that he needed to earn 10 points before he could trade them for time to play a game. However, he learned that even if he acted out and did not earn the 10 points, Mr. Gray would sometimes give in and let him play a game. He had some fun seeing just how far out of line he could get and still get to play. What error did Mr. Gray make? a. He needs to buy new games. b. Max's time with the games was not contingent upon his behavior. c. He should lower the number of points needed to play a game. d. He needs a better relationship with Max.

Q: Each student in Ms. Flores' class who is in his or her seat when the bell rings gets a ticket. On Friday, each student can exchange his or her tickets for reinforcers (e.g., extra credit points, reduced homework assignment, work with a friend, a tardy pass). This is an example of which type of group reinforcement system? a. independent b. interdependent c. dependent d. quasi-dependent

Q: Ms. Hawkins reinforces her students for each 5 minutes that they read silently. If a student stops reading during the 5 minutes, no reinforcer is earned for that time. This is an example of what schedule of reinforcement? a. variable response duration schedule b. fixed response duration schedule c. alternative response schedule d. none of the above

Q: If everyone in Mr. Collins' resource class gets an 90% or higher on their math facts quiz on Friday morning, the class can spend the rest of the period playing math games. This is an example of which type of group reinforcement system? a. independent b. interdependent c. dependent d. quasi-dependent

Q: Ms. Higgins implemented a reinforcement plan with her language arts class. She also implemented several plans for individual students. Behaviors improved for a few days and then student behaviors began to deteriorate. What should Ms. Higgins do now? a. Stop using the current reinforcement plans and create new ones. b. Suspend the students and start the current reinforcement plans again. c. Follow problem solving steps and examine the plans. d. b and c

Q: Harry likes to be the center of attention in Ms. Long's Spanish II class. He makes off-task, funny remarks (in Spanish!), exaggerates his pronunciation, and other silly behaviors that cause his peers to laugh. Despite his behavior, Harry is very good at Spanish. Ms. Long set up a system in which Harry's Spanish class can earn time to play a game to review their Spanish vocabulary for part of the period on Friday, contingent upon Harry having appropriate behavior during class on Monday - Thursday. This is an example of which type of group reinforcement system? a. independent b. interdependent c. dependent d. quasi-dependent

Q: A fixed interval scallop is a. the tendency of target behaviors to increase just before the end of the interval in a fixed interval schedule of reinforcement. b. the tendency for target behaviors to vary wildly in a fixed interval schedule of reinforcement. c. the tendency for target behaviors to spike in the middle of reinforcement intervals in a fixed interval schedule of reinforcement. d. the tendency for target behaviors to spike at the beginning of reinforcement intervals in a fixed interval schedule of reinforcement.

Q: Every time Mr. Green rings a small bell at his desk, his students look at him. This is called what type of stimulus control? a. s - delta b. incomplete c. complete d. none of the above

Q: To avoid post-reinforcement pause, teachers should a. avoid using reinforcement. b. use continuous schedules of reinforcement. c. use negative reinforcement only. d. use variable schedules of reinforcement.

Q: When it is time to come in from the playground, Ms. Gray blows a loud whistle. Often many of her students continue to play. This is an example of what type of stimulus control? a. s - delta b. incomplete c. complete d. none of the above

Q: Robin wants to teach her young son to do his homework when he gets home from school. He wants to play outside with his friends. She told him that he must spend the first 30 minutes home working on homework, and then he may play outside until dinnertime. What type of reinforcement system is Robin using? a. Green's Law b. Grandma's Law c. Premack Principle d. b and c

Q: Sunshine School has a school store. Students may not use money to buy items in the store. They use Spirit Bucks that they earn by following school and classroom rules and procedures. What type of reinforcement system does the Sunshine School use? a. primary reinforcers b. token economy c. differential reinforcement d. all of the above

Q: Which of the following would NOT affect how well the Sunshine School's store works? a. the operational definition of behaviors necessary to earn Spirit Bucks b. the design of the Spirit Buck c. the color of the Spirit Buck d. b and c

Q: Mr. James wanted to use a token system in his classroom. He found that when he allowed his students to trade their tokens for items that he had bought, many students did not like what was offered. How could Mr. James solve this problem? a. develop a reinforcer menu for his students b. only allow tokens to be exchanged for items every other week c. allow his students to earn more tokens d. all of the above

Q: Ms. Garcia created a classroom store for her students. She carefully chose items that she knew her students liked. Her students had many chances to earn tokens. When she opened the store for trading, her students ran to the items. Then they pushed each other away from the table, and grabbed items. What had Ms. Garcia forgotten to do? a. close the store when students act out b. teach the students procedures for using the store c. make another plan to substitute for the token economy d. all of the above

Q: Naveen had many behavior problems at school. He really liked one of his teachers, Ms. Sims. Ms. Sims talked to him about entering into a contract with her regarding his behavior. Which one of the following elements should NOT be addressed in the contract? a. the behaviors Naveen will perform b. when Naveen will receive reinforcement c. behaviors of other students d. how Naveen will be supported in learning desired behaviors

Q: Contingency contracts have advantages as reinforcement systems that include which of the following? a. The student has input into the system. b. Putting the contract into writing may increase the likelihood of both parties doing the behaviors to which they have committed. c. Contracts are easy to use. d. all of the above

Q: Micah comes to school and seems to cause trouble all during the day. However, some of his teachers say that he does very well in their classes. What type of social skills assessment should be used to gather information. a. observations b. self reports c. standardized tests d. all of the above

Q: The advantages of using a reinforcer menu include which of the following? a. The teacher controls the choices. b. The student can choose and/or rank reinforcers. c. Reinforcer menus are an easy way to determine reinforcer choices. d. all of the above

Q: Ms. Beck is a new special education teacher. She wants to choose a good social skills curriculum. Which of the following criteria should be used when she reviews the curriculum of social skills programs? a. easy to use b. teaches obserable skills c. curriculum has been field tested in school settings with student populations similar to her students d. all of the above

Q: Which of the following is not a step in the use of precorrection? a. identify specific problem behaviors b. identify antecedents to problems c. identify problem teachers d. identify alternatives for each problem behavior

Q: To improve students' social skills, teachers should a. assess socialization needs, and teach skills that students lack. b. refer students for extensive counseling. c. have group discussions about each student's problems d. all of the above

Q: Acquisition deficits are those skills the student has never learned to use, use correctly, or use in appropriate contexts. a. true b. false

Q: Performance deficits refer to skills the student does not know how to perform. a. true b. false

Q: Fluency deficits refer to situations in which the student knows how to perform a needed skill, is sufficiently motivated to perform the skill, but actual performance of the skill is awkward and ineffective. a. true b. false

Q: Students who exhibit challenging behaviors typically do not have difficulties in various aspects of social behavior. a. true b. false