Q&A Hero

Q: Mr. James called John's parents for a conference. He explained to them that John was rude to him consistently in his math class. John's parents told Mr. James was very polite at home, and they had not had complaints from any of his other teachers. Which of the following explains John's behavior in math class? a. performance deficits in his social skills b. weak math skills c. Mr. James is too sensitive d. a & b

Q: If Ms. Green's students cleaned up correctly after breakfast, they could earn an extra juice or milk with their breakfast the next morning. The extra juice or milk was what type of reinforcer? a. primary b. secondary c. intrinsic d. token

Q: Brad is in the 10th grade. He is shy around girls. Many of the other boys and some of the girls tease him about being shy. He will ignore the girls, but he will often fight the boys when he is teased. Which of the following best explains why sometimes he can ignore teasing, but not other times? a. acquisition deficits b. performance deficits c. fluency deficits d. all of the above

Q: Students who work for tokens or points are being reinforced by what type of reinforcer? a. primary b. secondary c. intrinsic d. none of the above

Q: Sally is in the 4th grade. She does not have any friends. She stays to herself during recess, and she seldom talks during large or small group work in the classroom. Which of the following should be the ultimate goal of her social skills instruction? a. specific social skills instruction b. social competence c. requiring her to talk to peers d. a & c

Q: Which of the following can reduce the effectiveness of praise? a. providing descriptive praise b. using a positive tone of voice c. praising every behavior d. using a variety of praise statements

Q: George has received social skills training from his special education teacher. He has not made very much progress. Which of the following could be the reason for this? a. failure to systematically assess deficits prior to instruction b. failure to provide instruction that teachers and parents consider important c. failure to address generalization of skills across settings and over time d. all of the above

Q: Mr. Mayers needed to know what reinforcer would work for each of his 12 students. He knew that he could observe to obtain information, and he could ask the students what they liked. He asked his mentor teacher for suggestions about reinforcers and was given which of the following suggestions? a. Use reinforcer sampling b. Use functional assessment data c. Use reinforcement lists posted on the web d. a and b

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: Research has shown that increasing correct academic responses can produce positive effects on classroom behaviors. a. true b. false

Q: Once the ABC descriptive analysis forms have been completed, they should be examined for antecedents that consistently trigger problem behaviors, and consequences that may be maintaining those behaviors. a. true b. false

Q: Problem behavior is usually predictable in terms of a the age of the student b. when and where it occurs c. academics being taught d. the structure of the classroom

Q: A behavior intervention plan (BIP) describes strategies that adults in the school setting will implement to increase appropriate behavior and to reduce or eliminate inappropriate behavior. a. true b. false

Q: Most teachers and other caregivers continually use ___________ variations of FBA to make decisions about challenging behavior. a. formal b. informal c. occasional d. none of the above

Q: BIPs should describe both the challenging behaviors that interfere with a student's success, and desired replacement behaviors. a. true b. false

Q: Ms. James had a student who would destroy his work almost daily during independent math instruction. She decided to take data for four independent work sessions. In the first two sessions the difficulty of the work would be equal to practicing known skills, and in the second two sessions the difficulty of the work would involve new skills that had been taught that day in direct teach. Ms. James was using functional _____________. a. assessment b. structure c. analysis d. none of the above

Q: Functional assessment involves five steps: collect data; analyze data; formulate hypotheses; develop interventions; monitor and adjust interventions. a. true b. false

Q: Mr. Smith had a student who taunted and made verbal threats to classmates. Mr. Smith decided that he needed to gather data from this student's teachers before developing an intervention to address the behavior. Mr. Smith was preparing to use functional ___________. a. assessment b. structure c. analysis d. none of the above

Q: The hypotheses formulated from an FBA serve as a template for developing an intervention plan. a. true b. false

Q: Educators should use functional behavioral assessment because a. it is required by The Elementary and Secondary Education Act. b. it increases the likelihood that interventions will be effective. c. The Individuals With Disabilities Education Act requires FBA under certain circumstances. d. b and c

Q: The FBA process, especially analyzing data and formulating hypotheses, should be ________________. a. completed by the school psychologist. b. completed by the parent. c. a team effort d. all of the above

Q: The first step in the FBA process is to gather information from a. the student's teachers. b. paraprofessionals who work with the student. c. the student's parents. d. all of the above

Q: Mr. Graham told his behavior specialist that one of his students was especially rude everyday. The behavior specialist told him that "rude behavior" was too broad a term. She requested an operational definition of the behavior. What did the behavior specialist want from Mr. Graham? a. A specific request for assistance from the behavior specialist. b. an unambiguous, objective definition of a target behavior c. a definition of the student's academic skills. d. none of the above

Q: What is a potential problem with both anecdotal reports and the ABC descriptive analysis? a. The information is not sufficiently clear for functional assessment purposes. b. Someone other than the teacher or paraprofessional should do the observation. c. It takes too much time to complete them. d. All of the above

Q: The index card narrative system is a. A format for developing hypotheses. b. A behavioral checklist. c. A format for teachers to record narrative thoughts about a student's behavior. d. A format for gathering observational data about a student's behaviors.

Q: Which of the following are advantages of the index card system? a. Cards can be sorted into categories - antecedents, consequences, and functions. b. Cards allow for data collection even for problem behaviors that occur infrequently. c. Collecting data on index cards is easy, does not interrupt instruction, and does not require another person to complete the observation. d. All of the above

Q: The goal when analyzing data is to identify a. academic weaknesses. b. peers' behaviors. c. patterns of a student's behavior. d. All of the above

Q: Hypotheses should address a. appropriate and inappropriate behaviors. b. conditions under which target behaviors are likely to occur. c. potential functions of behavior d. all of the above

Q: Graphs are a roadblock to communication about behavior. a. true b. false

Q: Which of the following factors can reduce the effectiveness of intervention plans. a. vague definitions of behavior of concern b. incorrect application of the intervention c. failure to evaluate the effectiveness of the plan d. all of the above

Q: Restricted event data should be reported as raw data. a. true b. false

Q: Research is shows that interventions based on functional assessment are more likely to be effective in changing behavior than non - FBA based interventions. a. true b. false

Q: A student in Ms. Scott's inclusion math class was in danger of failing. What type of data should she use to track his progress? a. permanent product b. duration c. time sampling d. latency

Q: Mr. Couch noticed that one of his students was having trouble following directions during direct teach in his math class. He decided to take baseline data. How much time should he spend taking baseline data? a. 30 minutes b. 10 observation periods c. 3 to 5 observation periods d. immediately

Q: Which of the following is true of data collection periods? a. They should occur at different times of day each time. b. They should vary in length each time. c. They should occur at the same time of day each time. d. none of the above

Q: Mr. Graves graphed behavior data for his students and then taught the students to graph their own behavior. In parent conferences he described these graphs to parents by saying that graphs a. provide a picture of how the behavior is changing over time b. facilitate the decision making process c. are easy for both teacher and students to use d. all of the above

Q: Which of the following is true about event data? a. Unrestricted event data may be reported as raw data if the observation period is always the same length. b. Restricted event data should be reported as a percentage. c. Unrestricted event data may be reported as rate. d. all of the above

Q: Graphing is ______________ for teachers and students. a. easy b. rewarding c. time efficient d. all of the above

Q: Ms. Jameson graphed the data of a replacement behavior for one of her students. The line on the graph moved gradually up, showing that the replacement behavior was occurring more often. Given this information, Ms. Jameson should a. continue the plan. b. stop the plan. c. change the plan. d. take data for a new baseline.

Q: Teaching students the skill of how to accept negative feedback is an example of which type of learning? a. Conceptual learning b. Rule learning c. Procedural learning d. Factual learning

Q: Mr. Brent examined the graph of data for a replacement behavior and noted that the line had moved up for 7 consecutive data periods, but today the graphs took a sharp move downward, away from the goal. What should Mr. Brent do now? a. continue to monitor the progress of the plan; if the downward movement continues, the intervention may need to be modified. b. stop the plan. c. give up. d. none of the above

Q: Mr. Marks teaches his students to shoot free throws by teaching them how to stand correctly. When they can do that, he teaches them how to hold the ball to prepare for the shot. When they can do those two steps, he teaches them how to shoot the ball. Mr. Marks is using which instructional technique? a. total task presentation b. forward chaining c. backward chaining d. prompted instruction

Q: CBM uses _______________ recording to monitor key samples of academic performance in reading, writing, and math. a. duration b. time c. event d. latency

Q: Direct teach is an instructional activity that involves the teacher systematically following a series of steps to explicitly teach new skills and concepts. a. true b. false

Q: The goal line in CBM is the line of a. expected progress. b. the baseline. c. change. d. none of the above

Q: SCORE CHAMPS stands for: Structure, Clarity, Opportunities to respond, Redundancy, Explicit instruction, Choices, Assess forms of knowledge, Monitor student learning, Practice, and Success. a. true b. false

Q: Ms. James wanted her science students to graph their progress on wall charts. How would Ms. James create tests so that her students could use raw data for their graphs? a The tests would have to be given at the same time. b. The tests would need to have the same number of test items. c. The tests would have to be given individually. d. all of the above

Q: New teachers are well advised to write detailed lesson plans, even scripts, that include how they will explain skills or concepts, examples they will use for modeling, questions they will ask to assess student learning, expected student responses, and how they will correct student errors. a. true b. false

Q: John was taking too long to go to the restroom and return to class. What type of data recording system should the teacher use? a. duration b. time sampling c. event d. latency

Q: Most students need repeated exposures to learn instructional material. This redundancy is best achieved by providing students with large packets of worksheets to complete in class or as homework. a. true b. false

Q: Data collection should always occur during the time of day when the target behavior is most likely to occur. a. true b. false

Q: Ms. Johns reported to her principal that one of her students was never on task. What type of data would she need to collect to best support her statement? a. event b. time sampling c. duration d. latency

Q: No conversion is needed for duration data. a. true b. false

Q: Mary will usually follow a direction, however she does it in her own time. What type of data would help track this behavior? a. time sampling b. event c. interval d. latency

Q: When a student in Ms. Smith's class tantrums, it seems that it takes forever for the tantrum to end. What type of data would result in the information about this behavior? a. interval b. event c. duration d. time sampling

Q: Which of the following statements regarding classroom organization is correct? a. When teachers match the physical arrangement of their classrooms to support instructional and social expectations, student behavior tends to be more appropriate. b. There is no relationship between classroom organization and student behavior. c. There is no relationship between classroom organization and instruction. d. b and c only

Q: Which of the following practice activities have been shown to be effective for students with disabilities? a. Peer tutoring and computer assisted instruction c. Homework and cooperative learning d. Learning centers and instructional games e. none of the above

Q: Organizing the classroom should be one of the last things teachers do in preparation for their students because a. the room might get disorganized if done too soon. b. the teacher will want students to help determine how the room should be organized. c. the daily schedule, instructional activities, reinforcement activities, and other decisions will affect decisions about organization. d. a and b only

Q: Mr. Grant recognizes the importance of structure in his lessons. To provide structure he should a. state objectives and use graphic organizers. b. provide mediated scaffolding and effective classroom management. c. All of the above d. None of the above will enhance structure

Q: When students are engaged in break time activities, the chances of behavior problems are high unless the teacher has: a. established and taught rules and procedures for break time. b. zero tolerance policies for behavior problems during break times. c. one on one supervision of students by adults. d. all of the above

Q: When Ms. James taught regrouping in multiplication, she let her students use one-digit multiplication and addition charts while they learned this new skill. What technique was Ms. James using? a. a graphic organizer b. mediated scaffolding c. direct teach d. a conspicuous strategy

Q: Most businesses and other public facilities take great care to make their environment pleasing and welcoming to the public. a. true b. false

Q: Mr. Green teaches science. A part of each day's lesson is vocabulary, both review and the introduction of new terms. Each of his students has a small white board. To review previously learned terms, Mr. Green reads a definition, and then students then write the vocabulary word on their board and hold their answers up. Mr. Green is using __________. a. mediated scaffolding b. a learning center c. response cards d. priming background knowledge

Q: Happy, contented students are more likely to be cooperative. If your class is a place where students want to be, they will be less likely to exhibit inappropriate behavior to escape. a. true b. false

Q: During new learning, each student should respond this many times correctly per minute. a. 8 - 10 b. 3 - 4 c. 7 - 9 d. 1 - 2

Q: Your classroom should look like a place where learning occurs, where learning is important, and where learning is celebrated. a. true b. false

Q: When teaching her students fractions, Ms.Preston tells her students that an easy way to remember which number is the denominator is "denominator is down." Ms Preston is using a. a conspicuous strategy. b. mediated scaffolding. c. priming background knowledge. d. response opportunities.

Q: When organizing your classroom, it is unnecessary to consider the activities that will take place in each area. a. true b. false

Q: Counting by 5's is an example of which type of learning? a. Conceptual learning b. Rule learning c. Procedural learning d. Factual learning

Q: Which one of the following statements is NOT true according to the relationship between instruction and behavior? a. Instruction has little to do with levels of problem behavior. b. Students influence teachers' behavior; students who exhibit high levels of challenging behaviors may receive less instruction. c. Increasing academic engagement can reduce problem behavior. d. Students with high levels of behavior problems are often exhibit high academic achievement.

Q: Students with learning and behavioral difficulties often exhibit which of the following characteristics? a. High levels of engagement in and interest in learning. b. Poor use of strategies to facilitate learning. c. High levels of behaviors that interfere with learning. d. Internal locus of control.

Q: John is beginning to learn how to write complete sentences in his special education resource class. In his general education history class, he often acts out when he is asked to write answers in complete sentences. John has not reached what stage of learning as it applies to his writing? a. acquisition b. proficiency c. maintenance d. generalization

Q: When Jacob first learned to add and subtract fractions, it took him a very long time to complete fraction practice activities. However, now he does fraction problems quickly and accurately. Jacob has reached which stage of learning as it applied to fractions? a. acquisition b. proficiency c. maintenance d. generalization

Q: Mr. Mitchell uses a prepared program to teach his reading class. He likes this program because it leaves nothing to chance. It incorporates all the elements of effective teaching. What is the type of program Mr. Mitchell is using? a. Direction Instruction (DI) b. Direct teach c. One-to-one instruction d. None of the above

Q: Ms. Sands uses worksheet packets for the individual practice section of her teaching plan. What problem(s) might occur when using these materials? a. Students may receive little teacher interaction. b. Students may view worksheets as busy work. c. Unless carefully chosen, items on the sheets may not address targeted skills. d. all of the above