Deck 11: Selecting Behavioral Supports for All Learners

Question 1

When dealing with a student who has many challenging behaviors, it is best to define and target all of them for change at the same time, rather than dealing with each one separately.

Answer 1

False

Question 2

In order for time-out to have the desired effect of reducing problem behavior, the classroom activity and atmosphere must be as positive, stimulating, and reinforcing as possible.

Answer 2

True

Question 3

The construct of being good can be defined differently depending on culture, age, gender cognition, or prior experience.

Answer 3

True

Question 4

In order to increase the probability of appropriate behavior occurring, the teacher should offer _______________ immediately following the appropriate behavior.​

A)positive reinforcement
B)punishment
C)extinction
D)negative reinforcement

Question 5

All of the following are characteristics of externalizing behaviors, EXCEPT:

A)anxiety.
B)antagonizing.
C)defiance of authority.
D)physical aggression.

Question 6

Some students with and without emotional/behavioral disorders or other types of identified disabilities may also demonstrate challenging conduct in the classroom.

Question 7

If teachers can target a social or behavior skill, establish a specific goal for learning, and __________________, we can move students forward socially and behaviorally one step at a time.​

A)insist that the child behave
B)chose a valid intervention method
C)ignore the behavior
D)punish the bad behavior

Question 8

Teachers should look for the meaning behind a student's socially unacceptable behaviors.

Question 9

When a student is routinely sent to the office for disturbing the class during math instruction, the likely function of the student's problem behavior is to:​

A)express emotions.
B)get the teachers attention.
C)avoid the math instruction.
D)disturb peers.

Question 10

The same consequence can be both reinforcement and punishment, depending on the student and the circumstances.

Question 11

Positive behavioral supports and interventions are used to teach and reinforce appropriate behaviors that serve the same purpose as problem behaviors.

Question 12

Students with challenging behaviors:​

A)always demonstrate loud and disruptive behaviors.​
B)could be hiding a learning problem.
C)should be expelled from school.
D)struggle with social competence but excel in academics.

Question 13

Which of the following is NOT a characteristic of internalizing behaviors?​

A)Pervasive sadness​
B)Disruptions
C)Social isolation
D)Somatic complaints

Question 14

All of the following statements regarding students with challenging behaviors are true, EXCEPT:

A)a student with challenging behaviors might either be loud and disruptive, or quiet; one who never disturbs the class.
B)students with challenging behaviors might be taking instructional time away from other students.
C)there are no reliable methods to assess social and behavioral skills, so assessment of academic skills is critical in the management of challenging student behavior.
D)students with challenging behavior are likely to require more intensive individualized supports.

Question 15

Each student who presents challenging behaviors:​

A)has unique strengths.
B)has unique needs.
C)must be assessed individually.
D)All of the choices are correct.

Question 16

The first step in the process of changing a problem behavior is to:​

A)develop a method to measure and track the behavior.
B)collect direct observation data.
C)create an individualized support plan.
D)operationally define the behavior.

Question 17

School-wide positive behavior interventions and support (PBIS)includes three __________________ involving partnerships with school communities and families.​

A)forms of mentorship
B)instructional strategies
C)disability categories
D)levels of support

Question 18

The consequence of a behavior acts as a reinforcement if it decreases the likelihood of the same behavior occurring in the future under similar circumstances.

Question 19

If the curriculum is mapped out with the whole student in mind, more intensive supports for students with challenging behaviors become unnecessary.

Question 20

One major function of behavior is to:​

A)instruct.
B)educate.
C)communicate.
D)invent.

Question 21

All of the following are indicators that a consequence is serving as a reinforcer, EXCEPT the student:

A)seems pleased when the consequence ends.
B)asks that the consequence be repeated.
C)is willing to perform the target behavior in order to earn the consequence.
D)expresses contentment at the time of the consequence.

Question 22

All of the following statements on the use of functional behavior assessments (FBA)and behavior intervention plans (BIP)are true, EXCEPT:

A)A collaborative team develops a BIP for the student in order to help him or her learn to replace problem behaviors with prosocial ones.
B)The 2004 reauthorization of IDEA now requires FBAs be included in the IEP of students whose behavior problems interfere with their learning or the learning of others.
C)Teachers use FBAs to observe, record, and analyze behavior to discover its purpose.
D)Special educators use a BIP as a first step in understanding student's motivation for problematic behavior.

Question 23

Which of the following is NOT a step involved in a functional behavior assessment (FBA)as recommended in the text?

A)Begin with student weaknesses, brainstorming a list of academic and behavioral problems.
B)Write an operational definition of challenging behavior in observable, measurable terms.
C)Identify events, time, and situations when the behavior occurs.
D)Identify the consequences that reinforce the behavior.

Question 24

All of the following statements about observing, measuring, and recording behavior are true, EXCEPT:

A)a pattern of behavior can be reliably established after collecting baseline data during two half-hour sessions.
B)collecting baseline data is an essential step in the process of developing realistic and meaningful objectives.
C)behavior should be recorded as it occurs in its natural state before an intervention is implemented.
D)the method chosen to track student behavior depends on the type of problem behavior and demands of the classroom.

Question 25

A functional behavior assessment (FBA)is based on two assumptions: (a)All behavior is purposeful and serves a function, and (b)all behavior is:​

A)focused.
B)contextually defined.
C)not able to be defined.
D)fixed.

Question 26

All of the following statements on decreasing inappropriate behaviors are true, EXCEPT:

A)the term punishment means a process that increases the likelihood that a behavior it follows will recur in the future.​
B)reinforcement can inadvertently increase undesirable behaviors.
C)interventions for decreasing negative behavior occur along a continuum.
D)interventions for decreasing negative behavior range from least to most intrusive.

Question 27

The Premack Principle, known as "Grandma's Rule," is a variation of a(n)___________ reinforcement.

A)material
B)activity
C)symbolic
D)social

Question 28

Reinforcers can be categorized into which of the following four groups?​

A)Symbolic, activity, token, and social
B)Material, organizational, token, and social
C)Material, activity, token, and social
D)Material, activity, institutional, and social

Question 29

The Level III strategy in which a student loses previously earned tokens or privileges as a consequence of inappropriate behavior is called:​

A)exclusion time-out.
B)vicarious reinforcement.
C)response cost.
D)response cost.

Question 30

A struggling reader disrupts the class whenever the teacher begins calling on students to read aloud, as he knows he'll always be sent out of the classroom. This is an example of:​

A)punishment as a consequence.
B)the punishment decreasing the behavior.
C)the consequences reinforcing the behavior.
D)the reinforcement decreasing the behavior.

Question 31

Time sampling would be the BEST method to record which of the following behaviors?​

A)Off-task behavior
B)Calling out in class
C)Cursing in class
D)Cutting in line

Question 32

Collecting baseline data on problem behavior is similar to:​

A)teaching an academic skill.
B)giving a pre-test for an academic skill.
C)giving a post-test for an academic skill.
D)learning an academic skill.​

Question 33

When a teacher completely and consistently withholds attention from a student over a sustained period of time in response to her challenging behavior, the teacher is implementing a Level II strategy called:​

A)punishment.
B)extinction.
C)inclusion time-out.
D)vicarious reinforcement.

Question 34

Narrative or ____________ recording is typically used as an initial method for investigating a student's challenging behaviors.​

A)antecedent ​
B)incidental
C)anecdotal
D)consequential

Question 35

All of the following statements on defining behavior are correct, EXCEPT:

A)behavior should be defined in terms that are observable, measurable, and repeatable.​
B)definitions of behavior should be qualitative and subjective.
C)prosocial target behaviors should be described in positive terms.
D)observable action verbs should be used to describe behavior.

Question 36

An observer sitting in an unobtrusive spot in the room and recording all the actions and verbalizations of a target student for a predetermined amount of time is an example of ____________ recording.​

A)antecedent
B)incidental
C)anecdotal
D)consequential

Question 37

If a teacher were to praise a student for coming to class on time, rather than tell them off when they are late, which strategy is the teacher using?​

A)Vicarious reinforcement
B)Differential reinforcement of alternative behavior
C)Differential reinforcement of incompatible behavior
D)Extinction

Question 38

Which of the following statements is TRUE regarding plans for an intervention using the ABC or Antecedent-Behavior-Consequence method?​

A)The teacher looks for patterns of unpredictable behaviors upon which to base the intervention.
B)The teacher can change either the antecedent or the consequence in order to break up the sequence of the problem behavior.
C)The teacher can only change the antecedent  in order to break up the sequence of the problem behavior.
D)The teacher can only change the consequence in order to break up the sequence of the problem behavior.

Question 39

The group of strategies in which behavior that is different from the inappropriate behavior is reinforced to reduce the inappropriate behavior is referred to as:​

A)inclusion time-out.
B)differential reinforcement.
C)vicarious reinforcement.
D)exclusion time-out.

Question 40

Frequency or event recording is used to collect data when the target behavior:​

A)is discrete.​
B)is continuous.
C)occurs at high rates.
D)has yet to be identified.

Question 41

What are the advantages of using behavioral contracts with students?

Question 42

Why is it important to create an operational definition of a problem behavior before trying to change it?

Question 43

Compare and contrast the behavioral characteristics diverse learners with a range of disabilities might have in common, and discuss the types of challenging behaviors that might align with certain characteristics. Discuss intervention strategies that can be used to reduce negative behaviors and increase appropriate, prosocial behaviors.

Question 44

All of the following proactive strategies are designed to help prevent problematic behaviors before they occur, EXCEPT:

A)finding opportunities to reinforce socially appropriate behaviors or "catching" the student being good.
B)providing a quiet, safe place within the classroom where a student can "chill out" when feeling stressed or upset.
C)using a contingent observation where the student is required to observe an action from a little distance without being allowed to participate for a set amount of time.
D)using a precorrection system in which a functional assessment and advanced planning counteract predictable problematic behaviors.

Question 45

Which of the following is NOT suggested as a means of enhancing communication with an exceptional student's culturally diverse family?​

A)Assume parents/guardians are informed about school procedures and special education matters​
B)Use language the parents/guardians can understand
C)Keep messages to parents/guardians simple, at an appropriate reading level, and jargon-free
D)Make an effort to find out about the cultures of your students and their families

Question 46

What types of behaviors are best recorded using the time sampling method. Describe how the time sampling method works.

Question 47

What kinds of strategies are useful for students who interrupt or disrupt the class, and for those who argue or refuse to follow directions?

Question 48

Self-management includes the following four components:​

A)self-regulation, self-reliance, self-monitoring, and self-control.
B)self-regulation, self-instruction self-monitoring, and self-evaluation.
C)self-esteem, self-reliance, self-control, and self-reinforcement.
D)self-instruction, self-monitoring, self-evaluation, and self-reinforcement.

Question 49

Describe the types of challenging behaviors students with dual exceptionalities (e.g., being gifted and having a disability)may experience.

Question 50

In order to help students understand and learn appropriate behavior that they can apply to a variety of settings over an extended period of time, the text recommends teachers do all of the following, EXCEPT:

A)initially encourage and reward students each time you see them using appropriate behaviors in your classroom before monitoring generalization across different settings.​
B)offer students multiple opportunities to rehearse new skills across a variety of settings.
C)involve a variety of staff and school personnel who are willing to help students generalize prosocial behaviors.
D)do not involve parents in this process as this is a school issue and the student will only be confused if family are brought into the generalization process.

Question 51

Fostering communication and collaboration with parents/guardians can be enhanced by all the following, EXCEPT:

A)make sure parents/guardians know that your conversations with them are confidential.
B)begin parent-teacher meetings with a detailed and lengthy report of student concerns, followed by student progress.
C)collaborate with parents/guardians for home-school contracts and devise an easy system of communication.
D)end parent-teacher meetings on a positive note and set a time to check future progress.

Question 52

The term __________________ refers to the continuation of behaviors over time.​

A)locus of control
B)monitoring
C)maintenance
D)generalization

Question 53

Teachers can help students shift their locus of control, or attribution for negative and positive outcomes, from external to internal by using techniques that encourage all of the following, EXCEPT:

A)reliance.
B)independence.
C)decision-making.
D)responsibility.

Question 54

Discuss the importance of teacher-directed intervention strategies. Identify ways in which interventions can eventually become student-directed, making students responsible for their own behavior.

Question 55

Explain what is meant in the text by the statement "students from ethnically diverse backgrounds may exhibit behaviors that teachers find unusual, disconcerting, or problematic."

Question 56

Explain how the construct of behavior can be viewed as occurring along a continuum with excessive behaviors on one end and inadequate behaviors on the other end.

Question 57

What types of behaviors are best recorded using the frequency or event method? Describe how the frequency / event method works.