Deck 7: Managing the Environment and Student Behavior

Question 1

Rules are statements that identify general expectations regarding behavior in a variety of situations.

Answer 1

True

Question 2

It is essential for physical education teachers to be explicit about their expectations and the school norms for specific behaviors because any inconsistencies in the messages they send to students will likely have an adverse impact.

Answer 2

True

Question 3

Task structures are irregular patterns for accomplishing tasks that are composed mostly of the tasks that tend to occur infrequently within physical education.

Answer 3

False

Question 4

The term cultural dissonance refers to cultural gaps between the student and teacher that occur most often when the teacher and student are from different cultural, ethnic, linguistic, or socioeconomic backgrounds.

Question 5

A functional behavioral assessment is conducted to determine whether a student's problem behaviors are a manifestation of his or her disability.

Question 6

The phrase manifestation of disability refers to problem behaviors that are unrelated to a student's disability, but rather are a manifestation of a student's home life and other disadvantages (e.g., improvised community).

Question 7

Behavior modification is an orderly process whereby the environment is arranged to promote skill acquisition and shape social behavior.

Question 8

Operant conditioning is best described as a student learning by observing another individual engaged in a behavior.

Question 9

Punishment is a basic principle of operant conditioning and is defined as a consequence that decreases the likelihood of future occurrences of the behavior it follows.

Question 10

The guiding philosophy of the Mandt System is the belief that all people have the right to be treated with dignity and respect.

Question 11

Which is the best description of culturally responsive behavior management?

A) It is a social justice mind-set, wherein cultural diversity becomes a lens through which teachers view the application of behavior management strategies.
B) It is using cultural taboos against individual students and they will want to avoid these taboos in the future.
C) It is a curriculum model that emphasizes teacher-centered educational experiences.
D) It is a psychodynamic behavior management approach that facilitates conflict resolution.

Question 12

Why is culturally responsive behavior management important to the success of students in physical education?

A) It is used to control students' behaviors and forces their cooperation.
B) It reflects a teacher's awareness and understanding that all behaviors are culturally-based and promotes access to student learning.
C) It is used to promote positive traditional American sport experiences for students at various age levels.
D) It recognizes the importance of treating all students the same.

Question 13

Suppose you are the physical education teacher at a local middle school. You have effectively used learning stations to work on shooting and dribbling. But you have three students-Alex, Cody, and Scott-who seem to have a difficult time staying on task. If they are in the same group, they talk and engage in horseplay through the station work instead of performing the tasks, and if you put them in different groups they throw balls at each other and disrupt the other groups. You don't want to punish the whole group for their lack of discipline. Which of the following approaches would best address this situation?

A) Use positive reinforcement to increase on-task behaviors and punishment such as direct talks and verbal reprimands or time out procedures to decrease off-task behaviors (i.e., talking, horseplay, and disruptive acts).
B) Use praise to increase on-task behaviors and social reinforcers to decrease off-task behaviors (i.e., talking, horseplay, and disruptive acts).
C) Use punishment to increase on-task behaviors and negative reinforcement to decrease off-task behaviors (i.e., talking, horseplay, and disruptive acts).
D) Hold a conference with these students and establish a contingency management plan whereby you use positive reinforcement to increase on-task behaviors and negative reinforcement to decrease off-task behaviors (i.e., talking, horseplay, and disruptive acts).

Question 14

Which statement best describes positive reinforcement?

A) It is the offering of something valued before a desired behavior has been exhibited, resulting in an increase in the frequency of that behavior.
B) It is the offering of something valued after a desired behavior has been exhibited, resulting in an increase in the frequency of the behavior.
C) It is a reinforcer used to increase a desired behavior by encouraging students to perform a particular behavior in order to avoid something they dislike.
D) It is either the presentation of an aversive stimulus or removal of a positive stimulus with the intent of reducing or eliminating an undesirable behavior.

Question 15

Which statement best describes negative reinforcement?

A) It is the offering of something valued after a desired behavior has been exhibited, resulting in an increase in the frequency of the behavior.
B) It is a reinforcer used to increase a desired behavior by encouraging students to perform a particular behavior in order to avoid something they dislike.
C) It is the offering of something valued before a desired behavior has been exhibited, resulting in an increase in the frequency of that behavior.
D) It is either the presentation of an aversive stimulus or removal of a positive stimulus with the intent of reducing or eliminating an undesirable behavior.

Question 16

Which statement best describes punishment?

A) It is either the presentation of an aversive stimulus or removal of a positive stimulus with the intent of reducing or eliminating an undesirable behavior.
B) It is the offering of something valued after a desired behavior has been exhibited, resulting in an increase in the frequency of the behavior.
C) It is the offering of something valued before a desired behavior has been exhibited, resulting in an increase in the frequency of that behavior.
D) It is a reinforcer used to increase a desired behavior by encouraging students to perform a particular behavior in order to avoid something they dislike.

Question 17

Suppose you are a physical education teacher and soccer coach at a local urban high school. Two very talented freshmen-Sara and Katie-have made the varsity soccer team and are seeing significant playing time. Several seniors are resentful, however. Conflict is escalating not only between the seniors and freshmen, but also between players who have "taken sides." Initially you were going to let the problem resolve itself. Last evening at practice, however, your starting midfielder, Rhea, who has attention deficit-hyperactivity disorder, maliciously slide-tackled Sara, who now has a sprained knee and an indefinite recovery period. What strategies would you use for the parties involved in this scenario?

A) Hold a team meeting with the entire team, talk about team unity and listen to their views, and explain to them that overt aggressiveness does not show good sport behavior. For Rhea, establish a contingency plan using response cost (e.g., not allowing her to play again until Sara has recovered). Lastly, encourage Sara and Katie to stay positive through this experience.
B) Use extinction with Rhea when she is aggressive toward teammates, and encourage Sara and Katie to stay positive through this experience.
C) Use verbal reprimands and physical restraints (if necessary) whenever Rhea engages in overt aggressive acts. Plus, you should warn everyone about the dangers of aggressive behaviors and explain to Sara and Katie that they should show more respect toward the seniors on the team.
D) Talk with Rhea and explain to her that if she does this again she could lose some playing time, and mention that her aggressiveness does not show good sport behavior. Plus, you should warn the entire team about the dangers of aggressiveness toward one another and also explain to Sara and Katie that they should show more respect toward the seniors on the team.

Question 18

You have implemented Sport Education in your physical education program, and the students are in a volleyball season. Carita, who has a learning disability, is consistently on the brink of academic failure in several subjects. She is a bright student, but she lacks discipline. For the second day in a row, you have caught her standing behind the gym talking and smoking (cigarettes) with two guys (Matt and Will) instead of being in class. What is the best way to intervene in this situation?

A) Construct a behavioral proclamation that identifies contingencies for both you (the teacher) and Carita. In addition, use response cost if she is again caught talking with Matt and Will.
B) Construct a behavioral contract that identifies contingencies for both you (the teacher) and Carita. In addition, use differential reinforcement of incompatible behaviors where you use praise whenever she improves her academic effort (e.g., seeks help from a tutor, improves her study habits, completes all assignments on time); use awareness talks with the class as a whole to discuss the dangers and legalities of smoking cigarettes.
C) Use time-out procedures whenever she is caught smoking or talking with Matt or Will.
D) Use verbal reprimand and punish her with running laps after class is over.

Question 19

Which statement best describes a token economy system that might be used to increase a student's desirable behavior?

A) A punishment strategy whereby the teacher takes away a reinforcer from the student who has misbehaved.
B) A reinforcement system based on use of secondary reinforcers that are earned, collected, and later redeemed for a backup reinforcer (e.g., consumables, privileges, or activities).
C) An easy-to-use psychodynamic behavior management approach that facilitates conflict resolution in which students who are in conflict with one another are asked to sit down together and talk until they can resolve their misunderstandings.
D) A punishment strategy whereby the teacher withholds reinforcement from the target student when an inappropriate behavior is exhibited to increase the likelihood that that specific behavior will decrease or become eliminated in the future.

Question 20

Which of the following types of behavior modification strategy is best described as using activities that are highly valued by an individual to promote less popular behaviors?

A) Behavioral proclamation
B) Token economy system
C) Premack principle
D) Behavioral contract

Question 21

Drew and Joe are two student-athletes on the high school wrestling team. They are very competitive, not only with their opponents during matches but also with one another. Although you (the coach) have not actually witnessed any serious problems between them, you were told by a couple of the other students on the team that when practice is over and they are changing clothes in the locker room, Drew and Joe will argue and even degrade one another with offensive name calling. What is the best way to intervene in this situation?

A) Speak to the entire team and explain that it is unacceptable for anyone to engage in such behaviors. You might also set up a contingency management plan using a token economy system to reduce inappropriate behaviors (e.g., arguments) while increasing desirable behaviors (e.g., showing enthusiasm and team spirit in cheering for a teammate). In addition, use the talking bench strategy with Drew and Joe to help them resolve their personal conflict.
B) Use a verbal reprimand and punish the entire team with running extra laps after practice.
C) Use negative reinforcement to decrease the inappropriate behaviors of the two student-athletes involved; also, you should openly praise those students who told you about this situation.
D) Speak to Drew and Joe in private and explain to them that their behaviors are unacceptable; also draft a behavioral contract for these two students to agree on and have them sign the contract with the understanding that they are prohibited from entering the locker room.

Question 22

Recently, Mitch joined your 5th period high school physical education class. He is an exceptional soccer player and has taken over the spotlight. Until Mitch joined the class, Abu, who has an emotional-behavioral disorder, was the most skilled soccer player in the class. Previously Abu received a lot of praise for his skilled performance. Now, however, for basically the same behaviors, Abu no longer gets much attention from anyone. Instead, most of the attention goes to Mitch. During the past week, Abu has engaged in temper tantrums, shown unprovoked aggression toward teammates, and was heard overtly criticizing classmates. How best to intervene in such a situation?

A) Help Abu deal with being a failure compared to his new classmate.
B) Help Abu deal with the short-term effects of extinction. Make sure you do not inadvertently give attention to him after his emotional outbursts. Talk with Abu in private and help him establish personal goals, encourage him to work on self-improvement, and give him a little extra feedback and praise contingent upon self-improvement.
C) Help Abu deal with envy toward Mitch by forcing the two students to become best friends.
D) Help Abu deal with the permanent effects of low self-esteem. In such cases, the teacher should help the student more effectively focus on outcome rather than the process of self-improvement, emphasize success, provide extremely high expectations, avoid too much flexibility, and set long term goals only.

Question 23

Which statement is most accurate?

A) Teachers should use physical activity punishers (e.g., requiring students to run extra laps or do extra sit-ups) because doing so promotes an intrinsic desire to regularly engage in exercise and wellness activities.
B) Teachers should use physical activity reinforcers (e.g., run extra laps) because these are counterproductive to promoting an extrinsic desire to engage in exercise and wellness activities.
C) Teachers should pair extrinsic reinforcers (e.g., consumables) with social reinforcers, and soon afterward move from extrinsic reinforcers to more natural (intrinsic) reinforcers.
D) Teachers should avoid using physical activity reinforcers (e.g., praise, extra playing time) because these are counterproductive to promoting an intrinsic desire to regularly engage in exercise and wellness activities.

Question 24

Some problem behaviors stem from students' misunderstandings about what the teacher expects of them during activities. What is the most appropriate strategy to use in this case?

A) Engage the students in improved communication and relationship building.
B) Clarify class rules, routines, and expectations.
C) Design structured class activities that are appropriate for the skill level of the individual students so that rewards and recognition can be earned for showing consistent improvement rather than exhibiting problem behaviors.
D) Talk with the students, help them with goal setting, encourage working hard at self-improvement, and give extra praise contingent on self-improvement.

Question 25

Which statement best describes differential reinforcement?

A) The withholding of reinforcement when an inappropriate behavior occurs, in order to decrease the occurrence of that behavior in the future.
B) The removal of a student from a reinforcing environment for a certain period of time when she frequently exhibits an inappropriate behavior.
C) A positive way to decrease inappropriate behavior by reinforcing an appropriate behavior.
D) None of the preceding descriptions are accurate.

Question 26

Which statement best describes extinction, or planned ignoring?

A) The withholding of reinforcement when an inappropriate behavior occurs, in order to decrease the occurrence of that behavior in the future.
B) The removal of a student from a reinforcing environment for a certain period of time when he frequently exhibits an inappropriate behavior.
C) A positive way to decrease inappropriate behavior by reinforcing an appropriate behavior.
D) None of the preceding descriptions are accurate.

Question 27

In using culturally responsive contingency management principles, which statement is most accurate?

A) The teacher should define the target behavior in observable terms, clearly specify the target behavior for the students' awareness, monitor the behavior, state the contingencies using the most intrusive rewards available, and apply the contingencies consistently.
B) The teacher should make students aware of the consequences of appropriate and inappropriate behaviors. Importantly, their awareness of consequences will allow you to handle behavioral issues in an objective manner and hold students accountable for their actions.
C) Students should be penalized for poor relationships with classmates and rewarded for establishing a positive relationship with the teacher.
D) The teacher should define the target behavior in observable terms, clearly specify the target behavior for the students' awareness, monitor the behavior, state the contingencies using the least intrusive reward system available, and apply the contingencies periodically.

Question 28

Which is the best description of time out?

A) The withholding of reinforcement when an inappropriate behavior occurs, in order to decrease the occurrence of that behavior in the future.
B) The removal of a student from a reinforcing environment for a certain period of time when he or she exhibits an inappropriate behavior frequently.
C) A positive way to decrease inappropriate behavior by reinforcing an appropriate behavior.
D) None of the preceding descriptions are accurate.

Question 29

Some problems behaviors happen when a student is apathetic or unmotivated to participate actively. What is the most appropriate strategy to use in this case?

A) Engage the student in improved communication and relationship building.
B) Clarify class rules, routines, and expectations.
C) Reevaluate and, as necessary, plan class activities appropriately for the skill level and interest of the student so that rewards and recognition can be earned for showing motivation and improvement rather than apathy.
D) Implement new class rules.

Question 30

Which is the best description of differential reinforcement of omission of behavior?

A) Using reinforcement when problem behavior does not occur during a specified period of time.
B) Reinforcing a behavior that is an alternative to the problem behavior.
C) Reinforcing a behavior that is incompatible with the problem behavior, meaning the student could not do both behaviors at the same time.
D) Using reinforcement when a problem behavior occurs less often than a specified amount in a period of time.