Question 1

Children should receive at least three warnings before experiencing a follow-through on the consequence.

Accepted Answer

This statement is not necessarily true or false as it depends on the individual parenting style and the severity of the situation. Some parents may give multiple warnings while others may give fewer warnings or have immediate consequences for certain behaviors. Ultimately, the number of warnings given should be based on the child's age, understanding, and previous behavior.

Question 2

Goeffrey leaves his art materials on the table and goes to another activity. The teacher has used a personal message to remind him that the rule is clean up before leaving the art area. The next thing the teacher should do is make Geoffrey return to the area to clean up.

Accepted Answer

The teacher should follow up with Geoffrey to ensure he goes back to the art area to clean up his materials before moving on to another activity. This helps reinforce the rule and establish a routine of responsibility for maintaining a clean and safe learning environment.

Question 3

A Positive Behavior Support Plan includes potential replacement behaviors for the child to learn.

Accepted Answer

A Positive Behavior Support Plan (PBSP) typically includes potential replacement behaviors for the child to learn, which can help them to break undesirable behaviors and develop new, more positive ones. These replacement behaviors should be specific, measurable, and achievable, and should be tailored to meet the individual needs and abilities of the child in question. By focusing on positive reinforcement and providing support and guidance for developing new, more effective behaviors, a PBSP can help children to improve their social and emotional functioning, as well as their academic performance and overall quality of life.

Question 4

It is possible for any young child to have a temper tantrum.

Accepted Answer

Yes, it is possible for any young child to have a temper tantrum as this is a normal part of their development and learning to regulate their emotions.

Question 5

George wants all the toy cars for himself. Other children would like to play too. The teacher uses the entire skill sequence through the warning. George does not share. The teacher then says, "Remember, I said you could decide how to share on your own or I would help you. Now I will help you." This is an example of a correctly worded follow-through.

Accepted Answer

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Question 6

Consequences for a child's behavior should be withheld for at least 20 minutes, giving the child plenty of time to think about what he has done.

Accepted Answer

Consequences for a child's behavior should be given as soon as possible so that the child can connect the consequence to the behavior. Delaying the consequence for 20 minutes may not have the intended impact and may not effectively teach the child about the consequences of their actions.

Question 7

Carrie has been out of her seat several times today. To make his point more vividly, Mr. Moon should warn her in front of the class about what will happen should she continue.

Accepted Answer

Publicly reprimanding a student can embarrass them and may not effectively address the behavior. It's generally more effective and respectful to address behavioral issues privately.

Question 8

Children are at the level of identification when they follow rules at the warning stage of the skill sequence.

Accepted Answer

Children are at the level of identification when they recognize and can name the rule, but following rules at the warning stage of the skill sequence indicates they are at the level of proficiency, where they can apply the rules with reminders or warnings.

Question 9

How should a consequence be stated? Give an example.

Accepted Answer

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Question 10

Sarah has been warned that if she runs in the classroom again, she will have to go back and walk with the teacher. The teacher notices Sarah running. He says, "Sarah, you are excited. I'm worried you will get hurt if you run. Walk." This was an appropriate response to the situation.

Accepted Answer

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Question 11

Children are at the level of adherence when they follow rules at the warning stage of the skill sequence.

Accepted Answer

Adherence refers to the ability to follow rules and comply with expectations. The warning stage of the skill sequence is when a child is given a warning before facing negative consequences if they fail to follow the rules. Therefore, if a child follows the rules at this stage, they are demonstrating adherence.

Question 12

Cool down time and sitting apart are different terms for the same technique.

Accepted Answer

Cool down time refers to taking time to calm down and regulate emotions, while sitting apart involves physically separating individuals to deescalate a situation. They are different techniques with different purposes, although they may be used in combination in some situations.

Question 13

Natural consequences are the first ones to consider when children break rules.

Accepted Answer

Natural consequences are the logical outcomes that occur as a result of a child's behavior or choices. They are not imposed by an adult or authority figure but instead are a natural result of the child's actions. As parents and caregivers, it's important to allow children to experience the natural consequences of their behavior whenever possible, as this helps children learn from their mistakes and become more responsible and independent.

Question 14

The follow-through phase represents enforcement of consequences.

Accepted Answer

The follow-through phase involves the implementation of consequences to reinforce behavior change. It ensures that the consequences promised in the previous phase are actually carried out, which enhances the authority of the person administering the consequences and reinforces the importance of following rules and meeting expectations.

Question 15

What is the first step involved in creating a Positive Behavior Support Plan?

Accepted Answer

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Question 16

When Harry forgets to wear his mittens outdoors, the caregiver uses a cool down time to get him to think about the importance of dressing appropriately. This was an appropriate use of cool down time.

Accepted Answer

Cool down time is typically used to help someone calm down from an emotional or behavioral outburst, not as a consequence for forgetting to wear clothing items like mittens.

Question 17

"Giving choices" appears earlier in the intervention continuum than "connecting actions to consequences" does.

Accepted Answer

Giving choices is often used as an early intervention strategy to empower individuals and promote their autonomy, while connecting actions to consequences is typically utilized as a later intervention strategy to increase accountability and help individuals learn from their actions.

Question 18

When intervening in an argument between children, the adult should describe the children's emotions to them and make them apologize to one another so that they better understand each other's emotions.

Accepted Answer

While it's important for an adult to help children understand each other's emotions, forcing an apology can be counterproductive. It's more effective to facilitate a conversation that allows the children to express their feelings and come to a mutual understanding or resolution on their own terms.

Question 19

In Mrs. Wallace's room, the children know that regardless of how they misbehave, they will have to sit five minutes in the green chair. This is a good use of consequences because it is so predictable.

Accepted Answer

While predictability in consequences is important for consistency, the consequence should also be appropriate and related to the behavior to be effective in teaching and encouraging positive behavior change.

Question 20

What type of consequence causes a child to rehearse the desired behavior or make restitution?

Accepted Answer

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Quiz 11: Fostering Self-Discipline in Children: Implementing Solutions and Consequences