What role do consequences play in regard to a student's disruptive behavior? How may a teacher respond to a student who is doing all the right things in a classroom, but receiving little or no attention for being a "good" student? How may this influence the student's future behavior?
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Q16: Curriculum Based Assessment should be used only
Q17: Behaviors become "Instrumental" when they:
A) Make disruptive
Q18: Identifying the "setting events" around a behavior
Q19: A Curriculum Based Assessment or CBA:
A) Is
Q20: Proximate setting events include ALL BUT WHICH
Q22: For each of the 3 scenarios below,
Q23: Why does the author encourage teachers not
Q24: What is meant by the term "No
Q25: Define the terms "Inter-student variability" and "Intra-student
Q26: According to this chapter, what is the
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