Unit 7 test Flashcards

1
Q

If a child is subject to harsh parenting methods, what is the probable next step on the child’s “risk pathway”?

A. Defiance of adults

B. School failure and dropout

C. Peer and teacher rejection

D. Truancy

A

A. Defiance of adults

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2
Q

True or false? Specific praise is an example of a primary level-intervention.

True

False

A

True

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3
Q

Which option is NOT included in the federal definition of emotional disturbance?

A. An inability to learn

B. A general mood of unhappiness or depression

C. A tendency to develop symptoms or fears associated with personal or school problems

D. A longer than a temporary response to stressful events

A

D. A longer than a temporary response to stressful events

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4
Q

Which example is NOT an appropriate suggestion for the physical environment strategy of classroom arrangement?

A. Seat disruptive students near the teacher.

B. Use circular seating patterns for discussions.

C. Interact briefly and frequently with students.

D. Place disruptive students in the “action zone” in the classroom.

A

C. Interact briefly and frequently with students.

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5
Q

Temper tantrums that range from irritating whining to more serious acts of physical aggression are an example of which dimension of behavior?

A. Intensity

B. Age appropriateness

C. Frequency

D. Duration

A

A. Intensity

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6
Q

A child with which disorder is less likely to be identified by a teacher as having an EBD?

A. Conduct disorder

B. Anxiety/withdrawal

C. Social aggression

D. Motor tension excess

A

B. Anxiety/withdrawal

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7
Q

Which language or communication characteristic is NOT relatively common in individuals with emotional or behavioral disorders?

A. Expressive

B. Fluency

C. Pragmatic

D. Receptive

A

B. Fluency

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8
Q

What is the most likely reason that a student often finds ways of being absent from school?

A. The student has social difficulties.

B. The student has learning difficulties.

C. The student has language difficulties.

D. The student has behavioral difficulties.

A

A. The student has social difficulties.

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9
Q

Which example is more in line with current trends in assessment of students with EBDs?

A. Developing a proactive intervention plan

B. Determining appropriate punishment

C. Separating socially maladjusted or emotionally disturbed students

D. Identifying behavioral deficits

A

A. Developing a proactive intervention plan

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10
Q

Using dismissal cues is an example of __________.

A. transition management

B. classroom arrangement

C. time management

D. proximity and movement management

A

A. transition management

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11
Q

Which example listed is NOT a content enhancement strategy?

A. Graphic organizers

B. Assignment checklists

C. Semantic maps

D. Guided notes

A

B. Assignment checklists

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12
Q

Which strategies are the most effective first step in preventing misbehavior in classrooms?

A. Provide positive reinforcement.

B. Ignore mild misbehavior.

C. Establish a fine system.

D. Clarify classroom rules.

A

D. Clarify classroom rules.

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13
Q

For which student described would the secondary level of PBS be appropriate?

A. Daniel recently lost a parent.

B. Ren has skipped 20 days of school this semester.

C. Maya has been drinking heavily with friends.

D. It is Alice’s first day of school. She is nervous about meeting new people.

A

A. Daniel recently lost a parent.

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14
Q

True or false? One problem with EBD students using technology is that they are somewhat likely to use the technology inappropriately.

True

False

A

True

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15
Q

Research has found that students with EBDs typically score in the ______________ range on measures of intelligence.

A. high

B. high-average

C. low

D. low-average

A

D. low-average

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16
Q

Which option listed is NOT an aspect of a functional assessment?

A. Long-range planning

B. Examining causes of specific behavior

C. Designing interventions

D. Anticipating consequences of behavior

A

A. Long-range planning

17
Q

Disproportionate representation among different groups is due to __________________.

A. lack of school funding

B. a combination of factors

C. English language acquisition

D. assessment bias

A

B. a combination of factors

18
Q

The most significant characteristic of students with EBD is that they __________.

A. lack motivation

B. suffer from depression

C. have difficulty building and maintaining relationships

D. exhibit aggressive behavior

A

C. have difficulty building and maintaining relationships

19
Q

Which factors make it difficult for teachers to determine whether a child has an EBD? (Select all that apply.)

A. Multiple assessment strategies

B. Internalizing disorders

C. Developmental processes

D. Class disruption

A

A. Multiple assessment strategies

B. Internalizing disorders

C. Developmental processes

D. Class disruption

20
Q

True or false? Teaching students complex skills such as negotiation and mediation is an example of interpersonal problem-solving.

True

False

A

False

21
Q

Which strategy is NOT recommended for classroom arrangement?

A. Use circular patterns for discussions.

B. Keep disruptive students away from the center of the room.

C. Place problem students near the teacher.

D. Use rows for direct instruction.

A

B. Keep disruptive students away from the center of the room.

22
Q

Which factor is NOT common to both behavior modification and cognitive-behavior modification?

A. Behavior management

B. Positive reinforcement

C. Ongoing monitoring

D. Internal control

A

D. Internal control

23
Q

Which tool would best suit a student who is being influenced by his friends to engage in underage drinking?

A. Intrusive intervention

B. Conflict resolution

C. Social skills training

D. Interpersonal problem solving

A

D. Interpersonal problem solving

24
Q

Which set of instructional delivery strategies typically benefits students with emotional and behavioral disorders?

A. Mnemonics, self-monitoring strategies, content enhancements

B. Self-monitoring strategies, content enhancements, direct instruction

C. Direct instruction, mnemonics, self-monitoring strategies

D. Content enhancements, direct instruction, and mnemonics

A

A. Mnemonics, self-monitoring strategies, content enhancements

25
Q

A teacher notes that a four-year-old child had a temper tantrum that lasted 30 minutes. Which dimension of behavior is the teacher’s comment associated with?

A. frequency

B. duration

C. intensity

D. age-appropriateness

A

B. duration

26
Q

True or false? The strength-based assessment process works by creating a “vision” for the student’s future.

True

False

A

False

27
Q

Which contemporary assessment method acknowledges that students engage in inappropriate behavior for multiple reasons?

A. Needs-based assessment

B. Strength-based assessment

C. Person-centered planning

D. Functional behavior assessment

A

D. Functional behavior assessment

28
Q

Which option of those given is the major predictor of future incarceration for a child with EBD?

A. Internalizing behavior

B. Failure to maintain relationships

C. Language deficits

D. Aggressive behavior

A

D. Aggressive behavior