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Final!! Flashcards

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1
Q

The primary emphasis in effective classroom management is

A

Preventing student problem behavior in the first place

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2
Q

According to Knoster (2008), the description “teacher self-management of instructional practice in group settings” is a more accurate way to describe

A

Classroom Management

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3
Q

The three primary principles of prevention in the classroom management emphasized in your reading include:

A

Rapport, clear expectations, and reinforcement of expected behavior

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4
Q

In terms of establishing rapport, it is important to first

A

Acknowledge student as a human being first, and teacher second, you will be inclined to have favorite students

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5
Q

Your students will likely ___ if they understand that you have genuine interest in them on a personal level

A

become increasingly motivated to learn

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6
Q

Negative Reinforcement is:

A

The removal of an undesired stimulus based on performance of a desired behavior

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7
Q

Fundamental aspects of establishing clear expectations include:

A

Identifying, defining, posting, teaching, and reinforcing expected behavior

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8
Q

A procedure in which access to a desired stimulus (e.g. dessert at dinner) is made contingent on the appropriate use of less desired stimulus (e.g. eating vegetables at dinner) is referred to as:

A

The Premack Principle

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9
Q

Fairness in terms of your delivery of positive reinforcement with your students really means:

A

Each student gets what s/he needs understanding that needs may be different from student to student and needs can change over time

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10
Q

Providing a conducive classroom environment (climate) has been associated with:

A

Higher levels of student academic and behavioral achievement

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11
Q

In terms of the 4 to 1 ratio emphasized in your reading:

A

Each student should minimally have access to the 4 to 1 ratio, but what will differ between students may be the time interval within which you have achieve the 4 to 1 ratio

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12
Q

An effective behavior contract has most to do with:

A

Reinforcement procedures for occurrence of expected behavior

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13
Q

According to Knoster (2008), the key to understanding or decoding student problem behavior lies first and foremost in understanding:

A

Your own actions and the nature of your own behavior

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14
Q

Which of the following best reflects the relationship between nature and nurture as it pertains to behavior?

A

Nature and nurture both affect behavior and the affect may change over time and across situations

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15
Q

Which of the following are common examples of slow triggers (setting events) commonly associated with problem behaviors?

A

Feeling ill, poor night’s sleep and/or feeling hungry

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16
Q

When conducting a Functional Behavior Assessment asking the questions “when is Jimmy’s problem behavior most likely to occur?” is most likely useful to:

A

Identify features of the context for Jimmy’s problem behavior

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17
Q

Designing a student-centered behavior support plan would be logical

A

As a next step if a behavior contract did not yield sufficient results

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18
Q

Beyond basic mechanics of building rapport emphasized in your reading, it is also important to

A

Think about situations that lend themselves to rapport building

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19
Q

Planned ignoring and stop-redirect procedures are examples of what level of student-centered interventions in your classroom according to Knoster (2008)?

A

Level 1

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20
Q

Establishing a behavior contract with a particular student:

A

All of the above (should occur only when necessary and for a limited time frame, should occur after exhausting your preventative classroom management approaches, represents an initial stage of student-centered approaches)

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21
Q

The primary students who should receive targeted interventions and supports are:

A

Any student who does not sufficiently respond to universal prevention

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22
Q

Targeted interventions and supports are best understood as which of the following?

A

Targeted supports are layered on top of, not in place of, universal approaches

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23
Q

Which of the following best describes the hallmarks of targeted interventions and supports?

A

Increased progress monitoring, re-teaching expectations, and increased positive reinforcement for meeting expectations

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24
Q

Beyond the use of discipline referrals, what other forms of data should prove useful to identify students in need of targeted supports?

A

Attendance & tardiness, visits to school nurse, and class grades

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25
Check and Connect intervention typically involves which of the following?
Connecting the student with a school-based monitor to improve student engagement, decrease absences and ultimately prevent school dropout
26
Similar to Check and Connect, the Behavior Education Program is structured around a scheduled check in system, however, unlike Check and Connect, the behavior Education Program is designed to have students check in on what time frame/basis?
Daily
27
Targeted social skills training usually involves which of the following?
Re-teaching activities associated with school-wide and classroom expectations
28
The primary goal of a behavior contract is best described as which of the following?
To see sufficient improvement in behavior so that you can wean the student off the contract within a reasonable amount of time
29
Which of the following best describes the essence of an effective behavior contract?
Systematic re-defining, teaching, and reinforcing behavioral expectations
30
Internalizing behavior has been described as the over control of feelings (or emotions) and can be thought to fall in to which of the following descriptive categories?
Anxiety, depression, social withdrawal and somatic complaints
31
Behavioral screener provide educators with information to do which of the following?
Early identification of students who may require targeted intervention and supports
32
When using behavioral screener with students at school it is important to carefully look for students with what types of conditions?
Internalizing as well as externalizing behaviors conditions
33
Which of the following is considered to be one of the most difficult (trickiest) aspects of designing an effective behavior contract?
Determining how frequently you will evaluate and measure student performance
34
A bonus clause in a behavior contract provides which two benefits to you as the classroom teacher?
Further incentivizes meeting expectations and provides you with a target for when to re-negotiate the contract
35
The primary instructional benefit of representing data graphically (visually) is which of the following?
It helps everyone to see patterns when interpreting the information
36
The primary factor that makes data meaningful (or functional) is which of the following?
The use of the data
37
The three primary aspects (things) to analyze when interpreting graphic displays of student performance data include which of the following?
Trend, level, and variability (consistency, predictability)
38
What is essential in order to design and implement effective, individual - intensive supports in the event that a student does not sufficiently respond to targeted interventions and supports?
A collaborative team approach
39
Which of the following is required in order for you as a teacher to share or obtain information about a given student in your classroom with staff from another child serving agency?
All of the above (approval from the school psychologist, verbal consent from the part or legal guardian, signed release of information)
40
Which of the following is recommended when collaborating with staff from other child serving systems in delivering services and supports in your classroom/school?
All of the above ( clarifying roles and functions among staff, identifying shared goals and objectives, providing clear and timely communications)
41
Categorical Systems of assessment for emotional and behavioral disorders
Classify problems as either present or absent (yes/no decision)
42
Most educational problems with children are first identified (brought to other's attention) by whom?
Teacher
43
The "construct validity" of any given standardized behavior rating scale:
Indicated that the instrument measures what it is supposed to measure
44
What are limitations of standardized rating scales?
- do not identify causes of child's problems - do not dictate choices for interventions - not objective measures of children's problems - more complex instruments than one may realize and ease of admin and scoring does not always mean ease of interpretation
45
The two different approaches to classifying children's emotional or behavioral disorders are:
Categorical systems and empirically based taxonomies
46
Besides assessing problems from the child's perspectives, child interviews can be a key source of information for:
All of the above (assessing feasibility of interventions, referral for mental health services outside of school, referral for social services outside of school)
47
The Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition lists a total of how many disorders?
40
48
The DSM-IV is commonly used to classify disorders of individuals referred for:
Mental Health services
49
The IDEA (2004) defines how many types of disabilities?
13
50
The IDEA and DSM-IV are both examples of:
Categorical classification systems
51
Children with emotional and behavioral disorders are most likely to qualify for special education under the IDEA category of:
Emotional Disturbance (ED)
52
Best practice in assessing for emotional and behavioral problems:
Assumes that no one single method or procedure be considered as definitive in yielding evidence of emotional or behavioral disorders
53
To be identified as Emotionally Disturbed under the IDEA:
All of the above (the evaluation team must determine both eligibility and need for special education, the child must exhibit one or more of the five particular characteristics or be diagnosed with schizophrenia, the child must experience the problems over a long period of time, to a marked degree, and it must adversely affect educational performance)
54
Special Education decision-making under the IDEA:
Is similar to the DSM-V in that a categorical decision regarding the presence or absence of a disability must be determined
55
Research studies have shown ______ of co-existing externalizing and internalizing problems with students identified with Emotional Disturbance.
high occurrence
56
Statistical procedures are employed to derive syndromes or groupings of behavioral and emotional problems when using:
Empirically based taxonomies for EBD assessment
57
The Individuals with Disability Education Act (IDEA 2004) requires:
Neither a or b
58
Best practice in assessing for emotional and behavioral problems suggest that information should always be obtained from:
teacher and parent reports and direct observation of the child
59
Which of the following is not one of the five characteristics of Emotional Disturbance under the IDEA?
Suicidal threats
60
The most effective interventions:
Are linked to the hypotheses that explain problem behaviors.
61
Which of the following is not one of the primary differences between the abridged vs. comprehensive PBS process?
The abridged process focuses almost exclusively on the global hypothesis
62
The best method for collecting progress monitoring data (information gathering procedure) in typical home, school and community settings:
Will provide the useful information for decision making without interfering with typical activities and routines.
63
What can be learned from child and adolescent interviews?
children patterns of problems, coping strategies, perceptions of significant persons, events related to their problems
64
When evaluating the effectiveness of a behavior support plan, what three primary outcomes/results are we looking to see:
Decreases in problem behavior, increases in the use of alternative skills, general improvements in lifestyle/quality of life
65
Long-term supports can be best classified broadly as:
Lifestyle interventions and maintenance/generalization strategies
66
Which of the following is not one of the reasons to consider long-term supports:
Lifestyle intervention ensures that the membership of the support team will remain constant
67
Which of the following are consistent with the purpose of consequence interventions:
All of the above (Increase the use of alternative skills, Reduce outcomes of problem behavior, Are useful in crisis management)
68
Consequence strategies are used to:
Increase use of alternative skills and reduce outcomes of problem behavior
69
Which of the following is not true of consequence strategies in a behavior support plan:
They no longer predominate the plan of intervention
70
When teaching coping skills to a student, we are in fact teaching the student:
To work through unpleasant events
71
When asking the question "what social, communication, leisure and academic skills might help the individual prevent situations the team is identifying:
General skills to teach
72
Replacement skills:
Serve the exact same function as the problem behavior
73
The three types of alternative skills to teach in a behavior support plan are:
Replacement skills, general skills and coping skills
74
Teaching alternative skills
Teaches students socially acceptable alternative means of obtaining desired outcomes from the student's perspective
75
Which of the following are types of antecedent and setting event modifications:
All of the above (Removing problem event, Interspersing difficult events with easy events, Blocking problem events or adding events that promote desired behavior)
76
Which of the following is not a primary benefit of providing antecedent and setting event modifications:
They teach new skills to the student
77
Multi-component support plans are comprised of which of the following key components:
Both a and b above (Consequences and long-term supports, Teaching alternative skills and antecedents and setting event modifications)
78
An effective support plan for a particular student:
Will fit the student's environmental and social contexts
79
Designing a comprehensive behavior support plan:
Involves multiple components and reflects preferences of implementers
80
Effective positive behavior supports plans:
Are assessment based
81
Which of the following is not one of the basic reasons as to why conventional approaches to "manage" student problem behavior are often ineffective?
Conventional approaches have emphasized reinforcement for appropriate behavior over negative feedback or problem behavior
82
Tertiary Prevention (individual PBS) consists of:
Highly individualized supports for students with behavioral challenges
83
Positive behavior Support PBS emphasizes:
Prevention through changing problem environment and teaching new skills for students to use to meet their needs.
84
Individualized PBS is needed when:
The child's problem behavior persists despite consistently implemented classroom-based interventions
85
Overall research has shown the use of PBS across all levels of Primary, Secondary and Tertiary (individual) prevention has:
A yielded positive results for students with and without disabilities
86
Effective team collaboration helps to create_______ as it pertains to a student-centered behavior support plan.
A good contextual fit
87
Which of the following is one of the basic principles or assumptions of PBS?
All of the above
88
The provisions for positive behavior support in the IDEA include
All of the above
89
The process of conducting a Functional Behavior Assessment (FBA):
Is a process of gathering and analyzing information to explain the reasons for the student's problem behavior
90
What is the first step in conducting an FBA?
To prioritize and define the student's problem behaviors
91
Gathering Broad Information when conducting an FBA includes:
Strengths, interests as well as general information about the student's health and quality of life
92
Which of the following is least relevant when gathering Specific information when conducting an FBA?
The psychological reason behind the student's problem behavior
93
All functional assessment tools may be classified in to which two types of general information gathering methods?
Indirect and Direct Methods
94
Team generated hypotheses:
All of the above
95
A specific hypothesis is comprised of which of the following component parts?
When this happens; the student does; in order to
96
The function of the student's problem behavior is reflected in which part of the Specific Hypothesis?
In order to...
97
The global hypothesis reflects:
All of the above
98
Which of the following is not one of the recommended self-check questions to be used when conducting an FBA?
Is the student's problem behavior a manifestation of his/her disability?
99
Once a specific and global hypothesis are formulated the team is ready to:
Design a compressive behavior support plan
100
Taken together, the specific and global hypotheses:
Guide the development of behavior support plans for individual students

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