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

Not being allowed to go to the movies on Saturday as a result of getting a D on a math test is an example of an unrelated consequence.

The words "consequences" and "punishments" are synonyms.

A natural consequence of coming late to school is being sent to the principal's office.

Describe two ways in which your use of rules and consequences will be the same regardless of whether children are developing typically or have some type of disability. Explain why. Next, tell one way in which your discipline approach may vary in relation to a child's disability and provide a rationale for your answer.

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

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

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

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

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

In the preceding situation, which of the consequences is (are) unrelated?

What are the three types of corrective consequences? Give an example of each.

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.