Question 1

Fostering communication and collaboration with parents/guardians can be enhanced by all the following, EXCEPT:

Accepted Answer

A) make sure parents/guardians know that your conversations with them are confidential. 
B) begin parent-teacher meetings with a detailed and lengthy report of student concerns, followed by student progress. 
C) collaborate with parents/guardians for home-school contracts and devise an easy system of communication. 
D) end parent-teacher meetings on a positive note and set a time to check future progress. 
A) make sure parents/guardians know that your conversations with them are confidential. 
B) begin parent-teacher meetings with a detailed and lengthy report of student concerns, followed by student progress. 
C) collaborate with parents/guardians for home-school contracts and devise an easy system of communication. 
D) end parent-teacher meetings on a positive note and set a time to check future progress.

Question 2

When dealing with a student who has many challenging behaviors, it is best to define and target all of them for change at the same time, rather than dealing with each one separately.

Accepted Answer

A) True 
 B)False

Question 3

In order to help students understand and learn appropriate behavior that they can apply to a variety of settings over an extended period of time, the text recommends teachers do all of the following, EXCEPT:

Accepted Answer

A) initially encourage and reward students each time you see them using appropriate behaviors in your classroom before monitoring generalization across different settings.​ 
B) offer students multiple opportunities to rehearse new skills across a variety of settings. 
C) involve a variety of staff and school personnel who are willing to help students generalize prosocial behaviors. 
D) do not involve parents in this process as this is a school issue and the student will only be confused if family are brought into the generalization process. 
A) initially encourage and reward students each time you see them using appropriate behaviors in your classroom before monitoring generalization across different settings.​ 
B) offer students multiple opportunities to rehearse new skills across a variety of settings. 
C) involve a variety of staff and school personnel who are willing to help students generalize prosocial behaviors. 
D) do not involve parents in this process as this is a school issue and the student will only be confused if family are brought into the generalization process.

Question 4

Positive behavioral supports and interventions are used to teach and reinforce appropriate behaviors that serve the same purpose as problem behaviors.

Accepted Answer

A) True 
 B)False

Question 5

Which of the following statements is TRUE regarding plans for an intervention using the ABC or Antecedent-Behavior-Consequence method?​

Accepted Answer

A) The teacher looks for patterns of unpredictable behaviors upon which to base the intervention. 
B) The teacher can change either the antecedent or the consequence in order to break up the sequence of the problem behavior. 
C) The teacher can only change the antecedent  in order to break up the sequence of the problem behavior. 
D) The teacher can only change the consequence in order to break up the sequence of the problem behavior. 
A) The teacher looks for patterns of unpredictable behaviors upon which to base the intervention. 
B) The teacher can change either the antecedent or the consequence in order to break up the sequence of the problem behavior. 
C) The teacher can only change the antecedent  in order to break up the sequence of the problem behavior. 
D) The teacher can only change the consequence in order to break up the sequence of the problem behavior.

Question 6

All of the following statements about observing, measuring, and recording behavior are true, EXCEPT:

Accepted Answer

A) a pattern of behavior can be reliably established after collecting baseline data during two half-hour sessions. 
B) collecting baseline data is an essential step in the process of developing realistic and meaningful objectives. 
C) behavior should be recorded as it occurs in its natural state before an intervention is implemented. 
D) the method chosen to track student behavior depends on the type of problem behavior and demands of the classroom. 
A) a pattern of behavior can be reliably established after collecting baseline data during two half-hour sessions. 
B) collecting baseline data is an essential step in the process of developing realistic and meaningful objectives. 
C) behavior should be recorded as it occurs in its natural state before an intervention is implemented. 
D) the method chosen to track student behavior depends on the type of problem behavior and demands of the classroom.

Question 7

Some students with and without emotional/behavioral disorders or other types of identified disabilities may also demonstrate challenging conduct in the classroom.

Accepted Answer

A) True 
 B)False

Question 8

What are the advantages of using behavioral contracts with students?

Accepted Answer

Behavioral contracts with students have

Question 9

If teachers can target a social or behavior skill, establish a specific goal for learning, and __________________, we can move students forward socially and behaviorally one step at a time.​

Accepted Answer

A) insist that the child behave 
B) chose a valid intervention method 
C) ignore the behavior 
D) punish the bad behavior 
A) insist that the child behave 
B) chose a valid intervention method 
C) ignore the behavior 
D) punish the bad behavior

Question 10

Students with challenging behaviors:​

Accepted Answer

A) always demonstrate loud and disruptive behaviors.​ 
B) could be hiding a learning problem. 
C) should be expelled from school. 
D) struggle with social competence but excel in academics. 
A) always demonstrate loud and disruptive behaviors.​ 
B) could be hiding a learning problem. 
C) should be expelled from school. 
D) struggle with social competence but excel in academics.

Question 11

The same consequence can be both reinforcement and punishment, depending on the student and the circumstances.

Accepted Answer

A) True 
 B)False

Question 12

Teachers can help students shift their locus of control, or attribution for negative and positive outcomes, from external to internal by using techniques that encourage all of the following, EXCEPT:

Accepted Answer

A) reliance. 
B) independence. 
C) decision-making. 
D) responsibility. 
A) reliance. 
B) independence. 
C) decision-making. 
D) responsibility.

Question 13

Discuss the importance of teacher-directed intervention strategies. Identify ways in which interventions can eventually become student-directed, making students responsible for their own behavior.

Accepted Answer

Teacher-directed intervention strategies

Question 14

An observer sitting in an unobtrusive spot in the room and recording all the actions and verbalizations of a target student for a predetermined amount of time is an example of ____________ recording.​

Accepted Answer

A) antecedent 
B) incidental 
C) anecdotal 
D) consequential 
A) antecedent 
B) incidental 
C) anecdotal 
D) consequential

Question 15

All of the following statements on decreasing inappropriate behaviors are true, EXCEPT:

Accepted Answer

A) the term punishment means a process that increases the likelihood that a behavior it follows will recur in the future.​ 
B) reinforcement can inadvertently increase undesirable behaviors. 
C) interventions for decreasing negative behavior occur along a continuum. 
D) interventions for decreasing negative behavior range from least to most intrusive. 
A) the term punishment means a process that increases the likelihood that a behavior it follows will recur in the future.​ 
B) reinforcement can inadvertently increase undesirable behaviors. 
C) interventions for decreasing negative behavior occur along a continuum. 
D) interventions for decreasing negative behavior range from least to most intrusive.

Question 16

When a student is routinely sent to the office for disturbing the class during math instruction, the likely function of the student's problem behavior is to:​

Accepted Answer

A) express emotions. 
B) get the teachers attention. 
C) avoid the math instruction. 
D) disturb peers. 
A) express emotions. 
B) get the teachers attention. 
C) avoid the math instruction. 
D) disturb peers.

Question 17

Explain what is meant in the text by the statement "students from ethnically diverse backgrounds may exhibit behaviors that teachers find unusual, disconcerting, or problematic."

Accepted Answer

The statement "students from ethnically

Fostering communication and collaboration with parents/guardians can be enhanced by all the following, EXCEPT:

When dealing with a student who has many challenging behaviors, it is best to define and target all of them for change at the same time, rather than dealing with each one separately.

In order to help students understand and learn appropriate behavior that they can apply to a variety of settings over an extended period of time, the text recommends teachers do all of the following, EXCEPT:

Positive behavioral supports and interventions are used to teach and reinforce appropriate behaviors that serve the same purpose as problem behaviors.

Which of the following statements is TRUE regarding plans for an intervention using the ABC or Antecedent-Behavior-Consequence method?

All of the following statements about observing, measuring, and recording behavior are true, EXCEPT:

Some students with and without emotional/behavioral disorders or other types of identified disabilities may also demonstrate challenging conduct in the classroom.

What are the advantages of using behavioral contracts with students?

If teachers can target a social or behavior skill, establish a specific goal for learning, and __________________, we can move students forward socially and behaviorally one step at a time.

Students with challenging behaviors:

The same consequence can be both reinforcement and punishment, depending on the student and the circumstances.

Teachers can help students shift their locus of control, or attribution for negative and positive outcomes, from external to internal by using techniques that encourage all of the following, EXCEPT:

Discuss the importance of teacher-directed intervention strategies. Identify ways in which interventions can eventually become student-directed, making students responsible for their own behavior.

An observer sitting in an unobtrusive spot in the room and recording all the actions and verbalizations of a target student for a predetermined amount of time is an example of ____________ recording.

All of the following statements on decreasing inappropriate behaviors are true, EXCEPT:

When a student is routinely sent to the office for disturbing the class during math instruction, the likely function of the student's problem behavior is to:

Explain what is meant in the text by the statement "students from ethnically diverse backgrounds may exhibit behaviors that teachers find unusual, disconcerting, or problematic."

Teaching in Today Apos S Inclusive Classrooms Your Journey Begins

Introducing Universal Design for Learning

Policies Pracclusive Education

Diversity in the Classroom Learners With High Incidence Disabilities

Diversity in the Classroom Students With Low Incidence Disabilities

Learners With Gifts and Talents Learners Who Are Curners at Risk

Collaboration and Cooperative Teaching Tools for Teaching All Learners

Designing Learning That Works for All Students

Assessing and Evaluating Learner Progress

Selecting Instructional Strategies for Teaching All Learners

Assistive Technologies and Innovative Learning Tools

Creating Literacy Rich Environments for All Learners

Developing an Understanding of Mathematics in All Learners

Teaching Critical Content in Science and Social Studies to All Learners

Filters

Exam 11: Selecting Behavioral Supports for All Learners

Fostering communication and collaboration with parents/guardians can be enhanced by all the following, EXCEPT:

When dealing with a student who has many challenging behaviors, it is best to define and target all of them for change at the same time, rather than dealing with each one separately.

In order to help students understand and learn appropriate behavior that they can apply to a variety of settings over an extended period of time, the text recommends teachers do all of the following, EXCEPT:

Positive behavioral supports and interventions are used to teach and reinforce appropriate behaviors that serve the same purpose as problem behaviors.

Which of the following statements is TRUE regarding plans for an intervention using the ABC or Antecedent-Behavior-Consequence method?​

All of the following statements about observing, measuring, and recording behavior are true, EXCEPT:

Some students with and without emotional/behavioral disorders or other types of identified disabilities may also demonstrate challenging conduct in the classroom.

What are the advantages of using behavioral contracts with students?

If teachers can target a social or behavior skill, establish a specific goal for learning, and __________________, we can move students forward socially and behaviorally one step at a time.​

Students with challenging behaviors:​

The same consequence can be both reinforcement and punishment, depending on the student and the circumstances.

Teachers can help students shift their locus of control, or attribution for negative and positive outcomes, from external to internal by using techniques that encourage all of the following, EXCEPT:

Discuss the importance of teacher-directed intervention strategies. Identify ways in which interventions can eventually become student-directed, making students responsible for their own behavior.

An observer sitting in an unobtrusive spot in the room and recording all the actions and verbalizations of a target student for a predetermined amount of time is an example of ____________ recording.​

All of the following statements on decreasing inappropriate behaviors are true, EXCEPT:

When a student is routinely sent to the office for disturbing the class during math instruction, the likely function of the student's problem behavior is to:​

Explain what is meant in the text by the statement "students from ethnically diverse backgrounds may exhibit behaviors that teachers find unusual, disconcerting, or problematic."

Teaching in Today Apos S Inclusive Classrooms Your Journey Begins

Introducing Universal Design for Learning

Policies Pracclusive Education

Diversity in the Classroom Learners With High Incidence Disabilities

Diversity in the Classroom Students With Low Incidence Disabilities

Learners With Gifts and Talents Learners Who Are Curners at Risk

Collaboration and Cooperative Teaching Tools for Teaching All Learners

Designing Learning That Works for All Students

Assessing and Evaluating Learner Progress

Selecting Instructional Strategies for Teaching All Learners

Assistive Technologies and Innovative Learning Tools

Creating Literacy Rich Environments for All Learners

Developing an Understanding of Mathematics in All Learners

Teaching Critical Content in Science and Social Studies to All Learners

Filters

Which of the following statements is TRUE regarding plans for an intervention using the ABC or Antecedent-Behavior-Consequence method?

If teachers can target a social or behavior skill, establish a specific goal for learning, and __________________, we can move students forward socially and behaviorally one step at a time.

Students with challenging behaviors:

An observer sitting in an unobtrusive spot in the room and recording all the actions and verbalizations of a target student for a predetermined amount of time is an example of ____________ recording.

When a student is routinely sent to the office for disturbing the class during math instruction, the likely function of the student's problem behavior is to: