Question 1

Early intervention programs that are successful generally follow which of the following perspectives?

Accepted Answer

A)  social-ecological model 
B)  social learning theory 
C)  risk-need-responsivity paradigm 
D)  social bond theory 
A)  social-ecological model 
B)  social learning theory 
C)  risk-need-responsivity paradigm 
D)  social bond theory

Question 2

Which of the following is an example of cumulative disadvantage?

Accepted Answer

A)  a kid who seems to always have bad luck but also has a social support system that continues to encourage her 
B)  a kid who gets in trouble while with peers but then receives an intervention and makes new friends who enjoy school and complete their assignments 
C)  a kid who is impulsive and has difficulty making friends so she is switched to a special classroom to better meet her needs 
D)  a kid who is rejected by their peers, fails at school, and has a poor home life 
A)  a kid who seems to always have bad luck but also has a social support system that continues to encourage her 
B)  a kid who gets in trouble while with peers but then receives an intervention and makes new friends who enjoy school and complete their assignments 
C)  a kid who is impulsive and has difficulty making friends so she is switched to a special classroom to better meet her needs 
D)  a kid who is rejected by their peers, fails at school, and has a poor home life

Question 3

Which of the following is not a central value of cost effective programs?

Accepted Answer

A)  accountability 
B)  accessibility 
C)  commodification 
D)  rationality 
A)  accountability 
B)  accessibility 
C)  commodification 
D)  rationality

Question 4

Which of the following statements about the age-crime curve is true?

Accepted Answer

A)  crime is low in childhood, peaks for youth around age 17 or 18, and then decreases as youths move into adulthood 
B)  as people age, crime consistently increases 
C)  criminal behavior peaks during childhood, then declines during teenage years, and increases again during adulthood 
D)  there is a sharp increase in crime activity during the teenage years and then there is a sharp decline after age 19 
A)  crime is low in childhood, peaks for youth around age 17 or 18, and then decreases as youths move into adulthood 
B)  as people age, crime consistently increases 
C)  criminal behavior peaks during childhood, then declines during teenage years, and increases again during adulthood 
D)  there is a sharp increase in crime activity during the teenage years and then there is a sharp decline after age 19

Question 5

Which of the following examples is not a strong predictor of involvement in delinquency?

Accepted Answer

A)  early antisocial behavior 
B)  misbehaving at school and home 
C)  misbehaving frequently 
D)  getting into intermittent fights with siblings 
A)  early antisocial behavior 
B)  misbehaving at school and home 
C)  misbehaving frequently 
D)  getting into intermittent fights with siblings

Early intervention programs that are successful generally follow which of the following perspectives?

Which of the following is an example of cumulative disadvantage?

Which of the following is not a central value of cost effective programs?

Which of the following statements about the age-crime curve is true?

Which of the following examples is not a strong predictor of involvement in delinquency?

From Theory to Policy: Evidence-Based Corrections

From Theory to Policy: Evidence-Based Corrections

Correctional Theory in Crisis: Americas Changing Context

Correctional Theory in Crisis: Americas Changing Context

Just Deserts: Doing Justice or Getting Tough

Just Deserts: Doing Justice or Getting Tough

Deterrence: Scaring Offenders Straight

Deterrence: Scaring Offenders Straight

Incapacitation: Locking up the Wicked

Incapacitation: Locking up the Wicked

Restorative Justice: Reintegrative Shaming

Restorative Justice: Reintegrative Shaming

Rehabilitation: What Works to Change Offenders

Rehabilitation: What Works to Change Offenders

Reentry: Saving Offenders From a Life in Crime

Reentry: Saving Offenders From a Life in Crime

Early Intervention: Saving Children From a Life in Crime

Six Correctional Lessons: Choosing Our Future

Six Correctional Lessons: Choosing Our Future

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Exam 9: Early Intervention: Saving Children From a Life in Crime

Early intervention programs that are successful generally follow which of the following perspectives?

Which of the following is an example of cumulative disadvantage?

Which of the following is not a central value of cost effective programs?

Which of the following statements about the age-crime curve is true?

Which of the following examples is not a strong predictor of involvement in delinquency?

From Theory to Policy: Evidence-Based Corrections

From Theory to Policy: Evidence-Based Corrections

Correctional Theory in Crisis: Americas Changing Context

Correctional Theory in Crisis: Americas Changing Context

Just Deserts: Doing Justice or Getting Tough

Just Deserts: Doing Justice or Getting Tough

Deterrence: Scaring Offenders Straight

Deterrence: Scaring Offenders Straight

Incapacitation: Locking up the Wicked

Incapacitation: Locking up the Wicked

Restorative Justice: Reintegrative Shaming

Restorative Justice: Reintegrative Shaming

Rehabilitation: What Works to Change Offenders

Rehabilitation: What Works to Change Offenders

Reentry: Saving Offenders From a Life in Crime

Reentry: Saving Offenders From a Life in Crime

Early Intervention: Saving Children From a Life in Crime

Six Correctional Lessons: Choosing Our Future

Six Correctional Lessons: Choosing Our Future

Filters