Question 1

Some challenging behaviors are attempts to communicate.

Accepted Answer

A) True 
 B)False

Question 2

Children who withdraw from small- or large-group activities:

Accepted Answer

A)  are usually the ones who are most at risk. 
B)  may not be developmentally ready or comfortable in the setting. 
C)  should be ignored and left alone. 
D)  may be threatened by their parents. 
A)  are usually the ones who are most at risk. 
B)  may not be developmentally ready or comfortable in the setting. 
C)  should be ignored and left alone. 
D)  may be threatened by their parents.

Question 3

When Teaching Pyramid Tiers 1-3 are in place in an early childhood program, what percentage of children will require an intensive intervention program?

Accepted Answer

A)  Less than one percent 
B)  Four percent 
C)  Eight percent 
D)  Ten percent 
A)  Less than one percent 
B)  Four percent 
C)  Eight percent 
D)  Ten percent

Question 4

Separation challenges occur mostly:

Accepted Answer

A)  in children who attend child care at an early age. 
B)  during infancy. 
C)  in families where there is instability or overdependency. 
D)  in children with developmental disabilities. 
A)  in children who attend child care at an early age. 
B)  during infancy. 
C)  in families where there is instability or overdependency. 
D)  in children with developmental disabilities.

Question 5

A teacher records the time a child starts to work on a puzzle. When the child places the last piece in the puzzle, she records the time again. This is an example of which method of data collection?

Accepted Answer

A)  Interval 
B)  Baseline 
C)  Frequency 
D)  Duration 
A)  Interval 
B)  Baseline 
C)  Frequency 
D)  Duration

Question 6

What would be the short-term and the long-term benefit of using time-outs?

Accepted Answer

A)  Gives teacher a break; gives the child strategies to work on 
B)  Provides temporary relief; creates quiet in the environment 
C)  Breaks the pattern of disruptiveness; creates quiet in the environment 
D)  Breaks the pattern of disruptiveness; helps the child learn to respond to more desirable guidance procedures such as redirection 
A)  Gives teacher a break; gives the child strategies to work on 
B)  Provides temporary relief; creates quiet in the environment 
C)  Breaks the pattern of disruptiveness; creates quiet in the environment 
D)  Breaks the pattern of disruptiveness; helps the child learn to respond to more desirable guidance procedures such as redirection

Question 7

A child's temperament determines whether they are challenging or not.

Accepted Answer

A) True 
 B)False

Question 8

Which of the following are examples of redirection statements?

Accepted Answer

A)  I cannot let you paint on the floor. 
B)  Can you come here and help me with this puzzle? 
C)  Do not touch your friend's belongings. 
D)  We do not share food at school. 
A)  I cannot let you paint on the floor. 
B)  Can you come here and help me with this puzzle? 
C)  Do not touch your friend's belongings. 
D)  We do not share food at school.

Question 9

Thumb sucking is a challenging behavior that needs to be corrected for a two-year-old.

Accepted Answer

A) True 
 B)False

Question 10

A teacher who is singled out by a child needing undivided attention must:

Accepted Answer

A)  plan to wean the child in a planned, systematic way. 
B)  give as much attention as that child needs to develop trust. 
C)  ignore the child completely for several weeks. 
D)  not worry because it is normal for most children to attach. 
A)  plan to wean the child in a planned, systematic way. 
B)  give as much attention as that child needs to develop trust. 
C)  ignore the child completely for several weeks. 
D)  not worry because it is normal for most children to attach.

Question 11

Sharing and taking turns is:

Accepted Answer

A)  never to be considered a challenging behavior worthy of intervention. 
B)  a concern for many early childhood teachers. 
C)  a misbehavior that must be dealt with immediately. 
D)  not a challenging behavior. 
A)  never to be considered a challenging behavior worthy of intervention. 
B)  a concern for many early childhood teachers. 
C)  a misbehavior that must be dealt with immediately. 
D)  not a challenging behavior.

Question 12

Before resorting to time-out for disruptive behavior, the teacher should:

Accepted Answer

A)  talk with the parents. 
B)  place the child in another safe area. 
C)  ignore it and walk away. 
D)  do everything possible to modify the environment and their own response. 
A)  talk with the parents. 
B)  place the child in another safe area. 
C)  ignore it and walk away. 
D)  do everything possible to modify the environment and their own response.

Question 13

What step occurs after the function of the behavior is determined?

Accepted Answer

A)  Monitor progress 
B)  Plan the intervention 
C)  Identify a replacement behavior 
D)  Identify the problem situation 
A)  Monitor progress 
B)  Plan the intervention 
C)  Identify a replacement behavior 
D)  Identify the problem situation

Question 14

Francesca notices that her three-year-olds are having trouble transitioning from the playground to sitting on the carpet for story time. They are often wiggly, talking out, and can't seem to sit still. Many days several of the children complain that they are hungry. She has difficulty getting through even the shortest of stories so that she can excuse them to snack time. She decides to rearrange the schedule so they wash their hands and go to the snack tables. Teachers sit at each of the small group tables and read books aloud and ask questions to the children as they eat a snack. This is an example of which tier of the pyramid?

Accepted Answer

A)  Building positive relationships 
B)  Intensive individualized interventions 
C)  Social and emotional teaching strategies 
D)  Preventative classroom interventions 
A)  Building positive relationships 
B)  Intensive individualized interventions 
C)  Social and emotional teaching strategies 
D)  Preventative classroom interventions

Question 15

Which of the following is the first strategy a teacher should employ when dealing with a behavior challenge?

Accepted Answer

A)  Design an individualized intervention program 
B)  Examine the classroom environment 
C)  Suggest the parents bring the child to a specialist 
D)  Schedule a parent-teacher conference 
A)  Design an individualized intervention program 
B)  Examine the classroom environment 
C)  Suggest the parents bring the child to a specialist 
D)  Schedule a parent-teacher conference

Question 16

What are the steps to complete a functional assessment?

Accepted Answer

Identify the challenging behavior, asses

Some challenging behaviors are attempts to communicate.

Children who withdraw from small- or large-group activities:

When Teaching Pyramid Tiers 1-3 are in place in an early childhood program, what percentage of children will require an intensive intervention program?

Separation challenges occur mostly:

A teacher records the time a child starts to work on a puzzle. When the child places the last piece in the puzzle, she records the time again. This is an example of which method of data collection?

What would be the short-term and the long-term benefit of using time-outs?

A child's temperament determines whether they are challenging or not.

Which of the following are examples of redirection statements?

Thumb sucking is a challenging behavior that needs to be corrected for a two-year-old.

A teacher who is singled out by a child needing undivided attention must:

Sharing and taking turns is:

Before resorting to time-out for disruptive behavior, the teacher should:

What step occurs after the function of the behavior is determined?

Which of the following is the first strategy a teacher should employ when dealing with a behavior challenge?

What are the steps to complete a functional assessment?

An Inclusive Approach to Early Education

Federal Legislation: Early Intervention and Preventionearly Intervention and Prevention

Inclusive Programs for Young Children

Normal and Exceptional Development

Developmental Disabilities: Causes and Classificationscauses and Classifications

Sensory Impairments: Hearing and Visionhearing and Vision

Physical Disabilities and Health Problems

Learning and Behavior Disorders

Partnership With Families

Assessment and the Ifspiep Process

Characteristics of Effective Teachers in Inclusive Programs

The Developmental-Behavioral Approach

Arranging the Learning Environment

Facilitating Self-Care, Adaptive, and Independence Skills

Facilitating Social Development

Facilitating Speech, Language, and Communication Skills

Facilitating Cognitive Learning

Planning Transitions to Support Inclusion

Filters

Exam 18: Managing Challenging Behaviors

Some challenging behaviors are attempts to communicate.

Children who withdraw from small- or large-group activities:

When Teaching Pyramid Tiers 1-3 are in place in an early childhood program, what percentage of children will require an intensive intervention program?

Separation challenges occur mostly:

A teacher records the time a child starts to work on a puzzle. When the child places the last piece in the puzzle, she records the time again. This is an example of which method of data collection?

What would be the short-term and the long-term benefit of using time-outs?

A child's temperament determines whether they are challenging or not.

Which of the following are examples of redirection statements?

Thumb sucking is a challenging behavior that needs to be corrected for a two-year-old.

A teacher who is singled out by a child needing undivided attention must:

Sharing and taking turns is:

Before resorting to time-out for disruptive behavior, the teacher should:

What step occurs after the function of the behavior is determined?

Which of the following is the first strategy a teacher should employ when dealing with a behavior challenge?

What are the steps to complete a functional assessment?

An Inclusive Approach to Early Education

Federal Legislation: Early Intervention and Preventionearly Intervention and Prevention

Inclusive Programs for Young Children

Normal and Exceptional Development

Developmental Disabilities: Causes and Classificationscauses and Classifications

Sensory Impairments: Hearing and Visionhearing and Vision

Physical Disabilities and Health Problems

Learning and Behavior Disorders

Partnership With Families

Assessment and the Ifspiep Process

Characteristics of Effective Teachers in Inclusive Programs

The Developmental-Behavioral Approach

Arranging the Learning Environment

Facilitating Self-Care, Adaptive, and Independence Skills

Facilitating Social Development

Facilitating Speech, Language, and Communication Skills

Facilitating Cognitive Learning

Planning Transitions to Support Inclusion

Filters