Question 1

Match each definition to the corresponding term
-Inappropriate behavior

Accepted Answer

A) The ability to feel guilt or shame, or feelings associated with a guilty or clear conscience; indicates whether behavior was appropriate and guides one to choose appropriate or desired behaviors 
B) Requiring certain behaviors from children; having high expectations for children that are reasonable and supported with encouragement and optimism 
C) Appropriate actions or behaviors that serve some productive or positive function in a child’s activities and patterns of interactions 
D) Behavior that is out of place, immature, unproductive, or socially inept 
E) Inappropriate, troublesome, and sometimes unsafe behavior
F)The process by which people learn to monitor their own actions and decide whether a tempting behavior is the right or wrong thing to do
G)Perspective in which sensitivity to others, loyalty, responsibility, self-sacrifice, and peacemaking reflect interpersonal involvement and caring and ethical and moral decision making
H)Thinking processes that guide people in deciding what is or is not moral behavior
I)The ability to distinguish right from wrong and to act accordingly
J)Perspective in which integrity tends to be the dominant moral compass for making autonomous, independent, and self-oriented ethical and principled decisions
K)Inappropriate or self-destructive behavior not serving any positive or productive function in a child’s life
L)The process of reasoning from a part to a whole, from day-to-day events to major life concepts; because children learn best from “hands-on” experiences, we invite them to think and talk about each inappropriate behavior so they will be able to figure out larger moral concepts. 
A) The ability to feel guilt or shame, or feelings associated with a guilty or clear conscience; indicates whether behavior was appropriate and guides one to choose appropriate or desired behaviors 
B) Requiring certain behaviors from children; having high expectations for children that are reasonable and supported with encouragement and optimism 
C) Appropriate actions or behaviors that serve some productive or positive function in a child’s activities and patterns of interactions 
D) Behavior that is out of place, immature, unproductive, or socially inept 
E) Inappropriate, troublesome, and sometimes unsafe behavior
F)The process by which people learn to monitor their own actions and decide whether a tempting behavior is the right or wrong thing to do
G)Perspective in which sensitivity to others, loyalty, responsibility, self-sacrifice, and peacemaking reflect interpersonal involvement and caring and ethical and moral decision making
H)Thinking processes that guide people in deciding what is or is not moral behavior
I)The ability to distinguish right from wrong and to act accordingly
J)Perspective in which integrity tends to be the dominant moral compass for making autonomous, independent, and self-oriented ethical and principled decisions
K)Inappropriate or self-destructive behavior not serving any positive or productive function in a child’s life
L)The process of reasoning from a part to a whole, from day-to-day events to major life concepts; because children learn best from “hands-on” experiences, we invite them to think and talk about each inappropriate behavior so they will be able to figure out larger moral concepts.

Question 2

When children evidence a compulsive and chronic pattern of very inappropriate or self-destructive behavior, the behavior can be termed dysfunctional.

Accepted Answer

A) True 
 B)False

Question 3

Positive child guidance focuses on the child's ability level, the severity and intent of the behavior, and possible reasons for the behavior.

Accepted Answer

A) True 
 B)False

Question 4

The word inappropriate suggests fault or blame.

Accepted Answer

A) True 
 B)False

Question 5

Match each definition to the corresponding term
-Functional

Accepted Answer

A) The ability to feel guilt or shame, or feelings associated with a guilty or clear conscience; indicates whether behavior was appropriate and guides one to choose appropriate or desired behaviors 
B) Requiring certain behaviors from children; having high expectations for children that are reasonable and supported with encouragement and optimism 
C) Appropriate actions or behaviors that serve some productive or positive function in a child’s activities and patterns of interactions 
D) Behavior that is out of place, immature, unproductive, or socially inept 
E) Inappropriate, troublesome, and sometimes unsafe behavior
F)The process by which people learn to monitor their own actions and decide whether a tempting behavior is the right or wrong thing to do
G)Perspective in which sensitivity to others, loyalty, responsibility, self-sacrifice, and peacemaking reflect interpersonal involvement and caring and ethical and moral decision making
H)Thinking processes that guide people in deciding what is or is not moral behavior
I)The ability to distinguish right from wrong and to act accordingly
J)Perspective in which integrity tends to be the dominant moral compass for making autonomous, independent, and self-oriented ethical and principled decisions
K)Inappropriate or self-destructive behavior not serving any positive or productive function in a child’s life
L)The process of reasoning from a part to a whole, from day-to-day events to major life concepts; because children learn best from “hands-on” experiences, we invite them to think and talk about each inappropriate behavior so they will be able to figure out larger moral concepts. 
A) The ability to feel guilt or shame, or feelings associated with a guilty or clear conscience; indicates whether behavior was appropriate and guides one to choose appropriate or desired behaviors 
B) Requiring certain behaviors from children; having high expectations for children that are reasonable and supported with encouragement and optimism 
C) Appropriate actions or behaviors that serve some productive or positive function in a child’s activities and patterns of interactions 
D) Behavior that is out of place, immature, unproductive, or socially inept 
E) Inappropriate, troublesome, and sometimes unsafe behavior
F)The process by which people learn to monitor their own actions and decide whether a tempting behavior is the right or wrong thing to do
G)Perspective in which sensitivity to others, loyalty, responsibility, self-sacrifice, and peacemaking reflect interpersonal involvement and caring and ethical and moral decision making
H)Thinking processes that guide people in deciding what is or is not moral behavior
I)The ability to distinguish right from wrong and to act accordingly
J)Perspective in which integrity tends to be the dominant moral compass for making autonomous, independent, and self-oriented ethical and principled decisions
K)Inappropriate or self-destructive behavior not serving any positive or productive function in a child’s life
L)The process of reasoning from a part to a whole, from day-to-day events to major life concepts; because children learn best from “hands-on” experiences, we invite them to think and talk about each inappropriate behavior so they will be able to figure out larger moral concepts.

Question 6

Dysfunctional behavior includes all of the following except

Accepted Answer

A) self-destructive behavior. 
B) inappropriate behavior. 
C) behavior not serving a positive function in the child's life. 
D) using words to express frustration. 
E) teasing. 
A) self-destructive behavior. 
B) inappropriate behavior. 
C) behavior not serving a positive function in the child's life. 
D) using words to express frustration. 
E) teasing.

Question 7

Children internalize the character attributes and ethical standards of the important role models in their lives.

Accepted Answer

A) True 
 B)False

Question 8

List three ways adults serve as positive role models for children's moral development.

Accepted Answer

They consistently treat others with dign

Match each definition to the corresponding term -Inappropriate behavior

When children evidence a compulsive and chronic pattern of very inappropriate or self-destructive behavior, the behavior can be termed dysfunctional.

Positive child guidance focuses on the child's ability level, the severity and intent of the behavior, and possible reasons for the behavior.

The word inappropriate suggests fault or blame.

Match each definition to the corresponding term -Functional

Dysfunctional behavior includes all of the following except

Children internalize the character attributes and ethical standards of the important role models in their lives.

List three ways adults serve as positive role models for children's moral development.

Why Guidance Matters

Historical Perspectives and Guidance Theories

Understanding Childrens Behavior

How to Observe Children

Serving Culturally Diverse Children and Families

Understanding Children With Ability Differences

Designing Developmentally Appropriate Environments Inside and Out

Building Relationships Through Positive Communication

Effective Guidance Interventions

Mistaken Goals, Motivation, and Mindfulness

Filters

Exam 9: Fundamental Causes of Positive and Negative Behavior

Match each definition to the corresponding term -Inappropriate behavior

When children evidence a compulsive and chronic pattern of very inappropriate or self-destructive behavior, the behavior can be termed dysfunctional.

Positive child guidance focuses on the child's ability level, the severity and intent of the behavior, and possible reasons for the behavior.

The word inappropriate suggests fault or blame.

Match each definition to the corresponding term -Functional

Dysfunctional behavior includes all of the following except

Children internalize the character attributes and ethical standards of the important role models in their lives.

List three ways adults serve as positive role models for children's moral development.

Why Guidance Matters

Historical Perspectives and Guidance Theories

Understanding Childrens Behavior

How to Observe Children

Serving Culturally Diverse Children and Families

Understanding Children With Ability Differences

Designing Developmentally Appropriate Environments Inside and Out

Building Relationships Through Positive Communication

Effective Guidance Interventions

Mistaken Goals, Motivation, and Mindfulness

Filters