Deck 4: Strategies for Classroom Management and Positive Behavior Support

Question 1

Behavioral intervention plans (BIP) should include all the following except:

A) goals to be achieved.
B) the persons responsible for implementing the proposed activities.
C) the reason for a functional behavior assessment.
D) the timelines to be followed.

Answer 1

C

Question 2

Certain time-out practices should be implemented. Select the time-out procedure that should not be followed.

A) Making the time-out area uncomfortable.
B) Students should still be able to observe the rest of the class from the time-out area.
C) Time-out should be used sparingly.
D) Time should be used for short periods of time only.

Answer 2

A

Question 3

What kind of information does a FBA not provide?

A) Effectiveness of the intervention
B) Frequency of the target behavior
C) Factors causing the behavior
D) Definition of the behavior

Answer 3

A

Question 4

How can a teacher use activity-based reinforcement effectively?

A) By giving the child access to activities they are entitled to each time.
B) Providing more activity time proportionate to time spent on task.
C) By allowing the child to earn the right to participate in an activity they are not normally used to.
D) By allowing a student to participate, regardless of whether they have displayed the target behavior because they are entitled to it.

Question 5

What is the function of logical consequences?

A) They attempt to reduce inappropriate behaviors through positive reinforcement.
B) They tie the disciplinary response directly to the inappropriate behavior.
C) To withhold the reinforcement that would have otherwise arisen from the behavior.
D) They occur when a parent or teacher does not intervene in a situation but allows the situation to teach the child.

Question 6

What can teachers used to determine the causes of a problem behavior and provide a basis for intervention?

A) BIP
B) FBA
C) Direct observation
D) CBM

Question 7

A practical example of a differential reinforcement strategy is:

A) ignoring a student who acts inappropriately.
B) Good Behavior game.
C) time-out.
D) response cost.

Question 8

The purpose of extinction strategies is to:

A) withhold reinforcement of inappropriate behavior.
B) praise students for behaving properly.
C) adding an aversive stimulus to a behavioral situation.
D) withdrawal of positive reinforcement on a behavior.

Question 9

What intervention focuses on the prevention of academic and school failure and the enhancement of positive behavior interventions through a three-tiered system?

A) BIP
B) PBS
C) FBA
D) CBM

Question 10

Why is there caution required when using tangible reinforcement?

A) They are very expensive.
B) They are well-known for becoming ineffective as a rapid rate and require switching.
C) There are health issues attached to them.
D) They only work with older students.

Question 11

One self-management strategy that receives most attention in educational research is:

A) self-monitoring.
B) self-instruction.
C) self-determination.
D) self-reinforcement.

Question 12

Which of the following is an example of a social reinforcement?

A) Token system
B) Permission to go to recess
C) Food
D) Praise

Question 13

Contingency contracts are used:

A) when teachers wish to reduce problem behaviors.
B) by teachers who require written proof that student failure in school is not their fault.
C) as an efficient and effective motivator for classroom work.
D) to show parents that schools want students to take responsibility for their own actions from as early an age as possible.

Question 14

Which of the following is a strategy that removes positive reinforcement from situation?

A) Capital punishment
B) Verbal reprimand
C) Corporal punishment
D) Time-out

Question 15

What is accepted as being the least restrictive approach to reducing behaviors?

A) Natural and logical consequences
B) Differential reinforcement
C) Extinction
D) Verbal reprimand

Question 16

Which of the following strategies is recommended as an effective way teachers can arrange their classroom environment?

A) Establishing a prosthetic, effective environment.
B) Maintaining as strict a classroom regime as possible.
C) Learning and exercising a series of high-powered behavior change strategies.
D) Implementing a structured plan from the outset and never straying from or modifying it.

Question 17

Self-management programs aim to:

A) make students more organized.
B) increase the frequency and amount of extrinsic reinforcement.
C) make students more consciously aware of other thinking processes and task appropriate strategies.
D) reduce the number and frequency of inappropriate behaviors.

Question 18

If a teacher wanted to use a behavior reinforcement system that also taught students the functional skill of using money, they could use:

A) a classroom rules program involving students in decision-making.
B) token Systems.
C) a DRO strategy.
D) a DRA approach.

Question 19

The Premack Principle states that:

A) a low-probability activity can be increased in frequency when paired with a high-probability activity.
B) a high-probability activity can be increased in frequency when paired with a low-probability activity.
C) a low-probability activity can be decreased in frequency when paired with a high-probability activity.
D) a high-probability activity can be decreased in frequency when paired with a low-probability activity.

Question 20

Which reinforcement schedule is advantageous for maintenance and generalization learning?

A) Continuous
B) Fixed
C) Fixed interval
D) Intermittent

Question 21

The following technique may be employed when grouping for proficiency:

A) one-on-one instruction.
B) prescribed instruction.
C) behavioral intervention plans.
D) use of games.
Short Answer/ Discussion Questions

Question 22

An important consideration when choosing strategies aimed at adolescent is:

A) using students require maximum teacher intervention.
B) ensuring methods are age appropriate
C) using tokens instead of points
D) avoiding backup reinforcements

Question 23

Effective positive behavior support strategies:

A) Focus on changing behavior appropriate behavior
B) Prevent negative reinforcement
C) Are explicit and systematic
D) Contribute to students spending more time in the special education classroom

Question 24

With the growing diverse population, teachers are expected to be culturally competent. Discuss two ways teachers can use culturally responsive procedures to conduct functional behavioral assessments.

Question 25

Explain why functional behavior assessment (FBA) is critical for understanding the nature of individual behavioral patterns of students with special needs.

Question 26

Which is not a practice in school-wide positive behavior support (SWPBS) systems?

A) Students and staff are provided with explicit explanations of expected behaviors.
B) Problem behaviors and their consequences are outlined to all.
C) Students are encouraged with incentives and motivational systems.
D) Instruction is based on the "teach and hope" method.

Question 27

Why has positive behavior support (PBS) been recognized as a preferred intervention approach for early childhood, elementary, and secondary school?

Question 28

It is important that educators maintain a safe, positive and orderly classroom, as this will minimize difficulties in the areas of teaching and learning. Describe three classroom management strategies that teachers must employ so that effective classroom behavior and academic instruction occur.

Question 29

Which of the following is defined as "the supplying of a desirable consequence after appropriate behavior"?

A) Positive reinforcement
B) Negative reinforcement
C) Extinction
D) Natural and logical consequences

Question 30

With the use of example(s), illustrate an effective school-wide positive behavioral interventions and supports (SWPBS) system.