Deck 13: Social Competence and Self-Determination Skills

Question 1

What is an important consideration when assessing a student's social skills?

A) Assessing a student's political opinions
B) Using confederate peers to provide students an opportunity to practice a skill
C) Understanding how the student's cultural background may influence the accuracy of the assessment
D) Providing direct instruction of a specific skill.

Answer 1

C

Question 2

Which strategies, used for teaching generalization of social skills, deal with reinforcement of skill behaviors in the natural setting?

A) Antecedent
B) Consequent
C) Setting
D) Train and hope

Answer 2

B

Question 3

How can social problem solving be adequately defined?

A) The complex ability to emit behaviors which or positively or negatively reinforced.
B) The skill of persistence through problem solving.
C) A sequence or algorithm of behaviors to ameliorate a particular social problem.
D) An individual's awareness of personal strengths and weaknesses, the ability to set goals, make choices and be assertive.

Answer 3

C

Question 4

Why is the teaching interaction procedure advantageous?

A) It encourages preventative teaching.
B) It requires zero teacher training or experience.
C) It incorporates songs and musical interactive experiences.
D) It does not have to follow a sequential step-by-step instructional process.

Question 5

Who is attributed with being the most influential antecedent to the teaching of social and self-determination skills?

A) Wolpe
B) Skinner
C) Argyle
D) Argyle and Kendon

Question 6

What factor is useful for social skill generalization when using antecedent strategies during instruction?

A) Independent learning
B) Reinforcement
C) Assisted learning
D) Environment

Question 7

Socio-metric ratings are used to:

A) identify socially competent children or adolescents and attempt to compare social status with peers.
B) measure personality traits.
C) assess the socioeconomic standing of students.
D) determine students' levels of self-esteem.

Question 8

Historically, what assessment instruments that rely on memory and subjective interpretation have been typically used to measure social competence?

A) Fluency measurements
B) Direct observation
C) Curriculum-based assessment
D) Self-report measures

Question 9

What is the correct order for these four steps for implementing a social or self-determination skills program?

A) Identifying students, grouping students, developing profiles, and preparing for implementation.
B) Preparing for implementation, identifying students, grouping students, and developing profiles.
C) Grouping students, identifying students, preparing for implementation, and developing profiles.
D) Identifying students, developing profiles, grouping students, and preparing for implementation.

Question 10

When using the observation-based assessment model recommended by Polloway, Patton, Serna, and Bailey how can a teacher determine what specific behavioral components need to be addressed?

A) They can records observations on a rating scale.
B) They can identify all the behaviors needed to perform a skill, then determine which behaviors a student is not using when performing the skill.
C) They can determine the effectiveness of previous instructional approaches using behavioral observations.
D) They can use a socio-metric rating of peer opinions.

Question 11

Which statement describes grouping students for social skills programs?

A) It is better to group students who do not get along so as to encourage them to be more sociable in difficult situations.
B) Social skills groups learn more when they are homogenously collected by gender.
C) Larger group numbers may add to diversity of student problems to that everyone can learn that other students have similar or worse problems.
D) The entire class is permitted as one large group for social skills.

Question 12

Which one is not a strategy used to promote generalization of social skills?

A) Exposing the student to program common stimuli (i.e., factors common to both the instructional letting and a generalization setting)
B) Using many examples during the direct teaching procedures
C) Introducing natural maintaining contingencies like people who will reinforce the student for using the skill
D) Guiding students to skill mastery through drill and practice

Question 13

Which of the following is not a dimension of Gresham and Elliot's (1990) Social Skills Rating System?

A) Reaction
B) Empathy
C) Self-control
D) Responsibility

Question 14

Which of the following concepts is not reflective of self-determination?

A) Self-advocacy
B) Self-evaluation
C) Self-starter
D) Self-efficacy

Question 15

What is the first step involved in the assessment procedure used to observe specific social, problem solving and self-determination skills as recommended by Polloway, Patton, Serna, and Bailey?

A) Develop definitions for each behavioral component of the skill
B) Implement a rating scale
C) Task analyze the social skill
D) Secure a reliability observer

Question 16

Which of the following is an example of the mediate generalization strategy?

A) Self-monitoring
B) Oral reminders
C) Parents reminding children to say please and thank you
D) Learning strategies

Question 17

Argyle's body of knowledge that notes several necessary skills for social interaction between two or more individuals led to:

A) enthusiasm of professional in special educational.
B) the development of social skills teaching programs.
C) public criticism and ridicule of behaviorist theory.
D) revision of Skinner's research on clinical treatment of people with behavioral problems.

Question 18

The ACCEPTS program emphasizes all the following except:

A) self-determination skills.
B) basic interaction skills.
C) coping skills.
D) making friends skills.

Question 19

An example of a commercial and social and self-determination curriculum for young children is:

A) ASSET.
B) social storytelling.
C) Skill Streaming for the Elementary Student.
D) ACCEPT.

Question 20

What should be considered on acceptable level of mastery for social skills?

A) 70 percent
B) 80 percent
C) 90 percent
D) 100 percent

Question 21

Acquisition of social, problem-solving, and self-determination skills is only half of the battle that instructors face. Explain the three set of strategies that may be used to promote generalization social, problem-solving, and self-determination skills.

Question 22

Which of the following high quality instructional components is not advised by Polloway, Patton, Serna, and Bailey?

A) Planned generalization of a skill
B) Practice of social skills on a computer
C) Guided practice
D) Structured learning

Question 23

What are the main steps involved in establishing a social or self-determination skills program? Give specific examples.

Question 24

Explain how a teacher may foster resiliency in children.

Question 25

Polloway, Patton, Serna, and Bailey suggest using what form of instruction when teaching social skills and self-determination?

A) Direct instruction
B) Curriculum-based measurement
C) Peer-assisted learning
D) Collaborative teaching

Question 26

What is an important consideration when implementing a social skills or self-determination curriculum?

A) Addressing generalization by preparing to train and hope
B) Using computer programs to teach social interaction skills
C) Exposing students to new skills
D) Teaching to mastery to assure student's fluency with a skill.

Question 27

Where should the evaluation of skills take place once a student has reached the acceptable level of mastery?

A) At home
B) The most natural environment
C) Anywhere but the classroom
D) The classroom

Question 28

All of the following are effective methods of teaching social skills, except:

A) direct instruction.
B) indiscriminating contingencies.
C) train and hope.
D) structured learning.

Question 29

Differentiate between social and personal competence and self-determination skills?

Question 30

Discuss one advantage and one disadvantage of using socio-metric measures for evaluating students' social skills.