Deck 8: Children With Behavior Disorders  

Question 1

Fundamental components of the Functional Behavior Assessment include:

A) comparison of student behavior with standardized test results.
B) examination of the behavior for its age-appropriateness.
C) observations of what happens before, during, and after the behavior.
D) description of the student's mental state.

Answer 1

C

Question 2

The overrepresentation of African-American children in classrooms for children with behavior disorders may be attributed to all of the following factors EXCEPT

A) cultural bias in behavior rating scales.
B) cultural and personal bias in referring students for testing.
C) confusion by teachers between culturally different behaviors and behavior disorders.
D) cultural differences among family members.

Answer 2

D

Question 3

Which of the following would NOT be considered an internalizing behavior according to Achenbach and Edelbrock?

A) Impulsivity
B) Withdrawal
C) Avoidance
D) Compulsiveness

Answer 3

A

Question 4

Which statement about children with behavioral disorders and child abuse is correct?

A) Children with behavioral disorders are at decreased risk of parental abuse.
B) Child abuse causes behavioral disorders.
C) Children with behavioral disorders are at increased risk of child abuse.
D) Behavior disorders cause child abuse.

Question 5

The array of preventive and positive interventions designed to create and maintain a supportive and successful environment for individuals with behavior disorders is known as

A) behavior therapy.
B) positive behavioral support.
C) affective support treatment.
D) cognitive behavior modification.

Question 6

When a student is afraid of monsters in the closet at age 15, we might expect that the behavior disorder is related to

A) rate.
B) intensity.
C) duration.
D) age-appropriateness.

Question 7

Placement options for children with behavioral disorders range from the residential school to the general education classroom. Some segregated service-delivery models have persisted in many school systems because

A) special education teachers prefer to teach in segregated settings.
B) parents of students with behavior disorders request placement outside the general education classroom.
C) students reach higher levels of academic achievement in segregated settings.
D) students, usually adolescents with aggressive and threatening behavior, are deemed unable to cope with the regular school environment.

Question 8

On average, children are identified with behavior disorders

A) during the preschool years, between the ages of 3 and 5.
B) in the early elementary years.
C) during middle school, particularly in grades 7 and 8.
D) at the age of 16.

Question 9

Which of the following is NOT essential when administering behavior rating scales?

A) Observe children in a number of different settings.
B) Ratings and observations should be conducted by several different people.
C) Observations should be conducted during a single session.
D) Predisposing factors, including the influence of cultural differences and family expectations, should be considered during assessment.

Question 10

In the Achenbach and Edelbrock system of classifying behaviors, which of the following would be included in the externalizing category?

A) Aggressive behaviors
B) Depression
C) Avoidance behaviors
D) Compulsive behaviors

Question 11

Most recommendations for academic programming for students with behavior disorders

A) include specialized components for psychological therapy.
B) are similar to those for students with learning disabilities.
C) discount the need for support services in academic areas.
D) encourage the discovery approach to learning.

Question 12

The term used in IDEA to describe students whose behavior qualifies them for special education services is

A) emotional disturbance.
B) emotional handicap.
C) behavior disordered.
D) behavior handicap.

Question 13

A key to successful behavior management is

A) vigorous use of punishments and time outs.
B) written communication between parents and teachers.
C) the use of standardized forms and checklists.
D) close communication between parents and teachers.

Question 14

Which of the following is considered a physiological factor that might influence the development of behavior disorders?

A) Negative and inconsistent family management styles
B) Level of violence in the media
C) Neglect and/or abuse
D) Central nervous system dysfunction

Question 15

The dimension of behavior that refers to how often a behavior occurs is

A) rate.
B) intensity.
C) duration.
D) age-appropriateness.

Question 16

The book that psychiatrists and psychologists use to identify specific categories of behavior disorders is the

A) Diagnostic and Statistical Manual of Mental Disorders.
B) Merck Manual.
C) American Psychiatric Association Diagnostic.
D) Psychological Inferences Manual.

Question 17

The academic prognosis for children with behavior disorders

A) is about the same as the prognosis of children without disabilities.
B) is worse than the prognosis for children with learning disabilities.
C) improves when the students enter high school.
D) is better than the prognosis for children with learning disabilities.

Question 18

Which of the following is NOT a criterion for emotional disturbance?

A) A pervasive mood of unhappiness or depression
B) A tendency to develop physical symptoms or fears associated with personal or school problems
C) Aggressive behaviors toward oneself or others
D) Inability to build or maintain satisfactory interpersonal relationships with peers or teachers

Question 19

The dimension of behavior that refers to its magnitude is

A) rate.
B) intensity.
C) duration.
D) age-appropriateness.

Question 20

One reason to teach students appropriate behavior is to also teach them

A) alternative ways to express their feelings and needs.
B) to increase their vocabulary and sentence complexity.
C) how to avoid using inappropriate language in the classroom.
D) technological skills that will be useful in the workplace.

Question 21

Assessment of a student with behavior disorders

A) is usually done only by a physician.
B) rarely includes information from a family member.
C) increasingly depends on rating scales and observations.
D) is typically done prior to school entry.

Question 22

What are some of the major systems of classifying behavior disorders and how are they used?

Question 23

Classroom instructional strategies for students with ADHD focus on providing

A) structure, consistency, and clear consequences.
B) drug therapy.
C) prevention techniques.
D) general, school-wide intervention programs.

Question 24

Why is Achenbach and Edelbrock's system of classification useful for teachers?

Question 25

Recent research suggests that teaching strategies appropriate for students with emotional disturbance are the same as strategies used for students with

A) autism.
B) learning disabilities.
C) intellectual disabilities.
D) communication disorders.

Question 26

Why do expressions like "inappropriate behavior," "satisfactory interpersonal relationships," and "socially maladjusted" present such difficulties in defining emotional disturbance?

Question 27

What legal issues might be involved in a case in which a school district wants to suspend a student with behavior disorders? How might the case be handled appropriately?

Question 28

For a child to be diagnosed as having ADHD, the symptoms must have appeared before age

A) three.
B) five.
C) seven.
D) ten.

Question 29

Strategy Coach Interactive Software is an example of a technology resource for teachers, providing resources n:

A) self-management strategies.
B) communication skills.
C) reading comprehension of narrative text.
D) affective social skill development.

Question 30

Recent research suggests the following percentage of children in the United States is identified as having ADHD.

A) 1 percent
B) 7 - 9 percent
C) 20 percent
D) 12-15 percent

Question 31

Describe the multilevel system of schoolwide discipline strategies. What are the arguments for and against its use?

Question 32

The goal of positive behavioral support interventions is to

A) develop appropriate cognitions.
B) teaching and modeling appropriate behaviors.
C) substitute the computer for a human behavioral model.
D) create an environment in which the student can succeed.

Question 33

Which statement about identification of students with behavior disorders is correct?

A) Identification is based on standardized observation instruments.
B) Identification is inherently a subjective process.
C) Identification follows the guidelines explicitly outlined in IDEA.
D) Identification generally takes from three to six months to complete.

Question 34

Why have there been calls for an alternative definition for behavior disorders? What features would be included in an alternative definition?

Question 35

What are some of the most effective methods of teaching academic skills to students with behavior disorders?

Question 36

What variables are used to identify a student for the category "behavior disordered" (for example, the behavior of concern interferes with school learning)?