Deck 7: Behaviour Support and Management

Question 1

Schools can contribute to behaviour disorders in children by being insensitive to their individuality and having inappropriate expectations of students.

Answer 1

True

Question 2

PBS refers to:

A) A behaviour disorder
B) A continuum of school wide instructional and positive behaviour support
C) A model designed to address behaviour
D) None of these options apply

Answer 2

B

Question 3

Frequency of behaviour is important because:

A) A behaviour that occurs for a short period of time is likely to become a behaviour problem
B) A behaviour that occurs once is unlikely to be a behaviour problem but if it continues, it can become a behaviour problem
C) A behaviour that occurs once with intensity is likely to become a behaviour problem
D) Individual teachers react to a student with behavioural problems in different ways

Answer 3

B

Question 4

It is important to collect information about behaviour from a range of sources. These include:

A) Direct observations, ABC charts, interviews
B) Interviews, topography, locus, latency
C) Direct observations, checklists, rating scales, interviews
D) Scatterplots, graphs, charts

Question 5

Which of the following family characteristics is NOT a potential cause of children's behaviour problem?

A) Maladaptive family interactions
B) Number of children in family
C) Family stressors
D) Socioeconomic disadvantage

Question 6

Teachers should adapt their teaching styles to ensure that students do not fail, as failure is often the cause of behaviour problems.

Question 7

Defining behaviour disorders is an easy task, because all behaviour is external and measureable.

Question 8

One of the difficulties facing beginning teachers is managing whole classrooms.

Question 9

A "behaviour disorder" is best defined as:

A) An inappropriate behaviour or feeling, inability to build or maintain satisfactory interpersonal relationships with peers and teachers
B) A disruptive, disturbed or alienated behaviour, emotional disturbance or problem or behavioural problem, behaviour disability, social/emotional handicap, or socially unacceptable behaviour
C) A general pervasive mood of unhappiness or depression and an inability to learn that cannot be explained by intellectual, sense or general health factors
D) The inability to build or maintain satisfactory interpersonal relationships with peers and teachers

Question 10

The vast majority of behaviour problems appear during a child's early years and worsen without early intervention.

Question 11

Functional behavioural assessment is used when a student's behaviour is seriously affecting his or her learning.

Question 12

What do you understand by the term behaviour problems? Why are there so many terms to describe students with behaviour issues?

Question 13

Most students with behaviour problems are moved to alternative settings, where they can receive assistance through a continuum of positive behaviour.

Question 14

In relation to FBA, ABC stands for Achievement, Behaviour and Consequences.

Question 15

All students with behaviour problems need to be educated in special settings to enable them to gain the necessary social and interpersonal skills that they lack.

Question 16

True to the philosophy underpinning the continuum of school-wide instructional and positive behaviour support, changes are best initiated and implemented from:

A) Outside the school, through parent groups
B) Outside the school, through a behavioural specialist
C) Within the school itself, through the principal
D) Within the school itself, through the school community

Question 17

Describe the process of Functional Behaviour Assessment.

Question 18

A drama teacher may define inappropriate behaviour differently than an English teacher.

Question 19

Which of the following regular classroom management features is a key in supporting students with behaviour problems?

A) Positive classroom environment
B) Availability of additional classroom staff such as a teacher aide or collaborative teacher
C) Reduced class size
D) Extent of the teacher's experience

Question 20

A key feature of Functional Behavioural Assessment (FBA) is the identification of the relationship between the problem behaviour and the events. This is often referred to as:

A) Problem integrity
B) Antecedent, behaviour, consequence
C) Positive behaviour training
D) Problem-based assessment

Question 21

Define bullying and explain the importance of whole-school approaches to identifying and addressing bullying in schools.

Question 22

It is suggested that manipulating what happens before the behaviour, such as changing teaching materials, may assist in addressing behaviour problems.

Question 23

There are three dimensions of a positive classroom:

A) Conditions, curriculum, consequences
B) Antecedents, behaviour, consequences
C) Reading, writing, arithmetic
D) Curriculum, pedagogy, management

Question 24

Cyberbullying occurs 24/7 and involves email and messages on social media sites and other forms of internet.

Question 25

A useful strategy for teachers is to check that their teaching and learning strategies are not causing the problem.

Question 26

Prior to developing a behaviour plan for a student, the teacher must:

A) Get parental permission
B) Develop an IEP
C) Conduct an FBA
D) All of these options apply

Question 27

When full-time withdrawal of a student with a behaviour disorder occurs, academic and social skill training must occur in the special classes and schools and be accompanied by preparation of the teachers and students in the regular class before the student is readmitted.

Question 28

Describe the steps involved in developing an Individual Positive Behaviour Plan (IPBP).

Question 29

Bullying is best handled through a whole-school approach.

Question 30

Behaviour plans can be successfully developed without FBAs, as long as the student's behaviour is not severe.

Question 31

Students will happily expose a bully.

Question 32

When conducting an FBA, the teacher determines the seriousness of the problem by:

A) Talking to other teachers
B) Consulting with a behavioural specialist
C) Comparing the behaviour to that of the student's peers
D) All of these options apply

Question 33

Bullying occurs largely as a consequence of:

A) A personality defect in the bully associated with low self-concept
B) Previously established interactions between the bully and the victim
C) A power imbalance between the bully and the victim
D) Peer pressure on the bully to victimise a specific target