Q&A Hero

Q: Briefly explain how teachers can differentiate the teaching process.

Q: List the three components of communication as discussed in Chapter 8.

Q: TRUE or FALSE. Individuals with ASD are less likely to engage in protoimperative than protodeclarative interactions

Q: What were the negative repercussions from Bettelheim's views of ASD causes being "refrigerator mothers" and absentee fathers?

Q: Fourteen-year-old Ellis frequently loses his temper, argues with adults, actively defies or refuses to comply with requests or rules of adults, and is often spiteful and vindictive. Ellis meets the A. characteristics of emotional disturbance, as defined by the federal government. B. characteristics of oppositional defiant disorder, according to the DSM-V. C. traits associated with internalizing behavior disorders. D. part of the NMHSEC definition for emotional or behavioral disorders.

Q: TRUE or FALSE. Joint attention is crucial for language development.

Q: Match these four phases of development in joint attention.a. Phase One: 4 weeks to 6 monthsb. Phase Two: 7 - 8 monthsc. Phase Three: 8 - 12 monthsd. Phase Four: 1 YearUses available resources to obtain objects of attention Pair single words with eye gaze or gesture Babies learn to look toward objects Children begin to make efforts to communicate independently

Q: Briefly define UDL and list its three key principles.

Q: The National Research Center suggests ____________ as the mark for evaluating the effectiveness of an intervention and making necessary adjustments. a. 3 weeks b. 6 months c. 6 weeks d. 3 months

Q: What does the term autistic savant mean?

Q: Ten-year-old Casey refuses to line up at the door after recess. Instead, he shoves past the other students, yelling that he has to be the first one in the door. Casey is displaying a ____ deficit. A. skill. B. performance C. fluency D. academic

Q: This is the ability to integrate meaningful information from a context or setting to inform language comprehension a. Syntax b. Pragmatics c. Semantics d. Acquisition

Q: In this stage, a child begins to use gestures to signal intentionality a. Perbcutionary stage b. Illucionary stage c. Locutionary stage

Q: List three negative, long-term consequences that high-school dropouts experience.

Q: Mr. and Mrs. Bellasarius worry that their 18-month-old son may have ASD. What are some early signs of ASD that they can look for in a child this young? List at least four.

Q: An example of a symbol is a. Spoken words b. Pictures c. Nonverbal gestures d. All of the above

Q: Discuss the crucial features of PBS.

Q: Prior to activities such as birthday parties or other social events, Nicole complains of stomachaches. Her mother notices that she appears uneasy and confused about how to interact with other children. She is displaying signs of A. an anxiety disorder. B. depression. C. schizophrenia. D. Tourette's syndrome.

Q: Discuss Schopler's (1994) "iceburg" metaphor in terms of impact on behavior.

Q: Provide a brief definition of bullying.

Q: Give an example of how a child with autism might display perseveration.

Q: Describe how to conduct a FBA for a student with ASD.

Q: List some common antecedents to behavior.

Q: Although he doesn't have the words to describe his thoughts, five-year-old Bruce blames himself for his parents' divorce. He feels rejected by his father, who moved out of the house, and spends most of his free time curled up on his bed, looking out the window. Bruce is displaying symptoms of A. an anxiety disorder. B. a conduct disorder. C. depression. D. social maladjustment.

Q: What is a large-scale assessment?

Q: Define Reinforcement.

Q: What are the three defining characteristics of ASD?

Q: Define the "Hidden Curriculum".

Q: Define the Zone of Proximal Development.

Q: Fifteen-year-old Lani has an intense fear of gaining weight. She refuses to eat more than a few bites of food at every meal and, although she is severely underweight, views herself as obese. Lani is displaying symptoms of A. depression. B. bulimia. C. anorexia. D. social maladjustment.

Q: Why is it important to implement an evidence-based practice with fidelity?

Q: List the five levels of the Ziggurat Model.

Q: Provide a rationale for the use of FBA with students with ASD.

Q: Dr. Andrew Wakefield faked research on the link between childhood vaccinations and ASD A. in order to achieve a promotion at work. B. in order to make money from consulting and public appearances. C. because he was paid to do so by a lawyer hoping to profit from lawsuits against vaccine manufacturers. D. because his original data had been lost in a fire.

Q: Which type of disorder is often underidentified? A. externalizing behaviors B. internalizing behaviors C. aggressive behaviors D. conduct disorders

Q: In PBIS, ____ is intended for the approximately 5% of students who exhibit disruptive, dangerous behaviors. A. universal intervention B. primary prevention C. secondary prevention D. tertiary prevention

Q: Define Functional Behavioral Assessment.

Q: TRUE or FALSE. Reinforcement should only be introduced to a student after a skill has been fully learned.

Q: TRUE or FALSE. Spoken interventions are often "˜lost" for individuals with ASD.

Q: Isha has ASD. Her parents are looking for apps that will help her communicate more effectively. They should A. focus on apps that were designed especially for students with ASD. B. know that any app will be helpful, because technology supports are universally effective. C. narrow their search to apps that are appealing to girls. D. consider apps that focus on the specific communication characteristics that they need.

Q: An example of an internalizing behavioral problem is A. withdrawal. B. cursing a teacher. C. hitting other children. D. stealing.

Q: PBIS is similar to RTI except that it A. usually has less tiers. B. addresses behavior instead of academic skills. C. is a requirement of NCLB. D. is only used with students with disabilities and RTI is used with all students.

Q: TRUE or FALSE. Behavior interventions only ever address surface level behaviors.

Q: TRUE or FALSE. At the core of FBA is the understanding of patterns of behaviors.

Q: TRUE or FALSE. Change in routine can be an antecedent to behavior difficulties.

Q: One benefit of PECS is that students who use it A. are more successful in the adult workplace. B. develop advanced language skills. C. learn to initiate requests for items. D. learn to wait for an adult to attend to their needs.

Q: Match these critical features of PBS (from Carr, Dunlap, Horner, Koegel, Turnball, Sailor, et al. 2002) with their description.d. Social Validitye. Flexibility with respect to scientific processf. Lifespan perspectiveg. Ecological ValidityAppreciation and use of alternate practicesThe intervention must be applicable in real life " not just in a laboratory settingIntervention is viewed as a continuous process. Support must continue as the person maturesIn order to be socially valid, interventions must be seen by the stakeholders as practical, effective and so forth

Q: An example of an externalizing behavioral problem is A. hyperactivity. B. depression. C. elective mutism. D. anorexia.

Q: Jackson is a first-grade student who has displays aggressive behavior toward his classmates and teacher. Which of the following would be appropriate to use with Jackson? A. LRE B. UDL C. PBIS D. RTI

Q: PECS is designed not only to foster communication for non-verbal students, but also to A. improve friendships. B. force interactions with other people. C. reduce stereotypical behaviors. D. increase eye contact.

Q: This refers to standards and rules that are assumed to be know. a. Social Skills b. Hidden Curriculum c. Assessment d. Prior Knowledge

Q: Jennifer has a conduct disorder. Which of the following is most likely true? A. She receives her education in a special education classroom. B. She qualifies for special education services in the emotional disturbance. C. Her educational program is ensured through IDEA. D. She does not qualify for IDEA services, but she may qualify for accommodations through Section 504 and ADA.

Q: The A, B, C of functional behavior assessments is a. Attitudes, Behavior, Consequence b. Antecedent, Behavior, Condition c. Accountability, Behavior, Consequence d. Antecedent, Behavior, Consequence

Q: Describe each of the verbal operants and provide an example of each.

Q: Sierra Blanca Elementary School teachers have just finished assessing all of their students to determine which students are at risk for academic failure. Which aspect of the RTI process have they just completed? A. universal screening B. Tier 1 C. Tier 2 D. Tier 3

Q: Discuss the research on the effectiveness of ABA and issues involving its use in a public school setting.

Q: Bella wants to go outside, so she hands a picture to her mother that conveys her desire. Bella is using which validated practice? A. structured TEACCHing B. PECS C. discrete trial D. a low-tech app

Q: Compare and contrast ABA and DTT.

Q: Rashna has been identified as having emotional disturbance. In order to qualify for special education services, the IEP team must also determine that A. she has a conduct disorder. B. she does not have schizophrenia. C. her educational performance has been adversely affected. D. this condition has lasted longer than a month.

Q: List the steps in an error correction procedure.

Q: Mrs. Paxton provides small-group, targeted instruction for students who are not making adequate progress when receiving only general education classroom instruction. Which aspect of the RTI process is she implementing? A. universal screening B. Tier 1 C. Tier 2 D. Tier 3

Q: Ms. Uley adapts materials and environments to help children with ASD make sense of the world. Her classroom is based on the philosophy that the students can compensate for their missing skills through visual supports and other forms of structure such as "start-to-finish boxes," pictures, and posted schedules. Ms. Uley is using A. structured TEACCHing. B. applied behavior analysis. C. discrete trials. D. pragmatic instruction.

Q: List four prompting procedures.

Q: List the hierarchy of prompts from most to least independence.

Q: The IDEA definition of emotional disturbance requires at least one of the characteristics to A. persist over an extended period of time. B. have a biological cause. C. be short in duration. D. have an environmental cause.

Q: Define Errorless Learning.

Q: PBS and RTI are examples of A. multitiered instruction. B. differentiated instruction. C. universal design for learning. D. FAPE.

Q: When working with preschoolers with ASD, Ms. DeVault uses a highly structured technique that uses teacher-directed activities, repetition of skills through practice, and careful application of rewards. Ms. DeVault is using A. task analysis. B. discrete trials. C. applied behavior analysis. D. structured TEACCHing.

Q: Define Instructional Control.

Q: What are the steps of DTT?

Q: Mr. Nyxx does not believe in the existence of ADHD. Help him understand by discussing some of the medical findings regarding the physiological differences between subjects with and without ADHD.

Q: Drawing a goal line from the student's current data points to the end-of-year benchmarks A. will help determine if the student is on course to achieve end-of-year goals. B. helps students learn to graph their own scores. C. may make the graph confusing for parents. D. is only necessary of a student is determined to be at risk for school failure.

Q: Mr. Alonzo has expertise in applying principles of behavior to develop interventions for students with ASD and other disabilities. Mr. Alonzo is a A. Board Certified Behavior Analyst. B. supported employment supervisor. C. group home leader. D. PECS trainer.

Q: Define DTT.

Q: Provide an example of the three-term contingency.

Q: What is meant by the phrase, "three-term contingency"?

Q: Why do teachers need to work closely with families regarding students' prescription drug usage? Give at least three reasons.

Q: A critical element of CBM is that A. teachers make instructional decisions using the students' data and graphs. B. each probe should assess a single, consistent skill. C. CBM data is filed away in student folders for later use. D. probes be administered at irregular intervals so students cannot anticipate when they will be given.

Q: List the Principles of Behavior

Q: Define Applied Behavior Analysis.