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Special Education
Q:
Explain "small group contingency." When is this contingency most helpful?
Q:
There are five steps in the "numbered heads together" cooperative learning program. Provide one step of this program.
Q:
Mr. Gibbons is developing a "cooperative learning program" for his students. To achieve the best results, your textbook provided several ideas about the makeup of the groups, assignments and roles. Select one idea and explain how Mr. Gibbons would apply this idea to his class.
Q:
List the four essential characteristics of "cooperative learning."
Q:
Mrs. Asborn has decided Jonathan will provide peer tutoring for Samantha. What are two tips you can offer Jonathan regarding how he can do his job.
Q:
"Class wide peer tutoring" includes nine steps. List the nine steps included in your textbook.
Q:
Explain one classroom situation when the use of "time-out" would be the preferred strategy.
Q:
Define "peer-assisted learning strategies."
Q:
Give two examples of how you can structure meaningful activities to promote positive interactions between students with and without disabilities.
Q:
Provide two examples of the small ways described in your textbook you can improve the overall quality of communication with your students.
Q:
Give two examples of RtI, Tier 3, "targeted interventions."
Q:
Give two examples of RtI, Tier 1, "universal interventions." What percent of the student population would this level of intervention be effective for in your classroom.
Q:
When is "presentation punishment" the preferred strategy?
Q:
"Primary reinforcers' were very popular at one time. Provide one reason why they are not preferred today.
Q:
Explain "removal punishment."
Q:
"PBS interventions' are grouped by their intensity. List the three levels.
Q:
Explain one early warning sign of the potential for school violence.
Q:
When implementing the self-monitoring strategy, students self-evaluate and then judge whether they have earned a reward.
Q:
When using a behavior contract, the reward that goes with the contract should be immediate.
Q:
Legally, corporal punishment is not permitted in American schools.
Q:
For some students, isolation is rewarding.
Q:
Teaching an appropriate behavior is strongly preferred over time-out strategies.
Q:
As a student uses positive behavior more and more, the amount and the intensity of the reward should also increase.
Q:
It is a good idea to vary how much and how often you reward students.
Q:
When tangible reinforcers are used they should be tried first and have no direct correlation with the behavior.
Q:
Reinforcement can increase negative as well as positive behaviors.
Q:
An ABC analysis is used in permanent product recording and involves maintaining work samples to reflect academic behavior.
Q:
Functional behavior assessment is a problem solving process.
Q:
Purposefully ignoring minor misbehavior can be an effective behavior management strategy.
Q:
Cross-age tutoring can be effective when an older student with a disability tutors a younger student with disabilities.
Q:
If students work together with peer tutors, it is likely to have a positive impact on social development.
Q:
PALS is not effective for students with behavioral disabilities.
Q:
Students teach each other in peer-mediation.
Q:
The National Center of Education Statistics (2010), reports that 12% of students ages 12-18 have been bullied.
Q:
Tertiary prevention refers to the most intense positive behavior interventions for 5% of students with chronic behavior problems.
Q:
Positive behavioral interventions and supports are researched-based, systematic approaches, designed to enhance the learning environment.
Q:
A teacher is far more likely to refer a student for discipline problems when the student is from the same culture as the teacher.
Q:
When using self-reinforcement, students ____.
a. self-evaluate and then judge whether they have earned a reward
b. earn points for their behavior
c. are allowed to choose their next activity
d. simply engage in a pattern of determining to what extent they remain on the task
Q:
In order to use cognitive behavior management with special needs students, teachers must ____.
a. periodically reward the student for successfully self-managing
b. discuss the strategy with the student and present a rationale for its use
c. involve all school personnel in implementing the management of the plan
d. expect the student to develop a rational for using this management plan
Q:
Eloise has learned to keep a daily tally of the number of assignments she completed and the number of times she answered a question in class discussions. She is using ____.
a. self-monitoring
b. self-reinforcement
c. anecdotal recording
d. interval recording
Q:
When writing a behavioral contract for a student with special needs, teachers must be sure that ____.
a. the reward that goes with the contract is given within 48 hours of the appropriate behavior
b. the reward is given consistently, frequently, and in large amounts
c. the contract focuses on rewards for accomplishments rather than obedience
d. the contract includes restrictions and punishments, as well as rewards
Q:
An agreement between the teacher and the student clearly listing expectations for the student, rewards for meeting expectations, consequences of not meeting expectations and the timeframe for which the agreement is valid is a(n) ____.
a. behavior contract
b. educational plan
c. cognitive behavior management agreement
d. reward and punishment agreement
Q:
The preferred approach to behavior management is ____.
a. increasing positive behaviors through extinction of negative behaviors
b. decreasing negative behaviors through the use of presentation punishment
c. decreasing negative behaviors through the use of removal punishment
d. increasing positive behaviors through the use of reinforcers
Q:
Overcorrection is an example of ____.
a. presentation punishment
b. removal punishment
c. differential reinforcement of incompatible behaviors
d. physical punishment
Q:
A verbal reprimand is an example of ____.
a. extinction
b. presentation punishment
c. a response cost
d. overcorrection
Q:
Holly, a first grade student, got very angry and hit her classmate. Holly's teacher told her to sit in the chair in the quiet corner of the room for a few minutes where Holly could not take part in the art project. Holly's teacher used a punishment strategy called ____.
a. extinction
b. response cost
c. time-out
d. overcorrection
Q:
Decreasing inappropriate behavior by taking something away from the student that the student desires is ____.
a. negative reinforcement
b. removal punishment
c. fading out
d. differential reinforcement of incompatible behaviors
Q:
When a behavior is not reinforced, it eventually decreases. This is called ____.
a. negative reinforcement
b. fading out
c. a response cost
d. extinction
Q:
With the technique of differential reinforcement of incompatible behaviors, ____.
a. reinforcers are used to decrease inappropriate behavior by increasing related appropriate behavior
b. students receive the same reward over a period of time and eventually no longer find it rewarding
c. inappropriate behaviors are decreased by taking something away from the student that is desired by the student
d. students are removed from opportunities to earn rewards
Q:
____ occurs when a consequence applied has the effect of decreasing a behavior.
a. Fading out
b. Positive reinforcement
c. Extinction
d. Punishment
Q:
Students may choose a reward from a list of rewards called ____.
a. a reinforcement menu
b. a differential reinforcement list
c. a primary reinforcer list
d. a presentation menu
Q:
A student who receives the same reward over time may no longer find it rewarding. This best defines ____.
a. response cost
b. satiation
c. primary reinforcement
d. removal punishment
Q:
Food or other items related to basic human needs are ____.
a. activity reinforcers
b. social reinforcers
c. primary reinforcers
d. tangible reinforcers
Q:
For every math homework assignment that is 100% correct, Ms. Freeman's students earn a baseball card or sticker on their paper. This example best illustrates ____.
a. an activity reinforcer
b. a social reinforcer
c. a primary reinforcer
d. a tangible reinforcer
Q:
Dimetri was rewarded for improving his spelling score with the opportunity to help his teacher take care of the class hamster after school. This example best illustrates ____.
a. an activity reinforcer
b. a social reinforcer
c. a primary reinforcer
d. a tangible reinforcer
Q:
Which of the following is a true statement regarding reinforcers?
a. Activity reinforcers that are recreational are preferable to activity reinforcers that directly relate to a student's educational goals.
b. Tangible reinforcers should always be tried first before other positive reinforcers.
c. Food and other items related to basic human needs are types of social reinforcers.
d. Social reinforcers are the most natural type of rewards in a school environment.
Q:
Verbal praise is an example of ____.
a. an activity reinforcer
b. a tangible reinforcer
c. a social reinforcer
d. a primary reinforcer
Q:
Zaphie's mother tells her that if she finishes her homework, she will not have to do the dishes. Zaphie's mother is attempting to use ____.
a. positive reinforcement
b. a social reinforcer
c. negative reinforcement
d. a primary reinforcer
Q:
Which of the following is a true statement regarding reinforcement?
a. Negative reinforcement should be tried before positive reinforcement because negative reinforcement tends to be more effective and have longer-lasting results.
b. Some professionals object to using positive reinforcement with students because they fear it teaches students that they are entitled to a payoff for appropriate behavior.
c. Any increase in behavior to avoid a response is referred to as a positive reinforcement.
d. Reinforcement increases positive behaviors and decreases negative behaviors.
Q:
An increase in behavior to avoid a response is the result of ____.
a. removal punishment
b. satisfaction
c. positive reinforcement
d. negative reinforcement
Q:
After Edmund properly put away his Bunsen burner and chemical-filled flasks in his chemistry class, his teacher gave him a "high-five" and said "Good work, Edmund. Your lab area is sparkling clean!" Edmund cleaned up his lab area the next day as well. Edmund's teacher used ____.
a. positive reinforcement
b. presentation management
c. negative reinforcement
d. cognitive behavior management
Q:
____ is any response or consequence that increases a behavior.
a. Removal punishment
b. Presentation punishment
c. Reinforcement
d. Situation
Q:
The primary strategy for increasing appropriate behavior is called ____.
a. hurdle help
b. removal punishment
c. reinforcement
d. catch "em being good
Q:
Periodic observations of a student, recording the observations at two minute intervals during a twenty minute time period is called ____.
a. duration recording
b. time sampling
c. event recording
d. anecdotal recording
Q:
To use ____, a teacher will count how many times the behavior occurs in a given period to time.
a. duration recording
b. event recording
c. internal recording
d. anecdotal recording
Q:
A teacher simply moving closer to a misbehaving student can sometimes resolve a problem. This strategy is called ____.
a. position interference
b. signal interference
c. proximity control
d. planned ignoring
Q:
____ is a set of procedures designed to improve educators' understanding of a problem behavior.
a. Cognitive behavior management plan
b. Behavior contract
c. Functional behavior assessment
d. Behavior intervention plan
Q:
Low-intrusion techniques ____.
a. tend to increase disruptive behaviors
b. are most suited to minor misbehaviors
c. are likely to resolved the most serious discipline issues
d. tend to interfere with the social relationships
Q:
A strategy for helping students with Autism who have difficulty transitioning between activities is ____.
a. make high-probability requests first
b. the Transition Behavior Game
c. catch "em being good
d. the token economy
Q:
"Hey, Bobby, give me five. How did the Bulls do last night? All right, how "bout another five? All right, come on over here and write the total points earned on the blackboard and we"ll start our math division lesson with those numbers." Which of the following "Transition" strategies is the teacher using?
a. respond to apparent intent
b. make high-probability requests first
c. catch "em being good
d. same skill grouping
Q:
A fourth-grade teacher walks up to a student and whispers, "You came quietly into class, put your homework in the "IN" box, went to your seat and took out your workbook. That's terrific Jeannine!" The teacher is using the strategy of ____.
a. make low demand requests first
b. respond to apparent intent
c. hurdle help
d. catch "em being good
Q:
When a student behaves according to expectations, the teacher acknowledges and rewards that behavior. This best illustrates the strategy of ____.
a. make low demand requests first
b. respond to apparent intent
c. catch "em being good
d. a token economy
Q:
When creating a same-age tutoring program, ____.
a. do not randomly pair students
b. do not pair students with fairly similar understanding
c. pair both high achievers
d. pair a high achiever with a low achiever
Q:
Teacher beliefs about discipline have ____.
a. no relationship to cultural values.
b. a strong cultural basis
c. a correlation between grades and ethnicity
d. no relationship to positive behavioral interventions
Q:
Which of the following is a true statement regarding discipline?
a. Discipline is never an end in and of itself.
b. Discipline has it root in the word "disciple" which means obedient one.
c. Discipline issues are about teacher control and power.
d. Teachers are far more likely to refer students for discipline problems when they share similar cultures.
Q:
"Discipline" has its root in the word "disciple", which most closely means ____.
a. chosen one
b. follower of a teacher
c. obedient one
d. to understand
Q:
According to the U. S. Department of Justice (2007) ____.
a. total incidents of school violence have decreased
b. discipline was the chief concern cited most often
c. funding for schools was the second most often mentioned concern
d. discipline was not cited as a concern
Q:
It is the beginning of the school year and your principal, Mr. Madden, is addressing the faculty. Mr. Madden is concerned about improving behavior strategies for all students. During his presentation he states "students with disabilities and other special needs are children and youth first." Write a reflection of what this statement means to you. Include in your discussion, examples of the behavior management strategies you plan to utilize when working with special needs students in your classroom. Explain how the strategies you adopt will impact your ability to help all students.
Q:
Explain "primary reinforcers." Why should you discuss this reward system with the parents before implementing the reinforcement plan?
Q:
"Anecdotal recording" can be extremely important for the general education teacher. Explain this strategy. Provide one example of how this strategy can be applied to transitions from one activity to another.