Behavior and Classroom Management in the Multicultural Classroom: Proactive, Active, and Reactive Strategies 1st Edition

1. The developmental theory that involves the repeated pairing of a neutral stimulus with an unconditioned stimulus to produce a conditioned response is *a. classical conditioning. b. operant condition. c. social cognitive theory. d. ecological systems theory. *a. classical conditioning. b. operant condition. c. social cognitive theory. d. ecological

1. IDEA 2004 requires that behavior intervention plans contain which of the following a. An operational definition of the target behavior b. A behavioral analysis defining the function of the behavior c. Alternative behaviors to replace inappropriate behaviors. *d. There are no federal guidelines in developing and implementing BIPs.

1. The independent variable in a single-subject design is a. the alternating behavior. b. the intervention. *c. the target behavior. a. the alternating behavior. b. the intervention. *c. the target behavior. a. the alternating behavior. b. the intervention. *c. the target behavior. 2. The measurement of the

1. Which of the following is a major component of response-to- intervention? a. Early intervention b. Increased intensive interventions at different level c. Universal screening *d. All of the above a. Early intervention b. Increased intensive interventions at different level c. Universal screening *d. All of the above a. Early

1. A school-wide positive behavior support program is a. a multitiered approach to the provision of interventions and services at increasing levels of intensity for students with academic and behavior problems. b. a proactive, positive strategy designed to identify students with behavioral difficulties and provide early interventions. *c. a

1. Students who have poor social skills and inadequate social competencies are at risk for a. peer rejection. b. poor academic performance. c. difficulties maintaining employment. *d. all of the above. a. peer rejection. b. poor academic performance. c. difficulties maintaining employment. *d. all of the above. a. peer

1. Court case that allows teachers and administrators to search a student if they have a reasonable suspicion that the search is necessary. *a. New Jersey v. T.L.O b. Jackson v. Northwest Local School District c. Hemet Unified School District *a. New Jersey v. T.L.O b. Jackson v. Northwest

1. Under the family systems model, which of the following is not a family characteristic? a. Socioeconomic factors b. Cultural and linguistic backgrounds *c. Material wealth d. Family size a. Socioeconomic factors b. Cultural and linguistic backgrounds *c. Material wealth d. Family size a. Socioeconomic factors b. Cultural and

1. Which of the following is an often-ignored responsibility of teachers? a. Behavior manager b. Managing content *c. Professional development d. Understand students' cultures a. Behavior manager b. Managing content *c. Professional development d. Understand students' cultures a. Behavior manager b. Managing content *c. Professional development d. Understand students'

1. This seating arrangement increases on-task behaviour and/or decreases off-task behavior when students are expected to work on their own. a. Circles b. Clusters *c. Rows d. Semicircles a. Circles b. Clusters *c. Rows d. Semicircles a. Circles b. Clusters *c. Rows d. Semicircles 2. Mrs. Whatsit

1. A procedure designed to weaken, decrease, or eliminate an inappropriate behavior by abruptly withdrawing the reinforcer that is maintaining the behavior. a. Contingent praise *b. Planned ignoring c. Proximity control d. Signal interference a. Contingent praise *b. Planned ignoring c. Proximity control d. Signal interference a. Contingent praise

1. What is the first step for implementing a self-management plan? a. Discuss with the student the relevance of the appropriate behavior. *b. Identify the target behavior. c. Introduce the self-management technique. d. Model the self-management technique. a. Discuss with the student the relevance of the appropriate behavior. *b.

1. A problem-solving process used to identify the characteristics of the behavior through observation. a. Behavioral hypothesis b. Behavior intervention plan *c. Functional behavioral assessment d. Functional behavior analysis a. Behavioral hypothesis b. Behavior intervention plan *c. Functional behavioral assessment d. Functional behavior analysis a. Behavioral hypothesis b. Behavior

1. Which of the following is not a step of a functional behavior analysis? *a. Collect data from standardized behavior assessments. b. Identify the function of the behavior. c. Develop a behavioral hypothesis. d. Develop an alternative behavior. *a. Collect data from standardized behavior assessments. b. Identify the function

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 1 Behavior and Classroom Management Basics Teachers need to consider many aspects of behavior and classroom management when they are developing and implementing classroom management plans. In addition to rules, consequences, and rewards, teachers need to understand

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 10 Behavior Intervention Plan Components of a Behavior Intervention Plan A behavior intervention plan is a written plan that describes the interventions, strategies, and supports that will be implemented to address the social, emotional, and behavioral

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 11 Single-Subject Design Purpose of Single-Subject Design The strategies included in behavior intervention plans, in particular, should be evaluated on a continuous basis, but only a few assess the functional relationship between the behavior and the

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 12 Response-to-Intervention The Evolution of Response-to-Intervention Previously, children with learning disabilities were identified through the use of a discrepancy model if there is a severe difference between the childs potential and the childs achievement. Many

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 13 School-Wide Positive Behavior Support Components of School-Wide Positive Behavior Support A school-wide positive behavior support (SWPBS) program is a proactive, positive strategy designed to promote acceptable behavioral expectations for all students within the school and

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 14 Social Skills Training Features of Social Skills Training Social skills training programs are often overlooked components of behavior and classroom management plans because teachers generally feel that it is not within their purview to teach

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 2 Legal Issues of Behavior and Classroom Management Responsibilities of Teachers It is important that teachers and administrators provide a safe and secure environment in which learning can take place, and behavior and classroom management is

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 3 Collaborating with Parents and Families Understanding Todays Family Both Bronfenbrenners ecological systems model and Banduras social cognitive theory stress that a childs family and environment influence the childs behavior. The best strategy is for teachers

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 4 Role of the Teacher Teachers have always had the legal, moral, and ethical responsibility to maintain an environment in which learning can take place. Todays teachers need to have an understanding of behavior theories and strategies

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 5 The Learning Environment As part of a universal design for classroom management, creating a safe and secure classroom environment for students that is conducive to their learning is one of the most critical tasks for a teacher.

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 6 Basic Classroom Management Strategies Teacher Expectations As part of a universal design for classroom management, the establishment of classroom rules, discussion and practice of appropriate behaviors with students, and implementation of instruction that is relevant

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 7 Cognitive Behavior Management Defining Cognitive Behavior Management Cognitive behavior management is the use of intervention strategies designed to teach students to control their own behaviors. Teaching students to manage their own behaviors can prevent the

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 8 Functional Behavioral Assessment The Trinity of Behavior Management Teachers must define behaviors and identify causes, or the functions, of the behaviors before they can effectively manage the inappropriate behaviors of students. The three-step

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 9 Functional Behavior Analysis The purposes of a functional behavior analysis are to determine the function of the inappropriate behavior and to determine the causal factors for the behavior. The five basic steps of a functional behavior