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1. The developmental theory that involves the repeated pairing of a neutral stimulus with an unconditioned stimulus to produce a conditioned response is 2. An external event that affects an individual’s behavior or response is called *a. a stimulus. b. […]

1. IDEA 2004 requires that behavior intervention plans contain which of the following 2. As part of a universal design for classroom management, a behavior intervention plan should a. be based on the data obtained from the functional behavioral assessment. […]

1. The independent variable in a single-subject design is 2. The measurement of the behavior prior to an intervention is the *a. baseline data. b. intervention data. c. primary data. d. variable data. 3. If the line representing the baseline […]

1. Which of the following is a major component of response-to– intervention? 2. At which tier of response-to-intervention do teachers provide opportunities for differentiated instruction with accommodations that allow all students access to the high-quality instructional and behavior programs? a. […]

1. A school-wide positive behavior support program is 2. Which of the following is not a factor that promotes the sustainability of a school-wide positive behavior support program? a. Administrative support b. Continuous regeneration *c. Developmental grants d. Shared vision […]

1. Students who have poor social skills and inadequate social competencies are at risk for 2. The degree to which an individual performs a social task competently is *a. social competency. b. social skills. c. social skills deficits. d. social […]

1. Court case that allows teachers and administrators to search a student if they have a reasonable suspicion that the search is necessary. 2. Active strategies include all of the following except a. behavior intervention plans. b. school–wide positive behavior […]

1. Under the family systems model, which of the following is not a family characteristic? 2. The emotional bonding or closeness that family members have toward each other is *a. family cohesion. b. family communication c. family disengagement. d. family […]

1. Which of the following is an often-ignored responsibility of teachers? 2. Cyberbullying has been defined as aggressive behavior carried out repeatedly through electronic means against a victim and can include a. mean text messages. b. rumors posted on social […]

1. This seating arrangement increases on-task behaviour and/or decreases off-task behavior when students are expected to work on their own. 2. Mrs. Whatsit wants to arrange the students’ desks in a way that would allow for student-student interaction. What seating […]

1. A procedure designed to weaken, decrease, or eliminate an inappropriate behavior by abruptly withdrawing the reinforcer that is maintaining the behavior. 2. To increase its effectiveness, planned ignoring should be paired with *a. contingency strategy. b. proximity control. c. […]

1. What is the first step for implementing a self-management plan? 2. Which of the following is not a common technique of self-management? a. Self-instruction b. Self-monitoring *c. Self-motivation d. Self-reinforcement 3. Tony decided that during the school year, he […]

1. A problem-solving process used to identify the characteristics of the behavior through observation. 2. A process that suggests ways to modify the behavior through the alteration of the antecedent or the consequences. a. Behavioral hypothesis b. Behavior intervention plan […]

1. Which of the following is not a step of a functional behavior analysis? 2. David likes making other students in class laugh. The most likely motivational function of David’s behavior is *a. attention. b. control. c. power. d. privileges. […]

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, […]

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 […]

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 […]

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 child’s […]

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 […]

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 […]

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 […]

Shepherd/Linn, Behavior and Classroom Management in the Multicultural Classroom Chapter 3 Collaborating with Parents and Families Understanding Today’s Family • Both Bronfenbrenner’s ecological systems model and Bandura’s social cognitive theory Cultural Issues o Teachers need to understand the cultural expectations […]

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. Today’s teachers need to have […]

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 […]

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, […]

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 […]

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 […]

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 […]