Chapter 12 Responding to Student Behavior
Multiple Choice
1. 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
2. ‘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
3. 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.
4. 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
5. 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
6. 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
7. 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
8. “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
9. 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
10. 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
11. ____ 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
12. 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
13. 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
14. 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
15. The primary strategy for increasing appropriate behavior is called ____.
a. hurdle help
b. removal punishment
c. reinforcement
d. catch ‘em being good
16. ____ is any response or consequence that increases a behavior.
a. Removal punishment
b. Presentation punishment
c. Reinforcement
d. Situation
17. 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
18. An increase in behavior to avoid a response is the result of ____.
a. removal punishment
b. satisfaction
c. positive reinforcement
d. negative reinforcement
19. 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.
20. 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
21. Verbal praise is an example of ____.
a. an activity reinforcer
b. a tangible reinforcer
c. a social reinforcer
d. a primary reinforcer
22. 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.
23. 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
24. 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
25. Food or other items related to basic human needs are ____.
a. activity reinforcers
b. social reinforcers
c. primary reinforcers
d. tangible reinforcers
26. 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
27. 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
28. ____ occurs when a consequence applied has the effect of decreasing a behavior.
a. Fading out
b. Positive reinforcement
c. Extinction
d. Punishment
29. 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
30. When a behavior is not reinforced, it eventually decreases. This is called ____.
a. negative reinforcement
b. fading out
c. a response cost
d. extinction
31. 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
32. 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
33. A verbal reprimand is an example of ____.
a. extinction
b. presentation punishment
c. a response cost
d. overcorrection
34. Overcorrection is an example of ____.
a. presentation punishment
b. removal punishment
c. differential reinforcement of incompatible behaviors
d. physical punishment
35. 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
36. 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
37. 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
38. 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
39. 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
40. 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
True/False
1. A teacher is far more likely to refer a student for discipline problems when the student is from the same
culture as the teacher.
2. Positive behavioral interventions and supports are researched-based, systematic approaches, designed to
enhance the learning environment.
3. Tertiary prevention refers to the most intense positive behavior interventions for 5% of students with
chronic behavior problems.
4. The National Center of Education Statistics (2010), reports that 12% of students ages 12-18 have been
bullied.
5. Students teach each other in peer-mediation.
6. PALS is not effective for students with behavioral disabilities.
7. If students work together with peer tutors, it is likely to have a positive impact on social development.
8. Cross-age tutoring can be effective when an older student with a disability tutors a younger student with
disabilities.
9. Purposefully ignoring minor misbehavior can be an effective behavior management strategy.
10. Functional behavior assessment is a problem solving process.
11. An ABC analysis is used in permanent product recording and involves maintaining work samples to reflect
academic behavior.
12. Reinforcement can increase negative as well as positive behaviors.
13. When tangible reinforcers are used they should be tried first and have no direct correlation with the
behavior.
14. It is a good idea to vary how much and how often you reward students.
15. As a student uses positive behavior more and more, the amount and the intensity of the reward should also
increase.
16. Teaching an appropriate behavior is strongly preferred over time–out strategies.
17. For some students, isolation is rewarding.
18. Legally, corporal punishment is not permitted in American schools.
19. When using a behavior contract, the reward that goes with the contract should be immediate.
20. When implementing the self-monitoring strategy, students self-evaluate and then judge whether they have
earned a reward.
Short Answer
1. Explain one early warning sign of the potential for school violence.
2. ‘PBS interventions’ are grouped by their intensity. List the three levels.
3. Explain ‘removal punishment.’
4. ‘Primary reinforcers’ were very popular at one time. Provide one reason why they are not preferred today.
5. When is ‘presentation punishment’ the preferred strategy?
6. 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.
7. Give two examples of RtI, Tier 3, ‘targeted interventions.’
8. Provide two examples of the small ways described in your textbook you can improve the overall quality of
communication with your students.
9. Give two examples of how you can structure meaningful activities to promote positive interactions between
students with and without disabilities.
10. Define ‘peer–assisted learning strategies.’
11. Explain one classroom situation when the use of ‘time–out’ would be the preferred strategy.
12. ‘Class wide peer tutoring’ includes nine steps. List the nine steps included in your textbook.
13. 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.
14. List the four essential characteristics of ‘cooperative learning.’
15. 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.
16. There are five steps in the ‘numbered heads together’ cooperative learning program. Provide one step of
this program.
17. Explain ‘small group contingency.’ When is this contingency most helpful?
18. List two provisions in IDEA for addressing issues that relate to students with disabilities and their behavior.
19. There are seven specific procedural steps for a ‘functional behavioral assessment.’ Select one step and
explain what would be included.
20. What is ‘BIP’? Give one example of what would be included in the BIP.
Essay
1. A number of simple techniques for managing ‘surface behavior’ are described in your textbook. Explain
five of the techniques and provide an example of each technique selected.
2. Explain the difference between ‘event recording’ and duration recording.’ Provide one example of each
recording strategy in your response.
3. Discuss a ‘social reinforcer’ and a ‘tangible reinforcer.’ Provide one classroom example of each reinforcer.
4. Explain ‘presentation punishment.’ Include two examples of this type of punishment in your discussion
and identify the potential effects on student behavior?
5. Behavioral contracts are a very straightforward way to apply behavioral strategies. What is a behavior
contract? What are the essential elements that should be included in writing a contract?
6. Cognitive behavior management is a strategy for helping students’ manage their own behavior. What are
two common strategies used to teach the student how to manage their own behavior? Include in your
discussion the three steps teachers should use for teaching CBM to students.
7. Bullying is a serious problem. What is bullying? Include in your discussion three strategies you can do as a
teacher to help all students. Provide two examples of students who are perceived as different.
8. ‘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.
9. Explain ‘primary reinforcers.’ Why should you discuss this reward system with the parents before
implementing the reinforcement plan?
10. 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.
Chapter 12
Multiple Choice
True/False
Short Answer
Essay
