Chapter 5 Test Bank:
Promoting Social Acceptance and Managing Student Behavior
5.1 Which of the following is true about positive feedback?
a. Too much positive feedback can sound fake and lose its effectiveness
b. Teachers tend to provide a lot of repetitive and nonspecific feedback
c. Positive reinforcement is more effective with older students than with younger students
d. Positive feedback needs to be more specific and presented immediately after the target
behavior.
5.2 Which strategy can you use to teach students to identify goals and implement alternative
solutions?
a. Mutual Interest Discovery
b. Interpersonal problem solving
c. Scaffolding
d. Social competence
5.3 Mark yells and throws temper tantrums, his classmates and teacher go on with the lesson as if
nothing were happening. Which strategy are they using to help Mark improve his behavior?
a. Extinction
b. Punishment
c. Time out
d. FAST
5.4 Which program can secondary teachers use to assist their students in the acquisition of social
skills such as giving positive feedback, resisting peer pressure, negotiation skills, and follow
directions?
a. ASSET
b. FAST
c. SLAM
d. THINK
5.5 Carol often becomes hostile and tries to hurt others by calling them names. Her teacher admits
she often feels hurt by Carol’s constant insults. What type of mistaken goal does Carol have?
a. Attention
b. Power
c. Revenge
d. Exhibition of inadequacy
5.6 Those responses, which within a given situation, prove effective and maximize the probability of
producing or enhancing positive effects for the interactor are referred to as
a. Interpersonal problem solving skills
b. Social competence
c. Self-concept skills
d. Social perception
5.7 Brenda found out that George, a second grader with behavior problems who often acted out, had
earned a black belt in karate. Brenda often asked George about how it was going in his karate
classes and asked him to demonstrate some of his moves to the class. What is Brenda helping
George with?
a. Social perception
b. Self-concept
c. Social competence
d. Aggression
5.8 All of the following are components that appear in most interpersonal problem solving programs
EXCEPT:
a. Evaluate consequences
b. Alternative solution implementation
c. Question implementation
d. Problem identification
5.9 When Mrs. O’Neal wants her second graders to stop talking and look to the front of the room she
takes away one minute of recess until the room is quiet. This is an example of:
a. Positive reinforcement
b. Negative reinforcement
c. Encouragement
d. Punishment
5.10 Autumn becomes very agitated and stops working whenever her teacher, classmates, or parents
give her negative feedback. Which strategy may help Autumn learn to respond appropriately to
negative feedback?
a. SLAM
b. Social Competence Skills
c. Negative reinforcement
d. THINK
5.11 Which if the following statements are true about punishment?
a. Punishment frequently generalizes across settings.
b. Punishment is a behavior modification strategy that provides students with information
about how to behave appropriately.
c. Punishment tends to be effective over time.
d. Punishment is often reinforcing to the person who is doing the punishing.
5.12 Matt Onuska has noticed that several of his students with learning and behavior problems are not
accepted by the other students in his third-grade class. Which strategy can Matt use to increase
peer acceptance in his class?
a. ASSET
b. Mutual Interest Discovery
c. Friend’s Club
d. THINK
5.13 When implementing a social skills training program, teachers should use the principles of
effective instruction. Which of the following is one of those principles?
a. One of the teacher’s roles should be to monitor and evaluate student progress.
b. Obtain a student’s commitment to learn the targeted social skill.
c. The teacher should use the Premack principle to decide on appropriate feedback.
d. Students should decide on the consequences for peers who are unable to meet the goals of
the program.
5.14 Which of the following is true about teaching self-management skills?
a. It allows students to become more aware of their own behaviors while allowing teachers
to govern the reinforcers for these behaviors.
b. Self-management requires a more active role from the teacher and a more collaborative
role from the student.
c. The target behavior should begin to change in approximately four weeks.
d. Teacher and student identify when and where the target behavior most frequently occurs.
5.15 Jack, an easily distracted second-grader, is continually getting out of his seat. He only remains
seated while drawing. Which of the following techniques can Jack’s teacher use to increase his
in–seat behavior?
a. Premack principle
b. Time out
c. Punishment
d. Extinction
5.16 You are designing your classroom to ensure you can monitor students and address behavior
quickly while at the same time create a learning community. Which of the following is a guiding
principle of a learning community?
a. Recognize that students are children or adolescents first.
b. Recognize that teacher’s needs come first.
c. Recognize that parents’ interests are most important.
d. Recognize that the administration has ultimate control of the classroom.
5.17 As a teacher in an Emotional and Behavior Disorder Classroom you have found class meetings to
be very effective. Which if the following is the correct structure for running a class meeting:
a. 10 minutes of compliments and appreciation, future plans, new problems, and follow up
on prior solutions.
b. Follow up on prior solutions, future plans, new problems, 10 minutes of compliments and
appreciations.
c. 10 minutes of compliments and appreciations, follow-up on prior solutions, new
problems, and future plans.
d. Future plans, 10 minutes of compliments and appreciations, follow-up on prior solutions,
and new problems.
5.18 The self-concepts of some of your students with disabilities can be very fragile depending on
their life situation. Which of the following could you do to enhance your students self-concepts?
a. Force students to stay on difficult tasks until they get the correct answer.
b. Ensure students work only with other students with similar academic or social problems.
c. Provide opportunities for students who struggle academically to succeed in other ways.
d. Allow only those students who succeed academically to work on other tasks they enjoy.
5.19 Managing the classroom effectively is something all teachers are continually working to improve.
In the culturally diverse classroom, which of the following is a caution you should consider when
managing a diverse classroom environment?
a. Behaviors allowed in the home are also acceptable at school.
b. If one student is demonstrating the behavior so are the other members of the class.
c. The inappropriate behavior demonstrated is never related to the student’s culture.
d. Behaviors that are indicative of problems in one group of students might not be so in
another.
5.20 Reinforcing students in the classroom may come in the form of tangible or extrinsic to internal or
intrinsic. Which of the following would be considered an internal or intrinsic reward?
a. Can of pop/soda
b. Tickets
c. Computer time
d. Receiving an “A” on a test.
Fill-in-the-Blank Questions:
5.21 ________________________________ can be formal or informal interaction where your
students, guided by you the teacher, set mutual goals, solve problems and plan activities.
5.22 As a teacher you know that children come into the classroom with a need to be accepted by
teachers and especially by their peers. In order to help our students we need to provide
opportunities for students to succeed in order to develop
their______________________________.
5.23 In the world today, children are faced with many environmental issues that affect their learning.
Feeling safe and secure can be a daily struggle for them. Knowing this, according to the statistics
from The Children’s Defense Fund (2008): 1 out of 9 children have families with
no_________________________, 1 out of 13 live in _____________; and between 1979 and
2005 more than 104,000 children were killed by______________.
5.24 ___________________ is a serious problem in many schools and may involve teasing
excessively, picking on and harming someone because he or she is seen as “different” from the
group.
5.25 When you are reinforcing positive behaviors in the classroom encouraging positive behaviors,
establishing rules and consequences, and helping students change their inappropriate behavior
you are utilizing ______________________ within your classroom.
5.26 If you are using such things as “great job”, pat on the back, or a ticket when he or she
demonstrates appropriate behavior you are using________________________.
5.27 You have a student(s) in your classroom that continually has trouble completing their class
assignments on time. You say to them “If the assignment is not completed by the end of class
then you will lose recess” and then the students(s) completes the assignment. You have just
used____________________________.
5.28 There are several strategies the teacher can use to change the individual or class behavior. If you
choose to use a ____________________system you would present the student(s) with an object
when demonstrating appropriate behavior that he or she could later exchange for a back-up
reinforcer.
5.29 ______________ are created to provide structure for acceptable and unacceptable classroom
behavior, and __________________ are the repercussions associated with the appropriate
behavior.
5.30 In your classroom you have a few students who find it difficult to follow classroom rules. To
change this behavior you first used ______________ by removing the students from the
classroom situation. Second, you used ______________ where the student lost an object or item
that he or she enjoyed.
5.31 Explain how changes in teacher behavior can change the behavior of students in his or her
classroom.
5.32 Describe the differences among positive reinforcement, negative reinforcement, encouragement,
and punishment. Give an example of how you see using each one in the classroom.
5.33 Describe some positive behavioral supports you can use to help students to change their
inappropriate behavior. Provide examples of student’s behaviors that correspond with each of the
interventions.
5.34 Describe the steps you can take to establish a classroom climate that is respectful and accepting of
all students in your class. What are some of the things you can do to optimize the physical
environment in your classroom?
5.35 Individuals who are at-risk or disabled often receive more negative feedback from others and
consequently their self-concepts are likely to be lower than those of other students. How can you
create a behavior support plan to enhance the self-concept of students with learning and behavior
problems? What are some of the things you can do to assure acceptance of all students in your
classroom?
5.36 Why is it important to create behavioral support plans for students? What are the key elements
that should be part of any behavioral support plan?
5.37 Discuss the principles for conducting functional behavioral assessments and give examples of
how using these with effective behavioral supports can reduce school violence.
5.38 Describe the steps teachers should follow when teaching self-management skills to their students.
Why do you think it is important to teach students self-management skills?
CHAPTER 5
