Chapter 8 Test Bank:
Teaching Students with Emotional and Behavioral Disorders
8.1 More males are identified as having emotional and behavioral disorders than females. In
specialized programs for students with emotional and behavioral disorders, males outnumber
females:
a. 1.5 to 1
b. 2 to 1
c. 8 to 1
d. 20 to 1
8.2 Emotional and behavioral disorders are grouped into two broad categories. These categories are:
a. pervasive developmental disorders and anxious-withdrawn disorders
b. conduct disorders and socialized aggression
c. depression and withdrawal
d. externalizing and internalizing
8.3 Students with emotional and behavioral disorders may exhibit externalizing behaviors that
interfere with others. An example of an externalizing behavior could be:
a. aggression toward others
b. shyness and withdrawal
c. whispering instead of talking
d. feeling depressed
8.4 Students with emotional or behavioral disorders may exhibit internalizing behaviors that may be
more harmful to themselves than to others. An example of an internalizing behavior could be:
a. hitting out of anger
b. shouting out of frustration
c. withdrawal from peers
d. pushing another student
8.5 All of the following are major classifications of emotional and behavioral disorders EXCEPT:
a. conduct disorder and attention problems
b. socialized-aggression and pervasive developmental disorder
c. depression and aggression
d. immaturity and anxious-withdrawn
8.6 Aidan is a student who frequently hits other children, shouts out during lessons, and pushes
students out of his way. He exhibits examples of:
a. internalizing behavior
b. conflict resolution
c. externalizing behavior
d. anxiety-withdrawal
8.7 A reference book that provides a uniform nomenclature from which clinicians and researchers
may discuss research, and diagnose mental disorders is titled:
a. The American Medical Association Handbook (AMAH)
b. The Diagnostic and Statistical Manual of Mental Disorders (DSM)
c. The Disease and Standard Manual of Mental Disorders (DSM)
d. The Physicians’ Desk Reference (PDR)
8.8 A student with a conduct disorder would most likely be:
a. withdrawn, refusing to speak to authority figures
b. hyperactive
c. rocking excessively
d. defiant toward authority
8.9 A student exhibiting hyperactivity is most likely to be:
a. unable to relax in the classroom
b. physically uncoordinated
c. defiant toward authority
d. unusually attached to parents or caregivers
8.10 Bethany is a student who has difficulty staying in her seat. She cannot relax during the school
day. Other students complain when they have to work with Bethany because she talks so much.
Bethany may possibly be exhibiting behaviors typical of:
a. conduct disorder
b. hyperactivity
c. pervasive developmental disorder
d. socialized-aggression
8.11 Group behavior is associated with:
a. socialized-aggression
b. conduct disorder
c. internalizing behaviors
d. pervasive developmental disorder
8.12 Mark is identified as displaying socialized-aggression. He:
a. frequently hits other children
b. routinely engages in antisocial behavior, often in groups of other children
c. shouts at other students and always wants to sit alone
d. frequently says he hates himself and is not good at anything
8.13 Which system is used most by special education teachers to promote appropriate
behavior in students with behavioral and emotional problems?
a. Level system
b. Assertive discipline
c. Positive/Negative Reinforcement System (PNRS)
d. Token economy system
8.14 Anxiety-withdrawal refers to the combination of two major behaviors:
a. short attention span and failure to finish tasks
b. aggression toward others and shyness
c. extreme worry and seclusiveness
d. hitting others and excessive rocking
8.15 Which is true about students with behavior disorders and emotional disturbances?
a. They are the most likely to be placed in inclusive settings.
b. They are among the most highly segregated students with disabilities.
c. Students with behavior disorders are more included in general education settings than
students with emotional disturbances.
d. Students with emotional disturbances are more included in general education settings
than students with behavior disorders.
8.16 Rafael is a student with emotional or behavioral disorders. One day in class he hits another
student in the face. An appropriate response from his teacher would be to:
a. understand that Rafael is not capable of following the rules and not administer the
consequences.
b. ignore the behavior and encourage classmates to do the same.
c. enforce the classroom rules and administer consequences.
d. explain to the class that Rafael cannot follow the rules so the misbehavior should be
accepted.
8.17 The English teacher, Mrs. Blough, has established a rule that a student who swears in class will
receive a detention. David is a student in her fourth-period class who has been identified as
having conduct disorder. David shouts out a curse word. An appropriate action for Mrs. Blough
to take would be to:
a. give David detention and ignore him for the rest of the class period.
b. give David detention and include him in the rest of the lesson.
c. give David detention and remove him from class.
d. understand the manifestations of conduct disorder and avoid giving David detention.
8.18 All of the following are advantages to conflict reports, EXCEPT:
a. allows students to practice writing skills.
b. gives students a chance to tell their side of the story.
c. gives students time to let their anger subside.
d. provides a report about what happened in case legal issues arise.
8.19 An intervention that involves allowing the student to regain composure and assists
the student in confronting and resolving personal conflicts is called:
a. targeting behavior
b. social learning
c. self-control intervention
d. Life-Space intervention
8.20 There are several competing definitions of emotional and behavioral disorders.
Which two definitions are the most prevalent?
a. Federal Definition and CCBD
b. NAEYC and NEA
c. Federal definition and AAMR
d. CCBD and DLD
8.21 In order to be better informed about students with emotional and behavioral disorders you as the
general education teacher decided to do some research. In your research you found that the
prevalence of student with emotional and behavioral disorders range from:
a. 2% to 4%
b. 5% to 7%
c. 6% to 10%
d. 12% to 14%
8.22 Kauffman (2004) discusses several reasons why students with emotional and
behavioral disorders are being under-identified in schools. Which of the following is NOT one of
those reasons?
a. Eligibility for categorization as emotionally disordered is not clearly defined.
b. Co-morbidity can make identification difficult.
c. Students are not displaying emotional and behavioral problems at school.
d. Adequate assessment measures to facilitate identification are few.
8.23 You have a student in your class who is constantly checking to see if his answers
are correct and will start totally over on an assignment if there are any extraneous marks on his
paper or if he has made a mistake. The behavior has the makings of one of the five types of
anxiety disorders. Which one of the following types of anxiety disorders is your student possibly
experiencing?
a. Social phobia
b. Generalized anxiety disorder
c. Panic disorder
d. Obsessive-compulsive disorder
8.24 In your school you have continued to see an increase in “gang” activity. In fact, in your
classroom you have students you suspect of being in a gang. These students tend to dress alike
but they are not very structured. What type of gang do you suspect these students are claiming
membership?
a. Delinquent
b. Turf-based
c. Crime-oriented
d. Violent
8.25 The causes of emotional and behavioral disorders can be attributed to many different reasons.
However, causes of emotional and behavioral disorders usually come from what two areas?
a. School and work
b. Environmental and school
c. Environmental and biological
d. Biological and hereditary
8.26 In your fifth-grade classroom you have a student who is constantly hitting, pushing, or tripping
other students. As his teacher you have considered referring him for evaluation for an emotional
or behavioral disorder. Which criteria that indicates an emotional or behavioral disorder might
this student be experiencing?
a. Behavior-age discrepancy
b. Inner suffering
c. Harm to others
d. Severity and duration of the behavior
8.27 Response to intervention has changed the way many special educators address
students with disabilities. For students with emotional and behavioral disorders this is also the
case. Which tier of the RTI model would the student be working in if he or she were in a small
group and would receive interventions regarding self-control and self-management skills
training?
a. Tier 1
b. Tier 2
c. Tier 3
d. Tier 4
8.28 Helping students with emotional and behavioral disorders learn to manage their
own behavior is one of the major areas teachers have to address with this population of students.
One of these strategies is the use of self-monitoring. Which of the following is one of the
benefits of teaching self-monitoring?
a. It increases students’ independence and helps them become responsible for their own
behavior.
b. It increases the teacher’s independence and helps them become responsible for their own
behavior.
c. It increases their parent’s independence and helps them become responsible for their own
behavior.
d. It decreases the students independence on teachers and parents.
Fill-in-the-Blank Questions:
8.29 In your classroom you have a student who has difficulty socially with peers and
teachers. She is in need of help with social skills as these skills have not been addressed in the
home environment. In order to help this student you choose to use
_____________________________, which provides students with “specific instruction in
acquisition, performance, and fluency of social skills.”
8.30 The __________________ service provides coordinated services to families and
students with EBD and focuses on the actual needs of the students in the homes and communities
where they live. This process can also be used a for RTI Tier 3 interventions for some students.
8.31 As a teacher of students with emotional and behavioral disorders you spend a
great deal of time addressing inappropriate and undesirable behaviors. One of your goals is to
teach behaviors that will enhance instruction as well improve relationships and provide students
with success. These types of behavior are called ___________________.
8.32 In your classroom of 6th graders you have one young man who is consistently
getting into trouble by yelling out with inappropriate language and is defiant to authority. You
have tried several interventions with in the class and have now referred him for evaluation. One
evaluation that must be performed on this student is a ________________________________.
This assessment the evaluator will collect data so that the most effective positive support plan can
be created and implemented for your student.
8.33 You are teaching high school and there is a student in your class who over the last
few months has been showing severe changes in her behavior. The student will sometimes seem
as if she is hallucinating and is having delusions. This student may be in the early stages of
__________________________.
8.34 Describe the behaviors of a student with emotional and behavioral disorders.
What are some strategies the general education teacher can use with such students in the
classrooms as the elementary, middle, and high school levels?
8.35 Gina is usually a cooperative, seemingly well-adjusted child. On a particular day, you notice she
is withdrawn and does not want to interact with you or the other children. This behavior lasts for
approximately three days. You are unable to contact her parents during that time and Gina will
not discuss the reasons for her behavior. Explain whether you would be concerned that Gina has
an emotional or behavioral disorder, the reasons for your responses, and actions you might take to
help Gina.
8.36 Describe a classroom environment that facilitates learning for students who have
emotional or behavioral disorders. What can you as a teacher do to maintain that environment?
What can the students do to help maintain a safe environment?
8.37 Describe a lesson that you have taught or that you might teach. Now imagine that
there is a student with emotional or behavioral disorders in your class who is having trouble with
the lesson. What are some specific modifications you can make to your lesson for that student?
8.38 Alex is a student in your class. He is frequently shouting out and often hits other
students. The other students so not like to work with Alex and some are afraid of him. As the
teacher in this classroom discuss way that you would target and change Alex’s behaviors.
8.39 In the space provided, develop a poster to use in teaching conflict resolution with
students. Explain how you would use the poster to instruct students on the use of conflict
resolution. Develop a reproducible form for students to use when resolving conflicts that
includes the suggested questions from the chapter and any others that you feel would be
appropriate.
8.40 Angela is a new student in your general education kindergarten class. You have
not had much time to observe her and get the know her. Angela’s mother expresses concern
about Angela’s behavior at home. She believes Angela’s behavior is not like that of other
children and thinks that maybe Angela has a behavioral disorder. Describe questions you would
ask Angela’s mother to help determine if Angela may have an emotional or behavioral disorder.
CHAPTER 8
