Chapter 8 Learners with Emotional or Behavioral Disorders
8.1 Multiple-Choice Questions
1) The most obvious problem of children with E/BD is
A) imaginary friendships.
B) aggression aimed at others.
C) lack of close emotional ties.
D) social fear or disinterest.
Praxis: I.B.
CEC: CC3K1
2) The term used in the Individuals with Disabilities Education Act (IDEA) that has been
criticized as inappropriate is
A) emotionally disturbed.
B) severe behavioral disorder.
C) emotional or behavioral disturbance.
D) serious emotional disturbance.
Praxis: I.C.
CEC: CC1K1
3) The terminology proposed by the National Mental Health and Special Education
Coalition in1990 is
A) serious emotional disturbance.
B) severe behavioral disorder.
C) emotional or behavioral disorder.
D) emotional or behavioral disturbance.
Praxis: I.C.
CEC: CC1K1
4) Which one of the following features is common to most definitions of E/BD?
A) behavior that is sometimes normal and sometimes deviant
B) psychological processing problem
C) sudden onset of an extreme behavior problem
D) socially unacceptable behavior
Praxis: I.C.
CEC: CC1K5
5) The federal definition of E/BD has been most widely criticized for its exclusion of
children with
A) autism.
B) schizophrenia.
C) social maladjustment.
D) attention deficit disorder.
Praxis: I.C.
CEC: CC1K5
6) In contrast to the present federal definition, the proposed National Mental Health and
Special Education Coalition definition of E/BD
A) recognizes that disorders of emotion and behavior may occur separately or in
combination.
B) focuses on problems that exist in a school setting only.
C) excludes students with schizophrenia.
D) is less sensitive to ethnic and cultural differences.
Praxis: I.C.
CEC: CC2K6
7) Two broad dimensions of behavior disorders are
A) externalizing and internalizing.
B) withdrawal and disinterest.
C) exterior and interior.
D) hostility and aggression.
Praxis: I.C.
CEC: CC2K6
8) Schizophrenia is associated with all of the following problems EXCEPT
A) delusions and hallucinations.
B) tendency to withdraw into their own private worlds.
C) epileptic seizures.
D) severe disorder of thinking.
Praxis: I.B.
CEC: CC1K5
9) Comorbidity in persons with E/BD is
A) not unusual.
B) very unusual.
C) rare.
D) part of the diagnosis.
Praxis: I.B.
CEC: CC2K6
10) According to the federal government, what percentage of the school-age population is
identified for special education services under the category of “emotional
disturbance”?
A) less than 1%
B) about 2%
C) 3–5%
D) 6–10%
Praxis: I.C.
CEC: CC1K5
11) What percentage of the school-aged population exhibits serious and persistent
emotional/behavioral problems, according to credible studies in the U.S. and other countries?
A) less than 1%
B) about 2%
C) 6–10%
D) 3–5%.
Praxis: I.C.
CEC: CC1K5
12) Each of the following statements about children with E/BD is true EXCEPT
A) aggressive acting-out behavior is most common.
B) boys outnumber girls.
C) most students identified are psychotic.
D) juvenile delinquency and conduct disorder cannot be clearly distinguished
from emotional disturbance.
Praxis: I.B.
CEC: CC2K1
13) The causes of E/BD have been attributed to each of the following EXCEPT
A) biological disorders and diseases.
B) pathological family relationships.
C) undesirable school experiences.
D) membership in a particular cultural group.
Praxis: I.C.
CEC: CC2K1
14) In the majority of cases, the cause of E/BD is
A) biological.
B) family-related.
C) unknown.
D) school-based.
Praxis: I.C.
CEC: CC2K1
15) A biologically determined behavioral style is a
A) personality.
B) temperament.
C) learning style.
D) attitude.
Praxis: I.C.
CEC: CC2K1
16) Each of the following statements about biological causes of E/BD is true EXCEPT
A) If a disorder has a biological cause it can still be an emotional or behavioral
disorder.
B) Causes are usually exclusively biological or exclusively psychological.
C) Medical treatment is seldom sufficient to resolve the problem.
D) Medical approaches may be of little benefit if psychological and social aspects
are not addressed.
Praxis: I.C.
CEC: CC2K1
17) Each of the following is true regarding school practices and development of E/BD
EXCEPT
A) Children may become better or worse, depending on how they are managed in
the classroom.
B) A child’s temperament and social competence interact with behaviors of peers
and teachers.
C) We know which specific school experiences contribute to E/BD.
D) Teachers need to be aware of how their academic instruction and behavior
management approaches may contribute to student’s misconduct.
Praxis: I.C.
CEC: CC2K3
18) Each of the following cultural conditions may predispose children to develop E/BD
EXCEPT
A) availability and level of drug use.
B) a child’s temperament.
C) level of violence depicted in the media.
D) use of terror as a means of coercion.
Praxis: II.B.
CEC: CC2K3
19) Despite problems in defining E/BD, most children with severe E/BD are easily
recognized because
A) teachers are trained in the use of behavior rating scales.
B) systematic screening procedures are used in most schools.
C) their behavior attracts immediate attention.
D) most schools have psychologists on-site.
Praxis: I.C.
CEC: CC3K1
20) Bert is a nine-year-old boy with E/BD. If he is like the average child with E/BD, his
IQ probably falls in which range on standardized tests?
A) dull-normal
B) bright-normal
C) normal
D) superior
Praxis: I.B.
CEC: CC8S5
21) On standardized achievement tests, most students with E/BD perform
A) at grade level.
B) above grade level.
C) at mental age level.
D) below grade level.
Praxis: I.B.
CEC: CC8S5
22) The most common problems exhibited by children with E/BD are
A) withdrawn behaviors.
B) attention deficit disorders.
C) impulsive behaviors.
D) conduct disorders.
Praxis: I.B.
CEC: CC2K6
23) Many social learning theorists and behavioral psychologists believe that aggression is
A) caused by an overwhelming sense of frustration.
B) a result of subconscious motives.
C) a defense mechanism used in distressing situations.
D) a learned behavior.
Praxis: III.A.
CEC: CC1K1
24) Erik is a sixth grader with E/BD who is highly aggressive. His teacher, Mr. Glumbly,
should be advised to try all of the following techniques with Erik EXCEPT
A) providing examples of nonaggressive responses in aggression-provoking
circumstances.
B) role-playing nonaggressive behavior with him.
C) preventing him from receiving positive consequences for aggression.
D) letting him “act out” his aggression freely.
Praxis: III.F.
CEC: CC5K2
25) In the Garrity and colleagues program for reducing bullying in schools, the “caring
majority” refers to
A) the group of students who neither bully nor get bullied.
B) teachers and other staff members.
C) parents and members of the community.
D) the students who get bullied.
Praxis: II.B.
CEC: CC5S1
26) A social-learning analysis attributes withdrawal and immaturity to
A) inadequate environment.
B) internal conflicts.
C) unconscious motivations.
D) conscious motivations.
Praxis: III.A.
CEC: CC1K1
27) Behavioral psychologists tend to attribute withdrawal and immaturity to
A) internal conflicts.
B) unconscious motivations.
C) conscious motivations.
D) failures in social learning.
Praxis: III.A.
CEC: CC1K1
28) Which of the following statements about depression is true?
A) Depression is not a widespread problem among children and adolescents.
B) The nature of depression in children and adolescents is quite different from
that of adults.
C) Suicide is among the leading causes of death among young people.
D) Antidepressant medications have not been successful in helping young people
with depression.
Praxis: II.B.
CEC: CC3K1
29) All credible conceptual models of education have two objectives. They are
A) controlling misbehavior and teaching academic and social skills.
B) controlling misbehavior and teaching academic skills.
C) teaching academic and social skills.
D) controlling misbehavior and teaching social skills.
Praxis: III.A.
CEC: CC1K1
30) To maximize their effectiveness, programs for students with E/BD should provide a
balance between
A) behavioral control and academic/social instruction.
B) academic/social instruction and vocational training.
C) psychological therapy and academic/social instruction.
D) individualized instruction and behavioral control.
Praxis: III.A.
CEC: CC1K1
31) Each of the following statements regarding the need to balance behavioral control
with academic and social learning is true EXCEPT
A) Too often, the focus is on managing behavior at the expense of academic
instruction.
B) Excellent academic instruction has been shown to eliminate most disruptive
behaviors.
C) Without effective behavior control, it is extremely unlikely that academic and
social learning will occur.
D) Behavior control strategies preferably involve students in self-control
strategies.
Praxis: III.A.
CEC: CC1K1
32) The authors of the textbook stress the importance of integrated services for students
with E/BD. By this, they mean that
A) subject areas within the curriculum should not be taught in isolation from each
other.
B) students with E/BD should be fully included in regular classrooms.
C) schools, families, and community agencies should cooperate to meet
students’ needs.
D) therapy should occur in school within the context of the student’s academic
program.
Praxis: III.B.
CEC: CC10K2
33) Susan and Mike are looking to place their son, Max, in an effective educational
program for students with E/BD. They should select a program that includes all of the
following elements EXCEPT
A) systematic, data-based interventions.
B) direct, daily assessment of performance.
C) emphasis on intensive, short-term intervention.
D) programming for transfer and maintenance.
Praxis: III.E.
CEC: CC7K1
34) In comparison to the percentage of students with most other disabilities, students with
E/BD are more likely to be educated in
A) general education classrooms.
B) resource room programs.
C) less restrictive settings.
D) more restrictive settings.
Praxis: III.D.
CEC: CC1K6
35) The placement of individuals with E/BD in the general education classroom is
secondary to
A) the least restrictive environment (LRE).
B) their civil rights.
C) the need for appropriate education and safety.
D) parental demands.
Praxis: III.D.
CEC: CC1K6
36) Each of the following is true of instructional considerations for students with E/BD
EXCEPT
A) Incidental social learning is sufficient and preferred to address social
difficulties.
B) Social skills and affective experiences are as crucial as academic skills.
C) Many incarcerated youths so not receive education appropriate for their needs.
D) Kindness and concern are not sufficient qualities for teachers of students with
E/BD.
Praxis: III.E.
CEC: CC7K1
37) Each of the following has been identified by the Council for Exceptional Children as
a skill necessary for teachers of students with emotional or behavioral disorders
EXCEPT
A) use of intelligence tests and standardized achievement tests to make placement
decisions.
B) knowledge of prevention and intervention strategies.
C) use of nonaversive techniques.
D) establishment of consistent classroom routines.
Praxis: III.B.
CEC: CC9S5
38) Increasingly, researchers recognize that problem behavior occurs less frequently in
the classroom when
A) the teacher is offering effective instruction.
B) the teacher allows unstructured free time each day.
C) the teacher separates students with behavior problems from other students.
D) the teacher consistently punishes each occurrence of problem behavior.
Praxis: I.C.
CEC: CC5K2
39) In the case of discipline, “zero tolerance” means that
A) the circumstances surrounding an incident are not weighed in deciding what
the consequences should be; only the act itself is questioned.
B) the circumstances surrounding an incident are weighed in deciding what the
consequences should be, and the act itself is questioned.
C) the circumstances surrounding an incident are weighed in deciding what the
consequences should be, but the act itself is not questioned.
D) the circumstances surrounding an incident are not weighed in deciding what
the consequences should be, and the act itself is not questioned.
Praxis: III.E.
CEC: CC1K2
40) All of the following are controversial concepts specific to discipline of students with
disabilities EXCEPT
A) determining if behavior is a manifestation of disability.
B) use of corporal punishment.
C) providing alternative placement for education.
D) developing functional behavior assessments.
Praxis: III.F.
CEC: CC1K2
41) An approach to dealing with discipline problems that focuses on research-validated
practices and recognizes the “value of nonviolent negative consequences” is
A) positive behavioral supports.
B) positive behavioral intervention and support.
C) functional behavioral assessment.
D) positive behavioral intervention plans.
Praxis: III.F.
CEC: CC5S11
42) Under IDEA, “functional behavioral assessment” (FBA)
A) may simply mean assessment that is meaningfully related to teaching and
management.
B) clearly refers to a specific set of procedures designed to pinpoint the function
of a student’s behavior.
C) is optional.
D) is designed by school administrators.
Praxis: II.A.
CEC: CC8K2
43) Two methods frequently employed to monitor behavioral progress are
A) curriculum-based measurement and standardized assessment.
B) rating scales and standardized assessment.
C) rating scales and direct observation.
D) curriculum-based measurement and direct observation.
Praxis: III.C.
CEC: CC8S8
44) Patterns of behavior that signal problems in preschool are
A) grabbing, kicking, and screaming to get one’s way.
B) frequent conflicts and aloofness from others.
C) hiding or withdrawing from strangers.
D) infrequent outbursts, but with apparent reason.
Praxis: I.B.
CEC: CC3K1
45) Effective interventions for preschool children with E/BD that include defining and
measuring behavior and rearranging the environment to teach and support more
appropriate conduct are
A) psychoeducational.
B) humanistic.
C) ecological.
D) behavioral.
Praxis: III.A.
CEC: CC5K2
46) Each of the following is a reason why early, comprehensive, intense, and sustained
intervention is so rare EXCEPT
A) worry about labeling and stigma.
B) familiarity with the early signs of problems.
C) optimism about a child’s development (i.e., “he’ll grow out of it”).
D) lack of resources for any but the most severe cases.
Praxis: II.B.
CEC: CC1K1
47) Tad is a 15-year-old youth with a long-standing history of school failure and serious
behavioral offenses. He is currently in prison and receives no special education
services. A likely reason why Tad is not receiving services is that
A) IDEA does not apply to prison schools.
B) Tad is considered “socially maladjusted” and therefore is not eligible for
services.
C) because he has been convicted of a serious offense, Tad has lost the right to a
free, appropriate public education.
D) Tad has refused to participate in special education programming.
Praxis: II.B.
CEC: CC7K1
48) It is difficult to design a special education program for E/BD at the secondary level
because
A) services provided for E/BD usually omit secondary education.
B) few special educators are interested in this field.
C) this category of youths is so varied.
D) subject areas are varied and training of professionals is limited.
Praxis: I.B.
CEC: CC2K6
49) Transition from school to work is particularly difficult for many adolescents with
E/BD for all of the following reasons EXCEPT
A) a high rate of dropping out of school.
B) neglectful, abusive, or inadequate family relationships.
C) over-emphasis on vocational training rather than academics.
D) behavior that is unacceptable to peers and employers.
Praxis: I.B.
CEC: CC7K1
50) Among children and adolescents with E/BD, the future is most bleak for those with
A) neurosis.
B) conduct disorders.
C) withdrawal.
D) anxiety and depression.
Praxis: I.B.
CEC: CC3K1
8.2 True/False Questions
1) Punishment may actually increase aggression under certain circumstances.
Praxis: III.F.
CEC: CC5S10
2) Studies indicate that less than 1 percent of school-aged youth exhibit serious
emotional/behavioral problems.
Praxis: I.C.
CEC: CC1K5
3) Boys with externalizing forms of E/BD outnumber girls with externalizing forms of
E/BD by about five to one.
Praxis: I.B.
CEC: CC1K5
4) Most schools use systematic screening procedures to identify youth with E/BD.
Praxis: III.C.
CEC: CC8K3
5) Teachers’ informal identifications of students as having emotional or behavioral
disorders are notoriously unreliable and invalid.
Praxis: III.C.
CEC: CC8S5
6) Most children with E/BD perform in the low-average range on tests of intelligence.
Praxis: I.B.
CEC: CC2K5
7) Suicide is now a leading cause of death for people between the ages of 15 and 24.
Praxis: II.B.
CEC: CC2K5
8) A student with disabilities cannot be expelled from school.
Praxis: II.A.
CEC: CC1K2
9) “Manifestation determination” means that the circumstances surrounding a particular
incident are not weighed in deciding what the consequences should be.
Praxis: III.F.
CEC: CC1K2
10) Transition from school to work is usually not a significant problem for those with
E/BD because they tend to be so independent.
Praxis: III.D.
CEC: CC4S6
8.3 Short Answer Questions
1) Describe two misunderstandings that seem to contribute to a common viewpoint in
society that E/BD is not a “real” disorder.
Praxis: II.B.
CEC: CC1K1
2) Discuss the controversy associated with the present federal definition of E/BD and list
three advantages of the National Mental Health and Special Education Coalition
definition.
Praxis: I.C.
CEC: CC1K5
3) Why do estimates of the prevalence of E/BD vary so much across different studies?
Praxis: I.C.
CEC: CC1K5
4) What are the four factors thought to contribute to E/BD and what is the degree to
which they are thought to be responsible for E/BD?
Praxis: I.C.
CEC: CC1K1
5) What procedures are used to identify students with E/BD?
Praxis: I.C.
CEC: CC1K5
6) Differentiate between externalizing and internalizing behavior disorders by writing
two brief case descriptions of students with these types of E/BD.
Praxis: I.B.
CEC: CC2K6
7) Write a brief case description of a student with E/BD and explain why this student’s
problems need to be addressed with a balance of behavioral control strategies and
academic and social learning techniques.
Praxis: III.A.
CEC: CC7K1
8) “Zero tolerance” in the school system is similar to “mandatory sentencing” in the legal
system. Provide an example illustrating zero tolerance and why this policy is
sometimes considered to be unfair by teachers, administrators, and parents.
Praxis: III.F.
CEC: CC1K2
9) Describe the difficulties related to identifying preschool children with E/BD, and
explain why “preventive efforts seem to have a good chance of success.”
Praxis: I.C.
CEC: CC1K5
10) Discuss factors that need to be considered for the transition from school to work for
an adolescent with E/BD.
Praxis: III.D.
CEC: CC4S6
Chapter 8 Learners with Emotional or Behavioral Disorders
8.1 Multiple Choice Questions
8.2 True/False Questions
8.3 Short Answer Questions
