1. Which of the following best describes the treatment of children with EBD in the post-WWII era?
a. Responsibility for intervention shifted from the medical community to the education community.
b. Many children with EBD were institutionalized as that was thought to be the only “cure.”
c. Most children with EBD were thought to be insane and/or mentally impaired.
d. There was little if any attention paid to most disabilities including EBD.
2. The federal definition for a student with EBD places all the responsibility for the problem on the
a. parent.
b. child.
c. school environment.
d. siblings.
3. is partly defined as the inability to build or maintain satisfactory interpersonal
relationships with peers and teachers.
4. The child’s behavior is not the only variable that determines the classification of behavior as a problem. Another
significant variable is the
a. time the behavior occurs.
b. place in which the behavior occurs.
c. reaction of the child to his or her own behavior.
d. person who perceives the behavior as inappropriate.
5. A child caught between two cultures may display a behavior problem that initiated as a cultural clash, but eventually
may develop into a
a. personal adjustment problem.
b. reading problem.
c. math problem.
d. language problem.
6. Students from diverse cultural and social backgrounds are more likely to be misidentified as having EBD than their
white peers.
a. True
b. False
7. Unlike children with other disabilities, children with behavior disorders
a. are often blamed for their condition.
b. do not receive special education services.
c. experience very few conflicts with their parents.
d. usually make good grades in school.
8. Children with EBD who externalize their difficulties are said to have ; those who internalize their
difficulties are said to have .
9. Why is it difficult to obtain accurate prevalence figures for EBD?
a. There is too great a stigma attached to the diagnosis.
b. The definition is subjective and interpretation often left to local professionals.
c. Many districts underreport numbers to avoid financial penalty.
d. Parents are often reluctant to allow their child to be evaluated.
10. One type of behavior that seems to be passed on from generation to generation is the pattern of
a. physical abuse.
b. disruptive behavior.
c. suicide.
d. substance abuse.
11. In a longitudinal study following children through school and into early adulthood, which of these factors in early
childhood indicated a high risk for overall adult maladjustment?
a. Passive temperament
b. Lack of parental conflict
c. Presence of developmental disorders
d. Chronic high aggressive behavior
12. Which of the following groups is excluded by definition from receiving special education services, although some
schools may serve these students under other categories?
a. Students suspended from school for physical aggression
b. Students who use drugs
c. Students who are socially maladjusted
d. Students who are clinically depressed
13. A coercive cycle is
a. the increase of aggression when children fight back with a child with EBD.
b. when a child‘s aggression brings forth a hostile reaction from a parent and in turn the child becomes more
aggressive.
c. the discussion and practice of nonaggressive behavior.
d. the end result of a life–space interview.
14. Identify and discuss several potential causes of behavior problems.
15. Two dimensions to be considered in distinguishing between normal behaviors and problem behaviors are
a. visibility and latency.
b. visibility and depth.
c. intensity and duration.
d. origination and duration.
16. In regards to bullying, boys experience more , while girls experience more
a. psychological intimidation, physically threaten
b. money extortion, psychological intimidation
c. physical bullying, psychological intimidation
d. physical bullying, parental bullying
17. Research has found that violent video games
a. do not greatly influence a child’s behavior.
b. greatly increase aggressive feelings.
c. moderately decrease aggressive feelings.
d. make the child more sensitive to other’s problems.
18. Substance abuse
a. is not considered a problem with students with EBD.
b. is one of the most serious side problems with students with EBD.
c. is no more serious for students with EBD than for their age mates.
d. is a problem, but not a serious problem for students with EBD.
19. Acting out aggressively often and intensely could be considered a
a. externalizing disorder.
b. internalizing disorder.
c. anxious disorder.
d. compulsive disorder.
20. It has been widely accepted that here is an interaction between and
in the development of aggressive and hostile behavior in children.
21. The “zero tolerance” approach
a. can create counterhostility on the part of the school.
b. can drastically increase school violence.
c. can drastically reduce the number of students with EBD in public schools.
d. can increase higher self-esteem and educational achievement in students with EBD.
22. Which of these statements is likely true concerning the aggressive behavior that gets students into trouble in school?
a. This behavior was clearly observable before they enter school.
b. This behavior was somewhat observable before they enter school.
c. This behavior was not observable before they enter school.
d. This behavior is the fault of the school rather than the child.
23. Suicide ranks as the leading cause of death in teenagers.
a. first
b. second
c. third
d. fifth
24. ____________________ in children is the belief that nothing they do can stop bad things from happening. This
results in severe deterioration in performance after failure.
25. Which of the following is NOT an example of internalized problem?
a. Withdrawal
b. Aggression
c. Anxiety
d. Depression
26. Learned helplessness results in
a. deterioration of performance after failure.
b. an increase in performance after failure.
c. maintenance of performance after failure.
d. heightened feelings of mastery after failure.
27. Jennifer is consistently unhappy, seems to internalize her problems, and is in tears and depressed much of the time.
She has stated that she doesn’t believe that she can control her success or failure. Jennifer is suffering from
a. learned helpfulness.
b. learned helplessness.
c. a conduct disorder.
d. socialized aggression.
28. All students with EBD exhibit abnormally aggressive behavior.
a. True
b. False
29. Which of the following is a possible negative result of medication for behavior disorders?
a. Reducing the student’s own sense of self-control
b. Increasing the student’s need for independence
c. Reducing the student’s own sense of self-importance
d. There are no negative effects; medication is always helpful.
30. Describe some cognitive strategy techniques that are used to help students manage their own behavior.
31. Students with EBD have the most problems in which aspects of the information processing model?
a. Classifying
b. Executive functioning
c. Auditory input
d. Reading
32. Many students with conduct disorders live in a home environment in which parental punishment is
a. fair and consistent.
b. harsh and consistent.
c. harsh and sporadic.
d. nonexistent.
33. An example of a second-tier behavioral support activity is a(n)
a. universal group behavior support.
b. positive behavior support.
c. IEP.
d. suspension for the behavior.
34. ABA is a method of modifying student behavior and is based on the work of
a. Freud.
b. Redl.
c. Skinner.
d. Adler.
35. An approach to reducing office referrals for misbehavior that involves school-wide management strategies is
a. specialized group behavioral support.
b. specialized individual behavioral support.
c. universal group behavioral support.
d. contingency contracting.
36. If a teacher wanted to understand the intended objective or intent of a student’s behavior as well as describe the
behavior, she would want to conduct a(n)
a. functional behavior assessment.
b. ecological assessment.
c. family interview.
d. home-based observation.
37. The intervention strategy that provides a desirable consequence immediately following a behavior is called
a. positive reinforcement.
b. psychodynamic therapy.
c. ecological modification.
d. drug therapy.
38. The ____________________ makes extensive use of agencies outside the school program, though they are
expected to include school personnel in the planning. The family is also a critical part of this planning if it is to work,
and strong efforts are made to involve them.
39. is the basic concept that misbehavior should not necessarily be followed by punishment
of one sort or another, but with attempts to understand the causes or antecedents of the misbehavior.
40. One of the most frequently used methods of modifying student behavior is .
41. School-wide behavior supports is an example of which Tier of the RTI Model?
a. Tier III
b. Tier II
c. Tier I
d. Would not be considered a tier function.
42. The perspective that behavior can be modified using an “Antecedent–Behavior–Consequence” approach is based on
a. social learning theory.
b. applied behavioral analysis.
c. ecological strategies.
d. control therapy.
43. Ben exhibits behavior problems in school, and his teachers consider him to be a “problem student.” The special
education teacher works with him on his IEP goals before he goes into the regular classroom for math. This is an
example of which tier of the RTI model?
a. Tier I
b. Tier II
c. Tier III
d. Tier IV
44. Describe the method of Positive Behavior Supports that can be used to change inappropriate behavior in students
with EBD.
45. In developing a “student behavior contract,” it is important to specify
a. time of behavior.
b. rewards and consequences.
c. why the contract is necessary.
d. antecedent conditions.
46. In the area of social skills training, the area that is the biggest problem for students is
a. generalization of the skills from one environment to another.
b. losing their temper when asked to do something.
c. maintaining the skill in the same environment.
d. the lack of appropriate language development.
47. A variety of professional skills, including those of
situation for students with behavior disorders.
a. educators, law enforcement officers, and politicians
b. educators, psychologists, and a support teacher
c. educators, counselors, and lobbyists
d. educators, psychologists, and attorneys
, are required to make a difference in the life
48. Which of the following is NOT a reason social skills training programs often do not show improvements?
a. The lack of intensity of treatment
b. Targeting the specific behaviors in need of modification
c. The lack of inclusion opportunities
d. Failure of generalization
49. An approach that consists of pairing students where one is the player (student with EBD) and the other one is a
coach (a student who has been trained to help) is called
a. PALS.
b. social learning theory.
c. cognitive learning theory.
d. RTI.
50. The self-determination of how the student’s behavior compares to a preset criteria is called
a. self-control.
b. self-monitoring.
c. self-evaluation.
d. self-reinforcement.
51. Verbally praising a student who is behaving appropriately is an example of
a. controlling problem behavior.
b. supporting desirable behavior.
c. operant conditioning.
d. contingency contracting.
52. Which of the following could be used to make 10-year-old Michelle more able to cope with her environment?
a. Teaching her how to understand and avoid failure
b. Allowing her to succeed in every situation
c. Minimizing the need to learn from failure
d. Maintaining a protective class environment
53. The self-determination of whether or not a target behavior has occurred and should be recorded is an example of
a. self-control.
b. self-monitoring.
c. self-evaluation.
d. self-reinforcement.
54. A major advantage of using a computer as a learning tool for a student with EBD is
a. the increased need for an inclusion classroom.
b. it does not require the student to develop social skills.
c. the objective and neutral response provided by the computer to a student’s provoking or challenging behavior.
d. the school does not have to provide a one-to–one instructor for the child
55. PALS is an example of
a. a social skills curriculum.
b. the self-instruction model.
c. the wraparound approach.
d. a peer tutoring approach.
56. In many settings the EBD specialist has the role of
a. caseworker.
b. social worker.
c. classroom teacher.
d. support teacher.
57. One way to view the family school relationship is as a .
58. Triple P is an example of
a. a parenting support and training program.
b. a form of functional behavior analysis.
c. a type of peer tutoring program.
d. a school-wide, anti-bullying campaign.
59. According to the Office of Special Education Programming, only about
complete high school.
a. 32
b. 55
c. 19
d. 40
percent of students with EBD