Multiple Choice
1. Which of the following is not considered an emotional and behavioral disorder?
A) Schizophrenia
B) Depression
C) Down syndrome
D) Conduct disorders
2. Students with an emotional and behavioral disorder frequently encounter
A) Social acceptance
B) Isolation
C) Support systems
D) Early intervention services
3. Select the dimension(s) of behavior assessed when interpreting the occurrence of an
emotional or behavioral disorder.
A) Frequency
B) Intensity
C) Duration
D) All of the above
4. Having periods of life characterized by conflict, crisis, depression, and stress is common
for ___________.
A) Children
B) Adolescents
C) Adults
D) All of the above
5. A child with ______________ exhibits behavior(s) that are not typical for any age,
including uncontrollable motor movements and/or inappropriate vocalizations.
A) Tourette syndrome
B) Anemia
C) Diabetes
D) Depression
6. The acceptance of a majority of behaviors ______________.
A) Varies across cultures
B) Remains constant
C) Is predictable
D) None of the above
7. Which of the following is not a characteristic listed in the federal definition of an
emotional disturbance?
A) An inability to build or maintain satisfactory interpersonal relationships with peers
and teachers
B) Involvement in the juvenile justice system
C) Inappropriate types of behavior or feelings under normal circumstances
D) A tendency to develop physical symptoms or fears associated with personal or
school problems
8. ___________________ is one of the most common psychiatric disorders among children
and youth.
A) Depression
B) Anorexia
C) Conduct disorder
D) Bipolar disorder
9. Students identified with conduct disorder are characterized by
A) Disturbances in thought processes, hallucinations, and bizarre behavior
B) Withdrawn, isolating, and unresponsive behaviors
C) Imitative, repetitive, and predictable behaviors
D) Acting-out, aggression, and rule-violating behaviors
10. Students identified with schizophrenia are characterized by
A) Disturbances in thought processes, hallucinations, and bizarre behavior
B) Withdrawn, isolating, and unresponsive behaviors
C) Imitative, repetitive, and predictable behaviors
D) Acting-out, aggression, and rule-violating behaviors
11. Clinically derived classification systems include
A) Descriptions of symptoms
B) Indicators of severity
C) Treatment plans
D) A and B
12. Statistically derived classification systems are developed using ___________ techniques
to analyze dimensions of behavior that characterize students with emotional and
behavioral disorders.
A) Qualitative
B) Predictive
C) Statistical
D) Constructive
13. Two global dimensions of emotional and behavioral disorders are ____________ and
____________ disorders.
A) Visual, auditory
B) Externalizing, internalizing
C) Covert, overt
D) Social, academic
14. _________________ disorders are less likely to be identified by the student’s teachers
and families.
A) Externalizing
B) Internalizing
C) Academic
D) Personality
15. Females are at greater risk for developing ______________ disorders.
A) Externalizing
B) Internalizing
C) Academic
D) Personality
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16. Students with an emotional or behavioral disorder typically exhibit problems across
_________________ dimension(s).
A) One
B) Two or more
C) Academic
D) Personality
17. The condition characterized by physical aggression, difficulty controlling anger, open
disobedience, and oppositionality is called
A) Anxiety
B) Attention problems
C) Psychotic behavior
D) Conduct disorder
18. The forerunner of the Council of Exceptional Children (CEC) was first organized
at
A) UCLA
B) Columbia University
C) Harvard University
D) Northwestern University
19. Which of the following conceptual model(s) of emotional and behavioral disorders
emphasizes systematic observations and data collection procedures?
A) Behavioral
B) Biogenic
C) Psychodynamic
D) Ecological
20. Students with emotional and behavioral disorders are __________________ in the United
States.
A) Overidentified
B) Underidentified
C) As predicted
D) Remaining the same
21. Teachers may be _______________ to identify an early childhood student as emotionally
disturbed.
A) Correct
B) Quick
C) Hesitant
D) Incorrect
22. Select the potential reason for variability across states on identification of students with
emotional and behavioral disorders.
A) Variability in state academic achievement scores
B) Variability across states in identification procedures for emotional or behavior
disorders
C) Variability in the budgeted resources
D) Not all states recognize this disability category
23. What factors may influence the development of an emotional or behavioral disorder?
A) Genetics
B) Injury
C) Lead poisoning
D) All of the above
24. Researchers contend that the ability of a student to overcome adverse circumstances is
due to ________________.
A) Resiliency
B) Genetics
C) Income
D) Cognitive ability
25. When does the positive behavior support model attempt to identify problematic
behaviors?
A) When it affects the social environment
B) When referrals are made for special education services
C) When they become chronic and/or severe
D) Before they become chronic and/or severe
26. Students with an emotional or behavioral disorder typically score on the _____________
on measures of intelligence.
A) High average range
B) Moderate high average range
C) Average range
D) Low average range
27. The most salient characteristic of students with emotional or behavioral disorders is
____________________.
A) Lack of academic achievement
B) Difficulty establishing and maintaining peer and adult relationships
C) Aggressive behavior in unstructured settings
D) Ability to coerce peers into problem behaviors
28. Within the person-centered planning approach, creating the vision of the student’s future
occurs _______________ the development an IEP.
A) Before
B) During
C) After
D) B and C
29. Academic curriculum for students with emotional or behavioral disorders is
_______________ the curriculum that students without disabilities are provided.
A) Easier than
B) The same as
C) More difficult than
D) Different from
30. ______________ refers to the severity of behavior.
A) Frequency
B) Duration
C) Intensity
D) Age-appropriateness
31. A first grader, acting out sexually, would be an example of which of the four dimensions
of behavior?
A) Duration
B) Frequency
C) Age appropriateness
D) Intensity of behavior
32. According to James Kaufman, a behavior that is a disordered behavior, occurs in many
settings, is habitual, and is part of the individual’s behavior pattern is called
A) Disturbing
B) Distressed
C) Disturbed
D) Disturbance
33. According to the text, problematic behavior that is brought on by a major life stressor, but
usually goes away, is called
A) Disruptive
B) Noteworthy
C) Apathetic
D) Transient
34. In helping to determine whether a child has an emotional or behavioral disorder, one
thing a professional may look for is atypical behavior. In this sense, atypical means
A) Normal
B) Peculiar
C) Advanced
D) Delayed
35. In 1990, the term serious emotional disturbance was changed to emotional or behavioral
disorder. This is the widely used term in the field today for all of the following reasons
except
A) Greater utility
B) More representative
C) Less stigmatizing
D) More specificity
36. When did the first teacher-training program in special education appear?
A) 1914
B) 1909
C) 1913
D) 1917
37. The belief that emotional or behavioral disorders stem from the result of physiological
flaws is an example of which conceptual model?
A) Biological
B) Physiometric
C) Ecological
D) Humanistic
38. All of the following are characteristics of resiliency except
A) Advanced physical development
B) Social competence
C) Problem-solving skills
D) Autonomy
39.Individuals whose social behaviors are atypical and who are often regarded as chronic social
offenders are said to be _____.
A) Depressed
B) Conduct disordered
C) Schizophrenic
D) Socially maladjusted
40. _________________ of students with emotional and behavioral disorders has been
attributed to the marked variability across states in identifying pupils.
A) Overidentification
B) Underidentification
C) Treatment
D) Hospitalizations
41. Research suggests that more than _____ of children and adolescents who committed
suicide had an apparent, although not identified, emotional or behavioral disorder.
A) Moderate
B) High
C) Low
D) None of the above
42. _______________________ include(s) physical abuse, neglect, sexual abuse, and
emotional abuse.
A) Harm
B) Depression
C) Child maltreatment
D) Emotional disorders
43. Students with emotional or behavioral disorders exhibit chronic and intense behaviors
that place them at high risk for significant amounts of ______________.
A) Negative reinforcement
B) Punishment
C) Drug use
D) Incarceration
44. By identifying the ______________ a problem behavior, a preventative approach to
intervention can be implemented.
A) Feelings associated with
B) Antecedent to
C) Key to
D) Consequence of
45. These educators pioneered the “Life-Space Interview,” a technique that influenced
subsequent generations of special educators.
A) Meyer and James B) Redl and Wineman
C) Achenback and Edelbrock
D) Kavale and Davanzo
46. Although less than 1% of the school-age population currently receives special education
services for emotional or behavioral disorders, credible studies in the United States
indicate that at least ______ of children and youth exhibit serious and persistent
problems.
A) 1%–2%
B) 3%–6%
C) 7%–8%
D) 9%–12%
47. ______________ includes interventions designed for individual student behavior.
A) Primary prevention
B) Tertiary prevention
C) Secondary prevention
D) Student behavior prevention