True/False
1.Ifthecurriculumismappedoutwiththewholestudentinmind,moreintensivesupportsforstudentswithchallenging
behaviorsbecomeunnecessary.
a.True
b.False
2.Somestudentswithandwithoutemotional/behavioraldisordersorothertypesofidentifieddisabilitiesmayalso
demonstratechallengingconductintheclassroom.
a.True
b.False
3.Teachersshouldlookforthemeaningbehindastudent’ssociallyunacceptablebehaviors.
a.True
b.False
4.Whendealingwithastudentwhohasmanychallengingbehaviors,itisbesttodefineandtargetallofthemforchange
atthesametime,ratherthandealingwitheachoneseparately.
a.True
b.False
5.Theconstructofbeinggoodcanbedefineddifferentlydependingonculture,age,gendercognition,orprior
experience.
a.True
b.False
6.Positivebehavioralsupportsandinterventionsareusedtoteachandreinforceappropriatebehaviorsthatservethe
samepurposeasproblembehaviors.
a.True
b.False
7.Theconsequenceofabehavioractsasareinforcementifitdecreasesthelikelihoodofthesamebehavioroccurring
inthefutureundersimilarcircumstances.
a.True
b.False
8.Thesameconsequencecanbebothreinforcementandpunishment,dependingonthestudentandthecircumstances.
a.True
b.False
9.Inorderfortime-outtohavethedesiredeffectofreducingproblembehavior,theclassroomactivityandatmosphere
mustbeaspositive,stimulating,andreinforcingaspossible.
a.True
b.False
MultipleChoice
10.Studentswithchallengingbehaviors:​
a.alwaysdemonstrateloudanddisruptivebehaviors.​
b.​couldbehidingalearningproblem.
c.​shouldbeexpelledfromschool.
d.​strugglewithsocialcompetencebutexcelinacademics.
11.Allofthefollowingstatementsregardingstudentswithchallengingbehaviorsaretrue,EXCEPT:
a.​astudentwithchallengingbehaviorsmighteitherbeloudanddisruptive,orquiet;onewhoneverdisturbsthe
class.
b.​studentswithchallengingbehaviorsmightbetakinginstructionaltimeawayfromotherstudents.
c.​therearenoreliablemethodstoassesssocialandbehavioralskills,soassessmentofacademicskillsiscritical
inthemanagementofchallengingstudentbehavior.
d.​studentswithchallengingbehaviorarelikelytorequiremoreintensiveindividualizedsupports.
12.Allofthefollowingarecharacteristicsofexternalizingbehaviors,EXCEPT:
a.​anxiety.
b.​antagonizing.
c.​defianceofauthority.
d.​physicalaggression.
13.WhichofthefollowingisNOTacharacteristicofinternalizingbehaviors?​
a.Pervasivesadness​
b.​Disruptions
c.​Socialisolation
d.​Somaticcomplaints
14.Eachstudentwhopresentschallengingbehaviors:​
a.​hasuniquestrengths.
b.​hasuniqueneeds.
c.​mustbeassessedindividually.
d.​Allofthechoicesarecorrect.
15.Ifteacherscantargetasocialorbehaviorskill,establishaspecificgoalforlearning,and__________________,we
canmovestudentsforwardsociallyandbehaviorallyonestepatatime.​
a.​insistthatthechildbehave
b.​choseavalidinterventionmethod
c.​ignorethebehavior
d.​punishthebadbehavior
16.Onemajorfunctionofbehavioristo:​
a.​instruct.
b.​educate.
c.​communicate.
d.​invent.
17.Inordertoincreasetheprobabilityofappropriatebehavioroccurring,theteachershouldoffer_______________
immediatelyfollowingtheappropriatebehavior.​
a.​positivereinforcement
b.​punishment
c.​extinction
d.​negativereinforcement
18.Whenastudentisroutinelysenttotheofficefordisturbingtheclassduringmathinstruction,thelikelyfunctionofthe
student’sproblembehavioristo:​
a.​expressemotions.
b.​gettheteachersattention.
c.​avoidthemathinstruction.
d.​disturbpeers.
19.Thefirststepintheprocessofchangingaproblembehavioristo:​
a.​developamethodtomeasureandtrackthebehavior.
b.​collectdirectobservationdata.
c.​createanindividualizedsupportplan.
d.​operationallydefinethebehavior.
20.School-widepositivebehaviorinterventionsandsupport(PBIS)includesthree__________________involving
partnershipswithschoolcommunitiesandfamilies.​
a.​formsofmentorship
b.​instructionalstrategies
c.​disabilitycategories
d.​levelsofsupport
21.Allofthefollowingstatementsondefiningbehaviorarecorrect,EXCEPT:
a.behaviorshouldbedefinedintermsthatareobservable,measurable,andrepeatable.​
b.​definitionsofbehaviorshouldbequalitativeandsubjective.
c.​prosocialtargetbehaviorsshouldbedescribedinpositiveterms.
d.​observableactionverbsshouldbeusedtodescribebehavior.
22.Collectingbaselinedataonproblembehaviorissimilarto:​
a.​teachinganacademicskill.
b.​givingapre-testforanacademicskill.
c.​givingapost-testforanacademicskill.
d.learninganacademicskill.​
23.Allofthefollowingstatementsaboutobserving,measuring,andrecordingbehavioraretrue,EXCEPT:
a.​apatternofbehaviorcanbereliablyestablishedaftercollectingbaselinedataduringtwohalf-hoursessions.
b.​collectingbaselinedataisanessentialstepintheprocessofdevelopingrealisticandmeaningfulobjectives.
c.​behaviorshouldberecordedasitoccursinitsnaturalstatebeforeaninterventionisimplemented.
d.​themethodchosentotrackstudentbehaviordependsonthetypeofproblembehavioranddemandsofthe
classroom.
24.Narrativeor____________recordingistypicallyusedasaninitialmethodforinvestigatingastudent’schallenging
behaviors.​
a.antecedent​
b.​incidental
c.​anecdotal
d.​consequential
25.Anobserversittinginanunobtrusivespotintheroomandrecordingalltheactionsandverbalizationsofatarget
studentforapredeterminedamountoftimeisanexampleof____________recording.​
a.​antecedent
b.​incidental
c.​anecdotal
d.​consequential
26.WhichofthefollowingstatementsisTRUEregardingplansforaninterventionusingtheABCorAntecedent-
Behavior-Consequencemethod?​
a.​Theteacherlooksforpatternsofunpredictablebehaviorsuponwhichtobasetheintervention.
b.​Theteachercanchangeeithertheantecedentortheconsequenceinordertobreakupthesequenceofthe
problembehavior.
c.​Theteachercanonlychangetheantecedentinordertobreakupthesequenceoftheproblembehavior.
d.​Theteachercanonlychangetheconsequenceinordertobreakupthesequenceoftheproblembehavior.
27.Frequencyoreventrecordingisusedtocollectdatawhenthetargetbehavior:​
a.isdiscrete.​
b.​iscontinuous.
c.​occursathighrates.
d.​hasyettobeidentified.
28.TimesamplingwouldbetheBESTmethodtorecordwhichofthefollowingbehaviors?​
a.​Off-taskbehavior
b.​Callingoutinclass
c.​Cursinginclass
d.​Cuttinginline
29.Allofthefollowingstatementsontheuseoffunctionalbehaviorassessments(FBA)andbehaviorinterventionplans
(BIP)aretrue,EXCEPT:
a.AcollaborativeteamdevelopsaBIPforthestudentinordertohelphimorherlearntoreplaceproblem
behaviorswithprosocialones.
b.​The2004reauthorizationofIDEAnowrequiresFBAsbeincludedintheIEPofstudentswhosebehavior
problemsinterferewiththeirlearningorthelearningofothers.
c.​TeachersuseFBAstoobserve,record,andanalyzebehaviortodiscoveritspurpose.
d.​SpecialeducatorsuseaBIPasafirststepinunderstandingstudent’smotivationforproblematicbehavior.
30.Afunctionalbehaviorassessment(FBA)isbasedontwoassumptions:(a)Allbehaviorispurposefulandservesa
function,and(b)allbehavioris:​
a.​focused.
b.​contextuallydefined.
c.​notabletobedefined.
d.​fixed.
31.WhichofthefollowingisNOTastepinvolvedinafunctionalbehaviorassessment(FBA)asrecommendedinthe
text?
a.​Beginwithstudentweaknesses,brainstormingalistofacademicandbehavioralproblems.
b.​Writeanoperationaldefinitionofchallengingbehaviorinobservable,measurableterms.
c.​Identifyevents,time,andsituationswhenthebehavioroccurs.
d.​Identifytheconsequencesthatreinforcethebehavior.
32.Astrugglingreaderdisruptstheclasswhenevertheteacherbeginscallingonstudentstoreadaloud,asheknowshe’ll
alwaysbesentoutoftheclassroom.Thisisanexampleof:​
a.​punishmentasaconsequence.
b.​thepunishmentdecreasingthebehavior.
c.​theconsequencesreinforcingthebehavior.
d.​thereinforcementdecreasingthebehavior.
33.Allofthefollowingareindicatorsthataconsequenceisservingasareinforcer,EXCEPTthestudent:
a.​seemspleasedwhentheconsequenceends.
b.​asksthattheconsequenceberepeated.
c.​iswillingtoperformthetargetbehaviorinordertoearntheconsequence.
d.​expressescontentmentatthetimeoftheconsequence.
34.Reinforcerscanbecategorizedintowhichofthefollowingfourgroups?​
a.​Symbolic,activity,token,andsocial
b.​Material,organizational,token,andsocial
c.​Material,activity,token,andsocial
d.​Material,activity,institutional,andsocial
35.ThePremackPrinciple,knownas“Grandma’sRule,”isavariationofa(n)___________reinforcement.
a.​material
b.​activity
c.​symbolic
d.​social
36.Allofthefollowingstatementsondecreasinginappropriatebehaviorsaretrue,EXCEPT:
a.thetermpunishmentmeansaprocessthatincreasesthelikelihoodthatabehavioritfollowswillrecurinthe
future.​
b.​reinforcementcaninadvertentlyincreaseundesirablebehaviors.
c.​interventionsfordecreasingnegativebehavioroccuralongacontinuum.
d.​interventionsfordecreasingnegativebehaviorrangefromleasttomostintrusive.
37.Thegroupofstrategiesinwhichbehaviorthatisdifferentfromtheinappropriatebehaviorisreinforcedtoreducethe
inappropriatebehaviorisreferredtoas:​
a.​inclusiontime-out.
b.​differentialreinforcement.
c.​vicariousreinforcement.
d.​exclusiontime-out.
38.Ifateacherweretopraiseastudentforcomingtoclassontime,ratherthantellthemoffwhentheyarelate,which
strategyistheteacherusing?​
a.​Vicariousreinforcement
b.​Differentialreinforcementofalternativebehavior
c.​Differentialreinforcementofincompatiblebehavior
d.​Extinction
39.Whenateachercompletelyandconsistentlywithholdsattentionfromastudentoverasustainedperiodoftimein
responsetoherchallengingbehavior,theteacherisimplementingaLevelIIstrategycalled:​
a.​punishment.
b.​extinction.
c.​inclusiontime-out.
d.​vicariousreinforcement.
40.TheLevelIIIstrategyinwhichastudentlosespreviouslyearnedtokensorprivilegesasaconsequenceof
inappropriatebehavioriscalled:​
a.​exclusiontime-out.
b.​vicariousreinforcement.
c.​responsecost.
d.​responsecost.
41.Teacherscanhelpstudentsshifttheirlocusofcontrol,orattributionfornegativeandpositiveoutcomes,fromexternal
tointernalbyusingtechniquesthatencourageallofthefollowing,EXCEPT:
a.​reliance.
b.​independence.
c.​decision-making.
d.​responsibility.
42.Allofthefollowingproactivestrategiesaredesignedtohelppreventproblematicbehaviorsbeforetheyoccur,
EXCEPT:
a.​findingopportunitiestoreinforcesociallyappropriatebehaviorsor“catching”thestudentbeinggood.
b.​providingaquiet,safeplacewithintheclassroomwhereastudentcan“chillout”whenfeelingstressedor
upset.
c.​usingacontingentobservationwherethestudentisrequiredtoobserveanactionfromalittledistancewithout
beingallowedtoparticipateforasetamountoftime.
d.​usingaprecorrectionsysteminwhichafunctionalassessmentandadvancedplanningcounteractpredictable
problematicbehaviors.
43.Self-managementincludesthefollowingfourcomponents:​
a.​self-regulation,self-reliance,self-monitoring,andself-control.
b.​self-regulation,self-instructionself-monitoring,andself-evaluation.
c.​self-esteem,self-reliance,self-control,andself-reinforcement.
d.​self-instruction,self-monitoring,self-evaluation,andself-reinforcement.
44.Theterm__________________referstothecontinuationofbehaviorsovertime.​
a.​locusofcontrol
b.​monitoring
c.​maintenance
d.​generalization
45.Inordertohelpstudentsunderstandandlearnappropriatebehaviorthattheycanapplytoavarietyofsettingsoveran
extendedperiodoftime,thetextrecommendsteachersdoallofthefollowing,EXCEPT:
a.initiallyencourageandrewardstudentseachtimeyouseethemusingappropriatebehaviorsinyourclassroom
beforemonitoringgeneralizationacrossdifferentsettings.​
b.​offerstudentsmultipleopportunitiestorehearsenewskillsacrossavarietyofsettings.
c.involveavarietyofstaffandschoolpersonnelwhoarewillingtohelpstudentsgeneralizeprosocialbehaviors.
d.​donotinvolveparentsinthisprocessasthisisaschoolissueandthestudentwillonlybeconfusediffamilyare
broughtintothegeneralizationprocess.
46.Fosteringcommunicationandcollaborationwithparents/guardianscanbeenhancedbyallthefollowing,EXCEPT:
a.​makesureparents/guardiansknowthatyourconversationswiththemareconfidential.
b.​beginparent-teachermeetingswithadetailedandlengthyreportofstudentconcerns,followedbystudent
progress.
c.​collaboratewithparents/guardiansforhome-schoolcontractsanddeviseaneasysystemofcommunication.
d.​endparent-teachermeetingsonapositivenoteandsetatimetocheckfutureprogress.
47.WhichofthefollowingisNOTsuggestedasameansofenhancingcommunicationwithanexceptionalstudent’s
culturallydiversefamily?​
a.Assumeparents/guardiansareinformedaboutschoolproceduresandspecialeducationmatters​
b.​Uselanguagetheparents/guardianscanunderstand
c.​Keepmessagestoparents/guardianssimple,atanappropriatereadinglevel,andjargon-free
d.​Makeanefforttofindoutabouttheculturesofyourstudentsandtheirfamilies
SubjectiveShortAnswer
48.Explainhowtheconstructofbehaviorcanbeviewedasoccurringalongacontinuumwithexcessivebehaviorson
oneendandinadequatebehaviorsontheotherend.
49.Describethetypesofchallengingbehaviorsstudentswithdualexceptionalities(e.g.,beinggiftedandhavinga
disability)mayexperience.
50.​
Explainwhatismeantinthetextbythestatement“studentsfromethnicallydiversebackgroundsmayexhibit
behaviorsthatteachersfindunusual,disconcerting,orproblematic.”
51.Whatkindsofstrategiesareusefulforstudentswhointerruptordisrupttheclass,andforthosewhoargueorrefuse
tofollowdirections?
52.Whyisitimportanttocreateanoperationaldefinitionofaproblembehaviorbeforetryingtochangeit?
53.Whattypesofbehaviorsarebestrecordedusingthefrequencyoreventmethod?Describehowthefrequency/event
methodworks.
54.Whattypesofbehaviorsarebestrecordedusingthetimesamplingmethod.Describehowthetimesamplingmethod
works.
55.Whataretheadvantagesofusingbehavioralcontractswithstudents?
Essay
56.Compareandcontrastthebehavioralcharacteristicsdiverselearnerswitharangeofdisabilitiesmighthavein
common,anddiscussthetypesofchallengingbehaviorsthatmightalignwithcertaincharacteristics.Discuss
interventionstrategiesthatcanbeusedtoreducenegativebehaviorsandincreaseappropriate,prosocialbehaviors.
57.Discusstheimportanceofteacher-directedinterventionstrategies.Identifywaysinwhichinterventionscan
eventuallybecomestudent-directed,makingstudentsresponsiblefortheirownbehavior.