SED DS 58858

Type

Quiz

Book Title

Positive Behavioral Supports for the Classroom 3rd Edition

ISBN 13

978-0133803259

July 27, 2017

Schoolwide rules and acknowledgement systems are main interventions in which tier of

SW- PBIS?

a. secondary level prevention

b. primary level prevention

c. tertiary level prevention

d. none of the above

Mr. Couch noticed that one of his students was having trouble following directions

during direct teach in his math class. He decided to take baseline data. How much time

should he spend taking baseline data?

a. 30 minutes

b. 10 observation periods

c. 3 to 5 observation periods

d. immediately

Which of the following is not a step in the use of precorrection?

a. identify specific problem behaviors

b. identify antecedents to problems

c. identify problem teachers

d. identify alternatives for each problem behavior

Ms. Hawkins reinforces her students for each 5 minutes that they read silently. If a

student stops reading during the 5 minutes, no reinforcer is earned for that time. This is

an example of what schedule of reinforcement?

a. variable response duration schedule

b. fixed response duration schedule

c. alternative response schedule

d. none of the above

The instructional focus of SW-PBIS means that students are taught what to do. This

means, in part, that schoolwide rules are actively taught.

a. true

b. false

Which of the following statements is true regarding free time as part of the daily

schedule?

a. Free time is important for students who exhibit challenging behaviors.

b. Free time can be a setting event for challenging behaviors.

c. Breaks should be structured to help avoid management problems.

d. b and c only

Research is shows that interventions based on functional assessment are more likely to

be effective in changing behavior than non - FBA based interventions.

a. true

b. false

Mr. Mayers needed to know what reinforcer would work for each of his 12 students. He

knew that he could observe to obtain information, and he could ask the students what

they liked. He asked his mentor teacher for suggestions about reinforcers and was given

which of the following suggestions?

a. Use reinforcer sampling

b. Use functional assessment data

c. Use reinforcement lists posted on the web

d. a and b

Which of the following cautions are associated with the use of response cost?

a. Teachers must ensure that students have ongoing access to reinforcers during a

response cost intervention.

b. Response cost must be limited to only clearly defined target behaviors.

c. The "cost" for each target behavior must be determined in advance.

d. all of the above

Naveen had many behavior problems at school. He really liked one of his teachers, Ms.

Sims. Ms. Sims talked to him about entering into a contract with her regarding his

behavior. Which one of the following elements should NOT be addressed in the

contract?

a. the behaviors Naveen will perform

b. when Naveen will receive reinforcement

c. behaviors of other students

d. how Naveen will be supported in learning desired behaviors

Ms. Garcia created a classroom store for her students. She carefully chose items that

she knew her students liked. Her students had many chances to earn tokens. When she

opened the store for trading, her students ran to the items. Then they pushed each other

away from the table, and grabbed items. What had Ms. Garcia forgotten to do?

a. close the store when students act out

b. teach the students procedures for using the store

c. make another plan to substitute for the token economy

d. all of the above

Which of the following is true of data collection periods?

a. They should occur at different times of day each time.

b. They should vary in length each time.

c. They should occur at the same time of day each time.

d. none of the above

Mr. Price was using differential reinforcement of zero levels of behavior to reduce

Sam's severely disruptive behavior during math. On the first day that the intervention

was in place, Sam exhibited no disruptive behavior, but he also did no work. What

should Mr. Price do?

a. Withhold reinforcement because Sam did not do his work.

b. Deliver reinforcement as long as Sam exhibited no disruptive behavior.

c. Discuss with Sam about the importance of doing his work.

d. Send Sam to the office for not doing his work.

Which of the following factors can reduce the effectiveness of intervention plans.

a. vague definitions of behavior of concern

b. incorrect application of the intervention

c. failure to evaluate the effectiveness of the plan

d. all of the above

Teachers can take steps to prevent most challenging behavior.

a. true

b. false

When Jacob first learned to add and subtract fractions, it took him a very long time to

complete fraction practice activities. However, now he does fraction problems quickly

and accurately. Jacob has reached which stage of learning as it applied to fractions?

a. acquisition

b. proficiency

c. maintenance

d. generalization

Mr. Graham told his behavior specialist that one of his students was especially rude

everyday. The behavior specialist told him that "rude behavior" was too broad a term.

She requested an operational definition of the behavior. What did the behavior specialist

want from Mr. Graham?

a. A specific request for assistance from the behavior specialist.

b. an unambiguous, objective definition of a target behavior

c. a definition of the student's academic skills.

d. none of the above

Before implementing extinction, you should do which of the following?

a. Ask the student if this intervention would help.

b. Ensure that you can control the reinforcers that currently maintain the target

behavior.

c. Ensure that the student has access to reinforcement for appropriate behaviors.

d. b and c only

The index card narrative system is

a. A format for developing hypotheses.

b. A behavioral checklist.

c. A format for teachers to record narrative thoughts about a student's behavior.

d. A format for gathering observational data about a student's behaviors.

The goal when analyzing data is to identify

a. academic weaknesses.

b. peers' behaviors.

c. patterns of a student's behavior.

d. All of the above

Ms. Berry uses a continuous schedule of reinforcement with a student to reinforce an

older student who was learning to read. What is a potential problem in using this

system?

a. satiation

b. deprivation

c. rapid learning

d. all of the above

Mr. Brown asked the parents of one of his students to meet with him. He acknowledged

their demanding work schedule and agreed to meet with them early before his regular

arrival time. He explained to them that their daughter was having some behavior

problems in his classroom. He said that he needed their help to better know their

daughter. What elements of a good relationship did Mr. Brown use?

a. integrity

b. respect

c. mutual interest

d. all of the above

Studies have shown that harsh, exclusionary punishments are disproportionately applied

to which students?

a. males

b. minority students

c. students with disabilities

d. all of the above

Harry likes to be the center of attention in Ms. Long's Spanish II class. He makes

off-task, funny remarks (in Spanish!), exaggerates his pronunciation, and other silly

behaviors that cause his peers to laugh. Despite his behavior, Harry is very good at

Spanish. Ms. Long set up a system in which Harry's Spanish class can earn time to play

a game to review their Spanish vocabulary for part of the period on Friday, contingent

upon Harry having appropriate behavior during class on Monday - Thursday. This is an

example of which type of group reinforcement system?

a. independent

b. interdependent

c. dependent

d. quasi-dependent

Before school began, Mr. Bright wrote rules and procedures for his classroom. He

reviewed the curriculum and developed lesson plans for the first week of school. He

created a tentative schedule and class routines. What is the next task that Mr. Bright

needs to accomplish before the first day with students?

a. organize the classroom

b. conference with parents

c. plan end-of-chapter quizzes

d. plan free-time activities

Mr. Williams teaches sixth grade science. Each morning he stands in the hallway and

greats each of his students by name. Which of the three tiers of prevention and supports

is Mr. Williams using?

a. universal level supports

b. targeted level supports

c. tertiary level interventions

d. a and b

Sam is a new student in Ms. Briggs 8th grade class. As she talked to Sam, she

mentioned that he must miss his friends from his old school. He told her that he did not

have any friends. What tier of social skills should Ms. Briggs use to help Sam?

a. universal level

b. targeted level

c. tertiary level

d. discipline system

Marketing companies have long used terms such as ______________________ as a

promotional tool to convince educators to buy certain products, services or to adapt

certain techniques for use in schools.

a. 'scientifically - based"

b. "research based"

c. "proven"

d. all of the above

Which of the following might be interventions of SW- PBIS at the secondary level of

prevention?

a. Mentors to meet regularly with identified students.

b. Small group instruction in social skills, self-control skills, or anger management

skills

c. Behavioral contracts

d. all of the above

School and classroom strategies that promote positive social behavior and academic

success for all students are _______________ to preventing discipline problems.

a. prohibitive

b. essential

c. nonessential

d. none of the above

Graphing is ______________ for teachers and students.

a. easy

b. rewarding

c. time efficient

d. all of the above

It is not necessary for class rules and procedures to reflect school rules and procedures,

as long as teachers can justify their rules.

a. true

b. false

Self-management techniques are effective, but only for older students (e.g., students in

intermediate grades and higher).

a. true

b. false