Type
Quiz
Book Title
Positive Behavioral Supports for the Classroom 3rd Edition
ISBN 13
978-0133803259

SED DS 58858

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