Antisocial behavior includes both overt and covert acts.
Knowing that a disorder has a biological cause leads directly to a prescription for
treatment.
Primary prevention of schizophrenia consists mainly of psychopharmacological
treatment.
Most students with EBD function below grade level in most academic areas.
The ecological approach stresses rearranging antecedent events and consequences to
teach more adaptive behavior.
Concurrent validity is the degree to which a test measures the same content as another
instrument.
Youth with ADHD are equally likely to have conduct disorders.
Language disorders and EBD have little overlap.
It is possible to identify EBD early without misidentification.
Assessment results must be confidential except when those results are also used for
instructional planning.
For most types of EBD, the genetic contributions remain unclear and environmental
factors appear to be much more important for educators.
According to Kauffman and Landrum, a teacher’s tolerance for behavior should become
the ultimate criteria for deciding which students need special help.
Self-stimulation may or may not require intervention.
The developmental progression of CD is essentially the same across genders.
Instruction is an effective first line of defense against EBD.
The best strategy for improving the lives of children who are racial or ethnic minorities
may be to focus on poverty itself.
Self-injurious behavior occurs only in individuals with multiple disabilities.
Without intervention, early problematic behaviors tend to persist and escalate.
Emotional and behavioral disorders are caused almost entirely by biological factors.
Children in single parent households are at greater risk for EBD than children in
two-parent households.
Teacher expectations determine in part what students achieve.
Anglo-American students with emotional or behavioral disorders tend to be over
identified.
We currently understand the early signs of EBD.
The causes of covert conduct disorder differ from the causes of overt conduct disorder.
Punishment, if carefully and humanely administered, is a necessary component of
controlling serious misbehavior.
Family is best defined by structure.
It is plausible that a child could learn to fear dogs by listening to others discuss the
dangerousness of dogs.
Developmental optimism is well supported by research.
ADHD is a means to legitimize parental inadequacies.
A phobia is considered to be a chronic state of anxiety about a broad range of things.
In assessing CD, practitioners should:
a. Assess only antisocial skills.
b. Compare the child to norms.
c. Use rating scales.
d. All of the above.
e. Only B and C.
Vandalism appears to increase dramatically in antisocial boys after age:
a. 7
b. 10
c. 13
d. 16
Meaningful reward for accomplishment is:
a. Demeaning and encouraging.
b. Demeaning and insulting.
c. Effective and encouraging.
d. Effective and insulting.
ADHD is a distinct category under IDEA.
One of the problems in assessing ADHD is distinguishing between:
a. Attention deficits and aggression.
b. Attention deficits and impulsivity.
c. Depression and aggression.
d. Depression and impulsivity
In comparison to nondepressed parents, depressed parents are:
a. Less inconsistent, lax, and ineffective in child management.
b. Less inconsistent, lax, and more ineffective in child management.
c. More inconsistent, lax, and equally effective in child management.
d. More inconsistent, lax, and ineffective in child management.
The _________________ should be the most important “imperfect test” in determining
if and when a student needs help in school.
a. Psychiatrist
b. Psychologist
c. Social Worker
d. Teacher
The symptoms of Tourette’s syndrome may become more severe with the experience of:
a. Food allergies.
b. Loud noises.
c. Stress.
d. All of the above.
e. Only B and C.
Ecobehavioral analyses attempt to identify and use functional events to improve:
a. Behavior management
b. Intrapsychic conflict
c. Social systems
d. All of the above
e. None of the above
Teachers should be a part of an overall plan to treat certain disorders with medication
by:
a. Providing information to parents and physicians on the classroom effects of
medication
b. Administering medications at school as needed.
c. Suggesting to parents that their child might benefit from medication
d. Teachers should not involve themselves in children’s treatment with medication.
In terms of the cause of ADHD, research seems to point toward:
a. Allergies.
b. Environment.
c. Parenting Style.
d. Temperament.
e. No single cause.
The term “neighborhood” refers to:
a. Psychological support systems.
b. Resident’s social class.
c. Quality of physical surroundings.
d. All of the above.
e. Only B and C.
Which disorders seem to heighten a child’s level of developmental risk?
a. Covert antisocial behavior
b. Hyperaggression
c. Socialization to the norms of deviant peers
d. All of the above
e. None of the above
Children and adolescents with long standing depression may also exhibit:
a. Greater anxiety.
b. Increased acting-out behaviors.
c. Lower self-esteem.
d. All of the above.
e. Only A and C.
Suicide rates are higher for:
a. Girls than boys.
b. Married teens than unmarried teens.
c. White youth than Native American youth.
d. All of the above.
e. Only A and C.
Not paying attention can be related to:
a. Aggressiveness.
b. Impulsiveness.
c. Irritability.
d. All of the above.
e. None of the above.
Children with high levels of anxiety often have families in which:
a. Caution and avoidance are reinforced.
b. Caution and confrontation are reinforced.
c. Risk-taking and avoidance are reinforced.
d. Risk-taking and confrontation are reinforced.
Neglected children appear to exhibit:
a. Conformity to teacher expectations.
b. High levels of prosocial behavior.
c. Lack of assertiveness.
d. All of the above.
e. Only A and B.
An easy or positive temperament has been associated with:
a. Academic success.
b. Cognitive functioning.
c. Resilience.
d. Social conditioning.
MDT decisions must be made with a clear understanding of the possibility of bias in the
use of procedures and interpretation of data.
The idea that: “Teaching and learning are interactive processes in which teacher and
learner frequently exchange roles” best exemplifies:
a. A biological perspective
b. A cognitive perspective
c. An ecological perspective
d. An objective perspective
Which significant changes have occurred in the evaluation of exceptional students?
a. Available information has increased.
b. Terminology has shifted from diagnosis to assessment.
c. Legal mandates have changed the evaluation process.
d. All of the above.
e. Only A and B.
Bower’s definition of emotional or behavioral disorders is criticized for its lack of
a. Precision
b. An appreciation of degrees of severity
c. A reliance on subjective judgment
d. Characteristic types of behavior
An IQ score is a moderately accurate predictor of
a. Overall capacity.
b. Overall capacity minus the effects of specialized interventions.
c. What a student is likely to learn in the future.
d. What a student is likely to learn in the future with no special intervention.
Standard error of measurement is usually expressed as a
a. Percentage.
b. Range of scores.
c. Standard score.
d. Z scores.
Construct reliability is the degree to which a test measures a specific concept or idea.
Punitive discipline in aversive school environments tends to increase:
a. Truancy.
b. Vandalism.
c. Violence.
d. All of the above.
e. Only A and B.
Medications typically prescribed for ADHD include:
a. Adderall, Cylert, and Depakote.
b. Adderall, Cylert, and Ritalin.
c. Adderall, Depakote, and Ritalin.
d. Depakote, Cylert, and Ritalin.
If a research finding is reliable, it can be
a. Measured
b. Quantified
c. Replicated
d. Translated
Strength-based assessment is the measurement of those skills:
a. That create a sense of personal accomplishment.
b. That prevent EBD.
c. That cause resiliency.
d. All of the above.
e. Only A and B.
Personnel preparation was first supported on the federal level in the mid-twentieth
century.
Subtle brain injury during birth can be associated with juvenile delinquency.
Difference between the cultural norms of a classroom and the cultural norms of a
particular family may cause difficulties in behavior.
Emotional and behavioral problems are part of normal development.
Beyond age 15, girls are twice as likely as boys to be depressed.
Punitive measures may aggravate and worsen acts of vandalism.
In the early to mid-twentieth century, the majority of special classrooms were for
children with mild mental retardation.
Academic failure is often a precursor of later antisocial behavior.
Both children and adults experiencing depression exhibit loss of interest in productive
activity.