Children inherit predispositions to certain behavioral characteristics from their
biological parents.
IQ refers specifically to some generalized innate intelligence.
School could be a significant causal factor in the development of EBD.
ADHD typically resolves itself by adulthood.
Recent research has focused on the general processes that form the basis of child
psychopathology.
Positive behavior intervention plans based on a functional behavioral assessment must
be included in IEPs.
Increased medical technology increases the plausibility of a biological basis for more
emotional and behavioral disorders.
Young children who demonstrate short attention spans and impulsivity are likely to
have ADHD.
Referral rates are low for young children.
In valuing multiculturalism, the central question for educators should be whether they
have made sufficient allowance in their judgments for behavior that is a function of a
child’s particular cultural heritage.
Besides family, school is the most important socializing influence on children.
A student can be determined to have an EBD caused by low IQ.
A conceptual model is a framework for organizing ideas and information about
disordered behaviors.
Students with disabilities are entitled to certain rights that do not apply to students
without disabilities.
Externalizing and internalizing problems are mutually exclusive.
The current practice of Positive Behavior Support (PBS) draws heavily on behavior
modification practices from the mid-twentieth century.
Children with OCD are often secretive about their rituals.
Bullying is often a precursor of violent behavior.
Parents have a right to mediation or a due process hearing.
Many youth with CD show early patterns of oppositional defiance disorder.
Character education is an effective way to respond to covert conduct disorder.
Student failure is evidence of the teacher’s personal failure.
The behavior of every child in a classroom should be measured.
The way we respond to disordered behavior is linked to what we believe about the
nature and causes of human conduct.
The impact of environmental conditions on a child depends on the degree of risk they
experience from other factors.
Multiple gating can be used to determine eligibility for special education.
Having fearful children watch movies in which other children are having fun while
approaching the feared object without hesitation may reduce fear in the observer.
Acts characteristic of conduct disorder violate major social rules and expectations.
Separation between parent(s) and child does not always impair a child’s development.
There is no relationship between watching television and aggression in children.
Concern with poverty has diverted our attention from the more pervasive effects of
racial and ethnic differences.
Children who steal exhibit high rates of observable out-of-control behavior.
A teacher’s primary task is to structure and order the environment.
An instructional approach to problem behavior has been shown effective.
Aggression begets aggression.
The history of behavior disorders is typified by the resolution of problems and current
trends that are both new and innovative.
Malnutrition can cause:
a. Apathy.
b. Brain damage.
c. Retardation.
d. All of the above.
e. None of the above.
Self stimulation is considered normal or pathological depending on:
a. Intensity.
b. Social context.
c. Rate.
d. All of the above.
e. Only A and B.
A disorder should be defined:
a. Specifically enough to be of value in working with children who have this disorder as
a primary disability
b. Broad enough to include the possibility of the coexistence of other disabilities
c. So that professionals within the field can communicate successfully with the use of
the term
d. All of the above
Multidisciplinary teams
a. Assess students for special education.
b. Make decisions about special education funding.
c. Make special education eligibility decisions.
d. Provide pre-referral strategies.
Special education eligibility should involve:
a. Cost analysis, assessment of peer relations, and self-reports.
b. Interviews, assessment of peer relations, and self-reports.
c. Interviews, assessment of peer relations, and cost analysis.
d. Interviews, cost analysis, and self-reports.
Tourette’s syndrome often occurs co-morbidly with:
a. ADHD
b. Asperger’s Syndrome
c. OCD
d. All of the above
e. Only A & C
Covert and overt anti-social behavior represent:
a. Different ends of different continuums.
b. Different ends of the same continuum.
c. The same ends of different continuums.
d. The same ends of the same continuum.
Which is true?
a. Emphasis on teaching is likely to continue as a trend in special education.
b. Instruction is an effective first line of defense against EBD.
c. Instructional approaches to problem behavior have been shown effective.
d. All of the above.
e. None of the above.
If a student’s disability status changes from “normal” to “disturbed” merely by moving
across a state line, we should concluded that:
a. The disordered behavior is probably evidenced infrequently
b. The disordered behavior is less severe than originally presumed
c. State policies differ in how they interpret and apply the federal definition of ED.
d. State policies often preclude the identification of internalizing behavior disorders
ADHD is:
a. A developmental disorder of attention.
b. A developmental disorder of activity.
c. Evident before the age of seven.
d. All of the above.
e. Only A and C.
The Systematic Screening for Behavior Disorders is designed for:
a. Elementary school screening.
b. High school screening.
c. Pre-school screening.
d. All of the above.
e. Only A and C.
In curriculum based evaluation
a. Curriculum is evaluated relative to student performance.
b. Grades are assigned relative to student performance.
c. Grades are assigned relative to curriculum covered.
d. Student performance is evaluated relative to curriculum.
Depression in childhood:
a. Is expressed through enuresis, hyperactivity, and LD.
b. Is relatively nonexistant.
c. Parallels adult depression in trajectory and behaviors.
d. Parallels adult depression with developmentally appropriate behaviors.
The ultimate causes of EBD are:
a. Readily apparent.
b. Mostly known.
c. Unknown
d. Cultural
Anxiety is frequently comorbid with:
a. Depression, conduct disorder, and learning disabilities.
b. Autism, conduct disorder, and learning disabilities.
c. Depression, autism, and learning disabilities.
d. Depression, conduct disorder, and autism.
Experts estimate that the prevalence of ADHD is ________ percent of the school-aged
population.
a. 3-5
b. 5-7
c. 7-9
d. 9-11
Students with ADHD tend to have difficult relationships with:
a. Parents.
b. Peers.
c. Teachers.
d. All of the above.
e. Only B & C.
ADHD tends to affect:
a. More boys than girls.
b. More girls than boys.
c. We do not currently know.
There is reason to believe that a structured, predictable classroom will:
a. Cause boredom.
b. Cause misbehavior.
c. Prevent boredom.
d. Prevent misbehavior.
The federal definition of emotional or behavioral disorders found in IDEA 2004
includes students with schizophrenia.
Individuals with self-injurious behaviors seldom have well developed:
a. Cognitive processing.
b. Gross motor skills.
c. Oral language.
d. All of the above.
e. Only A and B.
A social learning approach to the control of aggression includes:
a. Specific behavioral objectives.
b. Strategies for changing behavior by altering the environment.
c. Precise measurement of behavioral change.
d. All of the above.
e. Only A and B.
Externalizing and internalizing behaviors are:
a. Mutually exclusive.
b. Not mutually exclusive.
c. Overlapping.
d. All of the above.
e. None of the above.
Externalizing problems are characterized by:
a. Aggression, disobedient behavior, and delinquency.
b. Aggression, depression, and delinquency.
c. Aggression, disobedient behavior, and depression.
d. Depression, disobedient behavior, and delinquency.
Effects of TBI include:
a. Inappropriate manners, failure to understand humor, and schizophrenia.
b. Inappropriate manners, failure to understand humor, and unreasonable fear.
c. Inappropriate manners, schizophrenia, and unreasonable fear.
d. Schizophrenia, failure to understand humor, and unreasonable fear.
Personal agency includes the ability to
a. Evaluate and regulate oneself
b. Learn vicariously
c. Use symbols for communication
d. All of the above
e. Only B and C
Interventions based on ____________ seem to produce the best results in response to
truancy.
a. Cognitive principles.
b. Psychodynamic principles.
c. Social learning principles.
In the first half of the 19th century, treatment of individuals with behavior disorders was
characterized by
a. Optimism and humane care
b. Optimism and inhumane care
c. Pessimism and humane care
d. Pessimism and inhumane care
EBD develops in children with:
a. Aggressive temperaments.
b. Avoidant temperaments.
c. High energy temperaments.
d. Low energy temperaments.
e. Any kind of temperament.
Early identification requires
a. Intolerance for deviance
b. Labels
c. Money
d. All of the above
e. Only B and C
Using an ecological perspective, temper tantrums in school are best understood by
examining
a. Chemical interactions in the environment.
b. Genetic and environmental interactions
c. Social and chemical interactions
d. Social interactions in the environment.
If you wanted to demonstrate the adequacy of a new testing instrument, you would
measure:
a. Concurrent validity.
b. Construct validity.
c. Content validity.
d. Criterion validity.
Between the ages of 15 and 24, the leading cause(s) of death is (are):
a. Accidents and homicide.
b. Depression.
c. Suicide.
d. None of the above.
Student who are high achieving and popular tend to exhibit:
a. Appropriate verbal interaction.
b. Doing more than the minimum work required.
c. Rapport with teacher.
d. All of the above.
e. Only A and C.
Evidence suggests that childhood depression and adult religiosity are related.
In practice, professionals tend to adhere to a single conceptual model.
Accidents are the leading cause of death among adolescents in the 15 to 24 age bracket.
Within the larger microculture of the United States, there exist a variety of
macrocultures.
Depression and failure may become a vicious cycle that is difficult to break.
Problems of cultural bias can make the evaluation of behavioral disorders difficult.
Functional behavior assessment seeks to identify which assessment functions best for
evaluating behavior.
Teen suicidal behavior appears to increase following media coverage of teen suicides.
Students with emotional or behavioral disorders may be socially withdrawn.
It is unusual for a student to demonstrate more than one type of emotional or behavioral
problem.
Students with emotional or behavioral disorders typically demonstrate average or above
average academic achievement.
There is no reason to expect a greater-than-normal frequency of academic failure
among students with EBD.
Family factors related to EBD are best evaluated in the context of cultural differences
and changes.
Depression is not related to performance on cognitive tasks.
Students should be taught differently, depending on their ancestors and origins.
Childhood depression is a normal part of human development.
An example of a false positive is the student who does not have an emotional or
behavioral disorder, but who is identified by school personnel and then provided special
education services.
After age 20, the prevalence of depression in boys and girls tends to become equal.
Emotionally disturbed is the label currently used in the federal regulations pertaining to
special education.
Depressed students often have physical complaints of fatigue or illness.