Behavioural Support

Question 1

What is the name of the second tier?

Answer 1

Targeted interventions

Question 2

Which tier is for students exhibiting significant challenges and is addressed on an individual basis?

Answer 2

Tier 3

Question 3

What is the percentage of students requiring simple behavioural assessment?

Answer 3

80 - 90 %

Question 4

What does ABC stand for?

Answer 4

Antecedent, Behaviour, Concequences

Question 5

Which two areas can you change in the Behaviourist Theory?

Answer 5

A & C

Question 6

Students in the calm phase of the behavioural chain are:

Answer 6

Responding to praise

Question 7

When scheduling time for classroom activities you need to allow for:

Answer 7

Fixed schedules, specialist activities, holidays and closing routine in lesson.

Question 8

Discriminative Stimuli (Sd) are:

Answer 8

Specific antecedents that predictably cue specific behaviours.

Question 9

Discriminative Stimuli (Sd) can include:

Answer 9

Verbal and non-verbal (Sd), routines and schedules as an (Sd) and mechanical (Sd).

Question 10

In order to ensure success during seatwork teachers should:

Answer 10

Give concise instructions, provide engaging materials and give private warnings to students about behaviour.

Question 11

What does PBIS stand for?

Answer 11

Positive Behavioural Interventions and Supports

Question 12

On the Behavioural Continuum Model, what percentage of students need targeted group intervention?

Answer 12

5 - 10%

Question 13

Which one of these is a practice that teachers should be giving priority to?

Answer 13

Individualisation based on competence - - priority is not given to labelling or punishing the student.

Question 14

The 80 - 90% category is also known as the prevention in both the Reading and Behaviour Prevention Systems/Behavioural Continuum Model?

Answer 14

Primary

Question 15

In the teaching pyramid, what is the biggest focus as it applies to the largest amount of children?

Answer 15

Building Positive Relationships

Question 16

Identify the proactive method of establishing rules.

Answer 16

Accentuate the positive - what to do

Question 17

Which of these would be an appropriate strategy for establishing rules in the classroom?

Answer 17

Students see examples and nonexamples of rule in routine; Students play games and do role plays to check understanding; Students practise rule following within routines in natural settings.

Question 18

What does NSSF stand for?

Answer 18

National Safe Schools Framework

Question 19

What is the best seating arrangement for the students, to ensure the teacher can manage the behaviour?

Answer 19

None of the following: u shape, clusters of 4 facing inwards, or rows seperate or side by side.

Question 20

Why is there no ideal seating arrangement?

Answer 20

Good teachers plan for better classroom management by arranging student desks to enhance instructional objectives and maximise time on task.
The room has to consider the ease of movement for both teacher and students. This allows students to choose the location that best suits their learning style or preference.

Question 21

What is the functional perspective?

Answer 21

Determining the causes of a behaviour by focusing on events outside the person that reliably precede and follow the behaviour. Focus on what happens before and after the behaviour.

Question 22

A teacher who exercises ‘proactive strategies’ actively works to:

Answer 22

promote appropriate student behaviour so that it is more likely to occur and prevent inappropriate student behaviour from occurring or decrease the likelihood it will occur.

Question 23

Which of the below definitions most accurately describes what a ‘prosocial strategy’ is in relation to a teacher…

Answer 23

Teacher strategies that serve to instruct students in appropriate behaviour.

Question 24

Which of statements are true about ‘setting events’…

Answer 24

Setting events describe broad contextual factors from a wide array of physical, social & biological variables which determine which particular stimulus-response patterns occur at a given time.
Setting events may include: illness, family quarrel, irritable temperament.
Setting events may include: wellness, family harmony, calm temperament.
Setting events may function as an establishing operation, that is, as a variable that alters the reinforcing or aversive properties of stimuli.

Question 25

Events before behaviour occurs that affect the behaviour is known as:

Answer 25

An antecedent

Question 26

An event or action that occurs in the context of both natural and unplanned contingencies arising from antecedent and consequent events and from planned contingencies is known as:

Answer 26

Behaviour

Question 27

What are the order of 7 phase of acting out?

Answer 27

Following rules and expectations, maintaining on-task behaviour, responding to praise, initiating appropriate behaviour and responding to goals and success.

Question 28

Other names for triggers include:

Answer 28

Setting events, aversive, being on edge, past history and negative circumstances

Question 29

What are the two types of triggers?

Answer 29

School based and Nonschool based

Question 30

The sources of student conflicts occurring at school fall into two broad categories they are:

Answer 30

Denial of something the students wants or needs and something negative is inflicted on the student.

Question 31

What is the best way to reduce behavioural problems?

Answer 31

Employ a proactive management approach in which behavioural problems are prevented from occuring.

Question 32

When facilitating student success in school, what is deemed just as important as a student’s academic behaviour?

Answer 32

Social behaviour.

Question 33

What is the first, basic step in preventing problem behaviour?

Answer 33

Identify the predictor of the behaviour.

Question 34

What has recently been proved in relation to problem behaviours and learning tasks?

Answer 34

Problem behaviours will disappear only when students are engaged in and successful with learning tasks.

Question 35

What is proactive management?

Answer 35

Using information about problem behaviours to teach skills that help to prevent the behaviours from occuring again.

Question 36

What is a multi-tiered intervention strategy?

Answer 36

Continuous assessment to identify increasingly smaller groups of students in need of increasingly more intense and individualised intervention.

Question 37

Respectively, in relation to behaviour management, what do primary, secondary and tertiary levels describe?

Answer 37

Schoolwide, small group and individual student levels of intervention.