Chapter 11

Question 1

Adaptive behavior

Answer 1

The effectiveness or degree with which individuals meet the standards of personal independence and social responsibility expected for age and cultural groups.

Question 2

Anecdotal recording

Answer 2

A type of observational recording where an observer records all behaviors and interactions within a given time frame (e.g., recording a child’s behavior from 9:00 to 9:30 a.m.).

Question 3

Apperception tests

Answer 3

Tests that require a child to view various picture cards and “tell a story” about what is shown. Apperception tests try to elicit central themes from the child.

Question 4

Behavior intervention plan

Answer 4

ays out how the IEP team will improve difficult behavior that is inhibiting a child’s academic success. It is a plan consisting of the positive intervention strategies and supports selected by the team to address a child’s inappropriate behaviors.

Question 5

Duration recording

Answer 5

A type of observational recording where an observer notes the amount of time a target behavior occurs (e.g., watching a child for 1 hour who is supposed to be reading—the child reads only 12 minutes of that time).

Question 6

Event recording

Answer 6

A type of observational recording where an observer is looking specifically for one or more target behaviors and records the frequency of occurrence. Event recording is also referred to as frequency counting because the observer is simply counting the number of times a behavior occurs

Question 7

Functional behavioral assessment: FBA

Answer 7

The process of determining why a student engages in challenging behavior and how the student’s behavior relates to the environment. It is a problem-solving strategy utilized by educators, parents, and agency personnel to design an effective plan for helping children learn and choose more appropriate behaviors.

Question 8

Latency recording

Answer 8

A type of observational recording where an observer determines the amount of time between a given stimulus for the child and the response (e.g., the time it takes a student to get out her pencil after the teacher says, “Take out your pencil”).

Question 9

observation

Answer 9

Watching an individual in his or her environment to gain an awareness of what factors, if any, are influencing the behavior that the child is exhibiting.

Question 10

Projective drawing tests

Answer 10

Tests that requires a child to respond to indistinct stimuli. The individual’s interpretation of the stimuli is meant to reveal personality traits. The tests are used to get the child to “project” his feelings about himself onto paper. The examiner looks for certain patterns in the drawings and the way the child handles what is being asked.

Question 11

projective tests

Answer 11

A test designed to let a person respond to ambiguous stimuli, presumably revealing hidden emotions and internal conflicts projected by the person into the test.

Question 12

Rating scales

Answer 12

Refers to a set of categories designed to elicit information about a quantitative or a qualitative attribute. In special education, it often involves a statement about the behavior of a child whereupon the individual (the rater) has to rate the frequency, intensity, and/or duration. By rating various situations, the examiner gets an idea of the child’s strengths and weaknesses.

Question 13

Sentence completion tests

Answer 13

Tests that provide the student with a beginning of a sentence that the student needs to finish. The “fill-ins” are supposed to give indications of the emotions and feelings that the student is experiencing.

Question 14

Target behavior

Answer 14

A specific behavior an observer seeks to record when doing the observation.