Chapter 2- Learning environments

Question 1

Florida is positive behavior support response to intervention for behavior (FLPBS RtI:B)

Answer 1

PBIS supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.

Question 2

Behavior implementation plan (BIP)

Answer 2

Individualized, assessment based intervention strategies and requires more resources and staff time. Based on a functional behavioral assessment.

Question 3

Pause, Prompt, Praise technique

Answer 3

If a student is struggling pause to give him or her thing time to figure out a correct response

Prompt if the student continues to struggle with and prompt with questions or hints helpful to questions to scaffold successful performance

When the student response correctly, recognize his or her effort and achievement by offering meaningful, specific praise

Question 4

Self fulfilling prophecy

Answer 4

Teachers get what they expect from students. This positive climate fosters students believe in themselves and increases their ability to achieve.

Question 5

Kounin prevention of classroom disruption

Answer 5

Withitness: being aware

Overlapping: multitasking

Group alerting: keep students on task

Momentum: keep instruction moving

Smoothness: smooth transitions between activities

Exploiting the ripple effect: keep all students on task

Question 6

Lawrence Kohlberg moral behavior levels

Answer 6

Pre-conventional (Birth-9 Years)

Conventional level (10 to 15 Years)

Postconventional Level (16 to Adulthood)

Question 7

Pre-conventional (Birth-9 Years)

Answer 7

Stage 1: punishment obedience orientation. Rules are all bad to avoid punishment. Accepts rules, but internalization of moral values is lacking.

Stage 2: Instrumental relativist orientation. What’s right is whatever satisfies one’s own’s needs and occasionally the needs of others. Behaves to get a reward.

Question 8

Conventional level (10 to 15 Years)

Answer 8

Stage 3: Good boy-Nice girl orientation. Good behavior is doing what others expect and whatever is approved by then. Accept and respect authority. Peer acceptance is needed.

Stage 4: Law order orientation. Good behavior is one’s duty, respecting authority, and obeying the laws of society. Regardless of the circumstances, it is wrong to break rules.

Question 9

Postconventional Level (16 to Adulthood)

Answer 9

Stage 5: social contract orientation. What’s right is defined in terms of standards that have been agreed-upon by the whole society. Obey his rules, but might question them. Recognizes that rules are subject to change if outdated. Respects rights of others.

Stage 6: Universal ethical principle. What’s right is a decision of one’s conscience since according to ethical principles. Ethical principles are abstract concepts such as justice equality, and the dignity of all people.

Question 10

Erik Erickson Lifecycle conception of personality development

Answer 10

Trust vs. Mistrust (birth - 18 months)

Autonomy vs. doubt (18 mo. - 3 years)

Initiation vs. guilt (3 - 6 years)

Industry vs. inferiority (6 - 12 years)

Identity vs. role confusion (12 - 18 years)

Intimacy vs. isolation (young adulthood)

Generativity vs. stagnation (middle adulthood)

Integrity vs. despair (late adulthood)

Question 11

Maslow’s Hierarchy of needs

Answer 11

Physiological needs

Safety needs

Belongingness and love needs

Esteem needs

Self actualization needs

Question 12

Deficiency needs

Answer 12

These are needs that have to be met in order for motivation to learn

Physiological, safety, belongingness and love, and esteem