Unit 7 Module 14 Flashcards
1
Q
Rate at which the behavior occurs; how often a behavior is exhibited. Many students talk out in class from time to time; however, the student who talks out thirty times during a class period may be engaging in atypical behavior.
A. Intensity
B. Age-appropriateness
C. Frequency
D. Duration
A
C. Frequency
2
Q
Severity of behavior.
Temper tantrums, for example, can range from whining that is irritating to others to more serious acts of physical aggression.
A. Intensity
B. Age-appropriateness
C. Frequency
D. Duration
A
A. Intensity
3
Q
Length of time a behavior occurs.
Out-of-seat behavior can range from relatively brief (and mildly problematic) episodes to substantially longer episodes that create major disruptions in classroom learning.
A. Intensity
B. Age-appropriateness
C. Frequency
D. Duration
A
D. Duration
4
Q
Common for a developmental level.
Sexual acting-out behavior among adolescents may be disturbing to many adults, but it is a fairly common, if problematic, behavior at this age. At the preschool and early elementary levels, however, sexual acting-out behavior is of much greater concern.
A. Intensity
B. Age-appropriateness
C. Frequency
D. Duration
A
B. Age-appropriateness
5
Q
How often a behavior occurs
A. Frequency
B. Duration
C. Age-appropriateness
D. Intensity
A
A. Frequency
6
Q
How long an episode of behavior lasts
A. Frequency
B. Duration
C. Age-appropriateness
D. Intensity
A
B. Duration
7
Q
The severity of a behavior
A. Frequency
B. Duration
C. Age-appropriateness
D. Intensity
A
D. Intensity
8
Q
How typical the behavior is for the individual’s age
A. Frequency
B. Duration
C. Age-appropriateness
D. Intensity
A
C. Age-appropriateness
9
Q
“Emotional disturbance”
A. IDEA Definition
B. CCBD Definition
A
A. IDEA Definition
10
Q
“Inability to learn”
A. IDEA Definition
B. CCBD Definition
A
A. IDEA Definition
11
Q
“More than temporary, expected responses to stressful events”
A. IDEA Definition
B. CCBD Definition
A
B. CCBD Definition
12
Q
“Consistently exhibited in two or more settings”
A. IDEA Definition
B. CCBD Definition
A
B. CCBD Definition
13
Q
Relates behavior to “appropriate age, cultural, or ethnic norms”
A. IDEA Definition
B. CCBD Definition
A
B. CCBD Definition
14
Q
Must exhibit characteristics“to a marked degree”
A. IDEA Definition
B. CCBD Definition
A
A. IDEA Definition
15
Q
True or False. There is a universally accepted definition of emotional and behavioral disorders, as well as one common term that is used to describe this category of disabilities.
True
False
A
False
16
Q
Sophisticated techniques to analyze the patterns or “dimensions” of behaviors have been developed and are known as _________________________.
A. statistically derived classification systems
B. diagnosed and statistical manual of mental disorders
C. clinically derived classification systems
D. functionally derived classification systems
A
A. statistically derived classification systems
17
Q
Conversely, psychiatrists and mental health professionals have developed ____________ to describe childhood, adolescent, and adult mental disorders.
A. functionally derived classification systems
B. statistically derived classification systems
C. diagnosed and statistical manual of mental disorders
D. clinically derived classification systems
A
D. clinically derived classification systems
18
Q
An example of the latter classification system is the ___________.
A. statistically derived classification systems
B. diagnosed and statistical manual of mental disorders
C. clinically derived classification systems
D. functionally derived classification systems
A
B. diagnosed and statistical manual of mental disorders
19
Q
indicate whether it is (Yes) or is not (No) associated with internalizing behaviors.
Overcontrolled behaviors
YES
NO
A
YES
20
Q
indicate whether it is (Yes) or is not (No) associated with internalizing behaviors.
Social withdrawal, depression, and compulsions
YES
NO
A
YES
21
Q
indicate whether it is (Yes) or is not (No) associated with internalizing behaviors.
Less likely to be identified by teachers
YES
NO
A
YES
22
Q
indicate whether it is (Yes) or is not (No) associated with internalizing behaviors.
More common in boys
YES
NO
A
NO
23
Q
indicate whether it is (Yes) or is not (No) associated with externalizing behaviors.
More common in boys
YES
NO
A
YES
24
Q
indicate whether it is (Yes) or is not (No) associated with externalizing behaviors.
Aggressiveness
YES
NO
A
YES
25
indicate whether it is (Yes) or is not (No) associated with externalizing behaviors.
Temper tantrums
YES
NO
YES
26
indicate whether it is (Yes) or is not (No) associated with externalizing behaviors.
Compliance
YES
NO
NO
27
Quay and Peterson developed dimensions of problem behavior in addition to internalizing and externalizing dimensions. Examples of ______________ include restlessness, tension, and “jumpiness.”
A. psychotic behavior
B. conduct disorder
C. motor tension excess
D. attention problems and/or immaturity
E. anxiety and/or withdrawal
F. social aggression
C. motor tension excess
28
_________ is often characterized by engaging in behaviors such as stealing and substance abuse in the presence of others.
A. psychotic behavior
B. conduct disorder
C. motor tension excess
D. attention problems and/or immaturity
E. anxiety and/or withdrawal
F. social aggression
F. social aggression
29
Physical aggression, difficulty controlling anger, open disobedience, and oppositionality are often seen in students who have _____________.
A. psychotic behavior
B. conduct disorder
C. motor tension excess
D. attention problems and/or immaturity
E. anxiety and/or withdrawal
F. social aggression
B. conduct disorder
30
____________ are characterized by internalizing disorders and behaviors related to poor self-confidence and self-esteem.
A. psychotic behavior
B. conduct disorder
C. motor tension excess
D. attention problems and/or immaturity
E. anxiety and/or withdrawal
F. social aggression
E. anxiety and/or withdrawal
31
Students who have ____________ often display symptoms such as short attention span, diminished concentration, distractibility, and impulsivity.
A. psychotic behavior
B. conduct disorder
C. motor tension excess
D. attention problems and/or immaturity
E. anxiety and/or withdrawal
F. social aggression
D. attention problems and/or immaturity
32
Finally, _______________ is often characterized by speech disturbance, bizarre ideation, delusions, and impaired reality testing.
A. psychotic behavior
B. conduct disorder
C. motor tension excess
D. attention problems and/or immaturity
E. anxiety and/or withdrawal
F. social aggression
A. psychotic behavior
33
Groups behaviors into diagnostic categories
A. Clinically Derived
B. Statistically Derived
A. Clinically Derived
34
Uses techniques to establish “dimensions” behavior
A. Clinically Derived
B. Statistically Derived
B. Statistically Derived
35
In the past, has focused primarily on adult disorders
A. Clinically Derived
B. Statistically Derived
A. Clinically Derived
36
Describes behavior in terms of two definitions: externalizing and internalizing behavior
A. Clinically Derived
B. Statistically Derived
B. Statistically Derived
37
Often not recognized because the individual is not noticed and makes no obvious trouble
A. Changes in behavior
B. Recent family changes
C. Quiet, withdrawn, few friends
D. Increased failure or role strain
C. Quiet, withdrawn, few friends
38
Personality changes; e.g., from friendliness to withdrawal, lack of communication, and sad and expressionless appearance, or from a quiet demeanor to acting out and troublemaking
A. Changes in behavior
B. Recent family changes
C. Quiet, withdrawn, few friends
D. Increased failure or role strain
A. Changes in behavior
39
Often pervasive in school, work, home, friends, and love relationships, but often manifested clearly in school pressures for young people
A. Changes in behavior
B. Recent family changes
C. Quiet, withdrawn, few friends
D. Increased failure or role strain
D. Increased failure or role strain
40
Illness, job loss, increased consumption of alcohol, poor health, etc.
A. Changes in behavior
B. Recent family changes
C. Quiet, withdrawn, few friends
D. Increased failure or role strain
B. Recent family changes
41
Death, divorce, separation, or someone leaving home
A. Symptomatic acts
B. Recent loss of a family member
C. Communication
D. Feelings of despair and hopelessness
B. Recent loss of a family member
42
Shows itself in many forms, from changes in posture and behavior to verbal expression of such feelings
A. Symptomatic acts
B. Recent loss of a family member
C. Communication
D. Feelings of despair and hopelessness
D. Feelings of despair and hopelessness
43
Taking unnecessary risks, becoming involved in drinking and drug abuse, becoming inappropriately aggressive or submissive, giving away possessions
A. Symptomatic acts
B. Recent loss of a family member
C. Communication
D. Feelings of despair and hopelessness
A. Symptomatic acts
44
Such statements as "Life is not worth living," "I'm finished," "Might as well be dead," or "I wish I were dead"
A. Symptomatic acts
B. Recent loss of a family member
C. Communication
D. Feelings of despair and hopelessness
C. Communication
45
Storing up medication, buying a gun
A. Changes in behavior
B. Presence of a plan
C. Symptomatic acts
D. Recent loss of a family member
B. Presence of a plan
46
Which description below best meets the definition of risk factors?
A. Genetic traits that are passed down which increases the chances for a disease or condition.
B. A single event that causes a person to have a disease or condition.
C. Something that increases susceptibility; particularly with regard to a disease or condition.
D. Several events or circumstances that occur during someone’s life that are unavoidable.
C. Something that increases susceptibility; particularly with regard to a disease or condition.
47
indicate whether it would (Yes) or would not (No) be considered a biological influence of an EBD.
Genetics
YES
NO
YES
48
indicate whether it would (Yes) or would not (No) be considered a biological influence of an EBD.
Exposure to toxins
YES
NO
YES
49
indicate whether it would (Yes) or would not (No) be considered a biological influence of an EBD.
Infections
YES
NO
YES
50
indicate whether it would (Yes) or would not (No) be considered a biological influence of an EBD.
Neglectful parents
YES
NO
NO
51
would be considered psychosocial influences of an EBD?
Poverty
YES
NO
YES
52
would be considered psychosocial influences of an EBD?
Child maltreatment
YES
NO
YES
53
would be considered psychosocial influences of an EBD?
Overcrowding in the home
YES
NO
YES
54
would be considered psychosocial influences of an EBD?
Drug abuse
YES
NO
NO
55
True or False. As the number of risk factors increases, the chances of negative outcomes such as EBD decreases.
True
False
False
56
True or False. There are biological and psychosocial risk factors associated with EBD; however, psychosocial risk factors are much more important to consider and are more likely to lead to a child being diagnosed with EBD.
True
False
False
57
Identify whether each risk factor listed below would be considered a biological or a psychosocial risk factor.
Child living with multiple families in the same home
A. Biological
B. Psychosocial
B. Psychosocial
58
Identify whether each risk factor listed below would be considered a biological or a psychosocial risk factor.
Child abuse
A. Biological
B. Psychosocial
B. Psychosocial
59
Identify whether each risk factor listed below would be considered a biological or a psychosocial risk factor.
Exposure to lead
A. Biological
B. Psychosocial
A. Biological
60
Identify whether each risk factor listed below would be considered a biological or a psychosocial risk factor.
Head injury
A. Biological
B. Psychosocial
A. Biological
61
indicate whether it does (Yes) or does not (No) describe the idea of disproportionality.
It addresses a group’s representation in special education being different from that group’s proportion of the overall population.
YES
NO
YES
62
indicate whether it does (Yes) or does not (No) describe the idea of disproportionality.
It addresses a group’s proportion in special education being different from that of a comparison group.
YES
NO
YES
63
indicate whether it does (Yes) or does not (No) describe the idea of disproportionality.
Certain groups of students should not be eligible for special education services
YES
NO
NO
64
indicate whether it does (Yes) or does not (No) describe the idea of disproportionality.
It has been an issue for sometime in special education.
YES
NO
YES
65
African American or black students are ___________ in special education under the disability category of EBD.
A. represented
B. not represented
C. overrepresented
D. underrepresented
C. overrepresented
66
Asian students are __________ in special education under the disability category of EBD.
A. represented
B. not represented
C. overrepresented
D. underrepresented
D. underrepresented
67
Hispanic students are __________________ in special education under the disability category of EBD.
A. represented
B. not represented
C. overrepresented
D. underrepresented
D. underrepresented
68
True or False. Determining whether an individual should qualify for special education services under the disability category of EBD can be a rather difficult process that takes into account biological and psychosocial factors, and is further complicated by the disproportionate representation of minority groups identified under the category of EBD.
True
False
True
69
True or false? Mr. Jacobs is a special education teacher who primarily works with students with EBD. He has many concerns regarding his students’ and their futures. One of his biggest concerns their increased risk of dropping out of school before graduating. This is a common concern of many teachers who work with this student population.
True
False
True
70
True or false? Jessica is a high school student with EBD. She is a student with average intelligence but performs poorly in most of her classes. Her poor performance is most definitely due to her lack of motivation.
True
False
False
71
Students who are diagnosed with EBD and frequently engage in aggressive behavior are more likely to experience which of the following outcomes?
A. Attend a 2-year or 4-year college
B. Employment
C. Incarceration
D. Leadership roles in the community
C. Incarceration
72
True or false? Dustin is a student with EBD and often displays aggressive behaviors. In response to these behaviors his peers are often drawn to him and he is easily able to make and keep close friends. This is a common situation in with regard to students with EBD who display aggressive behavior.
True
False
False
73
Most research shows that most students with EBD tend to have _________________.
A. low-average intelligence scores
B. unavailable intelligence scores
C. extremely low intelligence scores
D. above average intelligence scores
A. low-average intelligence scores
74
Students with EBD ___________ build and maintain healthy relationships with others.
A. find it easy to
B. thrive on their ability to
C. are attracted to situations in which they can
D. are often unable to
D. are often unable to
75
Research as also show that ________________ deficits are fairly common among students with EBD. Deficits in this area could impact the student’s academic, social, and behavioral performance.
A. fine motor
B. language and communication
C. sensory
D. gross motor
B. language and communication
76
A student with EBD has struggled greatly with math and reading year after year and receives no support from his parents.
A. the student receives poor grades on essay writing assignments
B. the student may become too frustrated with school and drop out
C. the student misses out on much of the important classroom instruction and learning activities, putting him behind his classmates
B. the student may become too frustrated with school and drop out
77
A student with EBD displays very aggressive behavior and is often sent out of the classroom. The student’s IEP team has met on many occasions to address the problem, but a solution has not been found.
A. the student receives poor grades on essay writing assignments
B. the student may become too frustrated with school and drop out
C. the student misses out on much of the important classroom instruction and learning activities, putting him behind his classmates
C. the student misses out on much of the important classroom instruction and learning activities, putting him behind his classmates
78
A student with EBD has difficulty staying on topic in conversation as well as in his writing. His teacher tries to work with him as much as possible, but there is no reinforcement of conversation and writing skills in the home.
A. the student receives poor grades on essay writing assignments
B. the student may become too frustrated with school and drop out
C. the student misses out on much of the important classroom instruction and learning activities, putting him behind his classmates
A. the student receives poor grades on essay writing assignments
79
All students with EBD exhibit very similar learning, social, behavioral, and communicative characteristics. However, these characteristics impact students’ ability to learn in many different ways.
True
False
False
80
One of the most crucial aspects to include in the assessment of a student who may be at risk for EBD is _________.
A. the use of only traditional methods
B. that the student him or herself should not be directly involved in the assessment process
C. that the assessment must be conducted as quickly as possible
D. the use of a multimethod, multisource approach
D. the use of a multimethod, multisource approach
81
identify whether it is an example of a traditional or a contemporary method of assessing students with or at risk for EBD.
Person-centered planning
A. Traditional Method
B. Contemporary
B. Contemporary
82
identify whether it is an example of a traditional or a contemporary method of assessing students with or at risk for EBD.
Needs-based assessments
A. Traditional Method
B. Contemporary
A. Traditional Method
83
identify whether it is an example of a traditional or a contemporary method of assessing students with or at risk for EBD.
Functional behavior assessment
A. Traditional Method
B. Contemporary
B. Contemporary
84
identify whether it is an example of a traditional or a contemporary method of assessing students with or at risk for EBD.
Method that does not consider cultural or linguistic diversity
A. Traditional Method
B. Contemporary
A. Traditional Method
85
Acknowledges that students engage in inappropriate behavior for multiple reasons. Determines consistent antecedents and consequences associated with the occurrence or nonoccurrence of certain behaviors.
A. strength-based assessment
B. person-centered planning
C. functional behavior assessment
C. functional behavior assessment
86
Built on the assumption that all children have strengths and that deficits are not static but, rather, viewed as opportunities to learn.
A. strength-based assessment
B. person-centered planning
C. functional behavior assessment
A. strength-based assessment
87
A vision for the student’s future is created by the IEP team (including parents and student) by identifying and analyzing the student’s strengths, preferences, needs, and necessary supports.
A. strength-based assessment
B. person-centered planning
C. functional behavior assessment
B. person-centered planning
88
_____________ is a set of of congruent behaviors, attitudes, and policies that come together in a school and among professionals that enables to school and the professionals to work effectively in cross-cultural situations (Isaacs & Benjamin, 1991).
A. cultural competence
B. cultural relevance
C. cultural bias
D. cultural tolerance
A. cultural competence
89
Cultural competency is essential in the assessment of students with or at risk for EBD.
True
False
True
90
It is not important for the teacher/evaluator who is assessing the student to be aware of the issue of disproportionate representation.
True
False
False
91
There has been controversy regarding the use of standardized tests such as IQ tests because some feel these tests are culturally and linguistically biased.
True
False
True
