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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 7 Module 14 > Flashcards

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

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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

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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

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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

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5
Q

How often a behavior occurs

A. Frequency

B. Duration

C. Age-appropriateness

D. Intensity

A

A. Frequency

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6
Q

How long an episode of behavior lasts

A. Frequency

B. Duration

C. Age-appropriateness

D. Intensity

A

B. Duration

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7
Q

The severity of a behavior

A. Frequency

B. Duration

C. Age-appropriateness

D. Intensity

A

D. Intensity

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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

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9
Q

“Emotional disturbance”

A. IDEA Definition

B. CCBD Definition

A

A. IDEA Definition

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10
Q

“Inability to learn”

A. IDEA Definition

B. CCBD Definition

A

A. IDEA Definition

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11
Q

“More than temporary, expected responses to stressful events”

A. IDEA Definition

B. CCBD Definition

A

B. CCBD Definition

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12
Q

“Consistently exhibited in two or more settings”

A. IDEA Definition

B. CCBD Definition

A

B. CCBD Definition

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13
Q

Relates behavior to “appropriate age, cultural, or ethnic norms”

A. IDEA Definition

B. CCBD Definition

A

B. CCBD Definition

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14
Q

Must exhibit characteristics“to a marked degree”

A. IDEA Definition

B. CCBD Definition

A

A. IDEA Definition

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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

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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

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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

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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

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19
Q

indicate whether it is (Yes) or is not (No) associated with internalizing behaviors.
Overcontrolled behaviors

YES

NO

A

YES

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20
Q

indicate whether it is (Yes) or is not (No) associated with internalizing behaviors.
Social withdrawal, depression, and compulsions

YES

NO

A

YES

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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

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22
Q

indicate whether it is (Yes) or is not (No) associated with internalizing behaviors.
More common in boys

YES

NO

A

NO

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23
Q

indicate whether it is (Yes) or is not (No) associated with externalizing behaviors.
More common in boys

YES

NO

A

YES

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24
Q

indicate whether it is (Yes) or is not (No) associated with externalizing behaviors.
Aggressiveness

YES

NO

A

YES

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25
Q

indicate whether it is (Yes) or is not (No) associated with externalizing behaviors.
Temper tantrums

YES

NO

A

YES

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26
Q

indicate whether it is (Yes) or is not (No) associated with externalizing behaviors.
Compliance

YES

NO

A

NO

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27
Q

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

A

C. motor tension excess

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28
Q

_________ 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

A

F. social aggression

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29
Q

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

A

B. conduct disorder

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30
Q

____________ 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

A

E. anxiety and/or withdrawal

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31
Q

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

A

D. attention problems and/or immaturity

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32
Q

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

A. psychotic behavior

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33
Q

Groups behaviors into diagnostic categories

A. Clinically Derived

B. Statistically Derived

A

A. Clinically Derived

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34
Q

Uses techniques to establish “dimensions” behavior

A. Clinically Derived

B. Statistically Derived

A

B. Statistically Derived

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35
Q

In the past, has focused primarily on adult disorders

A. Clinically Derived

B. Statistically Derived

A

A. Clinically Derived

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36
Q

Describes behavior in terms of two definitions: externalizing and internalizing behavior

A. Clinically Derived

B. Statistically Derived

A

B. Statistically Derived

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37
Q

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

A

C. Quiet, withdrawn, few friends

38
Q

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

A. Changes in behavior

39
Q

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

A

D. Increased failure or role strain

40
Q

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

A

B. Recent family changes

41
Q

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

A

B. Recent loss of a family member

42
Q

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

A

D. Feelings of despair and hopelessness

43
Q

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

A. Symptomatic acts

44
Q

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

A

C. Communication

45
Q

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

A

B. Presence of a plan

46
Q

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.

A

C. Something that increases susceptibility; particularly with regard to a disease or condition.

47
Q

indicate whether it would (Yes) or would not (No) be considered a biological influence of an EBD.

Genetics

YES

NO

A

YES

48
Q

indicate whether it would (Yes) or would not (No) be considered a biological influence of an EBD.

Exposure to toxins

YES

NO

A

YES

49
Q

indicate whether it would (Yes) or would not (No) be considered a biological influence of an EBD.

Infections

YES

NO

A

YES

50
Q

indicate whether it would (Yes) or would not (No) be considered a biological influence of an EBD.

Neglectful parents

YES

NO

A

NO

51
Q

would be considered psychosocial influences of an EBD?

Poverty

YES

NO

A

YES

52
Q

would be considered psychosocial influences of an EBD?

Child maltreatment

YES

NO

A

YES

53
Q

would be considered psychosocial influences of an EBD?

Overcrowding in the home

YES

NO

A

YES

54
Q

would be considered psychosocial influences of an EBD?

Drug abuse

YES

NO

A

NO

55
Q

True or False. As the number of risk factors increases, the chances of negative outcomes such as EBD decreases.

True

False

A

False

56
Q

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

A

False

57
Q

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

A

B. Psychosocial

58
Q

Identify whether each risk factor listed below would be considered a biological or a psychosocial risk factor.

Child abuse

A. Biological

B. Psychosocial

A

B. Psychosocial

59
Q

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

A. Biological

60
Q

Identify whether each risk factor listed below would be considered a biological or a psychosocial risk factor.

Head injury

A. Biological

B. Psychosocial

A

A. Biological

61
Q

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

A

YES

62
Q

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

A

YES

63
Q

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

A

NO

64
Q

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

A

YES

65
Q

African American or black students are ___________ in special education under the disability category of EBD.

A. represented

B. not represented

C. overrepresented

D. underrepresented

A

C. overrepresented

66
Q

Asian students are __________ in special education under the disability category of EBD.

A. represented

B. not represented

C. overrepresented

D. underrepresented

A

D. underrepresented

67
Q

Hispanic students are __________________ in special education under the disability category of EBD.

A. represented

B. not represented

C. overrepresented

D. underrepresented

A

D. underrepresented

68
Q

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

A

True

69
Q

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

A

True

70
Q

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

A

False

71
Q

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

A

C. Incarceration

72
Q

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

A

False

73
Q

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

A. low-average intelligence scores

74
Q

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

A

D. are often unable to

75
Q

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

A

B. language and communication

76
Q

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

A

B. the student may become too frustrated with school and drop out

77
Q

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

A

C. the student misses out on much of the important classroom instruction and learning activities, putting him behind his classmates

78
Q

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

A. the student receives poor grades on essay writing assignments

79
Q

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

A

False

80
Q

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

A

D. the use of a multimethod, multisource approach

81
Q

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

A

B. Contemporary

82
Q

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

A. Traditional Method

83
Q

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

A

B. Contemporary

84
Q

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

A. Traditional Method

85
Q

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

A

C. functional behavior assessment

86
Q

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

A. strength-based assessment

87
Q

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

A

B. person-centered planning

88
Q

_____________ 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

A. cultural competence

89
Q

Cultural competency is essential in the assessment of students with or at risk for EBD.

True

False

A

True

90
Q

It is not important for the teacher/evaluator who is assessing the student to be aware of the issue of disproportionate representation.

True

False

A

False

91
Q

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

A

True

Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 (59 decks)

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