Unit 7 Module 14 tests Flashcards
Mrs. Stevens is a preschool teacher at Hartwood Learning Center. Hartwood is an inclusive preschool, meaning that students with and without disabilities are placed into one classroom. Mrs. Stevens has an extensive background in early childhood education as well as special education. At the beginning of the new school year, one of her students who is enrolled in her class as a “typically developing” student, catches her attention. Sammy is a very active 4-year old boy. He is intelligent, creative, and loves to learn. He participates in classroom activities and loves to play out on the playground. However, she begins to notice that, for a 4-year old, Sammy is extremely competitive and does not handle losing, rejection, and disappointment well. The incidents started out relatively mild and infrequent during the first two weeks of school. However, over the past month, they have become more intense and frequent. During the first week of school, on two occasions when things do not go his way, he became angry; shouting and stomping his feet. Now one month into the school year, at least once a day, Sammy screams, stomps, throws items, and pushes over toys, chairs, and other small pieces of furniture. He gets very upset with the other students if they interfere with him getting his way. He yells at other kids and makes threatening remarks that are not suitable for preschool. He has not shown physical aggression towards another student, but did recently hit a paraprofessional on one occasion.
Which of the following best describes Sammy’s behaviors, based on the federal definition of EBD?
A. A strong ability to build and maintain satisfactory interpersonal relationships with peers and teachers
B. Inappropriate types of behavior or feelings under normal circumstances.
C. Above average ability to learn that cannot be explained by intellectual, sensory, or health factors.
D. A general pervasive mood of happiness or elation.
B. Inappropriate types of behavior or feelings under normal circumstances.
Which of the following best describes Sammy’s behaviors, based on the alternate definition of EBD?
A. Above average ability to learn that cannot be explained by intellectual, sensory, or health factors.
B. Characterized by behavioral or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that the responses adversely affect educational performance, including academic, social, vocational, and personal skills.
C. Unresponsive to direct intervention applied in general education, or the condition of the child is such that general education interventions would be insufficient.
D. Consistently exhibited in two different settings, at least one of which is school related.
B. Characterized by behavioral or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that the responses adversely affect educational performance, including academic, social, vocational, and personal skills.
How often a behavior occurs
A. frequency
B. age-appropriateness
C. intensity
D. duration
A. frequency
How long a behavior lasts
A. frequency
B. age-appropriateness
C. intensity
D. duration
D. duration
The severity of a behavior
A. frequency
B. age-appropriateness
C. intensity
D. duration
C. intensity
A behavior compared to the behavior of peers
A. frequency
B. age-appropriateness
C. intensity
D. duration
B. age-appropriateness
Which of the dimensions of behavior listed below are described in the scenario about Sammy? (Select all that apply.)
A. Frequency
B. Age-Appropriateness
C. Intensity
D. Duration
A. Frequency
B. Age-Appropriateness
C. Intensity
At this point, Sammy seems to be primarily displaying symptoms of a possible _____________ disorder.
A. externalizing
B. interalizing
A. externalizing
Additionally, at this point, Sammy seems to be primarily displaying symptoms of a possible _______________.
A. conduct disorder
B. psychotic behavior
C. anxiety/withdrawal
D. attention problems/immaturity
A. conduct disorder
Since the first week of school, Mrs. Stevens has attempted making phone calls home to discuss Sammy’s behaviors with his parents. She has left multiple messages to no avail. Sammy’s older sister drops him off and picks him up from school. Mrs. Stevens has asked Sammy’s sister, Hannah, to please have their mother call her, but she is not sure that Hannah has been delivering the message. Finally, Mrs. Steven receives a phone call from Alexa, Sammy’s mom. She apologizes for not calling back sooner and explains that she works during the day, sees her kids for dinner, and then is off to a second job at night. She is a single mother and has three other children in addition to Sammy and she is really struggling to make ends meet. Alexa goes on to explain that Sammy’s father is not in the picture and shares that he himself had a very difficult childhood and school experience. He did not graduate from high school and was constantly “in trouble.” She is not sure of his whereabouts now. Alexa also tells Mrs. Stevens that Sammy’s two oldest brother who are in middle school and high school are identified with EBD and learning disabilities. She is very concerned with Sammy as he displays even more frequent and intense behavior at home, but due to her very busy works schedule, she feels that there is not much she can do for him. She sounds scared, anxious, and very, very worried.
- Genetics/family history
YES
NO
- Poor nutrition
YES
NO
- Exposure to toxins
YES
NO
- Abuse
YES
NO
- YES
- YES
- YES
- NO
Indicate whether each factor listed below is (Yes) or is not (No) considered a psychosocial risk factor of EBD?
Table of multiple choice questions
Poverty
YES
NO
YES
Indicate whether each factor listed below is (Yes) or is not (No) considered a psychosocial risk factor of EBD?
Table of multiple choice questions
Parental criminal behavior
YES
NO
YES
Indicate whether each factor listed below is (Yes) or is not (No) considered a psychosocial risk factor of EBD?
Table of multiple choice questions
Child maltreatment
YES
NO
YES
Indicate whether each factor listed below is (Yes) or is not (No) considered a psychosocial risk factor of EBD?
Table of multiple choice questions
Infection
YES
NO
NO
Based on the information provided by Sammy’s mom, Alexa, he is at risk for EBD due to only psychosocial factors.
True
False
False
Mrs. Stevens and Alexa end their conversation agreeing that they will both try several interventions to see if Sammy’s behavior improves. They will talk again weekly to report back on how Sammy is doing. Some of the interventions Mrs. Stevens and Alexa will try at school and at home include making more choices of noncompetitive games available for Sammy and having a “cool down” area available for Sammy if he is upset.
After several weeks of trying these and other interventions, Sammy’s problem behaviors and emotional rollercoaster continue to increase in frequency, intensity, and duration. Mrs. Stevens and Alexa both agree that it is time to have Sammy evaluated by a professional.
a system that has been developed by psychiatrists and mental health professionals to describe childhood, adolescent, and adult mental disorders is used to determine whether Sammy has EBD, a 1. __________ system was used.
A. clinically derived
B. statistically derived
C. teacher developed
D. parent approved
If Sammy’s behaviors are analyzed by patterns or “dimensions,” a ______________ classification system was used.
A. clinically derived
B. statistically derived
C. teacher developed
D. parent approved
- A. clinically derived
2. B. statistically derived
If, during Sammy’s evaluation, his intelligence score appears to be well above average, there’s an indication that ____________.
A. Sammy’s intellectual ability is typical for students with or at risk for EBD
B. Sammy’s intellectual ability is lower than most students with or at risk for EBD
C. intellectual ability level is usually not important for students with or at risk for EBD
D. Sammy’s intellectual ability is higher than most students with or at risk for EBD
D. Sammy’s intellectual ability is higher than most students with or at risk for EBD
Based on your knowledge of Sammy and his behaviors, indicate whether each of the following social characteristics of EBD does (Yes) or does not (No) apply to Sammy.
- Difficulty building and maintaining satisfactory relationships
YES
NO
- Exhibits aggressive behavior
YES
NO
- May experience rejection by peers and adults
YES
NO
- Has at least three close friends
YES
NO
- YES
- YES
- YES
- NO
Based on your knowledge of Sammy and his behaviors, indicate whether each of the following language/communication characteristics of EBD does (Yes) or does not (No) apply to Sammy.
Table of multiple choice questions
- Difficulty with appropriate expressive language
YES
NO
- Difficulty with appropriate receptive language
YES
NO
- Use of inappropriate language for his age
YES
NO
- Understands that there are times when yelling is socially appropriate (on the playground) and when it is not (in the classroom)
YES
NO
- YES
- YES
- YES
- NO
Although Sammy shows above average learning characteristics, his social and language/communication deficits might impact his learning as he becomes older if they are not addressed. Which of the statements below does NOT represent this kind of negative impact?
A. Sammy may have difficulty working with peers on group learning activities.
B. Sammy will likely score very poorly on intelligence tests.
C. Sammy’s behaviors may result in some teachers excluding Sammy from learning activities.
D. As content becomes more challenging, Sammy’s behaviors may begin to interfere with his learning.
B. Sammy will likely score very poorly on intelligence tests.
After the evaluation, it was determined that, while Sammy shows above average intelligence, he displays many characteristics of a student with EBD, including criteria outlined in both the federal definition in IDEA as well as the alternate definition. Sammy will qualify to receive special education services. The next step is to develop an Individualized Family Support Plan (IFSP) so that Sammy’s family and teachers can best meet his needs. This step will require additional assessments to identify the most effective interventions for Sammy.
Contemporary methods for assessing students with EBD include person-centered planning, needs-based assessments, and topographical behavior assessments.
True
False
False
Functional based assessments are based on which of the premise listed below?
A. All behavior can be managed by talking louder than the child.
B. All behavior has a purpose or reason behind it.
C. Problem behavior is never the result of illness, medication side effects, hunger, or fatigue.
D. Most children who display problem behavior are just “bad kids.”
B. All behavior has a purpose or reason behind it.
A functional based assessment is conducted to determine the causes(s) of Sammy’s behavior outbursts. Which of the following explanations is the most likely cause of Sammy’s behavior?
A. To gain access to a favorite item. Sammy has a favorite stuffed tiger that he always is given after he acts out so he has learned that if he behaves poorly, he usually gets the tiger.
B. Sensory issues. Sammy has underdeveloped tactile and auditory senses and doesn’t realize that his yelling, stomping, and throwing is a problem. These behaviors just feel normal to him.
C. Escape. Sammy does not like to complete activities in school or at home, so he acts out to avoid doing the activities.
D. Attention. Sammy has learned that if he acts out, he is more likely to get attention from adults and peers around him.
D. Attention. Sammy has learned that if he acts out, he is more likely to get attention from adults and peers around him.
Which of the following options is NOT a dimension that is typically considered in the classification of EBD?
A. Duration of the behavior
B. Environmental factors
C. Frequency and intensity of the behavior
D. The age of the individual
B. Environmental factors
