Unit 7 Module 14 tests

Question 1

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.

Answer 1

B. Inappropriate types of behavior or feelings under normal circumstances.

Question 2

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.

Answer 2

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.

Question 3

How often a behavior occurs

A. frequency

B. age-appropriateness

C. intensity

D. duration

Answer 3

A. frequency

Question 4

How long a behavior lasts

A. frequency

B. age-appropriateness

C. intensity

D. duration

Answer 4

D. duration

Question 5

The severity of a behavior

A. frequency

B. age-appropriateness

C. intensity

D. duration

Answer 5

C. intensity

Question 6

A behavior compared to the behavior of peers

A. frequency

B. age-appropriateness

C. intensity

D. duration

Answer 6

B. age-appropriateness

Question 7

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

Answer 7

A. Frequency

B. Age-Appropriateness

C. Intensity

Question 8

At this point, Sammy seems to be primarily displaying symptoms of a possible _____________ disorder.

A. externalizing

B. interalizing

Answer 8

A. externalizing

Question 9

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

Answer 9

A. conduct disorder

Question 10

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.

1. Genetics/family history

YES
NO

2. Poor nutrition

YES
NO

3. Exposure to toxins

YES
NO

4. Abuse

YES
NO

Answer 10

1. YES
2. YES
3. YES
4. NO

Question 11

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

Answer 11

YES

Question 12

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

Answer 12

YES

Question 13

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

Answer 13

YES

Question 14

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

Answer 14

NO

Question 15

Based on the information provided by Sammy’s mom, Alexa, he is at risk for EBD due to only psychosocial factors.

True

False

Answer 15

False

Question 16

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

Answer 16

1. A. clinically derived

2. B. statistically derived

Question 17

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

Answer 17

D. Sammy’s intellectual ability is higher than most students with or at risk for EBD

Question 18

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.

1. Difficulty building and maintaining satisfactory relationships

YES
NO

2. Exhibits aggressive behavior

YES
NO

3. May experience rejection by peers and adults

YES
NO

4. Has at least three close friends

YES
NO

Answer 18

1. YES
2. YES
3. YES
4. NO

Question 19

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

1. Difficulty with appropriate expressive language

YES
NO

2. Difficulty with appropriate receptive language

YES
NO

3. Use of inappropriate language for his age

YES
NO

4. Understands that there are times when yelling is socially appropriate (on the playground) and when it is not (in the classroom)

YES
NO

Answer 19

1. YES
2. YES
3. YES
4. NO

Question 20

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.

Answer 20

B. Sammy will likely score very poorly on intelligence tests.

Question 21

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

Answer 21

False

Question 22

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.”

Answer 22

B. All behavior has a purpose or reason behind it.

Question 23

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.

Answer 23

D. Attention. Sammy has learned that if he acts out, he is more likely to get attention from adults and peers around him.

Question 24

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

Answer 24

B. Environmental factors

Question 25

There are no uniform definitions for emotional or behavioral disorders. Which reason best explains why this is the case?

A. The significance of criminal activity and drug or alcohol abuse cannot be agreed upon.

B. The definition of acceptable behavior depends heavily on contextual factors.

C. Acceptable behavior can only be defined by each individual.

D. Members of other cultures are unwilling to adapt to the dominant culture’s definition.

Answer 25

B. The definition of acceptable behavior depends heavily on contextual factors.

Question 26

True or false? Biological factors associated with the development of EBD are almost always associated with some level of poverty.

True

False

Answer 26

False

Question 27

How can teachers support the accurate identification of EBDs in students who are culturally and linguistically diverse?

A. Use behavior management strategies.

B. Use assessments that target emotional factors.

C. Support English-only instruction.

Answer 27

A. Use behavior management strategies.

Question 28

Do the communication and language difficulties of students with EBDs impact learning?

Yes

No

Answer 28

Yes

Question 29

Child maltreatment has been linked to externalizing disorders which are associated with _______________

A. aggression

B. social withdrawal

C. depression

Answer 29

A. aggression

Question 30

What types of strategies does a functional behavioral assessment identify?

A. A series of punishment strategies

B. Strategies for removing students with EBD

C. Specific restraint procedures

D. Replacement skills

Answer 30

D. Replacement skills

Question 31

True or false? Students with EBDs always have difficulty in academics, primarily as a result of cognitive or intellectual impairments due to an overall increased risk of other disabilities.

True

False

Answer 31

False

Question 32

What social characteristic could be contributing to the aggressive and disruptive behavior of many students with EBDs?

A. Lower intellectual abilities

B. Lack of motivation

C. Mental health disorders.

D. Diminished social skills

Answer 32

D. Diminished social skills

Question 33

Which classification system uses dimensions of behavior to assist in characterizing youth who are being assessed for an EBD?

A. Statistically derived

B. Clinically derived

C. Psychologically derived

D. Medically derived

Answer 33

NOT B, A?

Question 34

Strength-based assessment is based on the assumption that all children and youth have strengths and that deficits are not static but, rather, are viewed as opportunities to learn.

True

False

Answer 34

True

Question 35

Which options is an example of an outcome of aggressive behavior disorders that can have long-term negative effects?

A. Increased appetite resulting in obesity

B. Increased likelihood of having positive relationships with adults

C. Increased risk of a long-term sedentary lifestyle

D. Increased risk of school failure

Answer 35

D. Increased risk of school failure

Question 36

What is one way the process of person-centered planning can facilitate better long-term outcomes for students, even those with complex disabilities?

A. It mandates specific goal setting to address the deficits associated with EBDs.

B. It pulls in broader supports, expanding the strength of the team.

C. It requires perfect student attendance.

D. It mandates parental involvement, which improves long-term outcomes.

Answer 36

B. It pulls in broader supports, expanding the strength of the team.