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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 7 Module 15 > Flashcards

Unit 7 Module 15 Flashcards

1
Q 
Universal interventions
All students (school- or classroom-wide)

A. Tertiary

B. Primary

C. Secondary

A

B. Primary

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2
Q

Specialized group interventions
At-risk students

A. Tertiary

B. Primary

C. Secondary

A

C. Secondary

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3
Q

Specialized interventions
Individual students

A. Tertiary

B. Primary

C. Secondary

A

A. Tertiary

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4
Q

indicate whether it is (Yes) or is not (No) considered a physical environment intervention.

Time management

YES

NO

A

YES

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5
Q

indicate whether it is (Yes) or is not (No) considered a physical environment intervention.

Proximity and movement management

YES

NO

A

YES

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6
Q

indicate whether it is (Yes) or is not (No) considered a physical environment intervention.

Classroom arrangement

YES

NO

A

YES

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7
Q

indicate whether it is (Yes) or is not (No) considered a physical environment intervention.

Content enhancements

YES

NO

A

NO

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8
Q

Aims to maximize instructional time, develop efficient schedules, and directly teach students to monitor their own schedules and due dates

A. Classroom arrangement

B. Proximity and movement management

C. transition management

D. time management

A

D. time management

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9
Q

Includes strategies such as giving explicit directions on how to move from one activity to another, having students practice moving from one activity to another, and rewarding students who move smoothly between activities

A. Classroom arrangement

B. Proximity and movement management

C. transition management

D. time management

A

C. transition management

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10
Q

Includes strategies such as keeping students with a tendency to disrupt close to the teacher, checking in briefly and frequently with students, and delivering constant feedback to students

A. Classroom arrangement

B. Proximity and movement management

C. transition management

D. time management

A

B. Proximity and movement management

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11
Q

Involves thoughtful planning with regard to the layout and décor, of the classroom, seat assignments and desk arrangements, and location of materials, equipment, and personal items

A. Classroom arrangement

B. Proximity and movement management

C. transition management

D. time management

A

A. Classroom arrangement

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12
Q

describing a behavior modification or a cognitive-behavior modification.

Promotes students’ internal control or self-regulatory behavior

A. Behavior Modification

B. Cognitive-Behavior Modification

A

B. Cognitive-Behavior Modification

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13
Q

describing a behavior modification or a cognitive-behavior modification.

Rely on external sources of behavioral control

A. Behavior Modification

B. Cognitive-Behavior Modification

A

A. Behavior Modification

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14
Q

Which of the following would not be an example of a primary level intervention?

A. Rules

B. Over-correction

C. Ignoring

D. Specific praise

A

B. Over-correction

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15
Q

Which of the following would not be an example of a tertiary-level intervention?

A. Timeout

B. Criterion-specific rewards

C. Punishment

D. Exclusion

A

B. Criterion-specific rewards

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16
Q

Teachers should begin with the most intrusive behavioral interventions to ensure that the intervention will have an impact on a student’s behavior.

True

False

A

False

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17
Q

Which of the following is the best definition of PBS?

A. A systems approach for establishing a continuum of proactive discipline procedures for only students in all types of school settings.

B. A systems approach for establishing a continuum of proactive discipline procedures for all students and staff members in only specialized private school settings.

C. A systems approach for establishing a continuum of reactive discipline procedures for all students and staff members in all types of school settings.

D. A systems approach for establishing a continuum of proactive discipline procedures for all students and staff members in all types of school settings.

A

D. A systems approach for establishing a continuum of proactive discipline procedures for all students and staff members in all types of school settings.

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18
Q

No serious problem behaviors (80-90%)

A. Primary Prevention

B. Secondary Prevention

C. Tertiary Prevention

A

A. Primary Prevention

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19
Q

Chronic problem behaviors (1-7%)

A. Primary Prevention

B. Secondary Prevention

C. Tertiary Prevention

A

C. Tertiary Prevention

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20
Q

At risk for problem behaviors (5-15%)

A. Primary Prevention

B. Secondary Prevention

C. Tertiary Prevention

A

B. Secondary Prevention

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21
Q

indicate whether it is (Yes) or is not (No) a benefit of PBS for students with EBD.

Improves teacher understanding and skills regarding student problem behavior

YES

NO

A

YES

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22
Q

indicate whether it is (Yes) or is not (No) a benefit of PBS for students with EBD.

Aims to reduce the seclusion and punishment of students with the most challenging behaviors

YES

NO

A

YES

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23
Q

indicate whether it is (Yes) or is not (No) a benefit of PBS for students with EBD.

Strives to prevent students from becoming part of the correctional, welfare, and mental health systems

YES

NO

A

YES

24
Q

indicate whether it is (Yes) or is not (No) a benefit of PBS for students with EBD.

Provides teachers with a rationale for the use of physical restraints

YES

NO

A

NO

25
Q

Students with EBD are often in need of interventions to address other deficits outside of academic areas. For example ___________ is often used to help students with EBD successfully interact with their peers, teachers, and other adults they encounter daily.

A. conflict resolution

B. behavior modification

C. social skills training

D. interpersonal problem-solving

A

C. social skills training

26
Q

______________ emphasizes the importance of thinking before acting to avoid and resolve interpersonal conflicts, resist peer pressure, and cope with emotions and stress.

A. conflict resolution

B. behavior modification

C. social skills training

D. interpersonal problem-solving

A

D. interpersonal problem-solving

27
Q

Similarly, _______________________ addresses problem-solving deficits as well as teaching students to negotiate, mediate, and communicate more effectively.

A. conflict resolution

B. behavior modification

C. social skills training

D. interpersonal problem-solving

A

A. conflict resolution

28
Q

example of social skills training or interpersonal problem-solving and conflict resolution.

The FAST strategy

A. Social Skills Training

B. Interpersonal Problem-Solving and Conflict Resolution

A

B. Interpersonal Problem-Solving and Conflict Resolution

29
Q

example of social skills training or interpersonal problem-solving and conflict resolution.

Often uses direct instruction to teach appropriate responses

A. Social Skills Training

B. Interpersonal Problem-Solving and Conflict Resolution

A

A. Social Skills Training

30
Q

example of social skills training or interpersonal problem-solving and conflict resolution.

Teaches complex skills such as negotiation and mediation

A. Social Skills Training

B. Interpersonal Problem-Solving and Conflict Resolution

A

B. Interpersonal Problem-Solving and Conflict Resolution

31
Q

example of social skills training or interpersonal problem-solving and conflict resolution.

Unfortunately, some students struggle to transfer skills learning to real-life situations

A. Social Skills Training

B. Interpersonal Problem-Solving and Conflict Resolution

A

A. Social Skills Training

32
Q

Despite the strong correlation between EBD and poor academic performance, research focused interventions to improve academic performance in students with EBD is _____________________.

A. abundant

B. inconsistent

C. limited

D. flawed

A

C. limited

33
Q

For most students with EBD, social-behavioral, academic, and instructional intervention should be implemented ____________.

A. as a package

B. by a only a special education teacher

C. in isolation

D. occasionally

A

A. as a package

34
Q

In fact, some believe that, for students with EBD, the focus should be on strong and effective 1. ___________ and that these effective interventions will also 2. ________.

1. 
A. behavioral interventions
B. academic interventions
C. physical education interventions
D. social interventions
2. 
A. improve behavior
B. improve reading skills
C. cause more students to drop out
D. lead to a higher delinquency rate
A
  1. B. academic interventions

2. A. improve behavior

35
Q

There are two major areas of concern with regard to effective academic intervention. ________ deal with instructional programs or materials used by classroom teachers to teach specific content.

A. instructional delivery

B. social skills interventions

C. behavior strategies

D. academic curriculum

A

D. academic curriculum

36
Q

_________ refers to teaching strategies and tactics.

A. instructional delivery

B. social skills interventions

C. behavior strategies

D. academic curriculum

A

A. instructional delivery

37
Q

Tools for helping students recall facts and relationships.

A. content enhancements

B. Mnemonic strategies

C. self-monitoring strategies

A

B. Mnemonic strategies

38
Q

An example is an assignment checklist.

A. content enhancements

B. Mnemonic strategies

C. self-monitoring strategies

A

C. self-monitoring strategies

39
Q

Includes graphic organizers, content diagrams, semantic maps, advance organizers, guided notes, and study guides.

A. content enhancements

B. Mnemonic strategies

C. self-monitoring strategies

A

A. content enhancements

40
Q

What are crisis prevention and management programs?

A. They are programs that teach educators how to recognize students’ violent, aggressive, and/or self-injurious behaviors.

B. They are programs that help teachers protect other students from a student who is engaging in violent and/or aggressive behaviors.

C. They are programs that teach educators how to effectively and proactively address students’ violent, aggressive, and/or self-injurious behaviors.

D. They are programs that train educators in how to safely restrain children when they are engaging in violent, aggressive, and/or self-injurious behaviors.

A

C. They are programs that teach educators how to effectively and proactively address students’ violent, aggressive, and/or self-injurious behaviors.

41
Q

Children with EBD often struggle with their emotions and behavior _________.

A. up to middle school

B. throughout much of their lives

C. through elementary school

D. up to high school

A

B. throughout much of their lives

42
Q

For students with or at risk for EBD, __________ is key to providing the student with the most positive outcome.

A. addressing only behavior aspects

B. addressing only academic aspects

C. early intervention

D. waiting to intervene

A

C. early intervention

43
Q

However, services in this area are often __________.

A. lacking

B. outstanding

C. readily available

D. not important

A

A. lacking

44
Q

Which of the following components should be a part of a transition program for a student with EBD? (Select all that apply.)

A. Parental and student involvement

B. Interagency collaboration

C. Vocational training

D. Crisis prevention

A

A. Parental and student involvement

B. Interagency collaboration

C. Vocational training

45
Q

Over ____ of all students receiving special education and related services because of emotional or behavioral disorders are adolescents.

A. 45

B. 50

C. 16

A

B. 50

46
Q

During the 2011-2012, the peak age for placement of students with EBD was ____.

A. 45

B. 50

C. 16

A

C. 16

47
Q

Approximately ____ of students with EBD who leave school without graduating.

A. 45

B. 50

C. 16

A

A. 45

48
Q

Which of the following examples is the most likely application of AT for students with EBD?

A. AT to address self-feeding deficits

B. AT for self-monitoring

C. AT to address communication deficits

D. AT for mobility

A

D. AT for mobility

49
Q

Special education teachers at Walnut Middle School have been given a cart full of iPads to use with their students with EBD. A “schedule-keeper” app has been pre-uploaded and students are to use the app to help keep track of long-term assignments through self-monitoring. However, many of the teachers have never used iPads before and are unsure of the best way to use the app, much less how to teach students to use it.

A. unintended and/or inappropriate use of technology

B. lack of adequate teacher training in use of AT

C. lack of funding or resources

A

B. lack of adequate teacher training in use of AT

50
Q

Mrs. Kyle works primarily with high school students with EBD. Her school serves mostly students from low-income families and is in a community with high levels of poverty. Her students perform well below grade level, especially in writing. One strategy that always seems to get her students motivated to complete writing assignments is allowing them to use laptops to do research on topics and use word processing programs to write essays. However, Mrs. Kyle only has two laptops in her classroom and students are constantly fighting over who gets to use them. She has a reward system in place for who gets to use a laptop each day, but in the end all students just end up getting further and further behind because of infrequent and inconsistent time with the laptops.

A. unintended and/or inappropriate use of technology

B. lack of adequate teacher training in use of AT

C. lack of funding or resources

A

B. lack of adequate teacher training in use of AT

51
Q

At Hartley Elementary School all students have been recently assigned an email address that students may use to submit assignments and receive individualized feedback from their teachers. Mr. Stewart is excited but a bit nervous about the new system and how his students with EBD will respond. He helps each student sign up for a school email address and teaches them how to access, send, and receive emails. Initially, it was a great system; however, once students became more familiar with the technology, he began to hear rumors that some of his students were using the new email systems to send hurtful and inappropriate messages to classmates.

A. unintended and/or inappropriate use of technology

B. lack of adequate teacher training in use of AT

C. lack of funding or resources

A

C. lack of funding or resources

52
Q

Which of the following is the most likely application of AT for students with EBD?

A. AT to assist with dressing

B. AT to address fine motor deficits

C. AT for reinforcement of appropriate behavior

D. AT to address hearing deficits

A

C. AT for reinforcement of appropriate behavior

53
Q

Which of the following is the least likely application of AT for students with EBD?

A. AT to address vision deficits

B. AT to address deficits in math calculation

C. AT to address deficits in organizational skills

D. AT to address oral reading deficits

A

A. AT to address vision deficits

54
Q

Which of the following is a potential challenge to using AT with students with EBD?

A. Lack of financial ability to purchase AT for the school

B. Appropriate technology does not exist

C. Students will not be interested in using the technology

A

A. Lack of financial ability to purchase AT for the school

55
Q

Very little attention has been paid to the use of AT for students with EBD. However, what little research has been conducted is promising and further investigation of the use of AT for students with EBD is warranted.

False

True

A

True

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

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