Unit 7 Module 15 tests Flashcards
Which are types of interventions commonly used with students with EBD? Indicate whether it is common (Yes) or not (No).
Physical environment interventions
YES
NO
YES
Which are types of interventions commonly used with students with EBD? Indicate whether it is common (Yes) or not (No).
Academic curriculum modifications and instructional strategies
YES
NO
YES
Which are types of interventions commonly used with students with EBD? Indicate whether it is common (Yes) or not (No).
Positive behavior support
YES
NO
YES
Which are types of interventions commonly used with students with EBD? Indicate whether it is common (Yes) or not (No).
Mobility interventions
YES
NO
NO
Attempts to improve student behavior by altering external factors such as antecedents and consequences
A. Academic curriculum modification
B. Behavior modification
C. Cognitive-behavioral modification
D. Physical environment intervention
B. Behavior modification
Alters instructional content to increase relevance and motivation
A. Academic curriculum modification
B. Behavior modification
C. Cognitive-behavioral modification
D. Physical environment intervention
A. Academic curriculum modification
Attempts to teach students to think about their own behaviors and use self-managements systems to do so
A. Academic curriculum modification
B. Behavior modification
C. Cognitive-behavioral modification
D. Physical environment intervention
C. Cognitive-behavioral modification
Attempts to reduce disruptive behavior while students are moving to and from classes
A. Academic curriculum modification
B. Behavior modification
C. Cognitive-behavioral modification
D. Physical environment intervention
D. Physical environment intervention
Which type of support is typically delivered to students with EBD as part of their transition planning process?
A. Community-based instruction
B. Vocational rehabilitation services
C. First Step to Success
D. Crisis prevention and management programs
A. Community-based instruction
Which is a common post-school support for individuals with EBD?
A. Community-based instruction
B. Vocational rehabilitation services
C. First Step to Success
D. Crisis prevention and management programs
B. Vocational rehabilitation services
Which of the following possible adult outcomes is NOT likely If Victoria, Brandon, and Wesley do not receive the necessary supports and services during their school-age years?
A. Dropping out of school
B. Drug abuse
C. Adult psychiatric problems
D. Maintaining a steady job
D. Maintaining a steady job
Much research has been conducted on the use of AT for students with EBD.
True
False
False
This assistive technology accommodations is commonly used with students diagnosed with EBD?
The use of a student response systems to encourage participation in classroom discussions.
YES
NO
YES
This assistive technology accommodations is commonly used with students diagnosed with EBD?
Using computers or tablets as reinforcement for meeting behavior/ social goals.
YES
NO
YES
This assistive technology accommodations is commonly used with students diagnosed with EBD?
The use of applications and/or digital calendars to encourage self-monitoring and self-management.
YES
NO
YES
This assistive technology accommodations is commonly used with students diagnosed with EBD?
The use of adaptive equipment to help with mobility.
YES
NO
NO
Victoria, Brandon, and Wesley could all benefit from the use of AT for reinforcing positive behaviors, encouraging self-monitoring/self-management of behaviors, and to encourage assignment completion.
True
False
True
One potential problem that Ms. Diaz may have to deal with is inappropriate or inconsiderate student use of the technology.
True
False
True
In general, students who require behavioral or cognitive-behavioral supports respond best when the teacher approaches planning for these supports by________________.
A. proactively using identified positive behavioral supports with clear expectations to support appropriate behavior
B. first reminding the student of what they struggle with and reinforce classroom expectations
C. first reminding the student of what they will lose if they do not follow the clearly identified classroom rules
D. starting with the most restrictive supports and progressing to least restrictive supports as the behavior improves
A. proactively using identified positive behavioral supports with clear expectations to support appropriate behavior
True or false? Placing the desks of disruptive students near the teacher’s desk or main work area is an example of transition management.
True
False
False
One way to support students with emotional and behavioral disorders within the general education classroom is to _______________.
A. provide highly structured and predictable transitions from one activity to the next
B. tell the rest of the class about the students disability and some of the behaviors to be aware of
C. allow the students to eat extra snacks
A. provide highly structured and predictable transitions from one activity to the next
Behavioral and cognitive interventions are different in important ways, but both ___________.
A. use contingent management
B. support internal controls
C. use school personal as a source of regulation and control
A. use contingent management
Positive behavioral supports represent a ___________
approach.
A. reactive
B. proactive
B. proactive
What is one way assistive technology can assist in facilitating better engagement in academics for students with EBD?
A. Assistive Technology allows the teacher to lower the standards and differentiate without it being obvious to other students.
B. Assistive Technology prioritizes low-tech.
C. Computers or tablets and smartphones allow for instant and dynamic engagement through universal design features.
D. Assistive Technology allows for video game breaks.
C. Computers or tablets and smartphones allow for instant and dynamic engagement through universal design features.
