Which of the following is NOT suggested as a means of enhancing communication with an exceptional students culturally diverse family?
a. Assume parents/guardians are informed about school procedures and special education matters
b. Use language the parents/guardians can understand
c. Keep messages to parents/guardians simple, at an appropriate reading level, and jargon-free
d. Make an effort to find out about the cultures of your students and their families
[Ques. 2] Fostering communication and collaboration with parents/guardians can be enhanced by all the following, EXCEPT:
a. make sure parents/guardians know that your conversations with them are confidential.
b. begin parent-teacher meetings with a detailed and lengthy report of student concerns, followed by student progress.
c. collaborate with parents/guardians for home-school contracts and devise an easy system of communication.
d. end parent-teacher meetings on a positive note and set a time to check future progress.
[Ques. 3] In order to help students understand and learn appropriate behavior that they can apply to a variety of settings over an extended period of time, the text recommends teachers do all of the following, EXCEPT:
a. initially encourage and reward students each time you see them using appropriate behaviors in your classroom before monitoring generalization across different settings.
b. offer students multiple opportunities to rehearse new skills across a variety of settings.
c. involve a variety of staff and school personnel who are willing to help students generalize prosocial behaviors.
d. do not involve parents in this process as this is a school issue and the student will only be confused if family are brought into the generalization process.
[Ques. 4] The term __________________ refers to the continuation of behaviors over time.
a. locus of control
b. monitoring
c. maintenance
d. generalization
[Ques. 5] Self-management includes the following four components:
a. self-regulation, self-reliance, self-monitoring, and self-control.
b. self-regulation, self-instruction self-monitoring, and self-evaluation.
c. self-esteem, self-reliance, self-control, and self-reinforcement.
d. self-instruction, self-monitoring, self-evaluation, and self-reinforcement.
[Ques. 6] All of the following proactive strategies are designed to help prevent problematic behaviors before they occur,
EXCEPT:
a. finding opportunities to reinforce socially appropriate behaviors or catching the student being good.
b. providing a quiet, safe place within the classroom where a student can chill out when feeling stressed or upset.
c. using a contingent observation where the student is required to observe an action from a little distance without being allowed to participate for a set amount of time.
d. using a precorrection system in which a functional assessment and advanced planning counteract predictable problematic behaviors.
[Ques. 7] Teachers can help students shift their locus of control, or attribution for negative and positive outcomes, from external to internal by using techniques that encourage all of the following, EXCEPT:
a. reliance.
b. independence.
c. decision-making.
d. responsibility.
[Ques. 8] The Level III strategy in which a student loses previously earned tokens or privileges as a consequence of inappropriate behavior is called:
a. exclusion time-out.
b. vicarious reinforcement.
c. response cost.
d. response cost.
[Ques. 9] When a teacher completely and consistently withholds attention from a student over a sustained period of time in response to her challenging behavior, the teacher is implementing a Level II strategy called:
a. punishment.
b. extinction.
c. inclusion time-out.
d. vicarious reinforcement.
[Ques. 10] If a teacher were to praise a student for coming to class on time, rather than tell them off when they are late, which strategy is the teacher using?
a. Vicarious reinforcement
b. Differential reinforcement of alternative behavior
c. Differential reinforcement of incompatible behavior
d. Extinction
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