The consequence of a behavior acts as a reinforcement if it decreases the likelihood of the same behavior occurring in the future under similar circumstances.
a. True
b. False
[Ques. 2] Positive behavioral supports and interventions are used to teach and reinforce appropriate behaviors that serve the same purpose as problem behaviors.
a. True
b. False
[Ques. 3] The construct of being good can be defined differently depending on culture, age, gender cognition, or prior experience.
a. True
b. False
[Ques. 4] When dealing with a student who has many challenging behaviors, it is best to define and target all of them for change at the same time, rather than dealing with each one separately.
a. True
b. False
[Ques. 5] Teachers should look for the meaning behind a students socially unacceptable behaviors.
a. True
b. False
[Ques. 6] Some students with and without emotional/behavioral disorders or other types of identified disabilities may also demonstrate challenging conduct in the classroom.
a. True
b. False
[Ques. 7] If the curriculum is mapped out with the whole student in mind, more intensive supports for students with challenging behaviors become unnecessary.
a. True
b. False
[Ques. 8] Ensuring that students a) experience a high rate of success, b) have some control over learning new skills, c) feel comfortable and safe in the classroom, and d) are not overly pressured in terms of time are strategies that are particularly helpful for students who have challenges in the _________ learning domains.
a. study skills/organization/test taking
b. social/emotional/motivational
c. physical/motor/sensory
d. speech/language
[Ques. 9] In order to help learners with language and related processing challenges:
a. pair verbal with visual directions.
b. give extra wait time for processing a response.
c. use techniques like Think-Pair-Share.
d. All of the choices are correct.
[Ques. 10] Students who may need greater challenges and demonstrate a high degree of interest in a subject could benefit from all of the following, EXCEPT:
a. acceleration.
b. mentorships.
c. working in groups with grade-level peers.
d. internships.
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