Teachers feel absolved of their responsibility for addressing students with conduct disorder because of the following reason:
a. service providers exist outside of the classroom and it is the counselor's job
b. students resist the interventions
c. of a belief that students will change after gaining insight into the emotional or behavioral disorder
d. none of the above
e. all of the above
Ques. 2Dependent measures are
a. variables whose measurement depends on the actions of an observer
b. measures of the intervention procedures in effect
c. variables to be monitored
d. measures of social validity
e. measures of implementation integrity
Ques. 3Behavioral observations are advantageous because they are:
a. less biased than child, parent, and even teacher reports
b. valid and reliable forms of assessment
c. easy to administer and without many complications for teachers
d. favorable psychometric measures with favorable psychometric properties
e. all of the above
Ques. 4A classroom teacher for a child identified with conduct disorder is responsible for learning about the behavioral symptoms related to CD and is better enable effective instructional approaches in the classroom.
Indicate whether the statement is true or false
Ques. 5When data are graphed instead of simply being recorded, even greater progress has been noted in desired student outcomes.
Indicate whether the statement is true or false
Ques. 6Risk factors associated with CD can divided into three categories: biological, psychological, and social, with multiple risk factors playing a role in the development for CD.
Indicate whether the statement is true or false
Ques. 7Frequently used measures to assess children and adolescents suspected of CD include:
a. for parents of those suspected of having CD, a frequently used measure is the Eyeberg Child Behavior Inventory (ECBI; Eyberg & Robinson, 1983)
b. for teachers of those suspected of having CD, the Sutter-Eyeberg Student Behavior Inventory (SESBI; Eyberg & Pincus, 1999
c. for parents of those suspected of having CD, the Child Behavior Checklist (CBCL: Achenback, 2001a; 2001b)
d. all of the above
e. none of the above
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