Intervention strategies for students at risk for aggression and violence in the classroom are most effective when they:
A) Do not emphasize the social benefits of prosocial behavior.
B) Include intensive individual counseling and therapy.
C) Are tailored to students' unique characteristics and needs.
D) Focus largely on reinforcement for desirable behaviors, rather than on punishment for undesirable behaviors.
Ques. 2Three of the following students show warning signs of possible violent behavior. Which one does not?
A) Adam speaks about terrorist groups with obvious affection.
B) Barbara rarely arrives at school before 10:00, despite repeated disciplinary actions by the assistant principal.
C) Cora becomes irate each time a peer unintentionally acts in a way that she perceives as being hostile or harmful.
D) After his girlfriend breaks up with him and begins dating Russell, Daniel asserts, I'll make that guy sorry he was ever born
Ques. 3Which one of the following alternatives best describes positive behavioral interventions and supports?
A) Teaching students to monitor their own classroom behavior using a checklist taped to the tops of their desks
B) Meeting regularly with a student in one-on-one discussions of chronic behavior problems, with the goal of bringing about more productive behavior
C) Creating conditions that enable students to meet their needs through appropriate rather than inappropriate behaviors
D) Using only reinforcementnever punishmentto improve students' classroom behavior
Ques. 4Diane frequently complains of terrible headaches and so ends up at the nurse's office several times a week. Yet two different physicians have been unable to find a cause for Diane's headaches, and Diane's parents report that their daughter rarely has headaches at home. Diane is falling further and further behind in her schoolwork, so her teacher and parents meet with the nurse and school psychologist to brainstorm possible solutions to her problem. The school psychologist suggests that the teacher keep track of the occasions when Diane complains about a headache. Two weeks later, the teacher reports that all of Diane's complaints occur just before a test or difficult assignment. Suddenly the teacher and parents begin to suspect that perhaps Diane complains of headaches as a way of getting out of difficult schoolwork. This situation illustrates an approach known as:
A) The use of incompatible behaviors.
B) Logical consequences.
C) Cognitive behavioral analysis.
D) Functional analysis.
Ques. 5Technology-based formative assessment tools have several advantages. Which of the following is not an advantage? Technology-based formative assessment tools can:
A) Keep track of students' performance over time.
B) Help students assess their work.
C) Generate reports and graphs.
D) Help teachers ensure content validity.
Ques. 6Three of the following are examples of self-regulation as a means of addressing classroom misbehaviors. Which one is not a good example of self-regulation?
A) A student tries hard to earn the reinforcer his teacher has told him he will get for good behavior.
B) A student reminds herself in a whisper that she should raise her hand before speaking in class.
C) A student thinks, I paid better attention in class today. I'm going to reward myself by watching television when I get home from school.
D) A student keeps track of the number of times he's gone to the pencil sharpener in a single day.
Ques. 7Mr. Jacobs is speaking privately with Alicia, who has obviously been having trouble paying attention in class over the past two weeks. Three of the following strategies are appropriate things for Mr. Jacobs to do. Which strategy is not recommended for a private conference with a student?
A) Mr. Jacobs should communicate an openness to hearing what Alicia has to say.
B) Mr. Jacobs might explain how he feels hurt that she doesn't find class very interesting.
C) Mr. Jacobs can give Alicia a choice regarding how the problem might best be solved.
D) Mr. Jacobs should remind Alicia that he is ultimately in charge in the classroom.
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