Education 206 Exam 1

Which of the following was the last group to obtain equal access to a public school education? A) girls B) students with disabilities C) students who live in poverty D) students who are African American

. The year is 1955. Mary Beth is a fourth grader with emotional disturbance. Which of the following is the most likely scenario regarding her education? A) Mary Beth's school day includes part-time general education classes and resource room services. B) Mary Beth attends a general education classroom on a full-time basis with supportive services from special education staff. C) Mary Beth is not receiving any education at all. D) Mary Beth's teachers co-teach to provide her the best education.

Approximately what percentage of the school-aged population is currently classified as disabled? A) 5% B) 15% C) 13% D) 20%

The category, other health impairments, includes students with A) orthopedic impairments. B) hearing impairments. C) attention deficit disorder. D) visual processing problems

The two newest disability categories added to the IDEA in 1990 are A) learning disabilities and autism. B) autism and traumatic brain injury. C) orthopedic and other health impairments. D) emotional disturbance and mental retardation.

Which of the following students would not qualify for services under the Individuals with Disabilities Education Act? A) Bobby, who has a learning disability B) Janet, who is labeled an "at-risk" student C) Susan, who has a hearing impairment D) Betty, who has diabetes

Fifteen-year-old Sherry has attention deficit disorder and does not qualify for services under any of the IDEA disability categories. Sherry may still qualify for accommodations under which of the following federal laws? A) Section 504 of the Rehabilitation Act of 1973 B) the Individuals with Disabilities Education Act C) the Exceptional Child Act D) the Mental Health Coalition Act of 1975

Students considered to be "at-risk" include those who are A) drug and alcohol abusers. B) members of minority cultures. C) poor. D) all of the above

Today, the majority of students with disabilities are A) educated in general education classrooms for at least a portion of the school day. B) fully integrated into general education classrooms for the entire school day. C) taught in self-contained classrooms. D) taught in separate schools.

Which of the following was NOT a major contributor to the inclusion movement? A) parental advocacy B) legislation/litigation C) compensatory education D) the civil rights movement

The "Child Find" mandate in IDEA requires that school personnel A) engage in activities that locate and identify students with disabilities. B) provide services to all students with disabilities. C) make use of federal funding to meet the needs of parents of children with disabilities. D) all of the above

In 1990, the title of P.L. 94-142 was changed to the A) Act for Educating All Handicapped Children. B) Education for Exceptional Children Act. C) Individuals with Disabilities Education Act. D) Act for Mainstreaming Students with Disabilities

What is the primary purpose of IDEA? A) to assure a free, appropriate public education for all students with disabilities B) to require that all students with disabilities be educated in general education classrooms C) to require special education for minority students D) to eliminate the use of intelligence tests

Which of the following are related services under IDEA? A) counseling B) physical therapy C) transportation D) all of the above

Which of the following is not a key component of the Individuals with Disabilities Education Act? A) nondiscriminatory assessment B) mandatory inclusive placement in general education C) mediation D) due-process rights

Key elements required in the Individualized Education Program (IEP) include A) transitional planning for students ages 16 or older. B) helping students with disabilities to access the general education curriculum. C) participation of a group of individuals who are knowledgeable about the student. D) all of the above

IDEA 2004 requires that students with disabilities be A) educated in special schools that can provide the specialized services they require. B) included in all classes and activities in which general education students participate. C) educated in resource rooms and/or the general education classroom. D) educated in the least restrictive environment in accordance with the student's IEP.

Under both Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, an individual is considered to have a disability if that individual A) has a physical or mental impairment that substantially limits one or more of the individual's major life activities. B) has a record of such an impairment. C) is regarded as having such an impairment. D) all of the above

Which of the following would be considered a major life activity under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act? A) breathing B) walking C) learning D) all of the above

The "Least Restrictive Environment" mandate in IDEA requires that A) all students with disabilities be educated full-time in general education classrooms. B) students with disabilities be educated with non-disabled students to the maximum extent appropriate. C) all schools must provide inclusive education for students with disabilities. D) none of the above

Which of the following would represent the most restrictive setting for a student with disabilities? A) self-contained classroom B) resource room C) residential school D) indirect support services

One of the disadvantages of the self-contained special education classroom approach is that A) special educators cannot measure the growth and progress of students as easily. B) students with disabilities are more visible throughout the school. C) students have the opportunity to receive instruction from specialists in specific academic fields. D) students do not have "typical" role models.

Which of the following role(s) is/are required of general education teachers in a resource room model? A) referral of students for a comprehensive special education evaluation B) implementation of prereferral interventions C) collaboration with special educators D) all of the above

Approximately what percentage of students with disabilities spend a substantial portion of each day in a general education classroom? A) 10% B) 70% C) 40% D) 5%

Which of the following is a current perception of inclusion? A) Teachers have a positive attitude toward inclusion. B) Administrators do not support inclusion. C) Most teachers prefer that students with disabilities be educated in special classes. D) Satisfaction of general classroom teachers concerning inclusion decreases over time.

Prior to the mid-1970s, many schools did not provide any programs for students with disabilities or the programs that were provided were very minimal.

Prior to the passage of Public Law 94-142 in the mid-1970s, students with learning disabilities and emotional disturbance were the two groups of students with disabilities who were most likely to receive special education services in the public schools.

In the nineteenth century, the special schools that were established primarily served students with sensory impairments.

Since the 1970s, teachers have been trained to teach students with disabilities in the inclusive classroom.

The majority of students with disabilities have moderate to severe disabilities.

Over half of all students with disabilities who receive special education services are identified as intellectually disabled.

"Nondiscriminatory assessment" is required when a student is referred for a comprehensive special education evaluation.

Under IDEA 2004, inclusion in general education classrooms is mandatory for all students with disabilities.

If parents do not agree with their child's individualized education program, they may request a due process hearing

For the majority of students with disabilities and other special needs, placement in general education classrooms for at least a portion of each school day is the most appropriate option.

Today, approximately half of all students with disabilities, ages 6-21, are educated in general education settings for most of the school day.

Over the past fifteen years, one of the most significant changes in public education has been the movement toward the inclusion of students with disabilities in general education classrooms.

The continuum-of-services model provides a range of placements, from institutions to full-time general education classrooms.

The model for fully including students with disabilities in general education classrooms was originally called the "Regular Education Initiative."

Compare and contrast the self-contained special education approach and resource room approach to educating students with disabilities. Be sure to describe the advantages and disadvantages of each approach.

________ and ________ have established a high level of parental involvement in the education of their children with disabilities. A) Legislation; parental advocacy B) Awareness; conviction C) Litigation; mediation D) Professional involvement; parental concerns

Prior to the passage of Public Law 94-142 A) Parents were actively involved in the IEP process for their children with disabilities. B) Many schools did not encourage parents to participate in the education of their children with disabilities. C) Parents had significant due process rights when they disagreed with their children's IEP. D) School personnel were only required to involve parents in the IEP process.

Which of the following IDEA 2004 provisions is required for involving parents in the special education process? A) Parents must be involved in the decision-making process for their children with disabilities. B) Parents must be informed of any impending actions regarding their children with disabilities. C) School personnel must make due process rights available to parents of children with disabilities. D) Parents have the right to a due process hearing, or engage in mediation or resolution if there is a disagreement with schools. E) all of the above

The IDEA mandates that parents be involved in the special education process. Which one of the following activities is mandated by IDEA 2004? A) Parents are responsible for ensuring that their children attend school. B) Parents must be involved in all decision-making activities regarding the special education of their child. C) Parents must seek to resolve conflicts through a process called mediation. D) Parents must participate in disability awareness programs.

Which of the following statements is most accurate regarding today's families? A) Today's families face a host of challenges, including absent fathers. B) The constellation of today's families has changed dramatically in the last fifty years. C) Today, more mothers work outside the home. D) all of the above E) none of the above

Teachers must be sensitive to the background of the family to ensure that cultural differences do not interfere with school-family relationships. They can best do this by A) focusing communication efforts on the mother. B) designing an interagency coordinating family plan C) putting aside preconceived notions they have about various lifestyles. D) focusing efforts on the child when the parents speak a different language.

Which of the following is a challenge parents may face when they learn that their child has a disability? A) Parents may experience additional financial stress. B) Parents may not have a realistic understanding of the child's disability and consequently, may have unrealistic expectations for their child. C) Parents may face additional stress on their marriage. D) all of the above

Which of the following are reactions that parents may experience when learning that their child has a disability? A) denial and anger B) grief, fear, and confusion C) powerlessness, disappointment, and acceptance D) all of the above

According to Meyer (2001., which of the following is not one of the concerns expressed by the siblings of children with disabilities? A) Siblings may feel isolated when they are not given ongoing information about their brother's or sister's disability and its impact. B) Siblings may feel guilty about having caused the disability or being spared from having the condition. C) Siblings may develop exaggerated perceptions about their innate superiority over their sibling who has a disability. D) Siblings may feel resentment when the child with a disability becomes the primary focus of the family's attention.

The needs of siblings of children with disabilities sometimes are not addressed by both parents and educators. Which of the following might be one strategy for addressing the important needs of siblings? A) include the sibling in family and school meetings B) ask the non-disabled sibling to take on additional duties and responsibilities C) allow the non-disabled sibling to take on the second parent role in the areas of care and discipline D) keep information concerning the disability away from the sibling to avoid worry

Which of the following represents an effective communication strategy? A) Saving information about performance for the IEP meeting. B) Using technical words when communicating about a child's performance. C) Letting the parent know you are the expert. D) Using a home-to-school notebook.

Effective communication should A) be regular and useful. B) include both informal and formal means. C) be characterized by a sensitivity to cultural and linguistic differences. D) all of the above

Which of the following is an attempt to resolve disagreements between parents and school personnel through the facilitation of a third party? A) mediation B) conflict resolution C) special education dispute resolution process. D) due-process hearing

Research indicates that all families go through specific stages of reaction when learning that their child has a disability.

Siblings of children with disabilities may exhibit adjustment problems.

Many parents feel that too little communication takes place between them and the school.

General education teachers and special education teachers receive extensive preparation for communicating effectively with parents.

Teachers should rely on e-mail as their primary source of communication with parents.

The provision of home-based intervention is a common practice for preschoolers with disabilities.

The need for parental involvement decreases with the child's age.

Identify and briefly describe five (5) different types of communication to collaborate effectively with parents. Discuss the models of co-teaching and advantages/disadvantages of each.

General and special educators should collaborate in which of the following processes? A) child study and referral B) observations and assessments of the child C) prereferral interventions D) IEP development E) all of the above

Which one of the following ensures that no individual will be deprived of his or her rights or privileges without appropriate established procedures being followed? A) Article 15 under Public Law 94-142 B) the due process clause under the U.S. Constitution C) the procedural safeguard statements in the IDEA D) one of the many safeguards mandated in Section 504 of the Rehabilitation Act of 1973 E) the procedural safeguard provision in the Americans with Disabilities Act

Which of the following is not one of the steps in the comprehensive evaluation process? A) pre-referral intervention B) determination of the behavior intervention plan C) referral D) development, implementation and review of IEP

Which of the following is the primary purpose of the prereferral intervention team? A) to determine appropriate placement of the student within the special education continuum of services B) to develop an IEP for the student with a disability C) to evaluate the student for a suspected learning disability D) to address the needs of students who exhibit learning and behavioral problems who have not yet been referred for special education E) all of the above

________ are changes made during assessment, or to a child's education, that do not substantially change the curriculum content, the level of instruction, or the assessment criteria. A) Modifications B) Formal assessments C) Peer tutoring programs D) Accommodations

Which individual(s) below may initiate a special education referral? A) parent B) classroom teacher C) physician D) all of the above

Which of the following is not one of the four major phases in the prereferral process? A) initial indication that a classroom-based problem exists B) administration of individually-administered, norm-referenced intelligence and achievement tests C) development of an intervention plan that contains strategies and other suggestions for addressing the presenting problem D) evaluation of the effectiveness of the interventions identified in the intervention plan

Thirteen-year-old Tameka, a student who has never been referred for a special education evaluation, is exhibiting reading problems in her eighth-grade classroom. Her teacher, Ms. Largo, explains to her school's Child Study Team that she believes that Tameka does not belong in the general education classroom. Which of the following is the most likely action that will be undertaken by the Child Study Team at this point? A) Tameka will receive a comprehensive special education evaluation. B) Tameka will be placed in a special education program for the learning disabled. C) The Child Study Team will have Tameka placed in another teacher's classroom. D) The Child Study Team will analyze the problem and help Ms. Largo to implement reading strategies in the general education classroom.

Which of the following is a common term used to refer to a Child Study Team? A) Child Assistance Team B) Teacher Intervention Team C) Teacher Assistance Team D) Prereferral Intervention Team E) all of the above

Prereferral intervention techniques are generally implemented A) for at least one school year B) for a week C) until the teacher gets to know the students D) for at least one grading period

Significant departures from the general education assessment and/or instructional program are called A) accommodations B) related services C) observations D) behavior intervention plans E) modifications

Bobby using a calculator for mathematics calculations is an example of a(n) A) modification. B) accommodation. C) behavioral intervention D) on-grade-level goal.

Which statement below is false? A) All students with disabilities must be in the general education classroom for at least a portion of the school day. B) A required component of the IEP is a statement regarding the extent of time the student will participate in the general education program. C) The IDEA reflects a preference for placing students with disabilities in general education classrooms, whenever appropriate. D) School personnel must ensure that students with disabilities are educated in the least restrictive environment.

Which one of the following is not a critical component of an IEP? A) present levels of performance B) measurable annual goals C) daily lesson plans D) short-term objectives

Nadia is a fourth grader whose learning disability inhibits her ability to complete math calculations associated with addition and subtraction. Currently, Nadia is able to successfully compute basic addition and subtraction facts. She is unable to complete addition and subtraction computations that involve regrouping. This is an example of a __________________ for Nadia. A) current short-term objective B) measurable annual goal C) present level of performance D) statement of current services

The three major components of the IEP are A) present level of educational performance, measurable annual goals, and a statement of how the child's progress toward annual goals will be measured. B) present level of educational performance, statement of transition services, and related aids and services. C) prereferral interventions, eligibility determination, and parental consent. D) transition goals and objectives, behavior intervention plan, statement of duration and frequency of services.

Annual goals on the IEP should be A) measurable. B) positive. C) student-oriented. D) relevant. E) all the above

Which of the following would not be considered a related service under IDEA? A) transportation B) physical therapy C) access to physician care D) specific computer software E) speech therapy

Behavior intervention plans must be written for which of the following groups of students? A) all students with disabilities B) all students with special needs C) all students with disabilities whose behavior impede their learning or that of others D) all students who have been referred by their parents for behavior problems

Behavior intervention plans are required for which of the following groups of students with disabilities? A) students with attention deficit hyperactivity disorder B) students whose behavior impedes their own learning or that of others C) students with learning disabilities D) students with traumatic brain injury

Which of the following terms describes a "coordinated set of activities for a student, designed within an outcome oriented process, which facilitate movement from school to post-school activities?" A) vocational preparation B) employment development C) transition services D) career counseling

Which individual(s) below determine whether or not a child with disabilities qualifies for extended school year services? A) parents/guardians B) student who has reached the age of majority C) the IEP team D) the special education teacher

An individualized family service plan must be written for children within which one of the following age ranges? A) birth to five B) five to seven C) birth to seven D) six to eleven

"Outcome statements" in the individualized family service plan are ________ rather than ________. A) child-centered; family-centered B) family-centered; school-centered C) family-centered; child-centered D) none of the above

A ________ is a test that provides quantitative information used in comparing the performance of an individual student to others in his or her age-and/or grade-appropriate peer group. A) records or portfolio review B) criterion-referenced test C) observation D) norm-referenced test

Which of the following is not true of formal assessments? A) Formal assessments are typically criterion-referenced. B) Formal assessments are generally commercially available. C) Formal assessments are typically norm-referenced. D) Formal assessments may help to identify areas in which informal assessments may be needed. E) Formal assessments are typically standardized.

Interviews and rating scales reflect what type of approach to assessment? A) observation B) record or portfolio review C) recollection D) testing

If an eligibility team seeks to compare the student's performance to his or her age-appropriate peers, which one of the following types of assessments would be most appropriate? A) informal assessments B) criterion-referenced assessments C) anecdotal assessments D) norm-referenced assessments E) functional assessments

What is the most important distinction between formal and informal assessments? A) Informal tests are used to make decisions regarding a student's eligibility whereas informal tests are not. B) Informal tests contain guidelines for administration, scoring, and interpretation as well as statistical information regarding validity, reliability, and standardization. Typically, formal tests do not. C) Informal tests are typically closely tied to instruction. Formal tests are typically used to determine eligibility or to determine a student's standing relative to age-or grade-appropriate peers. D) all of the above

________ are usually loosely structured and are closely tied to teaching. A) Norm-referenced tests B) Informal tests C) Standardized tests D) none of the above

Ms. Smith gives eight-year-old Shannon a test designed to measure her mastery of addition of whole numbers. This test is an example of a(n): A) standardized test. B) norm-referenced test. C) portfolio assessment. D) criterion-referenced test.

Which one of the following is not true of criterion-referenced tests? A) Criterion-referenced tests typically do not yield information about a student's performance regarding a criterion or specific skill. B) Criterion-referenced tests typically do not yield global scores and information. C) Criterion-referenced tests typically disregard a student's relative standing in a group. D) Criterion-referenced tests typically provide scores such as percentile ranks, standardized scores, etc.

Which statement below is false regarding special education evaluations? A) The student must receive a comprehensive evaluation before he or she can be classified as disabled. B) Parental consent is required before an evaluation can be conducted. C) A single test can be used to determine eligibility. D) A student's strengths and needs should be identified.

Ms. Hale recently finished teaching a unit on making change with money. In lieu of a paper and pencil test, Ms. Hale assesses her students' "money skills" as they purchase items from the school supply store. This type of assessment is an example of ________. A) systematic observation B) authentic assessment C) criterion-referenced testing D) curriculum-based assessment

Which IDEA principle attempts to prevent bias in assessment? A) culturally and linguistically appropriate services B) nondiscriminatory evaluation C) procedural safeguards D) least restrictive environment E) individualized education program

All students with learning and behavioral problems must receive prereferral intervention before a comprehensive special education evaluation may be undertaken.

Prereferral intervention teams write the IEPs for students who need them.

The primary role of the prereferral intervention team is to complete a comprehensive special education evaluation.

Prereferral interventions have been successful in reducing the number of students referred for a special education evaluation.

IDEA 2004 requires transition services on IEPs for students beginning no later than age sixteen.

Except for extreme conditions in which a student is incapacitated, once a student reaches the age of majority, he or she must sign his or her own IEP.

If a child with disabilities attends any regular education classes, the general education teacher must be involved in developing, reviewing, revising, and implementing the IEP.

A functional behavioral assessment should be conducted for students who may need a behavior intervention plan.

Special education teachers plan transition services with little input from general educators.

Extended school year services are not required if a school district has less than adequate funds available.

Assistive technology and services must be included in the IEPs of all students with disabilities.

If a student is determined to be eligible for services under Section 504, school personnel are required to provide reasonable accommodations for the student.

The components of a written Section 504 accommodation plan have been specifically mandated and described in this federal law.

Section 504 consideration should be given to any student who is referred for special education services but who does not qualify under the IDEA.

IDEA 2004 states that tests must be administered in the child's native language or other form of communication most likely to yield accurate information.

Students with sensory, motor, or multiple disabilities pose considerable challenges during the assessment process.

Discuss the Tiered Approach to the Response to Intervention Model.

Which of the following statements has been supported by research? A) First-year teachers often identify classroom management as a problematic area. B) Classroom management is de-emphasized in many teacher preparation programs. C) Classroom management is becoming increasingly difficult due to the wide range of diversity in today's classrooms. D) all of the above .

Ms. Ash is inconsistent in her disciplinary style. The students in her classroom have learned that she will often change her mind regarding assignments when pressured. According to Doyle (1986), this phenomenon is best represents which of the following? A) publicness B) multi-dimensionality C) immediacy D) simultaneity

Ms. Chung begins her teaching in her fourth-grade classroom during the middle of the school year. Prior to this time, one teacher has quit, and two substitutes also refused to teach in this classroom. On the first day of class, Ms. Chung's students are very disruptive, non-compliant, and rude. This is an example of which of the following according to Doyle (1986)? A) publicness B) unpredictability C) history D) multi-dimensionality

Mr. Long is often teased by his students as having "eyes" in the back of his head. This is because he is able to teach, stop students from talking, and provide prompts and reinforcements to students with apparent ease. According to Doyle (1986), this ability is indicative of which of the following? A) history B) publicness C) unpredictability D) simultaneity E) multi-dimensionality

Mr. Meek's sixth-grade math class is disrupted by a fire drill alarm. Mr. Meek, an excellent classroom manager, has practiced the routine for a fire drill several times with his class. Consequently, his students line up and leave the classroom in an orderly fashion. According to Doyle (1986), Mr. Meek has addressed which of the following important elements of classroom management? A) multi-dimensionality B) publicness C) unpredictability D) history

In Ms. Chen's classroom, students are often hostile and disruptive. In fact, when you enter the room, you can feel the tension. According to your textbook authors, this concern is reflective of the ________ in Ms. Chen's classroom? A) level of students' aspirations B) number of students who have failed C) classroom climate D) social acceptance levels

Which of the following plays a critical role in the climate of a classroom? A) students' attitudes about school, authority figures, and their classmates B) the teacher's disposition, competencies and skills C) peer values and pressures D) level of family support and involvement in a student's education E) all of the above

________ refer(s) to the physical aspects of the classroom, including layout, wall space, and signage. A) Procedural management B) Organizational management C) Classroom arrangements D) Accessibility

A(n) ________ is any event that reinforces, and therefore, strengthens the behavior it follows. A) contingency contract B) natural consequence C) benign intervention D) reinforcer

Which of the following is a basic principle regarding the use of positive reinforcement? A) The reinforcer must be tangible in order for it to be reinforcing for the student. B) The reinforcer must be followed by extinction procedures. C) The reinforcer must be delivered immediately following the performance of the desired behavior. D) The reinforcer must be presented in a token form

Which one of the features below is essential to writing effective contingency contracts? A) Contracts should initially reward successive approximations of the behavior. B) Contracts should provide frequent reinforcement. C) Contracts should be fair, clear, and positive. D) all of the above

. Each of the members of Shelley's group are reinforced when Shelley earns 80% or more on her weekly spelling test. This type of group contingency is known as a(n) A) dependent group contingency. B) interdependent group contingency. C) independent group contingency. D) none of the above

. In Mr. Hawkins' class, the entire class will have a pizza party if all students in the class make at least 80% on their weekly spelling test. This is an example of a(n) A) dependent group contingency. B) independent group contingency. C) interdependent group contingency. D) none of the above

In Ms. Bayer's class, every student who accurately completes his or her work for the week is allowed free time at the end of the week. This is an illustrative example of a(n) A) dependent group contingency. B) interdependent group contingency. C) independent group contingency. D) none of the above

Which of the following is not an example of a behavioral intervention designed to decrease undesirable behaviors? A) extinction B) differential reinforcement of lower rates of behavior C) natural and logical consequences D) group contingencies

________ is a limited or complete loss of access to positive reinforcers for a specific period of time. A) Response cost B) Extinction C) Time out D) Benign intervention

Nine-year-old Elaina forgets to bring her pencil to math class. Rather than loan a pencil to her, Elaina's teacher does not intervene. After several attempts to borrow a pencil from her classmates, Elaina is unable to complete her math work. This situation is an example of A) punishment. B) reinforcement. C) a natural/logical consequence. D) differential reinforcement of lower rates of behavior.

Ten-year-old Miquel frequently gets out of his seat. This frequently results in a situation in which Miquel fails to complete his assignments in class. Rather than punish his out-of-seat behavior, Miquel's teacher decides to reinforce his on-task behavior. This situation is an example of A) natural and logical consequences. B) differential reinforcement of lower rates of behavior. C) response cost. D) differential reinforcement of higher rates of behavior.

Twelve-year-old Carrey talks constantly in class without permission. After collecting observation data, Carrey's teacher decides that she is giving too much attention (albeit negative) to Carrey's constant talking. Her teacher decides to ignore Carrey's talking. This situation is an example of A) extinction. B) reinforcement. C) response cost. D) differential reinforcement of lower rates of behavior.

Each of the following is a strategy for creating and increasing a desirable behavior except A) positive reinforcement. B) contingency contracting. C) group contingencies. D) extinction.

Jeremy's teasing of other children dramatically decreased in Mr. Hester's math class after a behavior management program was implemented. Jeremy's teasing behaviors continue unabated, however, in Ms. Smith's history class. This may be due to A) the fact that Jeremy's behaviors were not maintained in Ms. Smith's class. B) a behavioral rebound effect. C) a failure of Jeremy's improved teasing behavior to generalize to other settings. D) behavioral rigidity.

Constance is a seven-year-old whose behavior management plan has resulted in an increase in academic productivity and a concomitant decrease in talking-out behavior. Given this satisfactory outcome, Constance's teacher discontinues the behavior management program. Unfortunately, Constance once again fails to complete tasks and begins talking out at an unacceptable level. This occurrence may be due to A) problems related to maintenance of behavior. B) problems related to generalization of behavior. C) problems related to a "rebound effect." D) behavioral inflexibility.

Ms. Helms teaches her students the COPS strategy. Initially, Ms. Helms provides much guidance and support for students during instruction. Eventually, her students internalize the strategy and are able to use it independently. This is an example of: A) self-motivation. B) self-reinforcement. C) self-regulation. D) self-evaluation.

________ is a strategy in which students observe and record their own behavior. A) Self-motivation B) Self-instruction C) Self-monitoring D) Self-reinforcement

The response to intervention approach to working with struggling students means that A) teachers differentiate instruction for students who are labeled only as special education. B) special education teachers assist students in a special education classroom. C) teachers address individual needs of students by making key adjustments across a number of instructionally-related areas and provide effective instruction. D) teachers measure each attempt to intervene with students who have behavioral problems.

A teacher's skills in differentiating instruction A) are more necessary now than ever B) are less important for beginning teachers C) are necessary only in special education classrooms D) are important only for experienced teachers

Differentiated instruction is needed for A) students who are struggling but have never been tested B) students who are trying to master the English language C) students who are gifted D) all of the above

Content differentiation includes all the following except A) Reducing content coverage B) Compacting C) Preferential seating D) Acceleration

Differentiation of material A) is necessary only for students who lack pre-requisite skills B) is necessary when the amount of information is overwhelming for students C) is needed when the linguistic complexity of material is too difficult D) is necessary in all the above situations

Ways to enhance comprehension for students who are struggling includes all the following except A) Previewing the assignment B) Reducing the amount of reading required C) Use of prior reading strategies D) Highlighting the material E) Teaching comprehension monitoring strategies

Classroom rules and procedures should be taught, practiced, and reinforced in order to be effective.

When more attention is given to reactive intervention than to preventative intervention, classrooms run more smoothly

A teacher with good classroom management skills will spend considerable time designing classroom management strategies before the school year begins.

Behavioral differentiation must include developmentally appropriate practices that address the individual needs of a student.

The use of positive reinforcers is designed to teach or increase desirable behavior.

The use of natural and logical consequences is designed to decrease undesirable behaviors.

Punishment should never be considered an option to reduce problematic behavior.