Learners with Emotional or Behavioral Disorders – Flashcards
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1) The most obvious problem of children with E/BD is A) imaginary friendships. B) aggression aimed at others. C) lack of close emotional ties. D) social fear or disinterest.
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C) lack of close emotional ties.
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2) Many different terms have been used to designate children who have extreme social interpersonal and/or intrapersonal problems. Which term have some pointed out has the advantage of focusing attention on the clearly observable aspect of these children's problems: A) behaviorally disordered. B) emotionally disturbed. C) socially maladjusted. D) emotionally conflicted.
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A) behaviorally disordered.
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3) The terminology proposed by the National Mental Health and Special Education Coalition in 1990 is A) serious emotional disturbance. B) severe behavioral disorder. C) emotional or behavioral disorder. D) emotionally or behaviorally challenged.
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C) emotional or behavioral disorder.
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4) The problematic behavior of children and youth with EBD tends to be A) exhibited more often in highly structured environments. B) a psychological processing problem. C) a sudden onset of extremely inappropriate behavior. D) episodic, highly variable, and situation specific.
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D) episodic, highly variable, and situation specific.
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5) The federal definition of E/BD has been most widely criticized for its exclusion of children with A) autism. B) schizophrenia. C) social maladjustment. D) attention deficit disorder.
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C) social maladjustment.
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6) In contrast to the present federal definition, the proposed National Mental Health and Special Education Coalition definition of E/BD A) recognizes that disorders of emotion and behavior may occur separately or in combination. B) focuses on problems that exist in a school setting only. C) excludes students with schizophrenia. D) is less sensitive to ethnic and cultural differences.
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A) recognizes that disorders of emotion and behavior may occur separately or in combination.
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7) Two broad dimensions of behavior disorders are A) externalizing and internalizing. B) withdrawal and disinterest. C) exterior and interior. D) hostility and aggression.
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A) externalizing and internalizing.
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8) Schizophrenia is associated the least with which of the following problems? A) delusions and hallucinations. B) tendency to withdraw into their own private worlds. C) epileptic seizures. D) severe disorder of thinking.
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C) epileptic seizures.
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9) Comorbidity in persons with E/BD is A) not unusual. B) very unusual. C) rare. D) part of the diagnosis.
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A) not unusual.
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10) According to the federal government, what percentage of the school-age population is identified for special education services under the category of "emotional disturbance"? A) less than 1% B) about 2% C) 3-5% D) 6-10%
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A) less than 1%
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11) What percentage of the school-aged population exhibits serious and persistent emotional/behavioral problems, according to credible studies in the U.S. and other countries? A) less than 1% B) about 2% C) 6-10% D) 10-15%.
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C) 6-10%
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12) Each of the following statements about children with E/BD is true EXCEPT A) aggressive acting-out behavior is most common. B) boys outnumber girls. C) most students identified are psychotic. D) juvenile delinquency and conduct disorder cannot be clearly distinguished from emotional disturbance.
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C
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13) The causes of E/BD have been attributed to each of the following EXCEPT A) biological disorders and diseases. B) pathological family relationships. C) undesirable school experiences. D) membership in a particular cultural group.
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D
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14) In the majority of cases, the cause of E/BD is A) biological. B) family-related. C) unknown. D) school-based.
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C
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15) A biologically determined behavioral style is a A) personality. B) temperament. C) learning style. D) attitude.
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B
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16) Each of the following statements about biological causes of E/BD is true EXCEPT A) If a disorder has a biological cause it can still be an emotional or behavioral disorder. B) Causes are usually exclusively biological or exclusively psychological. C) Medical treatment is seldom the only intervention needed. D) Medical approaches may be of little benefit if psychological and social aspects are not addressed.
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B
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17) Each of the following is true regarding school practices and development of E/BD EXCEPT A) Children may become better or worse, depending on how they are managed in the classroom. B) A child's temperament and social competence interact with behaviors of peers and teachers. C) We know which specific school experiences contribute to E/BD. D) Teachers need to be aware of how their academic instruction and behavior management approaches may contribute to student's misconduct.
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C
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18) Each of the following societal conditions may predispose children to develop E/BD EXCEPT A) availability and level of drug use. B) a child's temperament. C) level of violence depicted in the media. D) use of terror as a means of coercion.
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B
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19) Despite problems in defining E/BD, most children with severe E/BD are easily recognized because A) teachers are trained in the use of behavior rating scales. B) systematic screening procedures are used in most schools. C) their behavior attracts immediate attention. D) most schools have psychologists on-site.
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C
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20) Bert is a nine-year-old boy with E/BD. If he is like the typical child with E/BD, his IQ score probably falls in which range on standardized tests? A) dull-normal B) bright-normal C) normal D) superior
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A
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21) On standardized achievement tests, most students with E/BD perform A) at grade level. B) above grade level. C) at mental age level. D) below grade level.
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D
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22) The most common problems exhibited by children with E/BD are A) withdrawn behaviors. B) attention deficit disorders. C) impulsive behaviors. D) conduct disorders.
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D
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23) Many social learning theorists and behavioral psychologists believe that aggression is A) caused by an overwhelming sense of frustration. B) a result of subconscious motives. C) a defense mechanism used in distressing situations. D) a learned behavior.
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D
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24) Erik is a sixth grader with E/BD who is highly aggressive. His teacher, Mr. Glumbly, should be advised to try all of the following techniques with Erik EXCEPT A) providing examples of nonaggressive responses in aggression-provoking circumstances. B) role-playing nonaggressive behavior with him. C) preventing him from receiving positive consequences for aggression. D) letting him "act out" his aggression freely.
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D
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25) The Olweus Bullying Prevention Program includes all of the following EXCEPT A) Avoid involving parents unless absolutely necessary because they can actually make the situation worse. B) If an incident occurs the parents should be contacted in a timely manner. C) Facilitate discussions of bullying in the classroom. D) Establish rules and consequences for bullying.
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A
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26) A social-learning analysis attributes withdrawal and immaturity to A) inadequate environment. B) internal conflicts. C) unconscious motivations. D) conscious motivations.
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A
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27) Behavioral psychologists tend to attribute withdrawal and immaturity to A) internal conflicts. B) unconscious motivations. C) conscious motivations. D) failures in social learning.
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D
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28) Which of the following statements about depression is true? A) Depression is not a widespread problem among children and adolescents. B) The nature of depression in children and adolescents is quite different from that of adults. C) Suicide is among the leading causes of death among young people. D) Antidepressant medications have not been successful in helping young people with depression.
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C
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29) All credible conceptual models of education have two objectives. They are A) controlling misbehavior and teaching academic and social skills. B) controlling misbehavior and teaching academic skills. C) teaching academic and social skills. D) controlling misbehavior and teaching social skills.
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A
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30) To maximize their effectiveness, programs for students with E/BD should provide a balance between A) behavioral control and academic/social instruction. B) academic/social instruction and vocational training. C) psychological therapy and academic/social instruction. D) individualized instruction and behavioral control.
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A
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31) Each of the following statements regarding the need to balance behavioral control with academic and social learning is true EXCEPT A) Too often, the focus is on academic instruction at the expense of social learning and student behavior. B) Excellent academic instruction has been shown to eliminate most disruptive behaviors. C) Without effective behavior control, it is extremely unlikely that academic and social learning will occur. D) Behavior control strategies preferably involve students in self-control strategies.
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A
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32) The importance of integrated services for students with E/BD means that A) subject areas within the curriculum should not be taught in isolation from each other. B) students with E/BD should be fully included in regular classrooms. C) schools, families, and community agencies should cooperate to meet students' needs. D) therapy should occur in school within the context of the student's academic program.
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C
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33) Susan and Mike are looking to place their son, Max, in an effective educational program for students with E/BD. They should select a program that includes all of the following elements EXCEPT A) systematic, data-based interventions. B) direct, daily assessment of performance. C) emphasis on self-awareness, mindfulness activities. D) programming for transfer and maintenance.
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C
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34) In comparison to the percentage of students with most other disabilities, students with E/BD are more likely to be educated in A) general education classrooms. B) resource room programs. C) less restrictive settings. D) more restrictive settings.
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D
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35) The trend in programs for students with EBD is toward A) institutionalization. B) resource rooms. C) integration into more restrictive placements. D) integration into general education classrooms whenever possible.
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D
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36) Each of the following is true of instructional considerations for students with E/BD EXCEPT A) Incidental social learning is sufficient and preferred to address social difficulties. B) If social skills are improved any academic deficits will improve to the point of not being an issue. C) Many incarcerated youths actually receive better instruction because they are in a highly structured environment. D) Kindness and concern are not sufficient qualities for teachers of students with E/BD.
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C
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37) The expertise of any teacher of students with EDB includes understanding, assessing, and managing behavior to promote learning. The teacher needs the following skills EXCEPT A) use of intelligence tests and standardized achievement tests to make placement decisions. B) knowledge of prevention and intervention strategies. C) use of nonaversive techniques. D) establishment of consistent classroom routines.
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A
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38) Increasingly, researchers recognize that problem behavior occurs less frequently in the classroom when A) the teacher is offering effective instruction. B) the teacher allows unstructured free time each day. C) the teacher separates students with behavior problems from other students. D) the teacher consistently punishes each occurrence of problem behavior.
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A
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39) In the case of discipline, "zero tolerance" means that A) the circumstances surrounding an incident are not weighed in deciding what the consequences should be; only the act itself is questioned. B) the circumstances surrounding an incident are weighed in deciding what the consequences should be, and the act itself is questioned. C) the circumstances surrounding an incident are weighed in deciding what the consequences should be, but the act itself is not questioned. D) the circumstances surrounding an incident are not weighed in deciding what the consequences should be, and the act itself is not questioned.
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A
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40) All of the following are controversial concepts specific to discipline of students with disabilities EXCEPT A) determining if behavior is a manifestation of disability. B) use of corporal punishment. C) providing alternative placement for education. D) developing functional behavior assessments.
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B
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41) Proponents of positive behavioral intervention and support A) forbid the use of punishment. B) recognize the value of nonviolent negative consequences (punishment) in managing behavior. C) believe that there are rare occasions when it is necessary to use aversive punishments, such as solitary confinement. D) believe that there are rare occasions when it is necessary to use aversive punishments, such as corporal punishment.
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B
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42) Under IDEA, "functional behavioral assessment" (FBA) A) simply means assessment that is based on psychoanalytic as well as behavioral principles. B) clearly refers to a specific set of procedures designed to pinpoint the function of a student's behavior. C) is optional. D) is designed by school administrators.
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B
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43) With respect to monitoring the progress of students with E/BD, A) academic as well as behavioral assessment is usually necessary. B) standardized assessments are more accurate than teacher rating scales. C) curriculum-based assessments are outdated. D) teacher rating scales are all that are actually required to assess the students' behavior.
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A
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44) All of the following patterns of behavior signal problems in preschool EXCEPT A) grabbing, kicking, and screaming to get one's way. B) frequent conflicts and aloofness from others. C) infrequent outbursts, but with apparent reason. D) hiding from strangers.
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C
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45) Effective interventions for preschool children with E/BD that include defining and measuring behavior and rearranging the environment to teach and support more appropriate conduct are A) psychoeducational. B) humanistic. C) ecological. D) behavioral.
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D
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46) Each of the following is a reason why early, comprehensive, intense, and sustained intervention is so rare EXCEPT A) worry about labeling and stigma. B) lack of familiarity with the early signs of problems. C) optimism about a child's development (i.e., "he'll grow out of it"). D) lack of resources for any but the most severe cases.
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D
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47) Tad is a 15-year-old youth with a long-standing history of school failure and serious behavioral offenses. He is currently in prison and receives no special education services. A likely reason why Tad is not receiving services is that A) IDEA does not apply to prison schools. B) Tad is considered "socially maladjusted" and therefore is not eligible for services. C) because he has been convicted of a serious offense, Tad has lost the right to a free, appropriate public education. D) Tad has refused to participate in special education programming.
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B
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48) It is difficult to design a specific education program for E/BD at the secondary level because A) services provided for E/BD usually omit secondary education. B) few special educators are interested in this field. C) this category of youths is so varied. D) subject areas are varied and training of professionals is limited.
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C
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49) Transition from school to work is particularly difficult for many adolescents with E/BD for all of the following reasons EXCEPT A) a high rate of dropping out of school. B) neglectful, abusive, or inadequate family relationships. C) over-emphasis on vocational training rather than academics. D) behavior that is unacceptable to peers and employers.
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C
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50) Among children and adolescents with E/BD, the future is especially grim for those with A) neurosis. B) conduct disorders. C) withdrawal. D) anxiety and depression.
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B
