Description

1. Meaningful reward for accomplishment is:

1. Demeaning and encouraging
2. Demeaning and insulting
3. Effective and encouraging
4. Effective and insulting

2. Social-cognitive theory attempts to explain human behavior by including what we know about:

1. Personal agency
2. Cognition
3. Environmental effects
4. All of the above
5. Only B and C

3. Environments are best structured by:

1. Choosing tasks appropriate for students and arranging appropriate consequences
2. Choosing tasks appropriate for students and arranging aversive consequences
3. Choosing demanding tasks for students and arranging appropriate consequences
4. Choosing demanding tasks for students and arranging aversive consequences

4. Students are considered to need help with disordered behaviors primarily because of:

1. Behavioral excesses.
2. Behavioral deficiencies
3. Definitional abnormalities
4. All of the above
5. Only A and B

5. Educators must have faith that the proper ________________ alone can make a difference in a student’s life, even if nothing else can be altered.

1. Classroom environment
2. Dosage of medication
3. Individualized education plan
4. Reinforcement schedule

6. The special educator must view behavior as:

1. Predictable and controllable
2. Predictable and disordered
3. Varied and controllable
4. Varied and disordered

7. The primary focus of special educators should be on the factors that:

1. Can be altered within the classroom
2. Cause biological predisposition
3. Seem influenced by the family
4. All of the above
5. Only A and C

8. The ultimate causes of EBD are almost always:

1. Readily apparent
2. Mostly known
3. Unknown
4. Cultural

9. A reflective approach to behavior management requires:

1. Self-questioning
2. Self-monitoring
3. Student questioning
4. All of the above
5. Only B and C

10. Holding the same high expectations for all students:

1. Ignores the need to recognize individual differences
2. Is a gross oversimplification
3. Is the best way to accommodate cultural diversity
4. All of the above
5. Only A and B

SHORT ANSWER/DISCUSSION QUESTIONS

1. What kinds of expectations are important in educating students with EBD?

1. Why do we need to define and measure behavior?

1. What role should communication play in effective instruction?

1. How is self-control taught?

1. How are cultural differences related to individual students?

1. What are the two fundamental principles that guide the organization of effective instruction?

1. What are the four conceptual models for understanding behavior and their strengths and weaknesses?

ESSAY QUESTIONS

1. Why do Kauffman and Landrum believe that instruction should be the primary concern of teachers of student with EBD? What are their arguments?
   
   
2. Describe the integrated social-cognitive model proposed by Kauffman and Landrum and how the causal factors integrated in the model influence the role of the special educator.

LEARNING ACTIVITY

1. Complete the following graphic organizer as you read Chapter 1.

Themes	Thoughts, Feelings, or Reflections

Expecting the Most from Ourselves and Our Students

Directions: As you read the first chapter, write ideas, reflections, connections, or reminders that you think about on a sticky note (one thought per note). In class, share your notes with your group. As a group, see if there are any themes or common thoughts among the participants. Write the common themes and associated thoughts or your group in the chart below.

2. Watch the clip in Video Connections 2.3 in the eText, and discuss the issues of false positives and negatives. Which of these is the more pressing issue for students with EBD? What would the impact of a false negative or a false positive be on a child?

CASE-BASED ACTIVITIES

John (p. 1)

1. Try to trace John’s development of EBD. Identify the age/grade at which different behaviors were manifested.

2. How did different people (doctor’s, relatives, school personnel, etc.) react to John’s behavior? What advice did they give his mother, and how did they respond to his behavior? What impact do you think these reactions and advice had on both John and his mother?

3. What could the schools have done to help John? Are there any interventions that you feel would have been particularly effective?