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Instructor’s Resource Manual for

Behavior ManagementA Practical Approach for Educators

Tenth Edition

Thomas M. SheaSouthern Illinois University Edwardsville

Anne M. BauerUniversity of Cincinnati

Prepared by:

Anne M. BauerStephen D. Kroeger

University of Cincinnati

Boston Columbus Indianapolis New York San Francisco Upper Saddle River

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Full file at http://TestbanksCafe.eu/Test-Bank-for-Behavior-Management-A-Practical-Approach-for-Educators-10th-Edition-Shea

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Copyright © 2012, 2007, 2004 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department. Pearson® is a registered trademark of Pearson plc

Instructors of classes using Shea & Bauer’s Behavior Management, A Practical Approach for Educators, Tenth Edition, may reproduce material from the instructor’s resource manual for classroom use.

10 9 8 7 6 5 4 3 2 1 ISBN-10: 013708515XISBN-13: 9780137085156

www.pearsonhighered.com

Table of Contents

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Preface.............................................................................................................................................................iv

Chapter 1: An Introduction to Behavior Management.....................................................................................1

Chapter 2: Models of Human Behavior............................................................................................................9

Chapter 3: Principles of Behavior Management............................................................................................14

Chapter 4: Response to Intervention.............................................................................................................19

Chapter 5: Functional Behavioral Assessment...............................................................................................24

Chapter 6: Developing a Behavior Intervention Plan....................................................................................29

Chapter 7: Methods of Increasing Behavior...................................................................................................34

Chapter 8: Methods of Reducing Behavior...................................................................................................42

Chapter 9: Prosocial Classroom Management...............................................................................................49

Chapter 10: Environmental and Biobehavioral Behavior Management.........................................................58

Chapter 11: Working with Parents and Families............................................................................................67

Chapter 12: Issues and Concerns...................................................................................................................72

Test for Chapter 1...........................................................................................................................................77

Test for Chapter 2.........................................................................................................................................80

Test for Chapter 3...........................................................................................................................................83

Test for Chapter 4...........................................................................................................................................86

Test for Chapter 5...........................................................................................................................................89

Test for Chapter 6...........................................................................................................................................92

Test for Chapter 7...........................................................................................................................................95

Test for Chapter 8...........................................................................................................................................98

Test for Chapter 9.........................................................................................................................................101

Test for Chapter 10.......................................................................................................................................104

Test for Chapter 11.......................................................................................................................................107

Test for Chapter 12.......................................................................................................................................110

Chapter One Answer Key.............................................................................................................................113

Chapter Two Answer Key............................................................................................................................113

Chapter Three Answer Key..........................................................................................................................114

Chapter Four Answer Key............................................................................................................................115

Chapter Five Answer Key............................................................................................................................116

Chapter Six Answer Key..............................................................................................................................116

Chapter Seven Answer Key..........................................................................................................................117

Chapter Eight Answer Key...........................................................................................................................118

Chapter Nine Answer Key............................................................................................................................119

Chapter Ten Answer Key.............................................................................................................................119

Chapter Eleven Answer Key........................................................................................................................120

Chapter Twelve Answer Key.......................................................................................................................121

Blank forms..................................................................................................................................................122

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Preface

Organization of the Manual

On behalf of Merrill Education, we thank you for adopting Behavior Management: A Practical Approach for Educators, Tenth Edition. This Instructor’s Resource Manual is designed to accompany the textbook. This manual, as is the text, is divided into 12 chapters. Each chapter of the Instructor’s Resource Manual includes the following sections:

Chapter Summary: a brief summary of the key elements of the chapter

Focus Questions: five or six main questions that are addressed in the chapter

Key Terms: a list of the key terms from the chapter

Chapter Overview/Presentation Outline: an outline of the chapter, including main headings and subheadings, for presentation

Discussion Questions: a set of thought-provoking questions designed for either individual or small-group use at the conclusion of the chapter

Suggested Readings: listing generated from the chapter articles in journals available at many colleges or universities and/or on the World Wide Web, that may be of particular interest for discussion or summarization. For example, students may choose one of the articles for each chapter and develop an abstract or critique.

Test Bank and Answer Keys

A test bank to accompany Behavior Management: A Practical Approach for Educators, Tenth Edition, is also included in this manual. The test bank is divided into the 12 chapter sections, with an answer key provided at the end of each section. The following types of questions are included:

True/False (5) Multiple-Choice (10) Short Answer (5) Word Bank (5) Essay (2)

Worksheets

Selected worksheets discussed in the text are included on pages 122. The forms can be reproduced for classroom use and/or assignments.

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Chapter 1: An Introduction to Behavior Management

Chapter Summary

Each child is a unique individual, similar to other children yet different from other children. Due to this uniqueness, no single strategy or procedure is effective under all conditions for all children.

Behavior management interventions are all those actions (and conscious inactions) teachers and parents engage in to enhance the probability that children and youth will develop effective behaviors.

A specific strategy or technique that is effective under one set of circumstances for one child may be ineffective in another situation with another child.

The No Child Left Behind Act requires that practitioners use interventions for which there is scientific evidence.

Aversive contingencies typically result in short-term effects and little long-term gain. Controversial interventions are unproven interventions that may in fact cause harm to the individual or delay the

use of effective interventions. The Council for Exceptional Children presents a code of ethics which indicates that professionals apply only

methods and procedures that do not undermine the dignity or human rights of an individual. In addition, goals and objectives should be identified in the IEP.

The principles of normalization, fairness, and respect are the foundation of behavior management. Public Law (summarized in Table 1.1) has a significant impact on behavior management in the classroom. The Individuals with Disabilities Education Act requires each student with disabilities to have an individualized

education program (IEP), collaboratively developed by parents, general educators, and special educators, that responds to the student’s individual needs.

The Individualized Education Program (IEP) must contain present levels of a student’s performance, including a statement of how the disability affects the student’s progress in general education, measurable goals and benchmarks, all needed services and supports, extent of nonparticipation with learners without identified disabilities, progress reporting, modifications for participation in mandated assessments, and transition needs for learners age 14 and older.

Section 504 of the Rehabilitation Act of 1973 requires that individuals with disabilities who are not enrolled in special education may receive accommodations and adaptations.

The Gun Free Schools act mandates zero tolerance for weapons in school The No Child Left Behind Act holds schools accountable for the academic achievement of their students.

Annual testing is required, and specific corrective actions are designed for schools that fail to demonstrate adequate yearly progress.

Chapter Focus Questions

1. Define behavior management and explain its purposes.2. Discuss ethical issues with regard to the use of behavior management interventions.3. Describe various perspectives of the ethics of behavior management. 4. Discuss ethical and professional guidelines for the application of behavior management interventions.5. Explain the principles of normalization, fairness, and respect.6. Explain selected laws governing education and services for persons with disabilities.7. Describe procedures for the individualization of the education of learners with disabilities.

Chapter Key Terms

Aversives Principle of respectBehavior management interventions Public Law 103-382Ethics Public Law 107-110Formalism Section 504Individualized Education Program Self-disciplineIndividuals with Disabilities Education Improvement Transition plan

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Act of 2004 Transition servicesPrinciple of fairness UtilitarianismPrinciple of normalization

Chapter Overview/Presentation Outline

I. INTRODUCTION A. Every child is a unique individual, similar to all other children in many respects yet different from all other

children.B. No single set of strategies or remedial procedures is effective under all conditions with all children.C. This text is written primarily from the point of positive behavioral support and the ecological perspective.

II. DEFINITION OF BEHAVIOR MANAGEMENTA. Considerations of behavior management

a. How can this child’s behavior be changed?b. How can this group behavior be changed?c. Should I punish this behavior?d. Should I discuss this behavior with the individual?e. Should I ignore this behavior?f. Will this intervention work?g. Is it ethical to use this intervention technique?h. Will it harm or help the child?

B. In this text, behavior management interventions are defined as all those actions (and conscious inactions) teachers and parents engage in to enhance the probability that children, individually and in groups, will develop effective behaviors that are personally fulfilling, productive, and socially acceptablea. Behavior management is a complex problem that cannot be approached from a simplistic point of

view. b. It is a teacher’s function that must be studied, planned, and objectively used and evaluated, with equal

emphasis given to all relevant variables:i the individual or group whose behavior is being studiedii the behavior under considerationiii the setting in which the behavior occursiv the individual applying the interventionv the purpose of the intervention

c. A specific technique that is an effective intervention for one specific behavior of one specific child in a particular setting may be ineffective under another set of circumstances when applied by a different individual to change a different behavior.

C. Teachers are dealing with increasing amounts of disruptive behaviors.a. Discipline should be seen as an opportunity to teach students alternative ways to meet their needs.b. Interventions should be scientifically based.c. Effective discipline includes consequences, but is done in the context of respect and a commitment to

the success of students. D. Self-discipline, the goal of all behavior management, is the process of attaining control over one’s personal

behavior in a variety of circumstances in association with many individuals and groups.

III. THE QUESTION OF ETHICSA. The principles of learning have caused confusion, concern, and in some cases anxiety among those

individuals holding more traditional views of human behavior. B. In the application of behavior management interventions, the following questions are considered:

a. Who shall decide who will be the manager of behavior?b. Who shall decide whose behavior is to be managed?c. How can behavior managers be controlled?d. What type of interventions shall be applied?e. Who will determine the interventions to be legitimized?f. To what ends will interventions be applied?

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C. These queries are rephrased here to emphasize these implications, which are not only philosophical issues but also pragmatic issues of immediate importance to educators:a. What is a child?b. Is a child free to make choices?c. Should a child be free to make choices?d. Can an educator modify a child’s behavior?e. Can another child or a parent change a child’s behavior?f. Who shall determine whose and which behaviors are to be changed?g. Which interventions shall be applied in the classroom and school to change children’s behavior?

D. Actions can be explained by means of the principles of behavior modification (or learning). a. The principles are derived by applying the scientific methods of discovery to the modification of human behavior.

IV. ETHICAL PERSPECTIVE

A. The ethics of behavior management can be approached from several points of view: political, legal, professional, and research.

B. From a political perspective, the current quest for excellence in the schools has become standardized, with each state required to develop standards and to assess student proficiency.a. Behavior problem students, unequally valued to their complying, achieving peers, bring teachers who

are accountable for student achievement to the point of using behavior management methods and strategies that would not be applied with the more highly valued students and during less stressful and competitive times.

b. School personnel most frequently punish the student with the greatest needs, including academic, economic, social, and behavioral/emotional needs.

c. This group of punished students includes an overrepresentation of African American, Latino, and students from diverse cultural, ethnic, and linguistic groups.

C. From a legal perspective, it must be recognized that proactive decisions are seldom found. It appears to be the nature of the courts and the legislatures to react to the misuse or potential misuse of various interventions rather than to actively set standards.

D. The principles underlying behavior management interventions provide practitioners with the means to an end, but the principles cannot decide the end of intervention: That decision depends on the practitioner’s values.a. There are two general schools of ethics: formalism and utilitarianism.

i Formalism suggests that all individuals are born with rights and needs that are superordinate to the interests of society. From this point of view, behavior management interventions that intrude on an individual’s rights are unethical.

ii Utilitarianism suggests that the interests of society precede the interests of the individual. Individuals’ rights are given by society, and individuals are valued for their actual or potential contributions to (or the degree of burden they place on) society. From this perspective, the use of aversive management is deemed acceptable if it facilitates the movement of the individual from the position of “burden on society” to “contributing member.”

E. The position of Hippocrates that the practitioner’s first and most important concern in the education and treatment of learners is to “do no harm.”a. Treatments, programs, strategies, or techniques that are unsupported by objective data produced

through systematic manipulation of variables and repeated inquiries by independent evaluators are controversial.

b. Characteristics of controversial interventions do the following:i Based on one simplistic explanation.ii Offers drastic cures or improvementsiii Provides little evidence except that the student is “better”iv Are effective for a wide range of disabilitiesv Rely on anecdotal information to prove effectiveness.vi Are believed by proponents to be so effective that controlled studies are unnecessary.

F. Suggestions for avoiding the selection of unproven interventions for application with learners with behavior problems:a. Be skeptical: If it sounds too good to be true, it usually is.

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b. Question the promoters of the intervention about how it works and how they know that it works.c. Ask to see the research results or other evidence of its effectiveness.d. Obtain and read the research and, if concerned, ask an expert to interpret the research.e. Proceed with care. Go slowly. Question why the application must be applied exclusively and do not

eliminate presently effective interventions.f. Ask: is this intervention “reasonable”?

G. CEC ethical practice includes: a. only using methods and procedures in which you are trained and which preserve the individual’s rights

and dignityb. specifying goals and objectives on the Individualized Education Programc. following district and state/provincial policies, statutes, and rules related to disciplinary methods and

behavioral proceduresd. intervening when a colleague’s behavior is detrimental to exceptional students

V. THE RIGHTS OF CHILDRENA. Three principles guide individuals in the helping professions in their actions toward clients (children and

adults) with disabilities. These principles serve as the foundation of all behavior management decisions made by teachers of both general and special education students. a. The principle of normalizationb. The principle of fairnessc. The principle of respect for the dignity and worth of the individual

B. Principle of Normalization. a. The principle of normalization is to let the person with a disability or who varies from his or her peers

obtain an existence as close to the normal as is possible (Farrell, 1995). b. Before implementing an intervention, the practitioner must respond to the following question: Will the

implementation of this specific intervention facilitate the child’s movement toward the normally anticipated and observed behavior in this setting, or will it simply eliminate the child (and the behavior) as an inconvenience or annoyance to others in the environment, such as the child’s teacher, peers, administrator, and parents?

C. Principle of Fairness. a. The principle of fairness is fundamental fairness—due process of law—which requires that in decision

making affecting one’s life, liberty, or vital interests, the elements of due process will be observed, including the right to notice, to a fair hearing, to representation by counsel, to present evidence, and to appeal an adverse decision (Allen, 1969).

b. If the principle of fairness is to be implemented, we must begin all decisions from the point of view of the child’s welfare: What does this child need?

D. Principle of Respect. a. The principle of respect is one’s right to be treated as a human being and not as an animal or a statistic

(Allen, 1969). E. Any intervention can be misused and abused if the person using it lacks an ethical system of personal and

professional values. Practitioners must never forget that knowledge is power and that with power comes the responsibility to apply that power for the benefit of all persons.

VI. PUBLIC LAW AND PERSONS WITH DISABILITIESA. In this section, federal legislation that has and will continue to have a significant impact on the lives of

persons with disabilities is discussed. B. The Individuals with Disabilities Education Improvement Act of 2004.

a. The Individuals with Disabilities Education Improvement Act of 2004 was designed to reauthorize the Individuals with Disabilities Education Act (IDEA) and align accountability systems for students with disabilities with those described in the No Child Left Behind Act.

b. Provisions related to the IEP process, due process, discipline, and federal grants and activities became effective on July 1, 2005;

c. The aspects related to highly qualified teachers became effective immediately on its enactment December, 2004.

d. An effort of the law was to simplify regulations.e. The IEP process and the Individuals with Disabilities Education Improvement Act.

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f. The Individuals with Disabilities Education Improvement Act makes a significant change to the Individual Education Program which had, before this law, accumulated additional considerations rather than fewer.

g. The new law deletes benchmarks and short-term objectives except for those few children who take alternative assessments aligned with alternative achievement standards.

h. The 1% of students with disabilities who have alternative goals and assessments will continue to have short-term objectives.

i. If parents still want objectives on the IEP, the team needs to identify them. j. The new law states that all requirements for transition planning should be in place no later than the first

IEP when the child is 16 years old. k. The new law requires measurable postsecondary goals in education, employment, or independent

living skills. If students transfer to a new school district, the services comparable to the existing IEP must be in effect until a new IEP is developed.

C. Due process and discipline and the Individuals with Disabilities Education Improvement Act. a. Changes in the provisions related to discipline make it easier for schools to remove students with

disabilities. b. The right of a student with a disability to remain in his or her educational placement during an appeal

on a school code violation that can result in removal from more than 10 days. c. The former law allowed students to “stay put” unless the violations involved drugs, weapons, or

dangerous behavior. d. The shift of the burden for proving that a student’s behavior is related to a disability is shifted to the

parent. e. The new law also has made an effort to provide for less adversarial ways for resolving disagreements

between parents and school districts. D. Section 504 of the Rehabilitation Act of 1973

a. Students do not need to be enrolled in special education to receive related services under the mandate of Section 504 of the Rehabilitation Act of 1973 (Public Law 93-112).

b. Section 504 suggests that a learner’s education may be composed of general and/or special education and should include the aids and services needed to provide a free, appropriate public education planned to respond to the individual student’s needs.

E. Public Law 103-382a. Referred to as the Gun-Free Schools Act.b. Student discipline and control entered a new era. c. The law mandated that the states to receive funds under the ESEA (Elementary and Secondary

Education Act) have “zero tolerance” for weapons in the schools. d. In the law, “weapon” is defined as guns, bombs, grenades, rockets, and missiles. e. It does not include knives and common fireworks.f. The law required the states to mandate a one-year expulsion policy which allows the chief

administrative officer in each school district to modify on a case-by-case basis. The law requires that students expelled for weapons violations be referred to either the criminal or juvenile court system.

g. States have generally mandated legislation to broaden the definition of weapon and increase the discretion the local administrators have in the law implementation.

h. Public Law 107-110 – No Child Left Behindi. On January 8, 2002, Public Law 107-100 was signed into law by President George W. Bush as the

reauthorization of the Elementary and Secondary Education Act of 1965. j. Public Law 107-110 is known as “No Child Left Behind Act.” k. This legislation is designed to hold schools accountable for the academic achievement of their

students. l. Though concerned with all students, the legislation has specific implications for learners with

disabilities, special educators, and special education policy and practice, as well as students from various other racial, ethnic, and linguistic cultures.

m. No Child Left Behind focuses on a broad range of issues with regard to the academic achievement of students (Council for Exceptional Children, 2004; Schrag, 2003).

n. One of the key components of No Child Left Behind is accountability. This includes annual testing of students in grades 3 through 8 on state selected tests in reading, math, and science.

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o. Schools must demonstrate adequate yearly progress (AYP) toward meeting 100% proficiency in reading, math, and science for all students within 12 years, and states must demonstrate incremental improvement over the 12 year period.

p. Parents of students in schools that fail to demonstrate adequate yearly progress for two consecutive years may transfer their child to another public school, if the state permits public school choice. Districts must pay the cost of transporting the child.

F. Individualized Education Programs (IEPs)a. The Individuals with Disabilities Education Improvement Act of 2004 describes individualized

education programs (IEPs) as written statements that includes a description of the student’s present level of academic achievement and functional performance.

b. This statement should include descriptions of: i How the disability affects the school-aged student’s involvement and progress in the general

education curriculumii How the disability affects the preschool-aged child’s participation in appropriate activitiesiii Benchmarks or short term objectives for students who take alternative assessments based in

alternate achievement standardsiv Measurable annual goals v Goals must meet the student’s needs and enable the student to make progress in the general

education curriculum as well as in other educational needs vi Periodic reports

c. Services are described in the IEP.i Services must be based on research as much as possible. ii Program modifications and supports also needed to support the student in meeting the annual

goals are stated. iii Students are provided supports to make progress in both the general education curriculum and in

extracurricular and nonacademic activities. iv These services and aids are to be provided in the general education program to the greatest extent

possible, and an explanation of the extent to which students will not participate in general education must be given.

d. A key component of the IEP is that statement of accommodations needed to measure the academic achievement and functional performance of the student on district or state achievement tests.i If the student doesn’t participate in these tests – if an alternative assessment is used - a rationale of

why the child can’t participate in the regular assessment and the assessment that is going to be used.

e. The IEP includesi Date of when services and modifications are going to begin. ii The frequency, location, and length of those services are also described. iii Beginning no later than the first IEP after the child is 16, postsecondary goals and transitions

services and assessments are described. iv These transition plans are updated annually. v Beginning one year before the child reaches the age of majority (usually age 18) a statement that

the student has been informed of his or her rights that will transfer to the student when he or she reaches the age of majority must be described.

G. The Individualized Education Program Team is comprised of:a. the parents of the student with a disabilityb. at least one of the student’s general education teachers c. at least one of the student’s special education teachersd. a representative of the school district who is qualified to provide or supervise the unique needs of

students with disabilities, is knowledgeable about general education, and is knowledgeable about the district’s resources

e. a professional who can interpret the instructional implications of the evaluation resultsf. an individual who, at the discretion of the parent or district, has knowledge or special expertise

regarding the child or servicesg. the student with a disability, when appropriate

H. The Individuals with Disabilities Education Improvement Act of 2004 allows that if the parent or district agrees, one of the members described need not attend the meeting.

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a. In addition, a particular expert may be excused from the meeting with the agreement of the parent and district, and if the professional submits written input into the IEP.

b. Both of these exceptions require written consent from the parent. In general, the IEP is in effect at the beginning of the school year.

c. Children who are moving from early intervention services, the Individualized Family Service plan should be considered. If students are transferring school districts, the services described in the student’s IEP are to be implemented until a new IEP is developed. Records are to be sent promptly.

I. The Individuals with Disabilities Education Improvement Act of 2004 indicates that the team should consider the a. student’s strengthsb. parents’ concernsc. evaluation resultsd. academic, developmentale. functional needs of the student

J. There are “special factors” that need to be documented on the IEP. If the student:a. has behavioral issues that impede his or her learning, positive behavioral interventions and supports

must be documented.b. has limited proficiency in English, language needs must be considered.c. is blind or has visual impairments, instruction in Braille or the use of Braille for instruction in Braille

and the use of Braille must be included unless they have been considered inappropriate.d. is deaf or hard of hearing, communication needs must be considered, including direct communication

with peers.e. needs assistive technology, those supports and devices should be considered.

K. Public Law 101–476 mandated that a plan for “transition services” be included in the IEP for learners with disabilities who are 14 years of age.

L. Public Law 99–457 mandated that an individualized family service plan (IFSP) be developed for all children who are under its protection. a. The IFSP is similar to the IEP but emphasizes the importance of the family to the child’s education and

related services program

Chapter Discussion Questions

A. Relate the principles of normalization, fairness, and respect to the standards of the Council for Exceptional Children for the ethical application of behavior management interventions.

B. The No Child Left Behind Act requires each school and district to publish a “report card” on their yearly progress. Find the No Child Left Behind Report Card for three local school districts on the Internet. Describe the setting and population of each school, and the yearly progress of the students involved.

C. Request the discipline guidelines of several schools. How is “zero tolerance” described? What provisions are made for students with disabilities within the discipline guidelines?

Chapter Suggested Readings

For the United States Office for Special Education Programs responses to questions about discipline and behavior management for students with disabilities visit this site www.wrightslaw.com/advoc/articles/discipline_faqs_osep.htm

For more information about the Individuals with Disabilities Education Improvement Act of 2004 and discipline, visit this site: www.nichcy.org/reauth/discipline.doc

For the full ethics statement of the Council for Exceptional Children, visit this site:http://www.cec.sped.org/ps/ps-ethic.html

Cartledge, G., Tillman, L. C. & Johnson, C. T. (2001). Professional ethics within the context of student discipline and diversity. Teacher Education and Special Education, 24 (1), 25-37.

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http://www.cec.sped.org/ps/ps-ethic.html

http://www.nichcy.org/reauth/discipline.doc

http://www.wrightslaw.com/advoc/articles/discipline_faqs_osep.htm


Council for Exceptional Children. (1997). CEC Code of Ethics and Standards for Practice. Available: www.cec.sped.org/ps.code.html.

Garbarino, J. (1997). Educating children in a socially toxic environment. Educational Leadership, 54, 12-16.

Horn, Jr., R. A. (2004). The federal definition of educational research: Implications for educators. The Teacher Educator, 39 (3), 196-211.

Turnbull, III, H. R., Wilcox, B. L., Turnbull, A. P., Sailor, W., & Wickham, D. (2001). IDEA, positive behavioral supports, and school safety. Journal of Law and Education, 30 (3), 131-144.

Wehmeyer, M. L., & Schalock, R. L. (2001). Self-determination and quality of life: Implications for special education services and supports. Focus on Exceptional Children, 33 (8), 1-16.

Yell, M. L. & Katsiyannis, A. (1997). Functional behavioral assessment and IDEA ’97: Legal and practice considerations. Preventing School Failure, 44 (4), 158-162.

Yell, M. L., & Shriner, J. G. (1997). The IDEA Amendments of 1997: Implications for special and general education teachers, administrators, and teacher trainers. Focus on Exceptional Children, 30(1), 1–19.

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http://www.cec.sped.org/ps.code.html


Test for Chapter 1

Name: ID:

True/False Questions:

1. Because so many variables must be considered to evaluate teacher-child transaction there is no set of strategies or remedial procedures considered effective under all conditions.

a. Trueb. False

2. Because a child’s cognitive, affective and psychomotor learning domains are inextricably interwoven, an intervention in one domain will not likely affect the other domains.

a. True b. False

3. Behavior management is defined as all those actions teachers and parents engage in to enhance the probability that children, individually or in groups, will develop effective behaviors that are personally fulfilling, productive, and socially acceptable.

a. Trueb. False

4. In an increasingly complex society and classroom, classroom discipline is better seen as an opportunity to teach students alternate ways to meet their needs within the school setting.

a. Trueb. False

5. The behaviorist emphasizes the importance of the external environment and how it determines and maintains behaviors and can be explained by the principles of behavior modification.

a. Trueb. False

Multiple Choice Questions:

6. If discipline, defined as order among pupils so learning can take place without competition from unproductive factors, is to be realized, which one of the following elements must exist?

a. a strict inflexible learning environmentb. predetermined consequence plansc. a match between intervention and the problemd. a list of rules on the front board

7. Self-discipline is the goal of all behavior management and is something a. an individual possessesb. that is imposed upon the individualc. that must be taught outside of schoold. only relates to typically developing children

8. A regard for ethical treatment in behavioral management assumes that educators are asking several critical questions. Which of the following questions below would NOT be appropriate in terms of the ethical perspective?

a. Does a child have choice?b. Can a child’s behavior be changed by external factors?c. Who will monitor the interventions and how?

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d. Is there enough time to implement the intervention? 9. Noguera (2003) found that school personnel most frequently punish

a. The student with greatest needsb. The students who most deserve the punishmentc. The older students in the classd. The youngest and smallest students in the classroom

10. When dealing with due process, legal action tends toa. establish standardsb. be punitive and reactive c. consider the context and be flexibled. be positive and encourage collaboration

11. According to Section 504 of the Rehabilitation Act of 1973 (Public Law 93-112), which of the following is true?

a. Students do not need to be enrolled in special education to receive related servicesb. A learner’s education may be composed of only special education c. Weapon is defined as guns, bombs, grenades, rockets, and missilesd. Schools must demonstrate adequate yearly progress in reading, math, and science

12. Public Law 107-110 – No Child Left Behind, was signed into law on January 8, 2002, as the reauthorization of the Elementary and Secondary Education Act of 1965. Which of the following statements is NOT true?

a. is designed to hold schools accountable for the academic achievement of their studentsb. focuses on a broad range of issues with regard to the academic achievement of students c. accountability includes annual testing of students in grades 9 through 12 on state selected tests in

reading, math, and scienced. for schools that fail to demonstrate adequate yearly progress for two consecutive years, parents

may transfer their child to another public school

13. Public Law 103-382 is referred to as the Gun-Free Schools Act. With this law student discipline and control entered a new era. Which of the following statements is not part of this law?

a. The law mandated that the states to receive funds under the Elementary and Secondary Education Act have “zero tolerance” for weapons

b. “Weapon” is defined a guns, bombs, grenades, rockets, and missilesc. The law does not include knives and common fireworksd. The law mandates short-term objectives for students who take alternative assessments based in

alternate achievement standards.

14. The Individuals with Disabilities Education Improvement Act of 2004 describes individualized education programs (IEPs) as written statements that include a description of the student’s present level of academic achievement and functional performance. Which description of the IEP below is accurate?

a. Describe how the disability affects the school-aged student’s involvement and progress in the general education curriculum

b. Describe how the disability affects the other students in the classroomc. Describe goals that meet the student’s needs and enable the student to make progress in the special

education curriculum d. Describe annual periodic reports only

15. Services must be described in the IEP. Which of the statements below accurately reflect the law?a. Services must be based on research as much as possible. b. Students are provided supports to make progress in both the general education curriculum only

and not extracurricular and nonacademic activities. c. These services and aids are to be provided in the special education program to the greatest extent

possible. d. Services that are underfunded can be eliminated from the IEP.

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Short Answer Questions:

16. Aversive procedures usually generate only ______ ______ ______, with little long-term improvement.

17. Ethical formalism suggests that all individuals are born with rights and needs that are superordinate to the interests of society; therefore, behavior management interventions that intrude on an individual’s rights are _________.

18. Ethical utilitarianism suggests that the interests of society are given by society, and individuals are valued for their actual or potential _________ ________ _______; here aversive management is acceptable if it moves the person from being a burden to one of contributing membership.

19. The Council of Exceptional Children’s code of ethical practice include such guidelines as only using methods in which _______ ______ ______, specifying goals on the IEP, following district rules and procedures, and to intervene when a colleague’s behavior is detrimental to exceptional students.

20. A way to evaluate an intervention is with the principle of normalization. Using the real environment as a point of reference , will the intervention allow the person with a disability, or the person who varies from his or her peers, to obtain an existence as close to the ______ as is possible?

Word bank for questions 21-25: Benchmarks Right to notice Accountability Free, appropriate public education Embarrassment

21. Another way to evaluate an intervention is with the principle of fairness. This comes from due process law and states that in decision making affecting one’s life, liberty, or vital interests, the elements of due process will be observed (for example: __________, fair hearing, representation by counsel, present evidence, and appeal to an adverse decision).

22. The principle of respect (being treated humanely, not like an animal or statistic) is another way to evaluate an intervention. Many practices are suspect in this view (e.g., physical punishment, _____________, sarcasm, deprivation, segregation, isolation, medication, restraint or electric shock).

23. IDEIA 2004 was designed to reauthorize the IDEA and align _______ systems for students with disabilities with those described in the NCLB Act of 2002 (e.g., Public Law 107-110).

24. The IEP process changed under the new IDEIA reauthorization by deleting the need for _______ and short-term objectives except for that 1% who receive alternate assessment.

25. Section 504 suggests that a learner’s education may be composed of general and/or special education and should include the aids and services needed to provide a _________ planned to respond to the individual student’s needs.

Essay Questions:

26. Public Law 103-382 (Gun-Free Schools Act, 1994) includes the “zero tolerance” for weapons in the schools such as guns, bombs, grenades, rockets, and missiles, and does not include knives and common fireworks. States have passed legislation to broaden the definition of weapon. Discuss implications for behavioral management concerning students with exceptional needs in light of this law.

27. The NCLB Act of 2002 (e.g., Public Law 107-110) is designed to hold schools accountable for the academic achievement of their students. It includes annual testing of students in grades 3-8 and adequate yearly progress

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(AYP). Discuss the impact these regulations will have for students with disabilities.

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Chapter One Answer Key

True and False1) T2) F3) T4) T5) T

Multiple Choice6) C7) A8) D9) A10) B11) A 12) C13) D14) A 15) A

Short Answer16) short-term gains17) unethical18) contributions to society19) you are trained20) norm

Word Bank21) right to notice22) embarrassment23) accountability 24) benchmarks25) free, appropriate public education

Essay Questions26) answers will vary27) answers will vary

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