Ultimate Behavior Toolkit: Secondary Modules

Question 1 of 30

Which of the following are ineffective and punitive practices that schools use to deal with conflict?

Detention

Correct Incorrect Correct answer

Expulsion

Correct Incorrect Correct answer

Suspension

Correct Incorrect Correct answer

All of the above

Correct Incorrect Correct answer

Question 2 of 30

Choose the correct pair of words to complete this sentence: A conflict resolution program teaches students how to use _______, while working together to ________ and to resolve disputes peacefully.

The student code of conduct/problem-solve

Correct Incorrect Correct answer

Problem-solving skills/communicate

Correct Incorrect Correct answer

Peer pressure/communicate

Correct Incorrect Correct answer

Question 3 of 30

The first step in teaching conflict resolution is to use clear classroom rules.

True

Correct Incorrect Correct answer

False

Correct Incorrect Correct answer

Question 4 of 30

Peer mediation is an effective conflict resolution strategy. Which of the following is NOT one of the practices students learn in peer mediation?

Identify their interests and points of view.

Correct Incorrect Correct answer

Express their views so others can understand.

Correct Incorrect Correct answer

Ignore the points of view of others.

Correct Incorrect Correct answer

Seek mutually acceptable solutions through discussion.

Correct Incorrect Correct answer

Question 5 of 30

The final step in creating an effective conflict resolution program is to create a school-wide approach. Which of the following is NOT one of the steps necessary to create a school-wide approach?

Students who participate in the program should receive college credit.

Correct Incorrect Correct answer

Students should be taught about conflict resolution through the daily management of the classroom and from the problem-solving practices modeled by the teacher.

Correct Incorrect Correct answer

School administrators should adopt systems to monitor implementation of the conflict resolution program.

Correct Incorrect Correct answer

Question 6 of 30

Which of the following are critical to teach in an anger management program? Choose all that apply [multiple answer]

Anger is a natural emotional reaction.

Correct Incorrect Correct answer

Anger should be avoided at all costs.

Correct Incorrect Correct answer

One should learn to identify their triggers and learn to respond constructively.

Correct Incorrect Correct answer

Question 7 of 30

Which of the following is NOT one of the steps in developing self-awareness of your emotions?

Learn to self-identify the early warning signs of anger.

Correct Incorrect Correct answer

Identify someone to blame for your angry feelings.

Correct Incorrect Correct answer

Identify specific situations that tend to trigger anger.

Correct Incorrect Correct answer

Learn to deal with your anger effectively.

Correct Incorrect Correct answer

Question 8 of 30

Which of the following cognitive behavior strategies to deal with anger involves deep breathing or counting to ten?

Relaxation or calming activities

Correct Incorrect Correct answer

Thought-changing strategies

Correct Incorrect Correct answer

Teaching students to use self-talk or their “inner voice” to direct their actions

Correct Incorrect Correct answer

Question 9 of 30

Which of the following cognitive behavior strategies to deal with anger involves telling yourself to “stay cool”?

Relaxation or calming activities

Correct Incorrect Correct answer

Thought-changing strategies

Correct Incorrect Correct answer

Teaching students to use self-talk or their inner voice to direct their actions

Correct Incorrect Correct answer

Question 10 of 30

Which of the following cognitive behavior strategies to deal with anger involves using visual imagery or perspective-taking?

Relaxation or calming activities

Correct Incorrect Correct answer

Thought-changing strategies

Correct Incorrect Correct answer

Teaching students to use self-talk or their “inner voice” to direct their actions

Correct Incorrect Correct answer

Question 11 of 30

All behavior has a purpose—it satisfies a need. Which of the following needs were discussed in the video? Choose all that apply. [multiple answer]

To avoid something like a difficult task or an aversive social situation

Correct Incorrect Correct answer

To get something like attention or a material object

Correct Incorrect Correct answer

To express something: anger or frustration, for example

Correct Incorrect Correct answer

To increase or decrease the amount of external stimulation the student is experiencing

Correct Incorrect Correct answer

Question 12 of 30

Which of the following is NOT one of the purposes of a behavior intervention plan?

Outline a set of interventions to respond to problem behavior

Correct Incorrect Correct answer

Create a supportive environment

Correct Incorrect Correct answer

Promote replacement behavior

Correct Incorrect Correct answer

Identify the student with a disability

Correct Incorrect Correct answer

Question 13 of 30

A functional behavior assessment (FBA) should be conducted using observation and interviews to take data on and identify the problem behavior. Which of the following is NOT one of the goals of the FBA?

When, where, and under what conditions the behavior occurs

Correct Incorrect Correct answer

What purpose or function the behavior serves

Correct Incorrect Correct answer

Whether medication is needed to control the behavior

Correct Incorrect Correct answer

The consequence that maintains the behavior

Correct Incorrect Correct answer

Any variable in the student’s physical environment that could affect behavior

Correct Incorrect Correct answer

Question 14 of 30

Functional behavior assessments are only for students with individualized education plans or IEPs.

True

Correct Incorrect Correct answer

False

Correct Incorrect Correct answer

Question 15 of 30

After implementing a behavior intervention plan, the team should wait to hear if there are any additional complaints about the behavior.

True

Correct Incorrect Correct answer

False

Correct Incorrect Correct answer

Question 16 of 30

A system of positive behavioral interventions and supports (PBIS) is a multi-tiered, school-wide approach characterized by which of the following practices? Choose all that apply [multiple answer]

School personnel acknowledge appropriate student behavior.

Correct Incorrect Correct answer

School personnel suspend and expel misbehaving students.

Correct Incorrect Correct answer

School personnel apply consequences designed to reduce inappropriate behavior.

Correct Incorrect Correct answer

The goal is to establish a positive teaching and learning environment.

Correct Incorrect Correct answer

Question 17 of 30

PBIS works to acknowledge appropriate student behaviors to reduce and/or eliminate problem behaviors through a multi-tiered schoolwide approach. Tier 1 practices are reserved for the most intensive supports to be given to a few students.

True

Correct Incorrect Correct answer

False

Correct Incorrect Correct answer

Question 18 of 30

There are practices that are commonly used in PBIS. Teacher modeling or student role play with teacher feedback is an example of which of the following commonly used PBIS practices?

Clearly defined behavioral expectations and rules

Correct Incorrect Correct answer

Systematic instruction to teach expectations

Correct Incorrect Correct answer

Acknowledgement or reward system to reinforce desired behaviors

Correct Incorrect Correct answer

Consequences for misbehaviors

Correct Incorrect Correct answer

Data collection systems

Correct Incorrect Correct answer

Question 19 of 30

There are practices that are commonly used in PBIS. Collecting information to identify problems and monitor the outcome of interventions is an example of which of the following commonly used PBIS practices?

Clearly defined behavioral expectations and rules

Correct Incorrect Correct answer

Systematic instruction to teach expectations

Correct Incorrect Correct answer

Acknowledgement or reward system to reinforce desired behaviors

Correct Incorrect Correct answer

Consequences for misbehaviors

Correct Incorrect Correct answer

Data collection systems

Correct Incorrect Correct answer

Question 20 of 30

There are practices that are commonly used in PBIS. Giving out tickets for school lottery, homework passes, or tokens for school store is an example of which of the following commonly used PBIS practices?

Clearly defined behavioral expectations and rules

Correct Incorrect Correct answer

Systematic instruction to teach expectations

Correct Incorrect Correct answer

Acknowledgment or reward system to reinforce desired behaviors

Correct Incorrect Correct answer

Consequences for misbehaviors

Correct Incorrect Correct answer

Data collection systems

Correct Incorrect Correct answer

Question 21 of 30

A crisis management plan includes specific interventions that should be used during emergency situations only. Which of the following is NOT one of the intentions of a crisis management plan?

Defuse volatile situations

Correct Incorrect Correct answer

Protect the student

Correct Incorrect Correct answer

Inform social media of school-wide crisis procedures

Correct Incorrect Correct answer

Protect others from aggressive and dangerous behaviors

Correct Incorrect Correct answer

Question 22 of 30

A crisis management plan has several components. Moving other students to another room or hallway and staying in the classroom with the escalating student but at a safe distance is an example of which of the following components?

Strategies designed to help the student de-escalate and engage in less intense, more appropriate behaviors

Correct Incorrect Correct answer

Contact information for the student’s home and family

Correct Incorrect Correct answer

Descriptions of other interventions that may be used a last resort to protect the student and other individuals

Correct Incorrect Correct answer

Information on any outside agencies that need to be contacted in an emergency

Correct Incorrect Correct answer

Steps to return to positive teaching and learning

Correct Incorrect Correct answer

Question 23 of 30

Which of the following was NOT one of the de-escalation strategies discussed in the video?

Asking the student why they engaged in the behavior.

Correct Incorrect Correct answer

Acknowledging the student’s emotion and, in a calm voice, instructing the escalating student to disengage from other students.

Correct Incorrect Correct answer

Providing the student choices of either positive behaviors they can exhibit or calming strategies they can employ.

Correct Incorrect Correct answer

Reminding the student what he or she can do to get back on task, which will stabilize and defuse the situation.

Correct Incorrect Correct answer

Question 24 of 30

When using de-escalation strategies, provide positive reinforcement only after the student has signed a contract promising never to use the behavior again.

True

Correct Incorrect Correct answer

False

Correct Incorrect Correct answer

Question 25 of 30

Once the incident is over, a crisis plan should include documentation of the incident and a debriefing with all parties. The purpose of debriefing is to assess the student’s readiness to return to the classroom and reduce any possible psychological harm to all parties that experienced or witnessed the incident.

True

Correct Incorrect Correct answer

False

Correct Incorrect Correct answer

Question 26 of 30

What are the reasons for collecting, graphing, and analyzing data? Choose all that apply.

Provides teachers a basis for making decisions about academic and behavioral interventions.

Correct Incorrect Correct answer

It is required by law.

Correct Incorrect Correct answer

Allows teachers to evaluate student progress and decide when to make changes.

Correct Incorrect Correct answer

Question 27 of 30

Measurable, observable, and objective definitions of the student’s behavior often include frequency, duration, and latency. Which of the following definitions is the correct one for latency?

A record of the amount of time between behaviors, such as a teacher request and student response.

Correct Incorrect Correct answer

A count of how many times a specific behavior occurs during a given time period.

Correct Incorrect Correct answer

A measure of how long the behavior lasts, such as a student tantrum.

Correct Incorrect Correct answer

Question 28 of 30

Measurable, observable, and objective definitions of the student’s behavior often include frequency, duration, and latency. Which of the following definitions is the correct one for frequency?

A record of the amount of time between behaviors, such as a teacher request and student response.

Correct Incorrect Correct answer

A count of how many times a specific behavior occurs during a given time period.

Correct Incorrect Correct answer

A measure of how long the behavior lasts, such as a student tantrum.

Correct Incorrect Correct answer

Question 29 of 30

What type of data are frequency, duration, and latency?

Quantitative

Correct Incorrect Correct answer

Qualitative

Correct Incorrect Correct answer

School-wide

Correct Incorrect Correct answer

Question 30 of 30

Qualitative data, used as a supplement to support quantitative data, can offer useful information for analyzing a student’s behavior. Examples of qualitative data include topography, intensity, and location.
Which of the following definitions is the correct one for topography?

A description of how the behavior looked.

Correct Incorrect Correct answer

A description of the severity of the behavior such as: rating a tantrum from 1 – mild to 3 – severe.

Correct Incorrect Correct answer

A description of where the behavior took place.

Correct Incorrect Correct answer

Ultimate Behavior Toolkit: Secondary Modules

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