5033 Final Exam

When used correctly as an evidence-based behavioral intervention, time-out is a(n) _______ process, and the time in time-out represents a _______.

educative; consequence

Mr. Garcia has observed a number of fights on the playground between different students. He has also observed a group of peers forming around the students involved in the fight who are "egging on" the fight. When conducting a Special Situation Analysis to help prevent fights on the playground, the ____ component will need particular attention during the analysis process.

peer group

The core of the Positive Behavioral Support System consists of:

skills, accountability, consistency, special situations.

What are the critical components of a social skills program when actually teaching students social skills?

A universal language and teaching process

Charlie is a third grader who has gained a reputation for being a "behaviorally challenging student." He consistently refuses to do his work and talks back to the teacher. Despite repeated conferences with parents and office referrals, Charlie's inappropriate behavior continues. Charlie's teacher suspects he may have ADHD and requests assistance from the grade-level SPRINT team. What should be the ultimate outcome of the SPRINT process for Charlie?

Classroom interventions supported by teacher consultation

In the context of a Positive Behavioral Support System, when a student is sent to the principal's office for a serious discipline infraction, the goal of the office referral is to:

Decrease the student's future inappropriate behavior and increase future appropriate behavior.

Mr. Brown notices that, when his 5th grade students empty their trays after lunch, they have to go to the opposite side of the cafeteria to the garbage bins. In the process, they are passing by the 6th graders who are in the serving line receiving their lunches. During this transition, Mr. Brown's students often stop and talk to the sixth graders, resulting in their getting late to the next class. To help prevent this, Mr. Brown and the Discipline Committee perform a special situation analysis of the cafeteria and redesign the layout of the cafeteria at the end of the year. In doing this, what part of the protocol for a setting-specific special situation analysis has been impacted?

Environmental characteristics

Mr. Jones is teaching his students to keep their eyes forward, their hands by their sides, their mouths quiet, walk to the right, and watch their own space. According to the Behavioral Matrix, he is most likely teaching the behavior expectations for which common area?

Hallway

While on playground duty, Mrs. Wilson noticed two fifth grade students arguing over a basketball. Before she could reach the students, the argument escalated into a fistfight. What is the first step in the intervention process that Mrs. Wilson should take?

Immediately take safe an appropriate action to get them separated.

According to the presentations, consequences for student misbehavior do which of the following?

Motivate behavioral change

Due to continued defiant and disrespectful behavior of a student towards staff members, a teacher follows through with her discipline plan. What should be the instructor's primary goal in giving the student a consequence?

Motivate the appropriate behavior

One of Mr. Railey's fifth graders, Caroline, has suddenly become very withdrawn everyday after recess. Mr. Railey suspects that Caroline is being bullied on the playground. When he asks Caroline about the situation, she denies that she is the victim of a bully. Mr. Railey is still not convinced. What is the best way for Mr. Railey to get more accurate information on the suspected bullying incidents?

Perform a student specific-special situation analysis.

__________ is an opportunity for teachers to observe, correct, and/or reinforce a students' use of a social skill's "skill and script," and their selection of appropriate choices during role plays.

Performance feedback

Which of the following statements represents the most effective way to eliminate student misbehavior?

Prevent the behavior from ever occurring or escalating.

Charlie is a third grader who has gained a reputation for being a "behaviorally challenging student." He consistently refuses to do his work and talks back to the teacher. Despite repeated conferences with parents and office referrals, Charlie's inappropriate behavior continues. Charlie's teacher suspects he may have ADHD and requests assistance from the grade-level SPRINT team. What types of assistance should the SPRINT team help coordinate?

Problem solving, consultations, and strategic intervention

During computer lab, Mr. Rogers assigns his students to word-process their science reports. While monitoring the students, Mr. Rogers notices that Michael is not following directions and is, instead, playing a computer game. What is the best course of action for Mr. Rogers to take to change Michael's behavior?

Redirect Michael's attention to his assignment.

At the beginning of the school year, Mr. Mathis, a new teacher, spent a lot of time considering his classroom rules. He knew it was important to have an orderly, productive classroom. So he focused his classroom rules on five "Dont's," posted them on the bulletin board, and reviewed them every day with his students for the first week. Despite this, Mr. Mathis is having a difficult time with classroom management. His students talk without permission and constantly exhibit off-task behavior. According to research-supported guidelines for classroom rules, Mr. Mathis should:

Rewrite the five rules as positive behavioral expectations, behaviorally practice them with the students, and connect them with meaningful incentives and consequences.

SPRINT stands for

School Prevention, Review, and Intervention Team

As a part of its Positive Behavioral Support System, teachers at King Elementary School send a monthly social skills calendar to the music, art, PE, media, and computer teachers (and other support staff) in the building so that they know what social skills are being taught by the classroom teachers. When these "specials" teachers use the calendar to reinforce each month's social skills in their classrooms, they are demonstrating the research-supported idea of:

Transfer of training

Effective academic engagement occurs when:

a minimum of 90-93% of the students in a classroom are engaged in the academic task-at-hand for at least 53 to 55 minutes of each 60-minute teaching hour.