Deck 8: Emotionalbehavioral Disorders

Question 1

Compared with their peers, students with EBD tend to have an

A) average IQ.
B) average to below-average IQ.
C) average to above-average IQ.
D) above-average IQ.

Answer 1

B

Question 2

Which of the following behaviors represents an internalizing disorder?

A) Experiencing anxiety.
B) Challenging authority figures.
C) Refusing to follow teacher directions.
D) Setting fires.

Answer 2

A

Question 3

Jim's teacher is interested in identifying the antecedents to his problem behavior, developing an accurate operational definition of the behavior, and describing the actual consequences of the behavior. The best model for this is

A) normative assessment.
B) alternate assessment.
C) criterion-referenced assessment.
D) functional assessment.

Answer 3

D

Question 4

Recent research suggests that the dropout rate for youth with emotional and behavior disorders is

A) 10-30 percent.
B) 30-50 percent.
C) 50-70 percent.
D) 70-90 percent.

Question 5

Disorders that may result in depressed mood, social withdrawal, irritability, and other serious medical conditions include

A) rumination.
B) pica.
C) attention deficit and disruptive behavior disorders.
D) anorexia and bulimia.

Question 6

Opponents of the current IDEA definition of serious emotional disturbance have criticized its lack of clarity, incompleteness, and exclusion of persons described as

A) having autism.
B) having attention deficit disorders.
C) being socially maladjusted.
D) being conduct disordered.

Question 7

Geni reports that her twelve-year-old son has, for the past year, been persistently eating paint chips and plaster. This is an example of

A) anorexia.
B) bulimia.
C) pica.
D) rumination.

Question 8

Most special classes for children with moderate to severe disorders

A) use instructional strategies that focus on controlling children.
B) have high student to teacher ratios.
C) feature close teacher monitoring of student performance and reinforcement based on student behaviors.
D) are focused on the child's behavior at home.

Question 9

Post-high school employment rates for students with emotional and behavior disorders are as follows:

A) 41 percent are employed two years later.
B) 79 percent are employed two years later.
C) 59 percent are employed two years later.
D) 25 percent are employed two years later.

Question 10

The purpose of a functional behavioral assessment is to

A) identify early traumatic events in the child or youth's life that give rise to the behavior problems.
B) identify the salient parent/child interactions that culminated in challenging behaviors.
C) identify the functions of a student's behavior in relationship to various school or home settings.
D) identify the features of the neighborhood environment that give rise to the challenging behaviors.

Question 11

Mr. Mitchell is concerned about the problematic behavior of one student. Before submitting a formal referral for special education Mr. Mitchell will probably

A) make certain the behavior disorder is diagnosed.
B) complete several observations using formal behavioral checklists.
C) hold several conferences with the parents.
D) implement a behavior modification techniques program.

Question 12

Which disorder is characterized by involuntary, rapid repetitions of words or phrases?

A) Identity disorder
B) Gender disorder
C) Tic disorder
D) Disruptive behavior disorder

Question 13

At what age should parents become concerned if their child has consistent problems with bowel and bladder control that is not a function of any physical disorder?

A) Seven or eight
B) Six or seven
C) Five or six
D) Four or five

Question 14

A student who is inordinately fearful about future events, and has difficulty separating from a parent or another close relationship is likely to be experiencing

A) pervasive developmental disorders.
B) psychosomatic disorders.
C) anxiety disorders.
D) disruptive behavior disorders.

Question 15

Effects of child abuse on young children may include

A) withdrawal.
B) aggression.
C) enuresis.
D) withdrawal, aggression, and enuresis.

Question 16

An integral part of the systems-of-care for children with behavior disorders is

A) the provision of school-wide programs.
B) the use of neighborhood-based case management.
C) the creation of well-managed, self-contained classrooms.
D) the controlling of aberrant behaviors.

Question 17

Which of the following behaviors represents an externalizing disorder?

A) Feeling abandoned.
B) Hearing voices.
C) Spitting on a sibling.
D) Experiencing test anxiety.

Question 18

Harry is thirteen years old with a documented early history of grossly inadequate parental care. He exhibits noticeably abnormal and developmentally inept social relatedness. It is likely that Harry has

A) selective mutism.
B) childhood schizophrenia.
C) bulimia.
D) reactive attachment disorder.

Question 19

Wraparound services

A) represent a fixed structure for assembling a network of services and agencies for children and youth with behavior disorders.
B) center on approaches to service provision that are primarily focused on the child or youth with behavior disorders.
C) might include in-home child management training, employment assistance and family therapy.
D) focus primarily a curriculum of control.

Question 20

Which of the following does not contribute to increased risk for EBD?

A) Poverty
B) Parental drug use
C) Positive factors
D) Family discord

Question 21

The purpose of behavior plans is to replace problem behaviors with useful, functional behaviors that advance a child's social and academic development.

Question 22

Describe two reasons why classification systems are important to professionals who identify, treat, and educate individuals with EBD.

Question 23

The poor academic outcomes of students with EBD can be attributed to

A) the preparation of the teachers who work with these students
B) interventions are directed primarily towards behavior rather academic skills.
C) the poor quality of the academic instruction these students often receive.
D) the preparation of the teachers who work with these students, interventions are directed primarily towards behavior rather academic skills, and the poor quality of the academic instruction these students often receive.

Question 24

The causes of behavioral disorders are multifaceted and often complex.

Question 25

In the US, youth gangs represent the largest segment of criminally active, peer centered groups.

Question 26

A basic feature of the systems of care concept is that

A) it reflects a philosophy about the way in which services should be delivered to children, youth, and their families.
C) most children and youth with EBD receive treatments and interventions in isolation from their families, homes, neighborhoods.

Question 27

Only behaviors that are internalized are viewed as being problematic.

Question 28

Identify the general social characteristics of children and youth with E/BD.

Question 29

Identify the general academic achievement characteristics of children and youth with E/BD.

Question 30

Feeding and eating disorders may not be considered as an emotional or behavior disorder in IDEA.

Question 31

Classification provides professionals with common terms for communicating with one another.

Question 32

Describe how the definition from the National Special Education and Mental Health Coalition attempts to provide greater clarity and precision in describing EBD.

Question 33

The clinically derived classification systems used in the DSM-5 are the same as used by schools and IDEA.

Question 34

Peta received wraparound approach (WRAP) services. What does the approach entail?

A) Unconditional care, least restrictive care, and school-based care approach
B) An intensive, complete, team/community approach to develop skills and behaviors
C) Therapy approach focused on the role of thinking and language on behavior
D) An approach based on restricted hospital-centered or punitive services

Question 35

Services in the WRAP and /or systems of care might include

A) home-based interventions.
B) ?special class placement.
C) therapeutic foster care.
D) home-based interventions, special class placement, and therapeutic foster care.

Question 36

What can be accurately said about the causes of EBD?

Question 37

Identify three of the essential parts of the IDEA definitions of emotional/behavioral disorders.

Question 38

As defined in IDEA, the learning difficulties that young students with emotional and behavior disorders exhibit are due to sensory impairments and/or mild retardation.

Question 39

Due to the problem behaviors associated with EBD, school professionals are advised to avoid the use of positive behavior supports

Question 40

What is the difference between internalized and externalized behavior disorders?

Question 41

List three purposes of a functional behavioral assessment.

Question 42

Functional behavioral assessment is a collection of methods for obtaining information about antecedents, behaviors and _.

A) social skills
B) results
C) performance
D) consequences

Question 43

IDEA defines emotionally disturbed using which of the following criteria?

A) A condition in which behavior or emotional responses adversely affect educational performance
B) More than a transient, expected response to stressors in the child's environment
C) An inability to learn that cannot be explained by intellectual, sensory, or health factors
D) Coexisting with other disabling conditions

Question 44

Describe the characteristics of children and youth with EBD.

Question 45

A problem-solving structure to identify and address student difficulties using research-based instruction and interventions monitored over time is known as

A) guided instruction structure (GIS)
B) response to identified difficulties (RTID)
C) response to intervention (RTI)
D) response to student difficulties (RTSD)

Question 46

Describe the phases of the wraparound process.

Question 47

Describe the different interventions for children and youth with EBD from early childhood through adulthood.

Question 48

Positive Behavior Support (PBS) focuses on

A) eliminating or controlling behaviors that interfere with home and school success.
B) addressing the factors related to a child's negative behaviors.
C) determining the internal factors that give rise to problematic behaviors.
D) All of the answers are correct.

Question 49

The disorder known as consists of the persistent eating of nonnutritive materials for at least one month.

A) rumination
B) binging
C) bulimia
D) pica