Deck 11: Fostering Self-Discipline in Children: Implementing Solutions and Consequences

Question 1

What is the first step in developing an intensive individualized intervention?

A) Develop initial goals for the child.
B) Discuss what is bothering the child with him or her.
C) Design a draft of an initial behavior support plan to share with others.
D) Create a positive behavior support team for the child.
E) None of the above

Answer 1

D

Question 2

In which of the following situations might cool down time be something to consider?

A) Three-year old Arnold is throwing a tantrum.
B) Five-year-old Carla does not want to go to snack.
C) Mimi keeps poking other children during group time.
D) Sam is giggling loudly while Liam gives his report.
E) None of the above

Answer 2

A

Question 3

Put the following behaviors in order according to the Guidance Continuum from least adult support to most adult support.1. The teacher adds an extra truck to the sand area so more children can play without conflict.2. The teacher offers Saul a choice of which color of paint he wants for his painting.3. The teacher institutes a cool down time for Karen, who is having a tantrum.4. When two children argue over computer time, the teacher helps them negotiate a solution.

A) 1,2,3,4
B) 4,3,2,1
C) 2, 4,1,3
D) 2,1,3,4
E) 1,2,4,3

Answer 3

E

Question 4

Which of the following is an example of a positive consequence?

A) Say "You worked a long time on that project. I'm pleased you were so careful and thorough."
B) Give a star sticker on a spelling paper.
C) Allow children to earn computer game tokens for reading 10 books.
D) Give a star sticker on a spelling paper and allow children to earn computer game tokens for reading 10 books.
E) All of the above

Question 5

Kirsten continues to flip the dials on the television after being told to turn them carefully. What would be a logical consequence?

A) a broken knob
B) no TV watching for that night
C) leaving the room for awhile
D) turning the knobs only with adult assistance
E) no TV watching for that night and leaving the room for awhile

Question 6

You hear Randy shout, "No fair!" Then, he hits Marcy. As you move into the situation, the most effective reflection would be:

A) "You're hitting."
B) "You hate Marcy."
C) "You're angry."
D) "You could really hurt each other when you hit like that."
E) "It upsets me when you hit each other. Try talking instead."

Question 7

Mrs. Lorenzo walks into the school library to find three sixth-graders behind the shelves, cutting pages out of a book about rocks. She considers the following consequences. Which of these would be defined as logical?

A) They replace the book and have no library until then.
B) They replace the book, have no library until then, and tape the pages.
C) They stay after school to catalogue rock books.
D) They replace the book, tape the pages, and stay after school to catalogue rock books.
E) The replace the book and tape the pages.

Question 8

For which of the following children might an intensive individualized intervention be most appropriate?

A) Clara cries uncontrollably when her mother leaves.
B) Jonathan has developed a pattern of pinching other children when they are not looking.
C) Lilly yells at the teacher, "You're not the boss of me!"
D) Jeff and Roy get into a shoving match at the bus stop.

Question 9

Which question is NOT answered in the functional assessment phase of an intensive individualized intervention?

A) What conditions seem to be triggering the challenging behavior?
B) What does the child gain from his or her behavior?
C) Who is closest to the child in the classroom?
D) What happens in response to the child's challenging behavior?
E) What does the challenging behavior look like?

Question 10

Sung Won and Jerome have been warned that if they continue to throw sand, they will have to go to another area to play. You observe them throwing sand again. As you approach them and say, "You're having fun. Remember I said. . ." the children say, "We didn't mean it." In this situation you should do which of the following things?

A) Begin with a new personal message.
B) Reflect and repeat your warning a second time.
C) Escort the children to another area.
D) Ask another adult to stay nearby to keep a closer watch on the children.
E) Explain that the sand could blow into their eyes.

Question 11

In an A-B-C analysis, what does the A stand for?

A) attention seeking actions
B) antecedents
C) anticipated outcomes
D) anxiety producing behaviors
E) actions

Question 12

Ms. Ross tells Gustavo, "If you keep misbehaving during reading, you won't be allowed to go on the field trip next Tuesday." Why is this consequence ineffective?

A) It lacks consistency.
B) It lacks originality.
C) It focuses on intangible outcomes.
D) It fails to motivate the child to try harder.
E) It lacks immediacy.

Question 13

Megan, who pushes Scott down, causing him to scrape his knee, is experiencing what type of consequence when told she will not watch TV later in the day?

A) logical
B) positive
C) natural
D) unrelated
E) None of the above

Question 14

In the preceding situation, which of the consequences is (are) natural?

A) player jams
B) denying recess
C) sitting apart
D) putting the player out of reach
E) denying recess, time-out, putting the player out of reach

Question 15

In the preceding situation, which of the consequences is (are) unrelated?

A) denying recess
B) only with adult assistance
C) sitting apart
D) putting the player out of reach
E) denying recess, time-out, putting the player out of reach

Question 16

Lindsey pushes Neil down, causing him to scrape his knee. What type of consequence does she experience when told to get a wet towel to help clean the cut?

A) logical
B) natural
C) positive
D) unrelated
E) None of the above

Question 17

What type of consequences are designed to have children re-enact/rehearse the rules?

A) logical
B) natural
C) positive
D) unrelated
E) natural and positive

Question 18

What adult actions that occur in response to children's misbehavior communicate the personal power of the adult?

A) positive consequences
B) negative consequences
C) inhibitors
D) warnings
E) punishments

Question 19

In the preceding situation, which of the consequences is (are) logical?

A) denying recess
B) only with adult assistance
C) sitting apart
D) putting the player out of reach
E) denying recess, time-out, putting the player out of reach

Question 20

According to what you learned in Chapter 11, which consequence(s) would be the most effective?

A) player jams
B) denying recess
C) only with adult assistance
D) sitting apart
E) putting the player out of reach

Question 21

A logical consequence for a child who breaks the rule "Stay in bed until the doctor has a chance to examine you" is that the child's illness will take longer to cure.

Question 22

Preschoolers are naturally impulsive.

Question 23

The 'B' in the A-B-C Analysis stands for "benefits" for the child.

Question 24

Which of the following people could be a member of a child's behavior support team???1. Parent 2. Teacher 3. College student 4. Principal 5. Pediatrician

A) 1, 2 and 4
B) 1, 2 and 5
C) 2, 3 and 4
D) 1,2,4, and 5
E) All of the above

Question 25

The warning phase of enforcing a rule repeats the reason given in the personal message as well as the anticipated consequence.

Question 26

One way to assist children in learning to follow rules is to allow the children to make up some of the rules themselves.

Question 27

The words "consequences" and "punishments" are synonyms.

Question 28

The first step in dealing with children's misbehavior is to warn them about what will happen if they continue to break the rule.

Question 29

A natural consequence for Marsha who breaks the rule "Wait until the pizza cools before you take a bite" is that she burns her tongue on the hot food.

Question 30

Sometimes children misbehave because they don't know what else to do.

Question 31

Logical consequences increase children's repertoire of acceptable behaviors.

Question 32

Adult use of punishment can promote sneakiness in children.

Question 33

Adult inconsistency is a source of misbehavior in children.

Question 34

Richard has submitted messy homework for three days in a row. An appropriate warning would be, "Either do your homework neatly or you will have to rewrite it during recess."

Question 35

Within the structure of the skills you are learning, rules are stated as part of the personal message.

Question 36

It is best to consider logical consequences first when faced with children's misbehavior.

Question 37

A natural consequence of coming late to school is being sent to the principal's office.

Question 38

Not being allowed to go to the movies on Saturday as a result of getting a D on a math test is an example of an unrelated consequence.

Question 39

A behavior hypothesis is an estimation of 'why' the child is behaving as she is.

Question 40

Telling a child that his cell phone privileges are suspended until he cleans his room is an example of a logical consequence.

Question 41

Children should receive at least three warnings before experiencing a follow-through on the consequence.

Question 42

Goeffrey leaves his art materials on the table and goes to another activity. The teacher has used a personal message to remind him that the rule is clean up before leaving the art area. The next thing the teacher should do is make Geoffrey return to the area to clean up.

Question 43

A Positive Behavior Support Plan includes potential replacement behaviors for the child to learn.

Question 44

It is possible for any young child to have a temper tantrum.

Question 45

George wants all the toy cars for himself. Other children would like to play too. The teacher uses the entire skill sequence through the warning. George does not share. The teacher then says, "Remember, I said you could decide how to share on your own or I would help you. Now I will help you." This is an example of a correctly worded follow-through.

Question 46

Consequences for a child's behavior should be withheld for at least 20 minutes, giving the child plenty of time to think about what he has done.

Question 47

Carrie has been out of her seat several times today. To make his point more vividly, Mr. Moon should warn her in front of the class about what will happen should she continue.

Question 48

Children are at the level of identification when they follow rules at the warning stage of the skill sequence.

Question 49

How should a consequence be stated? Give an example.

Question 50

Sarah has been warned that if she runs in the classroom again, she will have to go back and walk with the teacher. The teacher notices Sarah running. He says, "Sarah, you are excited. I'm worried you will get hurt if you run. Walk." This was an appropriate response to the situation.

Question 51

Children are at the level of adherence when they follow rules at the warning stage of the skill sequence.

Question 52

Cool down time and sitting apart are different terms for the same technique.

Question 53

Natural consequences are the first ones to consider when children break rules.

Question 54

The follow-through phase represents enforcement of consequences.

Question 55

What is the first step involved in creating a Positive Behavior Support Plan?

Question 56

When Harry forgets to wear his mittens outdoors, the caregiver uses a cool down time to get him to think about the importance of dressing appropriately. This was an appropriate use of cool down time.

Question 57

"Giving choices" appears earlier in the intervention continuum than "connecting actions to consequences" does.

Question 58

When intervening in an argument between children, the adult should describe the children's emotions to them and make them apologize to one another so that they better understand each other's emotions.

Question 59

In Mrs. Wallace's room, the children know that regardless of how they misbehave, they will have to sit five minutes in the green chair. This is a good use of consequences because it is so predictable.

Question 60

What type of consequence causes a child to rehearse the desired behavior or make restitution?

Question 61

Describe two ways in which your use of rules and consequences will be the same regardless of whether children are developing typically or have some type of disability. Explain why. Next, tell one way in which your discipline approach may vary in relation to a child's disability and provide a rationale for your answer.

Question 62

Marissa, an eight-year-old, often draws pictures in the margin of library books even though the rules forbid this behavior. Select an appropriate consequence for this mistaken behavior. Identify the category of consequence you have chosen. Why is this consequence the best one for the situation?

Question 63

Describe three ways you might serve as an effective member of a child's Positive Behavior Support Team.

Question 64

Is the following example a correct follow-through? If it is, write "yes" and go on to the next question. If it is incorrect, write "no" and explain why the example is wrong.
Jason wants all the toy cars for himself. Other children would like to play too. The teacher gives a personal message and a warning. Jason does not share. The teacher then says, "Remember, I said you could decide how to share on your own or I would help you. Now I will help you."

Question 65

What is the difference between the warning and the follow-through? Give examples to support your explanation.

Question 66

What are five major differences between punishment and corrective consequences?

Question 67

Who monitors the child's progress within his or her Positive Behavior Support Plan?

Question 68

Identify the three questions adults should ask themselves to determine whether a child's behavior is appropriate. These questions are the ones that adults use to decide whether to set a rule.

Question 69

What are the three types of corrective consequences? Give an example of each.

Question 70

When children are uncertain about adult expectations, what should adults do?

Question 71

Is the following adult script an accurate use of the skill sequence you learned? If it is, write "true" then go on to the next question. If not, write "false" and explain why not.
"Melissa, your wiggling is keeping me from getting your snowsuit on. I'm irritated because you keep moving around. Stop wiggling and sit still." (The adult moves closer to the child.) "Either sit still so I can get your suit on, or you won't be able to go outside." "You're still wiggling. Remember, I said either sit still or no outside time. Now you will have to remain indoors."

Question 72

Describe three reasons why children break rules and the corresponding solutions.