Deck 19: Using Measures of Social and Emotional Behavior

Question 1

A procedure which systematically assesses the purpose of problematic behavior and the conditions under which that behavior tends to occur is called

A) multiple gating ​
B) situational measuring
C) functional behavioral assessment.
D) purposeful interviewing.

Answer 1

C

Question 2

A procedure which involves using a series of assessments that become increasingly specific to assess behavior difficulties is called

A) funnel assessment
B) functional behavioral assessment
C) sociometric ranking
D) multiple gating

Answer 2

D

Question 3

Scales of adaptive behavior are often used as a source of educational goals for individuals

A) who are of preschool age.
B) with moderate or severe intellectual disabilities.
C) with severe emotional difficulties.
D) who are school dropouts.

Answer 3

B

Question 4

Rating scales are popular because they ​

A) are easy to administer.
B) are precise assessment tools.
C) provide qualitative information.
D) can only be used in certain environments.

Question 5

One major way in which the assessment of adaptive behavior differs from the assessment of other domains is that

A) evidence of the instrument's reliability is not needed
B) group administration is the most common approach, even for diagnosis
C) all devices are criterion referenced
D) assessment is indirect (another person rates), not direct

Question 6

A multiple-gating procedure is used in the

A) Behavior Assessment Scale for Children-Third Edition
B) Temperament and Atypical Behavior Scale.
C) Achenbach System of Empirically Based Assessment
D) Systematic Screening for Behavior Disorders

Question 7

Setting events represent

A) events that occur immediately before the problem behavior
B) events that make a student particularly sensitive to antecedents and consequences associated with problem behavior.
C) what happens as a result of behavior.
D) None of the answers are correct

Question 8

An example of an externalizing problem is

A) cutting behavior.
B) depression.
C) anxiety disorder.
D) excessive shouting

Question 9

It is necessary to exercise great care in making broad statements about a person based on a score on a single adaptive behavior scale because

A) different adaptive behavior devices measure different behaviors.
B) all scales are unreliable.
C) it is illegal to make statements about someone based on a psychological instrument.
D) no scale has demonstrated validity.

Question 10

Acquisition deficits differ from performance deficits in that

A) the student has the skill knowledge, but cannot demonstrate it under certain conditions
B) the student has the skill knowledge, but chooses not to demonstrate it
C) the student doesn't have the prerequisite skill knowledge to complete a given task
D) they are less apparent to the classroom teacher

Question 11

Which assessment technique falls on continuums from structured to unstructured and formal to informal?

A) Situational measures
B) Interview techniques
C) Rating scales
D) Functional behavioral assessment

Question 12

One of the major reasons for assessing adaptive behavior in the schools is that federal regulations require documentation of difficulties in adaptive behavior for the classification of

A) learning disabilities.
B) emotional disturbance.
C) mental retardation.
D) speech impairment.

Question 13

The Student Observation System is one of component of the

A) Achenbach System of Empirically Based Assessment
B) Asperger Syndrome Diagnostic Scale.
C) Behavioral and Emotional Rating Scale, Second Edition
D) Behavior Assessment System for Children-Third Edition

Question 14

The adaptive behavior instrument that provides a measure of "Adaptive Behavior Composite" is the

A) Vineland Adaptive Behavior Scale, Second Edition.
B) AAMD Adaptive Behavior Scale: Residential and Community Scale, Second Edition.
C) AAMR Adaptive Behavior Scale-School 2.
D) Scales of Independent Behavior-Revised.

Question 15

Assessment of adaptive behavior requires that both physical surroundings and __________ be taken into account.

A) mental state
B) cultural expectations
C) intelligence
D) respondent's gender

Question 16

The most important reason to assess social-emotional and adaptive behavior is

A) to make students conform to society
B) to make accountability decisions
C) so that it may lead to an appropriate intervention
D) to support the general education teacher

Question 17

It is important to remember that rating scales provide an index of the __________ the student's behavior.

A) frequency of
B) rater's perception of
C) intensity of
D) rater's concern about

Question 18

In general, the preferred method of assessing social and emotional behavior due to its higher levels of accuracy is

A) interview techniques.
B) direct observation.
C) situational measures.
D) rating scales.

Question 19

Which of the following statements regarding social-emotional functioning is true?

A) The appropriateness of social and emotional behavior is dependent on societal expectations
B) In order to be considered problematic, a behavior must occur at a high frequency.
C) Societal expectations vary according to the age of a child, but expectations across settings are quite similar
D) None of the answers are correct

Question 20

Peer nomination and sociometric ratings are examples of

A) interview techniques
B) situational measures
C) rating scales
D) observational procedures

Question 21

The regulations to implement the Individuals with Disabilities Education Act describe in general terms the types of __________ behavior indicative of emotional disturbance and autism.

Question 22

________ represent events that occur immediately before the problem behavior.​

Question 23

Adaptive behavior must also take into account the __________ of the person's culture. ​

Question 24

Two commonly known situational measures of problem behavior are peer-acceptance nomination scales and __________ ranking techniques.

Question 25

For students whose disabilities are defined by behavior problems, the need for __________ is obvious.​

Question 26

________ represent what happens as a result of problematic behavior.​

Question 27

The appropriateness of social and emotional behavior depends on the __________ in which the behavior occurs, as well as frequency or duration, and intensity of the behavior. ​

Question 28

When problem behavior is _______ across a variety of setting, it can be particularly difficult to modify. ​

Question 29

In the assessment of social-emotional characteristics, interviews are most often used by __________ professionals.

Question 30

A(n) _________ represents a set of assessment procedures used to identify the function of a student's problematic behavior, as well as the various conditions under which it tends to occur.​

Question 31

Sociocultural expectations are a function of the person's __________. ​

Question 32

In __________ measures, individuals being assessed are asked to reveal common behaviors or to identify inner feelings.

Question 33

The measurement of adaptive behavior

A) usually takes the form of a structured interview.
B) has plenty of adequate instruments.
C) has clear agreement among multiple raters.
D) is supported by representative norms.

Question 34

Rating scales provide an index of someone's __________ of the student's behavior.

Question 35

According to IDEA 2004, a(n) _______ must be conducted for any student undergoing special education eligibility evaluation in which problem behavior is of concern. ​

Question 36

Some behavior is of concern even when it occurs _______.

Question 37

Pictorial representations of the results of situational measures are called __________.​

Question 38

__________ is a procedure that uses a series of assessments that becomes increasingly specific to assess behavior difficulties.

Question 39

The ideal respondent to interview about a student's adaptive behavior is a person who is ​

A) trained as a teacher, but who is not currently working as a teacher.
B) related to the student, preferably a parent.
C) familiar with the student, who has seen the student in most contexts, and who will be truthful.
D) recommended by the student as the person who knows most about him or her.

Question 40

Rating scales are popular because they are easy to __________.

Question 41

Under the category of intellectual disability, there must be evidence of both low intelligence and limited ________.

Question 42

Briefly discuss the benefits and drawbacks of using rating scales to measure social-emotional or adaptive behavior. ​

Question 43

Scales of adaptive behavior require that pupils be rated by people who are very __________ with them. ​

Question 44

Describe some of the factors that help determine whether a behavior is considered adaptive. ​

Question 45

The VABS II authors recommend using the ________ form for diagnostic decisions and the ________ form for program planning and evaluation. ​

Question 46

What is "multiple gating," and how does it assist in the assessment?​

Question 47

Discuss the rationale for using assessments of social-emotional and adaptive behavior.​

Question 48

On the _____, reliability is generally inadequate for making important individual decisions about adolescents.​

Question 49

Historically, the assessment of adaptive behavior has relied on the report of a third person, or ___________. ​

Question 50

The VABS II doesn't provide validity data for __________ a student's progress or planning educational and treatment programs. ​