Deck 18: Managing Challenging Behaviors

Question 1

All young children engage in challenging behavior at some time.

Answer 1

True

Question 2

Most children can be moody, withdrawn, or oppositional at times in their development.

Answer 2

True

Question 3

A child's temperament determines whether they are challenging or not.

Answer 3

False

Question 4

It is the adult, the setting, and the child that determine whether the behavior is challenging or not.

Question 5

Thumb sucking is a challenging behavior that needs to be corrected for a two-year-old.

Question 6

All young children, regardless of their developmental level, can be helped to learn basic socially acceptable behaviors.

Question 7

A behavior is a problem when it is excessive and interferes with everyday activities and learning.

Question 8

Biting is never a problem for a two-year-old.

Question 9

The best way to deal with challenging behaviors is to ignore them.

Question 10

Some challenging behaviors are attempts to communicate.

Question 11

A functional approach to managing challenging behaviors focuses on identifying the challenge first, then assessing the environment.

Question 12

Three types of behavioral data that are commonly collected in an early childhood setting include frequency, duration, and interval.

Question 13

Normal deviations or minor irregularities in young children are usually self-correcting in children who are typically developing.

Question 14

Frequency data collection is an effective way to monitor the behavior of a child who cries each morning after drop-off.

Question 15

The first step in dealing with a noncompliant behavior is:

A) telling the child "NO."
B) removing the child immediately.
C) collecting specific information through several observations.
D) consulting the parents.

Question 16

Before resorting to time-out for disruptive behavior, the teacher should:

A) talk with the parents.
B) place the child in another safe area.
C) ignore it and walk away.
D) do everything possible to modify the environment and their own response.

Question 17

A strategy to use with all kinds of behavior challenges and with all kinds of children is to:

A) always be directive once and only once.
B) give advance warning of possible punishment.
C) avoid eye contact.
D) provide clear choices that are choices.

Question 18

The best approach for a child having a full-blown temper tantrum is to:

A) remove the child immediately.
B) ignore the child and wait because the child may become more violent before she stops.
C) ignore the child for two minutes and only then intervene.
D) use a safe tight hug to control the child.

Question 19

Separation challenges occur mostly:

A) in children who attend child care at an early age.
B) during infancy.
C) in families where there is instability or overdependency.
D) in children with developmental disabilities.

Question 20

A teacher who is singled out by a child needing undivided attention must:

A) plan to wean the child in a planned, systematic way.
B) give as much attention as that child needs to develop trust.
C) ignore the child completely for several weeks.
D) not worry because it is normal for most children to attach.

Question 21

Children who withdraw from small- or large-group activities:

A) are usually the ones who are most at risk.
B) may not be developmentally ready or comfortable in the setting.
C) should be ignored and left alone.
D) may be threatened by their parents.

Question 22

Sharing and taking turns is:

A) never to be considered a challenging behavior worthy of intervention.
B) a concern for many early childhood teachers.
C) a misbehavior that must be dealt with immediately.
D) not a challenging behavior.

Question 23

An inappropriate behavior becomes a challenging behavior when:

A) an adult has determined it to be.
B) it creates disruption.
C) it is a concern for others.
D) it is a fixed pattern that interferes with learning and socializing.

Question 24

When using a functional approach to managing behavior challenges, first:

A) plan the intervention.
B) speak to the parents.
C) identify the challenging situation.
D) count frequency.

Question 25

What is meant by the concept of goodness of fit?

A) The child's temperament matches the demands of the environment.
B) A child with a difficult temperament is born to parents of the same temperament.
C) A child is placed in a classroom where the teacher is relaxed about all rules and routines.
D) The child's temperament determines the behavioral outcome.

Question 26

When Teaching Pyramid Tiers 1-3 are in place in an early childhood program, what percentage of children will require an intensive intervention program?

A) Less than one percent
B) Four percent
C) Eight percent
D) Ten percent

Question 27

Which of the following is Tier 2 of The Teaching Pyramid?

A) Intensive individualized interventions
B) Social-emotional teaching strategies
C) Building positive relationships
D) Preventative classroom interventions

Question 28

What is the best way to deal with a difficult or challenging behavior?

A) Have a parent conference
B) Prevent them
C) Refer the child to a specialist
D) Develop an individualized intervention program

Question 29

What type of data collection would yield the most accurate data for monitoring a child's use of language during circle time?

A) Duration
B) Interval
C) Baseline
D) Occurrence/non-occurrence

Question 30

What should be the next step after the teacher collects data?

A) Data should be graphed so they can be viewed and evaluated
B) Data should be placed in the child's folder
C) Data should be posted on the bulletin board
D) Data should be shared with the parents

Question 31

Which of the following are correct procedures to use when implementing time-out for hitting?

A) Following time-out, the teacher asks the child why they hit the other child.
B) Prior to taking the child to time-out, the teacher requires the child to apologize.
C) Following time-out, the teacher makes a suggestion regarding the next activity.
D) The duration of time-out should be at least ten minutes.

Question 32

All decisions regarding the identification of challenging behaviors, possible interventions, placement, and ongoing evaluation should be made by:

A) the family.
B) the program director.
C) the teacher.
D) the team decision-making process.

Question 33

Which of the following is an example of normal deviations in behavior?

A) A series of tantrums in reaction to an out-of-town visitor
B) Regular and lengthy tantrums when a child is not allowed to do what they want
C) A kindergartener who climbs under her desk when asked to complete most types of paper-and-pencil activities
D) A four-year-old who bites his classmates on a weekly basis

Question 34

Which of the following is the first strategy a teacher should employ when dealing with a behavior challenge?

A) Design an individualized intervention program
B) Examine the classroom environment
C) Suggest the parents bring the child to a specialist
D) Schedule a parent-teacher conference

Question 35

Which of the following is the foundation (Tier 1) of The Teaching Pyramid?

A) Intensive individualized interventions
B) Social and emotional teaching strategies
C) Building positive relationships
D) Preventative classroom interventions

Question 36

Francesca notices that her three-year-olds are having trouble transitioning from the playground to sitting on the carpet for story time. They are often wiggly, talking out, and can't seem to sit still. Many days several of the children complain that they are hungry. She has difficulty getting through even the shortest of stories so that she can excuse them to snack time. She decides to rearrange the schedule so they wash their hands and go to the snack tables. Teachers sit at each of the small group tables and read books aloud and ask questions to the children as they eat a snack. This is an example of which tier of the pyramid?

A) Building positive relationships
B) Intensive individualized interventions
C) Social and emotional teaching strategies
D) Preventative classroom interventions

Question 37

Jimmy's behavior has improved during circle time. He is now able to sit for ten minutes of the circle. Most of the teachers are pleased with his progress; however, Teacher Suzie talks daily about how he is still not sitting like the other children. Which of the steps in completing a functional behavior plan would have addressed this problem?

A) Assess the child and the environment
B) Plan the intervention
C) Assess the function of the behavior
D) Specify an objective for the intervention

Question 38

What step occurs after the function of the behavior is determined?

A) Monitor progress
B) Plan the intervention
C) Identify a replacement behavior
D) Identify the problem situation

Question 39

Why is data collection an important component of a Functional Behavior Plan?

A) It identifies the function of the behavior.
B) It determines if the intervention is effective.
C) It identifies a replacement behavior.
D) It helps identify the behavior that requires intervention.

Question 40

According to the text, which of the following are the most common types of behavior data collected in an early childhood setting?

A) Frequency
B) Interval
C) Time-sampling
D) Continuous interval recording

Question 41

A teacher records the time a child starts to work on a puzzle. When the child places the last piece in the puzzle, she records the time again. This is an example of which method of data collection?

A) Interval
B) Baseline
C) Frequency
D) Duration

Question 42

Which of the following are examples of redirection statements?

A) I cannot let you paint on the floor.
B) Can you come here and help me with this puzzle?
C) Do not touch your friend's belongings.
D) We do not share food at school.

Question 43

When is it appropriate to use a time-out for disruptive behaviors?

A) At the first occurrence
B) After teachers have first attempted to modify the environment
C) At the parent's recommendation
D) It is never a recommended strategy

Question 44

Which of the following are recommended strategies to use when dealing with separation challenges?

A) Ask the parent to kiss the child and leave immediately
B) Talk with the parents and the child regarding the problem
C) Develop a plan of gradual withdrawal from the parent
D) Have the parents bring the child before any of the other children arrive

Question 45

How does the concept of "goodness-of-fit" impact the behavioral outcome?

A) The child's temperament itself determines the behavioral outcome.
B) The behavioral outcome arises out of how the child's personality characteristics match the demands of the environment.
C) The child's behavior is a combination of the child's temperament and the parents or caregivers.
D) The child's temperament interacts with those of the other children.

Question 46

How does the second tier compare with the third tier in the tiered intervention framework?

A) The second tier comprises preventative classroom interventions. The third involves social-emotional teaching strategies.
B) The second tier comprises social-emotional teaching. The third is preventative classroom interventions.
C) The second tier is building positive relationships. The third is social-emotional teaching.
D) The second tier is building positive relationships. The third is preventative classroom interventions.

Question 47

What action in the intervention process occurs once progress has been observed?

A) Data collection
B) Implementation
C) Fading
D) Monitoring

Question 48

Why would "duration" be an effective method of data collection for a tantrum?

A) It measures the number of times during the day or during a specific time period the behavior occurs.
B) This measure is used for behaviors that have a distinct beginning and end but last for at least a minute.
C) It measures the number of intervals the behavior occurs across.
D) Effective frequency count.

Question 49

Hitting and biting are two examples of behaviors that can be effectively measured using which type of data collection?

A) Frequency count
B) Duration
C) Interval
D) Baseline

Question 50

What would be the short-term and the long-term benefit of using time-outs?

A) Gives teacher a break; gives the child strategies to work on
B) Provides temporary relief; creates quiet in the environment
C) Breaks the pattern of disruptiveness; creates quiet in the environment
D) Breaks the pattern of disruptiveness; helps the child learn to respond to more desirable guidance procedures such as redirection

Question 51

List four factors that influence challenging behaviors.

Question 52

Explain four troublesome behaviors typical for an early childhood program.

Question 53

What are the steps to complete a functional assessment?

Question 54

What are four positive strategies for reducing challenging behaviors?

Question 55

Explain when it is appropriate to use time-out.

Question 56

Extensive research indicates that ignoring tantrums decreases them. The problem is that this advice often backfires. Why?