Deck 8: Learners With Emotional or Behavioural Disorders

Question 1

Two broad dimensions of behaviour disorders are

A)externalizing and internalizing.
B)withdrawal and disinterest.
C)exterior and interior.
D)hostility and aggression.

Answer 1

A

Question 2

The co-occurrence of two or more conditions in the same individual is referred to as

A)codisturbance.
B)comorbidity.
C)correlation.
D)comorphism.

Answer 2

B

Question 3

In the majority of cases,the cause of E/BD is

A)biological.
B)family-related.
C)unknown.
D)school-based.

Answer 3

C

Question 4

Schizophrenia is associated with all of the following problems EXCEPT

A)delusions and hallucinations.
B)psychotic episodes interspersed with near normal behaviour.
C)epileptic seizures.
D)severe disorder of thinking.

Question 5

Identified causes of E/BD are generally considered to operate in all of the following ways EXCEPT to

A)work together to influence behaviour.
B)be solely responsible for the disorder.
C)predispose children to exhibit problem behaviour.
D)trigger problem behaviour.

Question 6

Canadian estimates indicate that the prevalence rate of behaviour problems among children is approximately

A)5%.
B)10%.
C)20 %.
D)30%.

Question 7

With respect to students with E/BD,psychiatric classification systems are considered by psychologists and educators

A)as inferior to individual assessments of the child's behaviour.
B)to be the most reliable way of describing student behaviour.
C)to be more reliable that assessments of situational factors.
D)as helpful in maintaining consistent identification criteria.

Question 8

The wide variety of labels used to designate children with extreme social and interpersonal problems reflect

A)distinctly different types of disorders.
B)personal preferences and theoretical orientations.
C)political affiliations.
D)student preferences.

Question 9

Emily is a sixth grader with E/BD.She frequently expresses delusions,talks to people who don't exist,and seems to be in a world of her own.These characteristics are typical of students with

A)anxiety-withdrawal.
B)conduct disorder.
C)schizophrenia.
D)autism.

Question 10

Although provincial definitions of emotional and behavioural disorders vary,there is general agreement that emotional or behavioural disorder refers to all of the following EXCEPT

A)behaviour that goes to an extreme.
B)a problem that is chronic.
C)behaviour that is unacceptable because of social/cultural expectations.
D)behaviour that reflects a psychiatric illness.

Question 11

Daphne experiences chronic feelings of sadness and lethargy and has been diagnosed with depression.This is an example of

A)internalizing behaviour.
B)externalizing behaviour.
C)aggressive behaviour.
D)disordered thinking.

Question 12

The term used in the Individuals with Disabilities Education Act (IDEA)that has been criticized as inappropriate is

A)emotionally disturbed.
B)severe behavioural disorder.
C)emotional or behavioural disturbance.
D)serious emotional disturbance.

Question 13

Professionals believe that children with E/BD are presently under-served.By this,they mean that

A)special education interventions are not intense enough to meet the needs of most children with E/BD.
B)only a small percentage of students with E/BD are presently identified as such by schools.
C)in many cases,schools refuse to provide services for students identified with E/BD.
D)few professionals are trained to work effectively with students in this category.

Question 14

Many factors make it difficult to define E/BD.They include all of the following EXCEPT

A)lack of precise definitions of mental health and normalcy.
B)disturbed behaviour can only be identified by psychiatrists.
C)differences among conceptual models.
D)difficulties in measuring emotions and behaviour.

Question 15

The causes of E/BD have been attributed to each of the following EXCEPT

A)biological disorders and diseases.
B)pathological family relationships.
C)undesirable school experiences.
D)membership in a particular cultural group.

Question 16

The most obvious problem of children with E/BD is

A)imaginary friendships.
B)aggression aimed at others.
C)lack of close emotional ties.
D)social fear or disinterest.

Question 17

A biologically determined behavioural style is a

A)personality.
B)temperament.
C)learning style.
D)attitude.

Question 18

The idea that emotional or behavioural problems arise from inappropriate interactions and transactions between an individual and the environment in which he or she lives is the

A)ecological perspective.
B)environmental perspective.
C)social interaction perspective.
D)transaction perspective.

Question 19

Randy is a fourth grader with E/BD.He frequently lies,steals from other students,throws things on the floor,and yells at his teacher and classmates.These characteristics are typical of students with

A)anxiety-withdrawal.
B)conduct disorder.
C)schizophrenia.
D)autism.

Question 20

The risk pathway to antisocial and violent behaviour clearly reflects need for

A)early,intensive intervention.
B)remedial academic tutoring.
C)zero tolerance.
D)incarceration.

Question 21

Behavioural psychologists tend to attribute withdrawal and immaturity to

A)internal conflicts.
B)unconscious motivations.
C)conscious motivations.
D)failures in social learning.

Question 22

Despite problems in defining E/BD,most children with severe E/BD are easily recognized because

A)teachers are trained in the use of behaviour rating scales.
B)systematic screening procedures are used in most schools.
C)their behaviour attracts immediate attention.
D)most schools have psychologists on-site.

Question 23

Bert is a nine year-old boy with E/BD.If he is like the average child with E/BD,his IQ probably falls in which range on standardized tests?

A)low-average
B)high-average
C)average
D)superior

Question 24

A social-learning analysis attributes withdrawal and immaturity to

A)inadequate environment.
B)internal conflicts.
C)unconscious motivations.
D)conscious motivations.

Question 25

Aggression is encouraged by all of the following EXCEPT

A)positive reinforcement for positive behaviours.
B)recognition of social status.
C)vicarious rewards for good behaviour.
D)self-congratulation.

Question 26

On standardized achievement tests,most students with E/BD perform

A)at grade level.
B)above grade level.
C)at mental age level.
D)below grade level.

Question 27

Schools can contribute to the development of emotional problems by

A)holding appropriate academic expectations.
B)providing consistent methods of discipline.
C)focusing on positive behaviours.
D)requiring conformity to rules and routines.

Question 28

Biological factors that can predispose children to develop emotional and behavioural problems include all of the following EXCEPT

A)handedness.
B)malnutrition.
C)certain diseases.
D)brain trauma.

Question 29

Walker's (1990)screening system for elementary schools relies on

A)teacher checklists.
B)interviews with parents.
C)psychological testing and evaluation.
D)parental checklists.

Question 30

Erik is a sixth grader with E/BD who is highly aggressive.His teacher,Mr.Glumbly,should be advised to try all of the following techniques with Erik EXCEPT

A)providing examples of non-aggressive responses in aggression-provoking circumstances.
B)role-playing non-aggressive behaviour with him.
C)preventing him from receiving positive consequences for aggression.
D)letting him "act out" his aggression freely.

Question 31

Each of the following are examples of cultural conditions that may predispose children to develop E/BD EXCEPT

A)availability of health care services.
B)a child's temperament.
C)level of violence depicted in the media.
D)number of children living in poverty.

Question 32

The most common problems exhibited by children with E/BD are

A)withdrawn behaviours.
B)attention deficit disorders.
C)impulsive behaviours.
D)conduct disorders.

Question 33

A biological condition characterized by multiple motor and verbal ticks is

A)Down syndrome.
B)William's syndrome.
C)Schizophrenia.
D)Tourette's syndrome.

Question 34

Over the last eight months,Jessica has frequently lost her temper,argued with her teachers and parents,deliberately annoyed her classmates and is often angry and resentful.She may be diagnosed as having

A)conduct disorder.
B)oppositional defiant disorder.
C)social maladjustment.
D)internalizing behaviour disorder.

Question 35

In Garrity and colleagues program for reducing bullying in schools,the "caring majority" refers to

A)the group of students who neither bully nor get bullied.
B)teachers and other staff members.
C)parents and members of the community.
D)the students who get bullied.

Question 36

Which of the following strategies is least likely to be effective with a student with oppositional defiant disorder?

A)publicly praising the student for good behaviour
B)a brief positive comment,tap,or approving look as the teacher walks by if he or she is behaving appropriately
C)providing a quiet,private verbal message
D)leaving a note for the student expressing approval of good behaviour

Question 37

Research has revealed that the causes of disorders such as Tourette's syndrome and schizophrenia are biochemical in nature,which tells us

A)how to best instruct students with these disorders.
B)how to effectively medicate students with these disorders.
C)how to correct the biological problems involved in these disorders.
D)little about the mechanisms by which these disorders are caused.

Question 38

Many social learning theorists and behavioural psychologists believe that aggression is

A)caused by an overwhelming sense of frustration.
B)a result of subconscious motives.
C)a defense mechanism used in distressing situations.
D)a learned behaviour.

Question 39

Each of the following statements about biological causes of E/BD is true EXCEPT

A)if a disorder has a biological cause it can still be an emotional or behavioural disorder.
B)causes are usually exclusively biological or exclusively psychological.
C)medical treatment is seldom sufficient to resolve the problem.
D)medical or biological approaches are sometimes of little or no benefit.

Question 40

Which one of the following practices promotes desirable behaviour in children?

A)dealing with misbehaviour in a variety of different ways
B)positive reinforcement for appropriate behaviour
C)using firm and immediate punishment when dealing with misbehaviour
D)respecting children's feelings by ignoring misbehaviour

Question 41

One reason why it is difficult to identify E/BD at the preschool level is that

A)emotional or behaviour problems rarely occur before the age of 10.
B)a child's behaviour varies so much from day-to-day.
C)parents differ in the expectations they hold for behaviour.
D)preschool teachers are not trained in assessment of behaviour.

Question 42

Susan and Mike are looking to place their son,Max,in an effective educational program for students with E/BD.They should select a program that includes all of the following elements EXCEPT

A)systematic,data-based interventions.
B)direct,daily assessment of performance.
C)emphasis on intensive,short-term intervention.
D)programming for transfer and maintenance.

Question 43

To maximize their effectiveness,programs for students with E/BD should provide a balance between

A)behavioural control and academic/social instruction.
B)academic/social instruction and vocational training.
C)psychological therapy and academic/social instruction.
D)individualized instruction and behavioural control.

Question 44

Applying disciplinary policies to students with E/BD can be difficult for all of the following reasons EXCEPT

A)the policies are unlikely to have any impact on their behaviour.
B)their exceptionality should be considered as a mitigating factor.
C)the causes of their misbehaviour can be difficult to determine.
D)the rights of the student with E/BD to fair discipline should be considered.

Question 45

Which of the following statements about depression is true?

A)Depression is not a widespread problem among children and adolescents.
B)The nature of depression in children and adolescents is quite different from that of adults.
C)Suicide is among the leading causes of death among young people.
D)Antidepressant medications have not been successful in helping young people with depression.

Question 46

Each of the following is true of instructional considerations for students with E/BD EXCEPT

A)Incidental social learning is sufficient and preferred to address social difficulties.
B)Social skills and affective experiences are as crucial as academic skills.
C)Many incarcerated youths so not receive education appropriate for their needs.
D)Kindness and concern are not sufficient qualities for teachers of students with E/BD.

Question 47

Each of the following is a strategy to reduce cursing EXCEPT

A)Respond to cursing in a matter-of-fact manner to reduce the thrill associated with shocking the teacher.
B)When teaching students about cursing control,use the actual words,in a matter-of-fact way,to avoid any misunderstanding.
C)Teach students the difference between outburst cursing and assaultive cursing,and deal with assaultive cursing more severely.
D)Use a response cost system to decelerate cursing and a token economy system to reinforce appropriate language.

Question 48

Many children and youth who are incarcerated do not receive appropriate education because

A)they are not entitled to education under federal law.
B)there is an attitude that delinquents are not entitled to educational opportunities.
C)they are considered dangerous and teachers are not willing to work with them.
D)they do not have the abilities to benefit from educational opportunities.

Question 49

Each of the following statements regarding the need to balance behavioural control with academic and social learning is true EXCEPT

A)Too often,the focus is on managing behaviour at the expense of academic instruction.
B)Excellent academic instruction has been shown to eliminate most disruptive behaviours.
C)Without effective behaviour control,it is extremely unlikely that academic and social learning will occur.
D)behaviour control strategies preferably involve students in self-control strategies.

Question 50

In comparison to the percentage of students with most other disabilities,students with E/BD are more likely to be educated in

A)regular classrooms.
B)resource room programs.
C)itinerant teacher programs.
D)special classes and facilities.

Question 51

Each of the following has been identified by the Council for Exceptional Children as a skill necessary for teachers of students with emotional or behavioural disorders EXCEPT

A)use of intelligence tests and standardized achievement tests to make placement decisions.
B)knowledge of prevention and intervention strategies.
C)use of nonaversive techniques.
D)establishment of consistent classroom routines.

Question 52

The trend today in placement of children with E/BD is away from special facilities and toward

A)educational,hospital settings.
B)homebound,individualized care.
C)inclusion in regular public schools.
D)specialized treatment in private settings.

Question 53

Increasingly,researchers recognize that problem behaviour occurs less frequently in the classroom when

A)the teacher is offering effective instruction.
B)the teacher allows unstructured free time each day.
C)the teacher separates students with behaviour problems from other students.
D)the teacher consistently punishes each occurrence of problem behaviour.

Question 54

Hallahan and Kauffman stress the importance of integrated services for students with E/BD.By this,they mean that

A)subject areas within the curriculum should not be taught in isolation from each other.
B)students with E/BD should be fully included in regular classrooms.
C)schools,families,and community agencies should cooperate to meet students' needs.
D)therapy should occur in school within the context of the students' academic program.

Question 55

At the preschool level,E/BD could appear as all of the following EXCEPT

A)Down syndrome
B)intellectual disabilities.
C)deafness.
D)physical disabilities.

Question 56

All conceptual models of education of students with emotional and behavioural disorders have two objectives.They are

A)controlling misbehaviour and teaching academic and social skills.
B)controlling misbehaviour and teaching academic skills.
C)teaching academic and social skills.
D)controlling misbehaviour and teaching social skills.

Question 57

A child or youth who is depressed may exhibit all of the following characteristics EXCEPT

A)lack of motivation.
B)failure in school.
C)problems sleeping.
D)aggressive behaviour.

Question 58

Secondary prevention aims to prevent problems

A)at the secondary school.
B)from happening at all.
C)that already exist from getting worse.
D)in transition from high school to adult life.

Question 59

The placement of individuals with E/BD in the regular classroom is secondary to

A)the LRE.
B)their civil rights.
C)the need for appropriate education and safety.
D)parental demands.

Question 60

Patterns of behaviour that signal problems in preschool are

A)grabbing,kicking,and screaming to get one's way.
B)frequent conflicts and aloofness from others.
C)hiding or withdrawing from strangers.
D)infrequent outbursts,but with apparent reason.

Question 61

Estimates of the prevalence of E/BD vary widely across countries.

Question 62

Each of the following is a reason why early,comprehensive,intense,and sustained intervention is so rare EXCEPT

A)worry about labelling and stigma.
B)familiarity with the early signs of problems.
C)optimism about a child's development (i.e. ,"he'll grow out of it").
D)lack of resources for any but the most severe cases.

Question 63

In most cases,the cause of E/BD is known to be biological.

Question 64

Transition from school to work is particularly difficult for many adolescents with E/BD for all of the following reasons EXCEPT

A)a high rate of dropping out of school.
B)neglectful,abusive,or inadequate family relationships.
C)over-emphasis on vocational training rather than academics.
D)behaviour that is unacceptable to peers and employers.

Question 65

The two major types of E/BD are externalizing and internalizing.

Question 66

Some parenting practices are definitely better than others and tend to promote desirable behaviour,even in students with E/BD.

Question 67

A major difference between autism and schizophrenia is that individuals with schizophrenia have psychotic episodes and those with autism do not.

Question 68

In Canada,provinces and territories use varying definitions of emotional and behavioural disorders.

Question 69

Boys with externalizing forms of E/BD outnumber girls with externalizing forms of E/BD by about five to one.

Question 70

Biological or medical treatment of E/BD is usually sufficient to resolve the problem.

Question 71

Effective interventions for preschool children with E/BD that include defining and measuring behaviour and rearranging the environment to teach and support more appropriate conduct are

A)psychoeducational.
B)humanistic.
C)ecological.
D)behavioural.

Question 72

School discipline practices may actually exacerbate or worsen an E/BD.

Question 73

Psychiatric classification systems for E/BD are the most meaningful to teachers.

Question 74

It is difficult to design a special education program for E/BD at the secondary level because

A)services provided for E/BD usually omit secondary education.
B)few special educators are interested in this field.
C)this category of youths is so varied.
D)subject areas are varied and training of professionals is limited.

Question 75

Biological factors cause or set the stage for many disorders that formerly were widely assumed to be caused by social interactions.

Question 76

Comorbidity is unusual among individuals with emotional or behavioural disorders.

Question 77

Among children and adolescents with E/BD,the future is most bleak for those with

A)neurosis.
B)conduct disorders.
C)withdrawal.
D)anxiety and depression.

Question 78

Teachers and peers may be models of misconduct for a child with E/BD.

Question 79

Abuse and other forms of trauma are known to contribute significantly to the emotional or behavioural disorders of many children.

Question 80

Most professionals agree upon a common definition of emotional and behavioural disorders.