Deck 8: Learners With Emotional or Behavioral Disorders

Question 1

Each of the following is true regarding school practices and development of E/BD EXCEPT

A)Children may become better or worse, depending on how they are managed in the classroom.
B)A child's temperament and social competence interact with behaviors of peers and teachers.
C)We know which specific school experiences contribute to E/BD.
D)Teachers need to be aware of how their academic instruction and behavior management approaches may contribute to student's misconduct.

Answer 1

C

Question 2

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

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

Answer 2

C

Question 3

The federal definition of E/BD has been most widely criticized for its exclusion of children with

A)autism.
B)schizophrenia.
C)social maladjustment.
D)attention deficit disorder.

Answer 3

C

Question 4

Schizophrenia is associated with all of the following problems EXCEPT

A)delusions and hallucinations.
B)tendency to withdraw into their own private worlds.
C)epileptic seizures.
D)severe disorder of thinking.

Question 5

Two broad dimensions of behavior disorders are

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

Question 6

The terminology proposed by the National Mental Health and Special Education Coalition in1990 is

A)serious emotional disturbance.
B)severe behavioral disorder.
C)emotional or behavioral disorder.
D)emotional or behavioral disturbance.

Question 7

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 8

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

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

Question 9

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)dull-normal
B)bright-normal
C)normal
D)superior

Question 10

What percentage of the school-aged population exhibits serious and persistent emotional/behavioral problems, according to credible studies in the U.S. and other countries?

A)less than 1%
B)about 2%
C)6-10%
D)3-5%.

Question 11

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

A)availability and level of drug use.
B)a child's temperament.
C)level of violence depicted in the media.
D)use of terror as a means of coercion.

Question 12

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

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

Question 13

A biologically determined behavioral style is a

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

Question 14

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 behavioral disorder.
B)Causes are usually exclusively biological or exclusively psychological.
C)Medical treatment is seldom sufficient to resolve the problem.
D)Medical approaches may be of little benefit if psychological and social aspects are not addressed.

Question 15

Each of the following statements about children with E/BD is true EXCEPT

A)aggressive acting-out behavior is most common.
B)boys outnumber girls.
C)most students identified are psychotic.
D)juvenile delinquency and conduct disorder cannot be clearly distinguished from emotional disturbance.

Question 16

Comorbidity in persons with E/BD is

A)not unusual.
B)very unusual.
C)rare.
D)part of the diagnosis.

Question 17

Which one of the following features is common to most definitions of E/BD?

A)behavior that is sometimes normal and sometimes deviant
B)psychological processing problem
C)sudden onset of an extreme behavior problem
D)socially unacceptable behavior

Question 18

According to the federal government, what percentage of the school-age population is identified for special education services under the category of "emotional disturbance"?

A)less than 1%
B)about 2%
C)3-5%
D)6-10%

Question 19

In contrast to the present federal definition, the proposed National Mental Health and Special Education Coalition definition of E/BD

A)recognizes that disorders of emotion and behavior may occur separately or in combination.
B)focuses on problems that exist in a school setting only.
C)excludes students with schizophrenia.
D)is less sensitive to ethnic and cultural differences.

Question 20

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 21

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

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

Question 22

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

A)general education classrooms.
B)resource room programs.
C)less restrictive settings.
D)more restrictive settings.

Question 23

All credible conceptual models of education have two objectives. They are

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

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

Behavioral psychologists tend to attribute withdrawal and immaturity to

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

Question 26

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 27

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

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

Question 28

Many social learning theorists and behavioral 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 behavior.

Question 29

In the 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 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 nonaggressive responses in aggression-provoking circumstances.
B)role-playing nonaggressive behavior with him.
C)preventing him from receiving positive consequences for aggression.
D)letting him "act out" his aggression freely.

Question 31

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

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

Question 32

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 33

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 34

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

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

Question 35

Increasingly, researchers recognize that problem behavior 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 behavior problems from other students.
D)the teacher consistently punishes each occurrence of problem behavior.

Question 36

All of the following are controversial concepts specific to discipline of students with disabilities EXCEPT

A)determining if behavior is a manifestation of disability.
B)use of corporal punishment.
C)providing alternative placement for education.
D)developing functional behavior assessments.

Question 37

Each of the following has been identified by the Council for Exceptional Children as a skill necessary for teachers of students with emotional or behavioral 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 38

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 39

The authors of the textbook 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 student's academic program.

Question 40

In the case of discipline, "zero tolerance" means that

A)the circumstances surrounding an incident are not weighed in deciding what the consequences should be; only the act itself is questioned.
B)the circumstances surrounding an incident are weighed in deciding what the consequences should be, and the act itself is questioned.
C)the circumstances surrounding an incident are weighed in deciding what the consequences should be, but the act itself is not questioned.
D)the circumstances surrounding an incident are not weighed in deciding what the consequences should be, and the act itself is not questioned.

Question 41

Two methods frequently employed to monitor behavioral progress are

A)curriculum-based measurement and standardized assessment.
B)rating scales and standardized assessment.
C)rating scales and direct observation.
D)curriculum-based measurement and direct observation.

Question 42

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

A)worry about labeling 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 43

Punishment may actually increase aggression under certain circumstances.

Question 44

Under IDEA, "functional behavioral assessment" (FBA)

A)may simply mean assessment that is meaningfully related to teaching and management.
B)clearly refers to a specific set of procedures designed to pinpoint the function of a student's behavior.
C)is optional.
D)is designed by school administrators.

Question 45

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)behavior that is unacceptable to peers and employers.

Question 46

Teachers' informal identifications of students as having emotional or behavioral disorders are notoriously unreliable and invalid.

Question 47

Suicide is now a leading cause of death for people between the ages of 15 and 24.

Question 48

An approach to dealing with discipline problems that focuses on research-validated practices and recognizes the "value of nonviolent negative consequences" is

A)positive behavioral supports.
B)positive behavioral intervention and support.
C)functional behavioral assessment.
D)positive behavioral intervention plans.

Question 49

Most children with E/BD perform in the low-average range on tests of intelligence.

Question 50

Most schools use systematic screening procedures to identify youth with E/BD.

Question 51

"Manifestation determination" means that the circumstances surrounding a particular incident are not weighed in deciding what the consequences should be.

Question 52

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 53

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 54

Patterns of behavior 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 55

Transition from school to work is usually not a significant problem for those with E/BD because they tend to be so independent.

Question 56

Tad is a 15-year-old youth with a long-standing history of school failure and serious behavioral offenses. He is currently in prison and receives no special education services. A likely reason why Tad is not receiving services is that

A)IDEA does not apply to prison schools.
B)Tad is considered "socially maladjusted" and therefore is not eligible for services.
C)because he has been convicted of a serious offense, Tad has lost the right to a free, appropriate public education.
D)Tad has refused to participate in special education programming.

Question 57

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

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

Question 58

Studies indicate that less than 1 percent of school-aged youth exhibit serious emotional/behavioral problems.

Question 59

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

Question 60

A student with disabilities cannot be expelled from school.

Question 61

Discuss factors that need to be considered for the transition from school to work for an adolescent with E/BD.

Question 62

Why do estimates of the prevalence of E/BD vary so much across different studies?

Question 63

Discuss the controversy associated with the present federal definition of E/BD and list three advantages of the National Mental Health and Special Education Coalition definition.

Question 64

What are the four factors thought to contribute to E/BD and what is the degree to which they are thought to be responsible for E/BD?

Question 65

Describe two misunderstandings that seem to contribute to a common viewpoint in society that E/BD is not a "real" disorder.

Question 66

What procedures are used to identify students with E/BD?

Question 67

Describe the difficulties related to identifying preschool children with E/BD, and explain why "preventive efforts seem to have a good chance of success."

Question 68

Differentiate between externalizing and internalizing behavior disorders by writing two brief case descriptions of students with these types of E/BD.

Question 69

"Zero tolerance" in the school system is similar to "mandatory sentencing" in the legal system. Provide an example illustrating zero tolerance and why this policy is sometimes considered to be unfair by teachers, administrators, and parents.

Question 70

Write a brief case description of a student with E/BD and explain why this student's problems need to be addressed with a balance of behavioral control strategies and academic and social learning techniques.