test 1.2

test.docx

1.
The ideal number of rules in a classroom is ____.

a. 1-2

b. 3-5

c. 6-7

d. 7-10

2. When a teacher is faced with a student who continually demonstrates a mild unwanted behavior, the appropriate response to that unwanted behavior would be to ____.

a. ignore the student

b. refer the student to a higher authority

c. teach the student the “correct” way to behave

d. punish the student

3. According to Kauffman et al., ____ may be just as important as academic skills training in determining students’ future success.

a. learning skills

b. motivation

c. family support

d. social skills

4. Group-Oriented Management Approaches involve providing consequences based on the behavior of ____.

a. one member of a group

b. a small number of students within the group

c. all members of the group

d. all of the above

5. Since Bill and Tommy misbehaved during snack time, the teacher decided not to let any of the class out for recess. This is an example of ____.

a. dependent group management

b. interdependent group management

c. independent group management

d. none of the above

6. Ms. Tilly recognized that her class was having a hard time learning shapes, but that they were trying their best. Because the entire class was putting forth a really great effort, she decided to let them have an extra long recess today. This is an example of ____.

a. dependent group management

b. interdependent group management

c. independent group management

d. none of the above

7.
Mr. Collins has announced that whoever scores a 93% or above on his latest math test will be excused from taking the final exam. This is an example of ____.

a. dependent group management

b. interdependent group management

c. independent group management

d. none of the above

8. Which of the following is not a naturally occurring reinforcer in the schools?

a. Grades.

b. Attention.

c. Praise.

d. Edibles.

9. ____ is a classroom management strategy that utilizes antiseptic bounding (i.e., quiet reflective period away from other students) and behavioral debriefing (i.e., self-evaluation of student’s behavior) in order for a student to regain control over his/her behavior.

a. Time Out

b. Think Time

c. Time Trial

d. The Good Behavior Game

10. The general consensus in the field of developmental psychology is that behaviors exhibited by difficult-to-teach students are ____ as oppose to monadic events

a. single events

b. earthquake events

c. a chain of responses

d. biadic events

11. ____ involve the provision of punishment techniques in such a manner that the negative interactions escalate.

a. Negative traps

b. Negative feedback

c. Negative loops

d. Negative reinforcers

12. ____ involves trying to find students who are misbehaving.

a. Negative searching

b. Negative viewing

c. Negative scanning

d. Negative monitoring

13. The text points out that some students learn to hate school because they experience

more failure than success. In other words, their ____ levels of academic achievement may have led to ____ levels of behavior difficulties.8

a. lower; higher

b. higher; higher

c. higher; lower

d. lower; lower

e.

14. This type of prompting involves decreasing assistance to a student in a progressive

fashion and creating a prompt hierarchy. This hierarchy involves a number of prompts listed in order of intrusiveness.

a. Antecedent prompt and test procedure.

b. Most-to-least prompting.

c. Graduated guidance.

d. Least-to-most prompting.

15. This type of prompting involves presenting the final desired stimulus and the

starting stimulus at the same time and then providing a time span between the two stimuli.

a. Time delay.

b. Graduated guidance.

c. Antecedent prompt and fade procedure.

d. Immediate presentation.

16. What are the three critical components for providing effective instruction as discussed in the text?

a. Pacing, practice, and testing.

b. Guided practice, independent practice, and generalization.

c. Organization of instruction, program design, and teacher presentation techniques.

d. Teaching functions, program design, and cooperative administration.

17. According to the analogy in the text, the concept of mastery is best likened to:

a. a pyramid.

b. a series of hurdles.

c. a straight line.

d. a staircase

18. ____ involve(s) teachers “ramping up” and “ramping down” their efforts as

students progress through the learning continuum.

a. Stages of learning

b. Time delay

c. Differentiated instruction

d. Mediated instruction

19. In order for a practice or program to be evidence-based, it must ____.

a. rest on the principles of the scientific method

b. be accessible to all students

c. meet state standards

d. have a strong backing by members of the field

20. Effective teachers try to prevent errors from occurring in upcoming lessons by

making sure that ____.

a. students feel good about the upcoming lessons

b. students average a 70% level of proficiency in previous lessons.

c. necessary prerequisite skills are mastered.

d. adequate homework is provided.

21. The presentation of new content is often referred to as ____.

a. teacher demonstration or an “I do”

b. teacher demonstration or a “We do”

c. teacher demonstration or a “You do”

d. teacher and student demonstration or a “We do”

22. ____ involves identifying students at risk for targeted violence through the use of checklists and warning guides.

a. Monitoring

b. Profiling

c. Assessment

d. Leakage

23. When an attacker selects a particular victim prior to his or her violent attack, it is known as ____ violence.

a. targeted

b. preemptive

c. specific

d. premeditated

24. Incidents of targeted violence are ____.

a. typically impulsive

b. rarely impulsive

c. found primarily in inner-city schools

d. found primarily in rural schools

25. Educators should use a/an ____ rather than a/an ____ approach to identify whether students are preparing an attack.

a. inductive profiling; deductive profiling

b. deductive profiling; inductive profiling

c. fact-based, trait-based

d. trait-based, fact-based

26. Taunting, manipulation, or coercion of the student that leads to threats are referred to as the student’s ____.

a. active reinforcers

b. motivation

c. retaliation

d. personality

27. The behaviors that indicate students are planning a targeted act of violence are known as ____.

a. motivators

b. triggers

c. signposts

d. instigators

28. Typically, the higher the degree of ____ associated with a plan, the greater the likelihood the plan will be carried out.

a. specificity

b. objectivity

c. anger

d. all of the above

29. ____ occurs when students reveal insight to feelings, thoughts, fantasies, attitudes, or intentions that signal an incident of targeted violence.

a. Revealing

b. Leakage

c. Premeditation

d. Plotting

30. ____ is the pattern of traits or behaviors that characterize individual students.

a. Personality

b. Temperament

c. Characteristics

d. Mood

31. ____ are patterns of behaviors, relationships, thinking, beliefs, traditions, and family crises that make up a family.

a. Family systems

b. Socio-economic status

c. Social dynamics

d. Family dynamics

32. ____ is a method that utilizes evidence to reconstruct the behavior patterns and deduce offender characteristics.

a. Deductive profiling

b. Inductive profiling

c. Deductive reasoning

d. Inductive reasoning

33. Prior to a violent act, most attackers engaged in behavior that ____.

a. did not prompt any concern

b. no one noticed

c. caused concern in others

d. got them arrested

34. Yesterday in the cafeteria, Jessica heard John say he was going to kill Mrs. Brown. This is an example of a(n) ____ threat.

a. indirect

b. direct

c. veiled

d. conditioned

35. Ronnie told Jim that if he wanted he could burn down the entire school. This is an example of a(n) ____ threat.

a. indirect

b. direct

c. veiled

d. conditioned

36. On the bus-ride home, Sara mentioned to her friend how it would be a shame if Mr. Matheson happened to get in an accident on his way to school tomorrow. This is an example of a(n) ____ threat.

a. indirect

b. direct

c. veiled

d. conditioned

37. Today in biology Mark told Ben that if he didn’t stop asking stupid questions, he would make him stop asking those questions. This is an example of a(n) ____ threat.

a. indirect

b. direct

c. veiled

d. conditioned

38. It is ____ for students to be suspended and/or expelled for minor acts under the guise of improving school safety. These students often find themselves at ____ risk for dropping out and becoming entangled in the court system.

a. common; greater

b. rare; greater

c. common; lower

d. rare; lower

39. According to a New York Times/CBS poll, the vast majority of students reported they feel ____ at school.

a. unsafe

b. safe

c. bored

d. worried

40. Telephone polls and surveys consistently find that the general public feels schools are ____.

a. unsafe

b. safe

c. ticking time bombs

d. ideal

41. The use of safety technology and profiling in schools may in some cases do more harm than good. They can lead to negative media attention as well as possible lawsuits due to infringement of students’ privacy rights and unreasonable search and seizure. This would also be known as an infringement on ____.

a. 504 plans

b. special education

c. common rights

d. civil rights

42. The majority of students in a school respond to programs at the ____ level?

a. Tier 1

b. Tier 2

c. Tier 3

d. Tier 4

43. Which of the following is not one of the four key elements of SWPBIS?

a. A science of human behavior.

b. Anecdotally-validated and practical interventions.

c. Attention to social values.

d. A system’s approach.

44. Which of the following is not one of the six organizational systems?

a. District.

b. Schoolwide.

c. Classroom.

d. Individual.

45. Which of the following is not one of the seven key attributes of the leadership

organizational system?

a. Behavioral capacity.

b. Support and commitment of staff.

c. Building-level status.

d. Student involvement.

46. Parental involvement is important in the leadership organizational system for the

following reasons:

a. garners community support.

b. facilitates communication of the goals, procedures, and practices of the SWPBIS

c. program with family and others.

d. parents understand the needs of all students children’s better than educators.

e. both a and b are true.

47. At least one of the members of the leadership team should have training and

experience in ____.

a. counseling

b. anger management

c. behavioral theory

d. self-management

48. Given the nature of a SWPBIS program, it will take approximately ____ to

implement.

a. 2 to 3 years

b. 6 months to 1 year

c. 2-3 months

d. 1-2 months

49. Schoolwide guidelines for success offer:

a. an extensive set of general expectations that offer a common language to staff.

b. a limited set of general expectations that offer a common language to staff.

c. a rigid but detailed focus on behaviors in the school.

d. specific rules that must be followed and are often times difficult to understand.

50. One of the most unchallenged assumptions in schools today is that ____.

a. educations often assume that students are not bringing some form of weapon into school

b. educators often assume that students already know what appropriate behavior is

c. educators often assume that students enjoy school

d. educators often assume students have always learned to hate school

51. The crisis response plan should ____.

a. clearly define the roles and responsibilities for all staff

b. establish an effective communication system

c. establish an efficient process for securing support

d. all the above are correct

52. ____, regardless of age, is/are critical to creating a safe disciplined learning

environment that maximizes student learning.

a. Punishing problematic students

b. Establishing strategies for teaching students

c. Expelling students for not following rules

d. Establishing strategies for teaching educators

53. One of the most effective ecological strategies for promoting positive social

behaviors centers on ____.

a. educating students

b. using mood enhancing colors on the walls and ceilings

c. teaching social behaviors

d. improving the scheduling and use of space

54. Which of the following is not a key attribute of the classroom organizational

system?

a. Students having access to ongoing staff development activities.

b. Curricula that focus on achieving academic success for all students.

c. Consistent discipline procedures used by students.

d. Behavioral expectations that are linked to the school-wide guidelines for success.

55. Which of the following is not a key attribute of the individual organizational

system?

a. Evidence-based practices and interventions for students who are at risk of or are experiencing learning and behavior difficulties.

b. An established behavioral support team that is easy to access and is not seen solely as a step in the special education referral process.

c. Testimonial-based interventions and programs for students who are at risk of or are experiencing school failure.

d. The use of community resources as prevention and intervention practices for students and families.

56. A conceptual model is of little use if it does not logically connect to variables that

can be ____ in a school setting.

a. manipulated

b. easily understood

c. accepted

d. enjoyed by students

57. The purpose of universal screeners is to ____.

a. assess the effectiveness of the core curriculum and instruction

b. reward students excelling in the curriculum

c. identify students who are not making adequate progress

d. both a and c are correct

58. For the most part, traditional approaches to school discipline are based

on ____.

a. positive behavioral support

b. positive reinforcement and corrective feedback

c. making sure every student succeeds

d. punitive and exclusionary policies developed in the early 1900s

59. Which of the following is not one of the three primary goals of school-wide positive behavior intervention and support programs? 11

a. Establish effective policies and procedures that create positive norms for behaviors.

b. Improve the ecological arrangements of the school.

c. Identify and select evidence-based interventions and programs.

d. Establish an insight-based counseling program to target problem behaviors.

60. The starting point for selecting interventions and programs is identifying a strategy or an approach that matches ____.

a. the characteristics of the problem

b. the needs of the staff

c. the target population

d. both a and c are correct

61. The size of an intervention’s effect is known as its ____.

a. magnitude

b. shape

c. impact

d. significance

62. A(n) ____ is a general or conceptual approach rather than a specific set of activities. a. implementation

b. strategy

c. intervention

d. program

63. A(n) ____ is a specific set of activities and associated materials or procedures developed to prevent or remediate learning and behavior difficulties.

a. implementation

b. strategy

c. intervention

d. program

64. A(n) ____ is a set of interventions or practices designed to prevent or remediate learning and behavior difficulties.

a. implementation

b. strategy

c. comprehensive intervention

d. program

65. A(n) ____ definition requires that the specific elements of the intervention can be observed and counted.

a. operational

b. conventional

c. conceptual

d. experimental

66. The ____ underlying an intervention provides the framework for assessing not only if an intervention works, but why.

a. conceptual theory

b. motivation

c. commitment

d. operational definition

67. In order to meet the highest criteria or “gold standard” for evaluating the effectiveness of an intervention, it must be tested with ____.

a. a quasi-experimental design

b. surveys and questionnaires

c. randomized control trials

d. integrity

68. The problem with assessing magnitude with ____ is that it confounds both magnitude and sample size.

a. effect size

b. power

c. Cohen’s D

d. statistical significance

69. The problem with assessing magnitude with ____ is that in the case of a large randomized control trial vs. a small quasi-experimental comparison group study, a larger number does not necessarily mean a more powerful result.

a. effect size

b. power

c. Cohen’s D

d. statistical significance

70. In order for schools to implement interventions in a successful manner, they must meet criteria for ____ capacity.

a. human and funding

b. technical

c. physical

d. all of the above

71. In regard to human capacity, ____ are often the fuel that support the intervention and maintain its sustainability.

a. teachers

b. administrators

c. students

d. volunteers

72. ____ is(are) often the reason(s) new interventions and programs fail.

a. Teachers

b. Inadequate funding

c. Lack of technical support

d. Lack of emotional support

73. After the schools develop the capacity to host an intervention, ____ are set up that display what the team would like to accomplish.

a. objectives

b. goals

c. limits

d. programs

74. ____ are the sequence of activities and tasks that must be accomplished to implement interventions.

a. Objectives

b. Goals

c. Limits

d. Programs

75. ____ involves providing feedback to staff regarding the implementation of the intervention(s).

a. Outcome evaluation

b. Wrap-up evaluation

c. Goal evaluation

d. Process evaluation

76. ____ involves determining the extent to which the intervention has accomplished its established goals.

a. Outcome evaluation

b. Wrap-up evaluation

c. Goal evaluation

d. Process evaluation

77. When measuring process evaluation, the critical focus is on ____.

a. success of treatment group

b. scores of students

c. fidelity of implementation

d. teachers’ self-reports

78. ____ means that an intervention or program is flexible, durable, and likely to continue over a period of time and has the resources to support it.

a. Intervention objectivity

b. Sustainability

c. Longevity

d. Intervention efficacy

79. Which of the following is one of the three criteria for each intervention or program that schools consider?

a. The program must be consistent with the school’s strategy or approach.

b. The program must be within the school’s capacity to implement.

c. The program must be supported by experimental evidence.

d. None of the above.

80. RTI models originated from ____.

a. the public health field

b. IDEA

c. SWPBIS

d. school practitioners

81. This model is commonly referred to as a risk factor matching model of intervention delivery.

a. The behavioral health model.

b. The public health model.

c. RTI.

d. SWPBIS.

82. RTI is ____ IDEA.

a. thoroughly described in

b. briefly mentioned in

c. never mentioned in

d. not approved by

83. Policy makers hoped RTI would ____ the number of students identified as LD due to poor quality instruction rather than a true learning disability.

a. increase

b. decrease

c. ignore

d. monitor

84. All of the following have served to shape current conceptualization of RTI

except:

a. curriculum-based measurement.

b. Direct Instruction.

c. applied behavior analysis.

d. whole language.

85. ____ are expected to prevent the development of academic difficulties and/or problem behavior in a majority of students in the school.

a. Reactionary

b. Tertiary interventions

c. Primary interventions

d. Secondary interventions

86. ____, the method typically used by early interventionists, refers to any set of activities designed to evaluate the effects of instruction or intervention on student achievement.

a. problem solving

b. standard protocol

c. conceptual understanding

d. Direct Instruction

87. ____ relies on quick, low-cost assessment procedures to assess effectiveness of core curriculum.

a. Progress monitoring

b. Data-based problem-solving

c. Universal screening

d. SWPBIS

88. Schools identify students for secondary-level intervention by ____.

a. screening processes that monitor for students at risk for academic difficulties.

b. progress monitoring.

c. student nomination.

d. either a or b.

89. ____ involves the ongoing use of formative assessment and monitoring to determine the effectiveness of instruction.

a. Progress monitoring

b. Check & Connect

c. Problem-solving

d. Problem analysis

90. Typically, school-wide screening and progress monitoring are used ____ per school year.

a. once

b. two times

c. three times

d. four times

91. A fundamental assumption of RTI is that a majority of students will benefit from ____.

a. positive punishment

b. high-quality instruction

c. negative discipline

d. holistic learning

92. If there is a general decline in CBM reading scores across a classroom, it is most likely suggesting ____.

a. a problem with motivation

b. a strong reading program

c. a problem in core curriculum and instruction

d. a strong language program

93. All of the following are commonly prescribed uses of RTI and SWPBIS

____.

a. in the prediction of at-risk students

b. in the prevention of academic and/or behavior problems

c. as a model for interventions for students with behavioral difficulties

d. as teacher effectiveness assessments

94. The ____ system is a Tier 1 intervention used to identify students at risk for externalizing and internalizing behavior through a multiple-gating procedure.

a. Systematic Screening for Behavior Disorders

b. Dynamic Indicators of Basic Early Literacy Skills

c. Curriculum Based Measurement

d. Check & Connect

95. Check & Connect relies primarily on ____ to foster a stronger connection between student and school.

a. curriculum

b. a monitor/mentor

c. academic interventions

d. corrective feedback

96. Which of the following is an examples of alterable indicator used to assess student engagement in the Check & Connect system?

a. Attendance.

b. Social performance.

c. Academic performance.

d. All of the above are correct.

97. Basic interventions in the Check & Connect system are used at what tier in a typical RTI model?

a. 1

b. 2

c. 3

d. 4

98. The substance of basic intervention is/are ____ with/for each student.

a. discipline

b. positive reinforcement

c. conversation

d. positive feedback

99. This intervention typically requires a student to meet with a designated school staff person at the beginning and end of each day to verify whether the student has met certain criteria.

a. Self-monitoring.

b. Check in/Check out.

c. First Step to Success.

d. DIBELS.

100. This standard protocol intervention consists of three modules (screening, school, and home) in which the student is identified, taught critical skills, and expected to meet criteria set by either a coach or teacher.

a. Check in/Check out.

b. Check & Connect.

c. DIBELS.

d. First Step to Success.

Page 13 of 18

test 1.2

test.docx

1.
The ideal number of rules in a classroom is ____.

a. 1-2

b. 3-5

c. 6-7

d. 7-10

2. When a teacher is faced with a student who continually demonstrates a mild unwanted behavior, the appropriate response to that unwanted behavior would be to ____.

a. ignore the student

b. refer the student to a higher authority

c. teach the student the “correct” way to behave

d. punish the student

3. According to Kauffman et al., ____ may be just as important as academic skills training in determining students’ future success.

a. learning skills

b. motivation

c. family support

d. social skills

4. Group-Oriented Management Approaches involve providing consequences based on the behavior of ____.

a. one member of a group

b. a small number of students within the group

c. all members of the group

d. all of the above

5. Since Bill and Tommy misbehaved during snack time, the teacher decided not to let any of the class out for recess. This is an example of ____.

a. dependent group management

b. interdependent group management

c. independent group management

d. none of the above

6. Ms. Tilly recognized that her class was having a hard time learning shapes, but that they were trying their best. Because the entire class was putting forth a really great effort, she decided to let them have an extra long recess today. This is an example of ____.

a. dependent group management

b. interdependent group management

c. independent group management

d. none of the above

7.
Mr. Collins has announced that whoever scores a 93% or above on his latest math test will be excused from taking the final exam. This is an example of ____.

a. dependent group management

b. interdependent group management

c. independent group management

d. none of the above

8. Which of the following is not a naturally occurring reinforcer in the schools?

a. Grades.

b. Attention.

c. Praise.

d. Edibles.

9. ____ is a classroom management strategy that utilizes antiseptic bounding (i.e., quiet reflective period away from other students) and behavioral debriefing (i.e., self-evaluation of student’s behavior) in order for a student to regain control over his/her behavior.

a. Time Out

b. Think Time

c. Time Trial

d. The Good Behavior Game

10. The general consensus in the field of developmental psychology is that behaviors exhibited by difficult-to-teach students are ____ as oppose to monadic events

a. single events

b. earthquake events

c. a chain of responses

d. biadic events

11. ____ involve the provision of punishment techniques in such a manner that the negative interactions escalate.

a. Negative traps

b. Negative feedback

c. Negative loops

d. Negative reinforcers

12. ____ involves trying to find students who are misbehaving.

a. Negative searching

b. Negative viewing

c. Negative scanning

d. Negative monitoring

13. The text points out that some students learn to hate school because they experience

more failure than success. In other words, their ____ levels of academic achievement may have led to ____ levels of behavior difficulties.8

a. lower; higher

b. higher; higher

c. higher; lower

d. lower; lower

e.

14. This type of prompting involves decreasing assistance to a student in a progressive

fashion and creating a prompt hierarchy. This hierarchy involves a number of prompts listed in order of intrusiveness.

a. Antecedent prompt and test procedure.

b. Most-to-least prompting.

c. Graduated guidance.

d. Least-to-most prompting.

15. This type of prompting involves presenting the final desired stimulus and the

starting stimulus at the same time and then providing a time span between the two stimuli.

a. Time delay.

b. Graduated guidance.

c. Antecedent prompt and fade procedure.

d. Immediate presentation.

16. What are the three critical components for providing effective instruction as discussed in the text?

a. Pacing, practice, and testing.

b. Guided practice, independent practice, and generalization.

c. Organization of instruction, program design, and teacher presentation techniques.

d. Teaching functions, program design, and cooperative administration.

17. According to the analogy in the text, the concept of mastery is best likened to:

a. a pyramid.

b. a series of hurdles.

c. a straight line.

d. a staircase

18. ____ involve(s) teachers “ramping up” and “ramping down” their efforts as

students progress through the learning continuum.

a. Stages of learning

b. Time delay

c. Differentiated instruction

d. Mediated instruction

19. In order for a practice or program to be evidence-based, it must ____.

a. rest on the principles of the scientific method

b. be accessible to all students

c. meet state standards

d. have a strong backing by members of the field

20. Effective teachers try to prevent errors from occurring in upcoming lessons by

making sure that ____.

a. students feel good about the upcoming lessons

b. students average a 70% level of proficiency in previous lessons.

c. necessary prerequisite skills are mastered.

d. adequate homework is provided.

21. The presentation of new content is often referred to as ____.

a. teacher demonstration or an “I do”

b. teacher demonstration or a “We do”

c. teacher demonstration or a “You do”

d. teacher and student demonstration or a “We do”

22. ____ involves identifying students at risk for targeted violence through the use of checklists and warning guides.

a. Monitoring

b. Profiling

c. Assessment

d. Leakage

23. When an attacker selects a particular victim prior to his or her violent attack, it is known as ____ violence.

a. targeted

b. preemptive

c. specific

d. premeditated

24. Incidents of targeted violence are ____.

a. typically impulsive

b. rarely impulsive

c. found primarily in inner-city schools

d. found primarily in rural schools

25. Educators should use a/an ____ rather than a/an ____ approach to identify whether students are preparing an attack.

a. inductive profiling; deductive profiling

b. deductive profiling; inductive profiling

c. fact-based, trait-based

d. trait-based, fact-based

26. Taunting, manipulation, or coercion of the student that leads to threats are referred to as the student’s ____.

a. active reinforcers

b. motivation

c. retaliation

d. personality

27. The behaviors that indicate students are planning a targeted act of violence are known as ____.

a. motivators

b. triggers

c. signposts

d. instigators

28. Typically, the higher the degree of ____ associated with a plan, the greater the likelihood the plan will be carried out.

a. specificity

b. objectivity

c. anger

d. all of the above

29. ____ occurs when students reveal insight to feelings, thoughts, fantasies, attitudes, or intentions that signal an incident of targeted violence.

a. Revealing

b. Leakage

c. Premeditation

d. Plotting

30. ____ is the pattern of traits or behaviors that characterize individual students.

a. Personality

b. Temperament

c. Characteristics

d. Mood

31. ____ are patterns of behaviors, relationships, thinking, beliefs, traditions, and family crises that make up a family.

a. Family systems

b. Socio-economic status

c. Social dynamics

d. Family dynamics

32. ____ is a method that utilizes evidence to reconstruct the behavior patterns and deduce offender characteristics.

a. Deductive profiling

b. Inductive profiling

c. Deductive reasoning

d. Inductive reasoning

33. Prior to a violent act, most attackers engaged in behavior that ____.

a. did not prompt any concern

b. no one noticed

c. caused concern in others

d. got them arrested

34. Yesterday in the cafeteria, Jessica heard John say he was going to kill Mrs. Brown. This is an example of a(n) ____ threat.

a. indirect

b. direct

c. veiled

d. conditioned

35. Ronnie told Jim that if he wanted he could burn down the entire school. This is an example of a(n) ____ threat.

a. indirect

b. direct

c. veiled

d. conditioned

36. On the bus-ride home, Sara mentioned to her friend how it would be a shame if Mr. Matheson happened to get in an accident on his way to school tomorrow. This is an example of a(n) ____ threat.

a. indirect

b. direct

c. veiled

d. conditioned

37. Today in biology Mark told Ben that if he didn’t stop asking stupid questions, he would make him stop asking those questions. This is an example of a(n) ____ threat.

a. indirect

b. direct

c. veiled

d. conditioned

38. It is ____ for students to be suspended and/or expelled for minor acts under the guise of improving school safety. These students often find themselves at ____ risk for dropping out and becoming entangled in the court system.

a. common; greater

b. rare; greater

c. common; lower

d. rare; lower

39. According to a New York Times/CBS poll, the vast majority of students reported they feel ____ at school.

a. unsafe

b. safe

c. bored

d. worried

40. Telephone polls and surveys consistently find that the general public feels schools are ____.

a. unsafe

b. safe

c. ticking time bombs

d. ideal

41. The use of safety technology and profiling in schools may in some cases do more harm than good. They can lead to negative media attention as well as possible lawsuits due to infringement of students’ privacy rights and unreasonable search and seizure. This would also be known as an infringement on ____.

a. 504 plans

b. special education

c. common rights

d. civil rights

42. The majority of students in a school respond to programs at the ____ level?

a. Tier 1

b. Tier 2

c. Tier 3

d. Tier 4

43. Which of the following is not one of the four key elements of SWPBIS?

a. A science of human behavior.

b. Anecdotally-validated and practical interventions.

c. Attention to social values.

d. A system’s approach.

44. Which of the following is not one of the six organizational systems?

a. District.

b. Schoolwide.

c. Classroom.

d. Individual.

45. Which of the following is not one of the seven key attributes of the leadership

organizational system?

a. Behavioral capacity.

b. Support and commitment of staff.

c. Building-level status.

d. Student involvement.

46. Parental involvement is important in the leadership organizational system for the

following reasons:

a. garners community support.

b. facilitates communication of the goals, procedures, and practices of the SWPBIS

c. program with family and others.

d. parents understand the needs of all students children’s better than educators.

e. both a and b are true.

47. At least one of the members of the leadership team should have training and

experience in ____.

a. counseling

b. anger management

c. behavioral theory

d. self-management

48. Given the nature of a SWPBIS program, it will take approximately ____ to

implement.

a. 2 to 3 years

b. 6 months to 1 year

c. 2-3 months

d. 1-2 months

49. Schoolwide guidelines for success offer:

a. an extensive set of general expectations that offer a common language to staff.

b. a limited set of general expectations that offer a common language to staff.

c. a rigid but detailed focus on behaviors in the school.

d. specific rules that must be followed and are often times difficult to understand.

50. One of the most unchallenged assumptions in schools today is that ____.

a. educations often assume that students are not bringing some form of weapon into school

b. educators often assume that students already know what appropriate behavior is

c. educators often assume that students enjoy school

d. educators often assume students have always learned to hate school

51. The crisis response plan should ____.

a. clearly define the roles and responsibilities for all staff

b. establish an effective communication system

c. establish an efficient process for securing support

d. all the above are correct

52. ____, regardless of age, is/are critical to creating a safe disciplined learning

environment that maximizes student learning.

a. Punishing problematic students

b. Establishing strategies for teaching students

c. Expelling students for not following rules

d. Establishing strategies for teaching educators

53. One of the most effective ecological strategies for promoting positive social

behaviors centers on ____.

a. educating students

b. using mood enhancing colors on the walls and ceilings

c. teaching social behaviors

d. improving the scheduling and use of space

54. Which of the following is not a key attribute of the classroom organizational

system?

a. Students having access to ongoing staff development activities.

b. Curricula that focus on achieving academic success for all students.

c. Consistent discipline procedures used by students.

d. Behavioral expectations that are linked to the school-wide guidelines for success.

55. Which of the following is not a key attribute of the individual organizational

system?

a. Evidence-based practices and interventions for students who are at risk of or are experiencing learning and behavior difficulties.

b. An established behavioral support team that is easy to access and is not seen solely as a step in the special education referral process.

c. Testimonial-based interventions and programs for students who are at risk of or are experiencing school failure.

d. The use of community resources as prevention and intervention practices for students and families.

56. A conceptual model is of little use if it does not logically connect to variables that

can be ____ in a school setting.

a. manipulated

b. easily understood

c. accepted

d. enjoyed by students

57. The purpose of universal screeners is to ____.

a. assess the effectiveness of the core curriculum and instruction

b. reward students excelling in the curriculum

c. identify students who are not making adequate progress

d. both a and c are correct

58. For the most part, traditional approaches to school discipline are based

on ____.

a. positive behavioral support

b. positive reinforcement and corrective feedback

c. making sure every student succeeds

d. punitive and exclusionary policies developed in the early 1900s

59. Which of the following is not one of the three primary goals of school-wide positive behavior intervention and support programs? 11

a. Establish effective policies and procedures that create positive norms for behaviors.

b. Improve the ecological arrangements of the school.

c. Identify and select evidence-based interventions and programs.

d. Establish an insight-based counseling program to target problem behaviors.

60. The starting point for selecting interventions and programs is identifying a strategy or an approach that matches ____.

a. the characteristics of the problem

b. the needs of the staff

c. the target population

d. both a and c are correct

61. The size of an intervention’s effect is known as its ____.

a. magnitude

b. shape

c. impact

d. significance

62. A(n) ____ is a general or conceptual approach rather than a specific set of activities. a. implementation

b. strategy

c. intervention

d. program

63. A(n) ____ is a specific set of activities and associated materials or procedures developed to prevent or remediate learning and behavior difficulties.

a. implementation

b. strategy

c. intervention

d. program

64. A(n) ____ is a set of interventions or practices designed to prevent or remediate learning and behavior difficulties.

a. implementation

b. strategy

c. comprehensive intervention

d. program

65. A(n) ____ definition requires that the specific elements of the intervention can be observed and counted.

a. operational

b. conventional

c. conceptual

d. experimental

66. The ____ underlying an intervention provides the framework for assessing not only if an intervention works, but why.

a. conceptual theory

b. motivation

c. commitment

d. operational definition

67. In order to meet the highest criteria or “gold standard” for evaluating the effectiveness of an intervention, it must be tested with ____.

a. a quasi-experimental design

b. surveys and questionnaires

c. randomized control trials

d. integrity

68. The problem with assessing magnitude with ____ is that it confounds both magnitude and sample size.

a. effect size

b. power

c. Cohen’s D

d. statistical significance

69. The problem with assessing magnitude with ____ is that in the case of a large randomized control trial vs. a small quasi-experimental comparison group study, a larger number does not necessarily mean a more powerful result.

a. effect size

b. power

c. Cohen’s D

d. statistical significance

70. In order for schools to implement interventions in a successful manner, they must meet criteria for ____ capacity.

a. human and funding

b. technical

c. physical

d. all of the above

71. In regard to human capacity, ____ are often the fuel that support the intervention and maintain its sustainability.

a. teachers

b. administrators

c. students

d. volunteers

72. ____ is(are) often the reason(s) new interventions and programs fail.

a. Teachers

b. Inadequate funding

c. Lack of technical support

d. Lack of emotional support

73. After the schools develop the capacity to host an intervention, ____ are set up that display what the team would like to accomplish.

a. objectives

b. goals

c. limits

d. programs

74. ____ are the sequence of activities and tasks that must be accomplished to implement interventions.

a. Objectives

b. Goals

c. Limits

d. Programs

75. ____ involves providing feedback to staff regarding the implementation of the intervention(s).

a. Outcome evaluation

b. Wrap-up evaluation

c. Goal evaluation

d. Process evaluation

76. ____ involves determining the extent to which the intervention has accomplished its established goals.

a. Outcome evaluation

b. Wrap-up evaluation

c. Goal evaluation

d. Process evaluation

77. When measuring process evaluation, the critical focus is on ____.

a. success of treatment group

b. scores of students

c. fidelity of implementation

d. teachers’ self-reports

78. ____ means that an intervention or program is flexible, durable, and likely to continue over a period of time and has the resources to support it.

a. Intervention objectivity

b. Sustainability

c. Longevity

d. Intervention efficacy

79. Which of the following is one of the three criteria for each intervention or program that schools consider?

a. The program must be consistent with the school’s strategy or approach.

b. The program must be within the school’s capacity to implement.

c. The program must be supported by experimental evidence.

d. None of the above.

80. RTI models originated from ____.

a. the public health field

b. IDEA

c. SWPBIS

d. school practitioners

81. This model is commonly referred to as a risk factor matching model of intervention delivery.

a. The behavioral health model.

b. The public health model.

c. RTI.

d. SWPBIS.

82. RTI is ____ IDEA.

a. thoroughly described in

b. briefly mentioned in

c. never mentioned in

d. not approved by

83. Policy makers hoped RTI would ____ the number of students identified as LD due to poor quality instruction rather than a true learning disability.

a. increase

b. decrease

c. ignore

d. monitor

84. All of the following have served to shape current conceptualization of RTI

except:

a. curriculum-based measurement.

b. Direct Instruction.

c. applied behavior analysis.

d. whole language.

85. ____ are expected to prevent the development of academic difficulties and/or problem behavior in a majority of students in the school.

a. Reactionary

b. Tertiary interventions

c. Primary interventions

d. Secondary interventions

86. ____, the method typically used by early interventionists, refers to any set of activities designed to evaluate the effects of instruction or intervention on student achievement.

a. problem solving

b. standard protocol

c. conceptual understanding

d. Direct Instruction

87. ____ relies on quick, low-cost assessment procedures to assess effectiveness of core curriculum.

a. Progress monitoring

b. Data-based problem-solving

c. Universal screening

d. SWPBIS

88. Schools identify students for secondary-level intervention by ____.

a. screening processes that monitor for students at risk for academic difficulties.

b. progress monitoring.

c. student nomination.

d. either a or b.

89. ____ involves the ongoing use of formative assessment and monitoring to determine the effectiveness of instruction.

a. Progress monitoring

b. Check & Connect

c. Problem-solving

d. Problem analysis

90. Typically, school-wide screening and progress monitoring are used ____ per school year.

a. once

b. two times

c. three times

d. four times

91. A fundamental assumption of RTI is that a majority of students will benefit from ____.

a. positive punishment

b. high-quality instruction

c. negative discipline

d. holistic learning

92. If there is a general decline in CBM reading scores across a classroom, it is most likely suggesting ____.

a. a problem with motivation

b. a strong reading program

c. a problem in core curriculum and instruction

d. a strong language program

93. All of the following are commonly prescribed uses of RTI and SWPBIS

____.

a. in the prediction of at-risk students

b. in the prevention of academic and/or behavior problems

c. as a model for interventions for students with behavioral difficulties

d. as teacher effectiveness assessments

94. The ____ system is a Tier 1 intervention used to identify students at risk for externalizing and internalizing behavior through a multiple-gating procedure.

a. Systematic Screening for Behavior Disorders

b. Dynamic Indicators of Basic Early Literacy Skills

c. Curriculum Based Measurement

d. Check & Connect

95. Check & Connect relies primarily on ____ to foster a stronger connection between student and school.

a. curriculum

b. a monitor/mentor

c. academic interventions

d. corrective feedback

96. Which of the following is an examples of alterable indicator used to assess student engagement in the Check & Connect system?

a. Attendance.

b. Social performance.

c. Academic performance.

d. All of the above are correct.

97. Basic interventions in the Check & Connect system are used at what tier in a typical RTI model?

a. 1

b. 2

c. 3

d. 4

98. The substance of basic intervention is/are ____ with/for each student.

a. discipline

b. positive reinforcement

c. conversation

d. positive feedback

99. This intervention typically requires a student to meet with a designated school staff person at the beginning and end of each day to verify whether the student has met certain criteria.

a. Self-monitoring.

b. Check in/Check out.

c. First Step to Success.

d. DIBELS.

100. This standard protocol intervention consists of three modules (screening, school, and home) in which the student is identified, taught critical skills, and expected to meet criteria set by either a coach or teacher.

a. Check in/Check out.

b. Check & Connect.

c. DIBELS.

d. First Step to Success.

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