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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition

Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition is your go-to resource for exam questions, providing key insights to boost your score.

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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 1 preview imageTest Bankto accompanyStrategies for Teaching Students withLearning and Behavior ProblemsTenth EditionSharon R. VaughnUniversity of Texas at AustinCandace S. BosLate of University of Texas–AustinPrepared by:Heather Garrison, Ph.D.East Stroudsburg University of Pennsylvania
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 2 preview image
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 3 preview image41TEST BANK
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 4 preview imageTest Bank: Multiple Choice and Short Answer QuestionsChapter 1-------------------------------------------------------------------------------------- 42Chapter 2-------------------------------------------------------------------------------------- 49Chapter 3-------------------------------------------------------------------------------------- 57Chapter 4-------------------------------------------------------------------------------------- 64Chapter 5-------------------------------------------------------------------------------------- 71Chapter 6-------------------------------------------------------------------------------------- 79Chapter 7-------------------------------------------------------------------------------------- 86Chapter 8-------------------------------------------------------------------------------------- 93Chapter 9-------------------------------------------------------------------------------------100Chapter 10-------------------------------------------------------------------------------------107Chapter 11-------------------------------------------------------------------------------------114Answer Key Grid(Multiple Choice Questions, Chapters 1-11)--------------------------123Complete Answers to Multiple Choice and Short Answer QuestionsChapter 1-------------------------------------------------------------------------------------125Chapter 2-------------------------------------------------------------------------------------128Chapter 3-------------------------------------------------------------------------------------131Chapter 4-------------------------------------------------------------------------------------135Chapter 5-------------------------------------------------------------------------------------138Chapter 6-------------------------------------------------------------------------------------142Chapter 7-------------------------------------------------------------------------------------146Chapter 8-------------------------------------------------------------------------------------149Chapter 9-------------------------------------------------------------------------------------152Chapter 10-------------------------------------------------------------------------------------156Chapter 11-------------------------------------------------------------------------------------159
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 5 preview image42Chapter 1Monitoring and Teaching for UnderstandingMultiple Choice Questions1)Among all students, approximately what percent has some type of learning or behaviorproblem?A)3–6%B)8–12%C)15–25%D)30–40%2)Which of the following is NOT a consideration when determining the severity of alearning or behavior problem?A)Persistence of the problemB)Speed of progressC)The student’s motivationD)The student’s grade level3)Sophie exhibits social skills difficulties in her second-grade classroom. She often displaysdefiant behavior toward other students and lashes out verbally or physically when shebecomes frustrated. Her language skills are delayed for her age. She sees a speech-language therapist twice a week for small group instruction. The type of support shereceives by the speech-language therapist is considered:A)Specialized instructionB)Rapid instructionC)Least restrictive instructionD)Independent instruction4)Which of the following choices is NOT a defining feature of special education?A)Individually plannedB)SpecializedC)IntensiveD)Self-guided5)Most students with learning and behavior problems receive most of their education inwhat setting?A)General education classroomB)Special education classroomC)Paraprofessional classroomD)Individualized computer-assisted programming6)A setting in which an individual receives little or no instruction with nondisabled peers isconsidered:A)Special educationB)Inclusion
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 6 preview image43C)DifferentiatedD)Restrictive7)Which of the following is the least restrictive setting for a child with learning difficultiesin reading?A)The child receives assignments and homework that are modified by the regularclassroom teacher.B)The child receives support from a special education teacher outside the classroom.C)The child receives supplemental instruction from a reading specialist outside theclassroom.D)The child receives assistance from a teaching assistant in a resource room.8)The latest reauthorization of IDEA (2004) mandates that:A)All students with IEPs must be educated in inclusive settings.B)All students should be educated in the least restrictive environment possible.C)General education teachers must accommodate all students with all disabilities.D)Instruction in self-contained classrooms is unlawful.9)Which of the following demonstrates the importance of inclusion for students withlearning and behavior problems?A)Young children with disabilities receive interventions at a later age.B)More children with disabilities receive instruction in special education settings.C)More youth with disabilities graduate from high school.D)For children with disabilities, being included in general education does not changetheir academic performance.10)What percentage of students with specific learning disabilities spend at least 80 percentof the day in general education classrooms?A)12 percentB)28 percentC)59 percentD)68 percent11)What percentage of students identified as emotionally disturbed spend at least 80 percentof the day in general education classrooms?A)Less than 10%B)18%C)37%D)45%12)The most frequently suggested alternative to traditional IQ-achievement discrepancyapproaches for identifying students with learning disabilities is:A)ABAB)IEPC)RTID)IDEA
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 7 preview image4413)All of the following are concerns about using IQ-achievement discrepancy as a measureof identifying learning disabilities EXCEPT:A)The discrepancy is difficult to determine with young children.B)IQ tests provide little information to assist teachers in improving or modifying theirinstruction.C)Formal IQ and achievement tests are expensive to administer.D)Young children ages 5–7 do not benefit from prevention programs.14)Which of the following illustrates that Sergio has an IQ-achievement discrepancy thatmay be used to indicate that he has a learning disability?A)Sergio’s scores on an IQ test are higher than his scores on a standardized achievementtest.B)Sergio’s scores on a standardized achievement test are higher than his scores on an IQtest.C)Sergio’s scores on two different IQ tests are significantly different.D)Sergio’s scores on an IQ test are average and he is performing well in class.15)Within the RTI model, the purpose of screening measures is:A)To monitor a student’s progress on a weekly basis.B)To provide an in-depth analysis of the student’s strengths and weaknesses.C)To help teachers pinpoint where a student is having difficulties.D)To determine a student’s eligibility for special education.16)Within the RTI model, a student who responds poorly to intervention in Tier 2 may bereferred for further evaluation and considered for:A)Special education.B)Tier 1 instruction.C)Progress monitoring.D)Systematic instruction.17)When a student has and IEP (individualized education program), who writes theinstructional plan?A)StudentB)General education teacherC)IEP teamD)The student18)Which of the following statements might be an annual goal for a student with a readingdisability who reads below grade level?A)Read a paragraph with two fewer errorsB)Increase reading speed from 50 to 53 words per minuteC)Read three new sight words correctly each weekD)Read at grade level by the end of the year
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 8 preview image4519)How often must an IEP be reviewed by the IEP team?A)MonthlyB)Bi-annually (two times a year)C)AnnuallyD)Every three years20)Which of the following is NOT required as part of an individualized education program?A)The student’s IQ scoreB)Annual goalsC)The extent to which the student will not participate in general education classesD)When services begin and duration of services and modifications21)According to IDEA, when must parents be informed of their child’s progress towardsgoals?A)When report cards are issued for all studentsB)Once a yearC)Twice a yearD)Three times a year22)Which of the following is NOT true about an IEP goal?A)An IEP goal may address academic needs.B)An IEP goal may address social-emotional needs.C)An IEP goal may address functional needs.D)An IEP goal may address parent needs.23)Carla has the following goal on her IEP: “Carla will improve her reading by the end ofthe year.” How would you assess this goal?A)It is measurable.B)It is short-term.C)It is too specific.D)It is vague.24)Self-determination refers to:A)An individual’s motivation to succeed.B)An individual’s ability to make important decisions about life.C)An individual’s optimism about the future.D)An individual’s emotional well-being.25)Each week, Mrs. Komentski reviews Charlie’s IEP objectives with him. They use aprogress chart to record Charlie’s progress with knowledge of math facts. By engagingCharlie in the monitoring of the progress, Mrs. Komentski is hoping to improveCharlie’s:A)scaffolding.B)zone of proximal development.C)self-determination.D)behavioral support.
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 9 preview image4626)Which of the following choices most accurately describes the instructional cycle?A)The process of teaching a particular concept, and then asking questions to check forunderstandingB)The process of setting instructional goals, planning and delivering instruction,evaluating and modifying instructionC)The receptivity of the learner to listen, engage, complete tasks, and monitor learningin the instructional settingD)The beliefs and attitudes of the teacher, which should be considered when planningfor instruction27)Self-monitoring procedures have been used for students who have learning and behaviorproblems by providing all EXCEPT which of the following choices?A)Prompts to remind the student to self-monitorB)Lower expectations for students who self-monitorC)Encouragement to self-monitorD)Modeling for how to self-monitor28)Which of the following tools is used to measure and report a student’s progress acrosstime (for a grading period, a semester, or a year)?A)Progress chartB)Progress graphC)Stop watchD)Performance record29)An IEP is one example of a:A)Progress chart.B)Performance record.C)Curriculum-based measurement.D)Progress monitoring tool.30)Mr. Goodenough teaches a sixth-grade language arts class. He has collaborated with thespecial education teacher to measure the reading fluency of four struggling readers in hisclass. Each week, they use 100-word passages from the reading curriculum and recordfluency rates over time. This type of performance monitoring is called a:A)Curriculum-based measurement.B)Response to intervention.C)Learning log.D)Performance portfolio.31)Which of the following choices is NOT a standard use for a progress graph?A)Silent reading rateB)Speed in completing math factsC)Percentage of questions answered correctly for an assignmentD)Students’ grades in core subjects
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 10 preview image4732)Which of the following techniques is most frequently used to differentiate instruction?A)Heterogeneous groupingB)Whole-class lectureC)Flexible groupingD)Grade reporting33)Designing instruction refers to:A)Using research-based instructional strategies.B)Using ongoing assessments to group students.C)Using assessment data to plan for effective instruction.D)Using benchmarks to write long-term goals for the IEP.34)Which of the following illustrates the use of instructional and curricular adaptations tohelp struggling learners succeed?A)Working with a variety of professionals; monitoring student progressB)Using cooperative learning; establishing goals and objectives for the lessonC)Accessing resources; collaborating with other professionals; integrating technologyinto instructionD)Breaking a task or activity into steps; providing content at a lower reading level35)Spencer is in the eighth grade and can read fourth-grade texts independently but strugglesto understand more advanced level texts. The reading specialist works with Spencer in asmall group to read sixth-grade level texts. When the teacher guides Spencer andparaphrases after each paragraph, Spencer can successfully answer sixth-gradecomprehension questions. Based upon this information, what is Spencer’s zone ofproximal development for reading?A)At the fourth-grade levelB)Above the sixth-grade levelC)Approaching sixth-grade levelD)At the eighth-grade level36)Mrs. Jones is a new teacher who is introducing multiplication to her students for the firsttime. She begins by asking a couple of students what their favorite numbers are. Onestudent says 2 and another says 12. Mrs. Jones shows them how to multiply numbers by 2and then shows them how to multiply numbers by 12. Her students are confused becausethe sequencing of her teaching needs to be more:A)SystematicB)DifferentiatedC)ConcreteD)Scaffolded37)Which of the following choices refers to the use of a variety of grouping practices thatchange depending on the goals and objectives for the lesson?A)ScaffoldingB)Individualizing instructionC)Curriculum-based measurementD)Flexible grouping
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 11 preview image4838)Ms. Chen provides extra instruction for a small group of students who struggle tounderstand a new concept. Ms. Chen’s approach illustrates which of the following?A)Quick pacingB)DifferentiatingC)ScreeningD)Time management39)Mr. Harris explains to the students how they should work in pairs. First, he models whathe would like them to do and then explains four different activities in a row. Throughouthis 30-minute explanation, he provides several examples. He prompts students to listenby saying, “Settle down and pay attention please. We have a lot to cover today.” Hebecomes frustrated when his students fidget and become distracted. He could improve hisinstruction by:A)Providing scaffolding and further modeling.B)Limiting teacher talk and increasing opportunities for student response.C)Writing the instructions on the board as he talks.D)Prompting students to listen before each example.40)All of the following choices are ways to increase opportunities for student response in theclassroom EXCEPT:A)Using choral respondingB)Using independent respondingC)Limiting teacher talkD)Increasing independent seat workShort Answer Questions (Chapter 1)1)Describe defining features of special education that distinguish it from regular education.2)What are some benefits of using RTI over the IQ-achievement discrepancy method as a wayto identify children with learning difficulties?3)Briefly explain the components of the RTI (response to intervention) system.4)IDEA requires that an IEP be developed for each student with special educational needs.Describe the role and responsibilities of the multidisciplinary team.5)Describe four methods of differentiating instruction to meet the diverse needs of students inthe general education classroom.
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 12 preview image49Chapter 2Approaches to Learning and TeachingMultiple Choice Questions1)Which of the following best describes applied behavior analysis (ABA)?A)ABA explains how information is received, transformed, retrieved, and expressed.B)ABA emphasizes the social nature of learning.C)ABA focuses on identifying observable behaviors and manipulating antecedents andconsequences.D)ABA focuses on establishing strict classroom rules and consequences to improvestudent behavior.2)Parker is a first grader who struggles with math. When he gets frustrated, he provokesother children in class by hitting and biting. Before each in-class math assignment, theteacher calls Parker to her desk and reminds him how well he did on the previousassignment and shows him a graph of his improved grades. She provides him with amodified assignment and then has him sit with a math buddy. Parker’s teacher reduceshis undesired behavior by:A)Providing positive reinforcementB)Manipulating antecedentsC)Providing negative reinforcementD)Using the Premack principle3)Which of the following strategies is NOT used as an antecedent to influence thefrequency of desirable behavior?A)Manipulating instructional contentB)Establishing classroom rulesC)Arranging the room in specific waysD)Providing negative reinforcement4)Luis has attention deficit hyperactivity disorder (ADHD) and follows a schedule that listsall tasks he needs to do during class time. If he completes the tasks, he gets five extraminutes on the computer at the end of the day. Using the computer is his favorite activity.Which of the following is used to increase Bobby’s on-task behavior?A)Negative reinforcementB)ShapingC)ExtinctionD)Positive reinforcement5)Interviewing a student about the things he/she likes and that would be reinforcing tothem:A) Is an example of a secondary reinforcer.B) Helps a teacher decide which reinforcer to use.C) Is a negative reinforcement.D) Removes the stimulus.
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 13 preview image506)Mia struggles with reading and dislikes language arts. During language arts, shefrequently pokes the student in the seat next to her and often wanders around the room.Her teacher puts her in time-out. Mia likes to sit by herself and stare at the pictures on thewall during time-out. For Mia, time-out is not effective because it:A)Positively reinforces her undesirable behavior.B)Negatively reinforces her undesirable behavior.C)Negatively reinforces her good behavior.D)Punishes her good behavior.7)A teacher scowls at a student until the student works. After the teacher stops scowling,the student continues to work successfully. Within the applied behavioral analysisframework, the removal of the scowl is considered:A)Positive reinforcement.B)Negative reinforcement.C)Punishment.D)Secondary reinforcement.8)Mr. Hanson tells his class that if they continue to work hard during math time and finishall of their problems, they will not have math homework for that day. By offering theavoidance of math homework, Mr. Hanson is using:A) Extinction.B) A secondary reinforcement.C) An antecedent.D) A negative reinforcement.9)Which of the following choices refers to a previously neutral behavior that is paired witha reinforcer and therefore takes on reinforcing properties of its own?A)An antecedentB)A negative reinforcerC)A positive reinforcerD)A secondary reinforcer10)Ian loves working on the computer and is given extra computer time if he finishes all ofhis math problems during math class. During his computer time, another child, Kamila,often uses the computer next to him. Ian becomes friends with Kamila and they enjoyworking together. For Ian, social time with Kamila becomes:A) An antecedent.B) A secondary reinforcer.C) A primary reinforcer.D) A negative reinforcer.11)Mr. Ketten’s class has 10 minutes of silent reading each day. For each minute that thewhole class is silent during this reading period, Mr. Ketten adds 1 minute to their recesstime. This practice is best described by which of the following choices?A)Group contingenciesB)Negative reinforcement
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 14 preview image51C)ShapingD)Secondary reinforcement12)According to Axelrod (1998), group contingencies include which of the following steps?A)Choose a behavior most students cannot perform.B)Let only one member of the group know they are behaving appropriately.C)Select only one behavior to change.D)Reinforce and shape all behaviors.13)Mr. Galuska wants his first-grade student to add numbers quickly and automatically.However, the student can only add numbers when using fingers or manipulatives. Usingconcepts of applied behavior analysis, what must Mr. Galuska do?A)Use a positive reinforcer to encourage the student to try harder.B)Use shaping and reinforce responses that more closely approximate the target.C)Use punishment when the student uses manipulatives.D)Use group contingencies to encourage correct adding behavior.14)Nicole enjoys math but hates reading. Her teacher tells her that she can do her mathproblems only after she finishes her reading assignment. This example illustrates the useof:A)Negative reinforcement.B)The Premack Principle.C)Secondary reinforcement.D)Group contingencies.15)Amanda frequently laughs out loud at inappropriate times during class discussion. Shelikes the reaction of other students and her teacher when they look at her and scold her tobe quiet. Her teacher ignores these outbursts and also advises the students to ignore thosewho interrupt discussion. To eliminate Amanda’s behavior, her teacher is using:A)Extinction.B)Peer confrontation.C)Peer interaction.D)Punishment.16)Mr. Nicoletti has made a written agreement with one student in his class who hasdifficulty with reading. If the student completes additional reading homework with hisparents’ supervision three days a week, the student can get an extra hour of computertime every Friday. They each agree on the terms of the agreement and sign a writtenform. This is an example of:A)A contingency contract.B)Extinction.C)A secondary reinforcement.D)A group contingency.
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 15 preview image5217)Which of the following choices is an aversive procedure in which a specified amount of areinforcer is removed after each occurrence of the target behavior?A)Response costB)Contingency planC)Group contingenciesD)Negative reinforcement18)All of the following are true about time-outs EXCEPT:A)It involves removing a student from the opportunity to receive any reinforcement.B)Time-out is frequently used inappropriately.C)Secluded time-out areas or contingent restraints have legal implications.D)Time-out involves leaving an environment that is not reinforcing.19)Students go through the following stages of learning in which order as they acquireproficiency in learning?A) Entry, acquisition, proficiency, maintenance, generalization, applicationB) Entry, maintenance, acquisition, application, generalization, proficiencyC) Entry, application, maintenance, proficiency, generalization, acquisitionD) Acquisition, entry, application, generalization, maintenance, proficiency20)When a target behavior transfers across settings, persons, and materials, which stage oflearning has been completed?A)MaintenanceB)EntryC)AcquisitionD)Generalization21)For the teacher, the first stage of cognitive strategy instruction is:A)Covert verbalization.B)Identification of the steps of a task.C)Overt verbalization.D)Modeling.22)All of the following are directly associated with cognitive strategy instruction EXCEPT:A) Cognitive modeling.B) Strategy steps.C) Positive reinforcement.D) Verbalization.23)Students who have difficulty maintaining appropriate behavior can be helped to increaseappropriate behavior most effectively through:A)Peer monitoring and support.B)Group contingencies.C)Strategy steps.D)Modeling.
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Test Bank for Strategies for Teaching Students with Learning and Behavior Problems, 10th Edition - Page 16 preview image5324)Students are taught a strategy to try to decipher unfamiliar words that they read. Theirteacher gives them a list of questions to help them figure out new words. The questionsinclude: “Does the word have any parts that I recognize?” “Is the word a noun or a verb?”“Are there clues in the sentence to help me understand the word?” Their teacher does allof the following EXCEPT:A)Use cognitive strategy instructionB)Teach her students reflective thinkingC)Teach her students self-regulationD)Use positive reinforcement25)Mr. Chan teaches the students in his sixth-grade language arts class to edit bydemonstrating how he edits a paragraph that he has written. He reads a paragraph outloud and stops after every sentence to ask himself if the sentence makes sense. He tellsthe students that he is looking for spelling and grammatical errors. Then he explains thathe skims the paragraph backwards to make sure there are no mistakes that he missed.Which strategy is Mr. Chan using to teach his students editing?A) Guided instructionB) ShapingC) The Premack PrincipleD) Modeling26)All of the following choices are true about the strategy of verbalization EXCEPT:A)Verbalization is a common feature of cognitive strategy instruction.B)Covert verbalization is used before overt verbalization.C)Verbalization can be used as a form of self-monitoring.D)Students can be more active participants in their learning using verbalization.27)Based on the teaching implications of CSI, which of the following is most likely topromote students’ active engagement in learning?A)Omit strategy stepsB)Give vague feedback instead of explicitC)Teach prerequisite skillsD)Replace modeling with a pretest28)Teacher- and student-led discussions benefit from all EXCEPT which of the followingchoices?A)Students occupy the “talk-time” for extended periods of time.B)Teachers ask authentic questions that are linked to the text.C)Teachers promote discussions that highlight a more analytic approach.D)Students have no say in the discussion topic.29)Which one of the following statements about social learning and interactive dialogue isNOT true?A)Learning is a social event.B)Teachers perform no form of modeling.C)Teachers and students discuss what they are learning.D)Teachers and students discuss how they are going about learning.
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