Test Bank to accompany Strategies for Teaching Students with Learning and Behavior Problems Tenth Edition Sharon R. Vaughn University of Texas at Austin Candace S. Bos Late of University of Texas–Austin Prepared by: Heather Garrison, Ph.D. East Stroudsburg University of Pennsylvania 41 TEST BANK Test Bank: Multiple Choice and Short Answer Questions Chapter 1 -------------------------------------------------------------------------------------- 42 Chapter 2 -------------------------------------------------------------------------------------- 49 Chapter 3 -------------------------------------------------------------------------------------- 57 Chapter 4 -------------------------------------------------------------------------------------- 64 Chapter 5 -------------------------------------------------------------------------------------- 71 Chapter 6 -------------------------------------------------------------------------------------- 79 Chapter 7 -------------------------------------------------------------------------------------- 86 Chapter 8 -------------------------------------------------------------------------------------- 93 Chapter 9 ------------------------------------------------------------------------------------- 100 Chapter 10 ------------------------------------------------------------------------------------- 107 Chapter 11 ------------------------------------------------------------------------------------- 114 Answer Key Grid (Multiple Choice Questions, Chapters 1-11) -------------------------- 123 Complete Answers to Multiple Choice and Short Answer Questions Chapter 1 ------------------------------------------------------------------------------------- 125 Chapter 2 ------------------------------------------------------------------------------------- 128 Chapter 3 ------------------------------------------------------------------------------------- 131 Chapter 4 ------------------------------------------------------------------------------------- 135 Chapter 5 ------------------------------------------------------------------------------------- 138 Chapter 6 ------------------------------------------------------------------------------------- 142 Chapter 7 ------------------------------------------------------------------------------------- 146 Chapter 8 ------------------------------------------------------------------------------------- 149 Chapter 9 ------------------------------------------------------------------------------------- 152 Chapter 10 ------------------------------------------------------------------------------------- 156 Chapter 11 ------------------------------------------------------------------------------------- 159 42 Chapter 1 Monitoring and Teaching for Understanding Multiple Choice Questions 1) Among all students, approximately what percent has some type of learning or behavior problem? 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 a learning or behavior problem? A) Persistence of the problem B) Speed of progress C) The student’s motivation D) The student’s grade level 3) Sophie exhibits social skills difficulties in her second-grade classroom. She often displays defiant behavior toward other students and lashes out verbally or physically when she becomes 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 she receives by the speech-language therapist is considered: A) Specialized instruction B) Rapid instruction C) Least restrictive instruction D) Independent instruction 4) Which of the following choices is NOT a defining feature of special education? A) Individually planned B) Specialized C) Intensive D) Self-guided 5) Most students with learning and behavior problems receive most of their education in what setting? A) General education classroom B) Special education classroom C) Paraprofessional classroom D) Individualized computer-assisted programming 6) A setting in which an individual receives little or no instruction with nondisabled peers is considered: A) Special education B) Inclusion 43 C) Differentiated D) Restrictive 7) Which of the following is the least restrictive setting for a child with learning difficulties in reading? A) The child receives assignments and homework that are modified by the regular classroom 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 the classroom. 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 with learning 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 change their academic performance. 10) What percentage of students with specific learning disabilities spend at least 80 percent of the day in general education classrooms? A) 12 percent B) 28 percent C) 59 percent D) 68 percent 11) What percentage of students identified as emotionally disturbed spend at least 80 percent of 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 discrepancy approaches for identifying students with learning disabilities is: A) ABA B) IEP C) RTI D) IDEA 44 13) All of the following are concerns about using IQ-achievement discrepancy as a measure of 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 their instruction. 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 that may 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 achievement test. B) Sergio’s scores on a standardized achievement test are higher than his scores on an IQ test. 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 be referred 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 the instructional plan? A) Student B) General education teacher C) IEP team D) The student 18) Which of the following statements might be an annual goal for a student with a reading disability who reads below grade level? A) Read a paragraph with two fewer errors B) Increase reading speed from 50 to 53 words per minute C) Read three new sight words correctly each week D) Read at grade level by the end of the year 45 19) How often must an IEP be reviewed by the IEP team? A) Monthly B) Bi-annually (two times a year) C) Annually D) Every three years 20) Which of the following is NOT required as part of an individualized education program? A) The student’s IQ score B) Annual goals C) The extent to which the student will not participate in general education classes D) When services begin and duration of services and modifications 21) According to IDEA, when must parents be informed of their child’s progress towards goals? A) When report cards are issued for all students B) Once a year C) Twice a year D) Three times a year 22) 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 of the 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 a progress chart to record Charlie’s progress with knowledge of math facts. By engaging Charlie in the monitoring of the progress, Mrs. Komentski is hoping to improve Charlie’s: A) scaffolding. B) zone of proximal development. C) self-determination. D) behavioral support. 46 26) 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 for understanding B) The process of setting instructional goals, planning and delivering instruction, evaluating and modifying instruction C) The receptivity of the learner to listen, engage, complete tasks, and monitor learning in the instructional setting D) The beliefs and attitudes of the teacher, which should be considered when planning for instruction 27) Self-monitoring procedures have been used for students who have learning and behavior problems by providing all EXCEPT which of the following choices? A) Prompts to remind the student to self-monitor B) Lower expectations for students who self-monitor C) Encouragement to self-monitor D) Modeling for how to self-monitor 28) Which of the following tools is used to measure and report a student’s progress across time (for a grading period, a semester, or a year)? A) Progress chart B) Progress graph C) Stop watch D) Performance record 29) 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 the special education teacher to measure the reading fluency of four struggling readers in his class. Each week, they use 100-word passages from the reading curriculum and record fluency 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 rate B) Speed in completing math facts C) Percentage of questions answered correctly for an assignment D) Students’ grades in core subjects 47 32) Which of the following techniques is most frequently used to differentiate instruction? A) Heterogeneous grouping B) Whole-class lecture C) Flexible grouping D) Grade reporting 33) 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 to help struggling learners succeed? A) Working with a variety of professionals; monitoring student progress B) Using cooperative learning; establishing goals and objectives for the lesson C) Accessing resources; collaborating with other professionals; integrating technology into instruction D) Breaking a task or activity into steps; providing content at a lower reading level 35) Spencer is in the eighth grade and can read fourth-grade texts independently but struggles to understand more advanced level texts. The reading specialist works with Spencer in a small group to read sixth-grade level texts. When the teacher guides Spencer and paraphrases after each paragraph, Spencer can successfully answer sixth-grade comprehension questions. Based upon this information, what is Spencer’s zone of proximal development for reading? A) At the fourth-grade level B) Above the sixth-grade level C) Approaching sixth-grade level D) At the eighth-grade level 36) Mrs. Jones is a new teacher who is introducing multiplication to her students for the first time. She begins by asking a couple of students what their favorite numbers are. One student says 2 and another says 12. Mrs. Jones shows them how to multiply numbers by 2 and then shows them how to multiply numbers by 12. Her students are confused because the sequencing of her teaching needs to be more: A) Systematic B) Differentiated C) Concrete D) Scaffolded 37) Which of the following choices refers to the use of a variety of grouping practices that change depending on the goals and objectives for the lesson? A) Scaffolding B) Individualizing instruction C) Curriculum-based measurement D) Flexible grouping 48 38) Ms. Chen provides extra instruction for a small group of students who struggle to understand a new concept. Ms. Chen’s approach illustrates which of the following? A) Quick pacing B) Differentiating C) Screening D) Time management 39) Mr. Harris explains to the students how they should work in pairs. First, he models what he would like them to do and then explains four different activities in a row. Throughout his 30-minute explanation, he provides several examples. He prompts students to listen by saying, “Settle down and pay attention please. We have a lot to cover today.” He becomes frustrated when his students fidget and become distracted. He could improve his instruction 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 the classroom EXCEPT: A) Using choral responding B) Using independent responding C) Limiting teacher talk D) Increasing independent seat work Short 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 way to 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 in the general education classroom. 49 Chapter 2 Approaches to Learning and Teaching Multiple Choice Questions 1) 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 and consequences. D) ABA focuses on establishing strict classroom rules and consequences to improve student behavior. 2) Parker is a first grader who struggles with math. When he gets frustrated, he provokes other children in class by hitting and biting. Before each in-class math assignment, the teacher calls Parker to her desk and reminds him how well he did on the previous assignment and shows him a graph of his improved grades. She provides him with a modified assignment and then has him sit with a math buddy. Parker’s teacher reduces his undesired behavior by: A) Providing positive reinforcement B) Manipulating antecedents C) Providing negative reinforcement D) Using the Premack principle 3) Which of the following strategies is NOT used as an antecedent to influence the frequency of desirable behavior? A) Manipulating instructional content B) Establishing classroom rules C) Arranging the room in specific ways D) Providing negative reinforcement 4) Luis has attention deficit hyperactivity disorder (ADHD) and follows a schedule that lists all tasks he needs to do during class time. If he completes the tasks, he gets five extra minutes 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 reinforcement B) Shaping C) Extinction D) Positive reinforcement 5) Interviewing a student about the things he/she likes and that would be reinforcing to them: 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. 50 6) Mia struggles with reading and dislikes language arts. During language arts, she frequently 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 the wall 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 analysis framework, 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 finish all of their problems, they will not have math homework for that day. By offering the avoidance 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 with a reinforcer and therefore takes on reinforcing properties of its own? A) An antecedent B) A negative reinforcer C) A positive reinforcer D) A secondary reinforcer 10) Ian loves working on the computer and is given extra computer time if he finishes all of his 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 enjoy working 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 the whole class is silent during this reading period, Mr. Ketten adds 1 minute to their recess time. This practice is best described by which of the following choices? A) Group contingencies B) Negative reinforcement 51 C) Shaping D) Secondary reinforcement 12) 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. Using concepts 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 math problems only after she finishes her reading assignment. This example illustrates the use of: 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. She likes the reaction of other students and her teacher when they look at her and scold her to be quiet. Her teacher ignores these outbursts and also advises the students to ignore those who 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 has difficulty with reading. If the student completes additional reading homework with his parents’ supervision three days a week, the student can get an extra hour of computer time every Friday. They each agree on the terms of the agreement and sign a written form. This is an example of: A) A contingency contract. B) Extinction. C) A secondary reinforcement. D) A group contingency. 52 17) Which of the following choices is an aversive procedure in which a specified amount of a reinforcer is removed after each occurrence of the target behavior? A) Response cost B) Contingency plan C) Group contingencies D) Negative reinforcement 18) 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 acquire proficiency in learning? A) Entry, acquisition, proficiency, maintenance, generalization, application B) Entry, maintenance, acquisition, application, generalization, proficiency C) Entry, application, maintenance, proficiency, generalization, acquisition D) Acquisition, entry, application, generalization, maintenance, proficiency 20) When a target behavior transfers across settings, persons, and materials, which stage of learning has been completed? A) Maintenance B) Entry C) Acquisition D) Generalization 21) 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 increase appropriate behavior most effectively through: A) Peer monitoring and support. B) Group contingencies. C) Strategy steps. D) Modeling. 53 24) Students are taught a strategy to try to decipher unfamiliar words that they read. Their teacher gives them a list of questions to help them figure out new words. The questions include: “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 all of the following EXCEPT: A) Use cognitive strategy instruction B) Teach her students reflective thinking C) Teach her students self-regulation D) Use positive reinforcement 25) Mr. Chan teaches the students in his sixth-grade language arts class to edit by demonstrating how he edits a paragraph that he has written. He reads a paragraph out loud and stops after every sentence to ask himself if the sentence makes sense. He tells the students that he is looking for spelling and grammatical errors. Then he explains that he 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 instruction B) Shaping C) The Premack Principle D) Modeling 26) 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 to promote students’ active engagement in learning? A) Omit strategy steps B) Give vague feedback instead of explicit C) Teach prerequisite skills D) Replace modeling with a pretest 28) Teacher- and student-led discussions benefit from all EXCEPT which of the following choices? 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 is NOT 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.