As an element of the planning process, constraints and resources:
a. may be thought of as things that limit what one can do and things that support and assist
what one can do
b. should be considered before the development of your rationale/mission
c. are important considerations, especially after the selection of strategies to meet the goals and
objectives of a behavior support plan
d. none of the above are true
b
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Which is an example of an expected code in a study exploring low-income students’ college choice process?
a. “college visits” b. “friends going to college” c. “GPA” d. “available scholarships”
Fifth grade students in Mr. Bingham's class have just finished reading a chapter in a novel and are getting ready to write an entry in their response journals. Mr. Bingham could most effectively develop students' literary response skills by assigning which of the following journal prompts?
A) What do you think is the main idea or theme of the novel? Relate specific events in this chapter to the theme you suggest. B) Which characters are mentioned in this chapter? List each of them. C) What new vocabulary words did you learn when reading this chapter? List and define the new words from the chapter. D) What happened in the chapter? Describe two or three events from the chapter.
Explain how the teacher works to increase the students' rate in reading passages in the beginning stage
What will be an ideal response?
Throughout early education programs, the same themes should
a. be avoided year to year. b. be addressed at a more advanced level than presented in the previous year. c. cycled through every 3 years. d. be implemented on a yearly basis.