Room arrangement should function as a(n) ______ for challenging or off-task behaviors and as a(n) ______ for specific desirable behaviors.
A. S-delta; SD
B. SD; S-delta;
C. prompt; attention SD
D. attention SD; prompt
Answer: A
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Mark and Meg are two eighth-grade students who have just failed a math test. Considering gender differences in students' explanations for failure, how are the two students likely to explain their poor test performance?
a. Mark will think he failed because he "just can't do math." Meg will think, "I got an F because I didn't work hard enough on this subject—I could have studied more." b. Mark will attribute his failure to a lack of effort, thinking, "I didn't study very hard because I don't care about getting good grades." Meg will think, "I'm just not very good at math." c. Mark will think that he isn't very lucky when it comes to tests, and Meg will think that she failed because she didn't have friends that could help her study. d. Mark will think, "I got an F because I'm not smart enough to do this math." Meg will think, "I failed because the teacher hates me and the test wasn't fair."
While a one-group pretest–posttest quasi-experimental design includes both a pretest and a posttest, what is still not included in this design that leaves it open to many threats to internal validity, including those associated with observing the same participants over time?
What will be an ideal response?
Infants whose caregivers are the most responsive in the first six months cry the least later
Indicate whether the statement is true or false.
One possible reason that self-determination skills is either not or is infrequently found in Individual
Education Programs is: a. educators do not believe in the importance of their inclusion b. administrators view the inclusion of self-determination in IEPs as irrelevant and do not allow them to be written into the document c. families often object to the inclusion of self-determination in the plan because it puts more pressure on the home environment d. educators are unaware of the curricular and other resources available to help them incorporate self-determination in their classrooms