Which of the following represents a null hypothesis regarding the differences between two treatment groups of students exposed to behavior management strategies for social behavior?
a. There are differences in observed prosocial behavior between those exposed to a graphing strategy and those exposed to a cognitive self-reflection strategy.
b. Those students who are given a graphing strategy will display more prosocial behavior than those given a cognitive self-reflection strategy.
c. There are no differences in prosocial behavior between those exposed to a graphing strategy and those exposed to a cognitive self-reflection strategy.
d. Those students who are given a cognitive self-reflection strategy will display more prosocial behavior than those given a graphing strategy.
d
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Development is cephalocaudal in that it moves
A. From the head and chest to the extremities B. From the front to the back C. From the head down to the feet D. From the legs to the arms
Research shows that one of the primary benefits of an inclusive classroom, compared to a segregated classroom, is that:
a. children are more engaged with and less likely to form stereotypes about children from different ethnic backgrounds. b. children with disabilities and their typically developing peers all show more positive outcomes in key areas. c. teachers are more likely to develop their own learning and content standards, rather than following a common curriculum. d. teachers with special-education training are more effective and more responsive as general classroom teachers.
Which of the following statements most accurately describes the relationship between intrinsic and extrinsic motivation?
a. People high in intrinsic motivation are generally low in extrinsic motivation. b. People who are low in intrinsic motivation are generally high in extrinsic motivation. c. People who are high in intrinsic motivation are also generally high in extrinsic motivation. d. People can be high in one and low in the other, high in both, or low in both.
An IFSP closely parallels the IEP and has a new component which is
A. an explanation of the extent to which the child will not participate with nondisabled children in regular class activities B. a functional evaluation of the child in the child's customary environment C. the inclusion of five special factors that may significantly impact the development of an appropriate IEP D. a description of the appropriate transition services for the infant or toddler