Setting events represent
A) ?events that occur immediately before the problem behavior
B) ?events that make a student particularly sensitive to antecedents and consequences associated with problem behavior.
C) ?what happens as a result of behavior.
D) ?None of the answers are correct
B
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Mary, a student in your class, has difficulty keeping her attention on classroom activities. Describe four different strategies you might use to help her keep her attention better focused on class
Base your strategies on those presented in the textbook as being effective.
You have a student who is being disruptive and you ask him to move to the back of the room and away from the rest of your students. He refuses to leave. First, describe how you should react, and second describe what you should say to the student. Third, describe what you should do if the student remains defiant
What will be an ideal response?
An experiment was done to look at whether there is an effect of the number of hours spent practising a musical instrument and gender on the level of musical ability. A sample of 30 (15 men and 15 women) participants who had never learnt to play a musical instrument before were recruited. Participants were randomly allocated to one of three groups that varied in the number of hours they would spend practising every day for 1 year (0 hours, 1 hours, 2 hours). Men and women were divided equally across groups. All participants had a one-hour lesson each week over the course of the year, after which their level of musical skill was measured on a 10-point scale ranging from 0 (you can’t play for toffee) to 10 (‘Are you Mozart reincarnated?’). An ANOVA was conducted on these data, and the
results revealed significant main effects of gender and the number of hours spent practising. You predicted that some practice would be better than none, and that 2 hours would be better than 1. Which of SPSS’s built-in contrasts should you use to test these hypotheses? A. Repeated contrast B. Helmert contrast C. Simple contrast D. Difference contrast
Students at Kohlberg's preconventional level of moral reasoning are likely to define "right" behavior in terms of:
a. what their peers expect of them.
b. abstract principles of morality.
c. what they can get away with.
d. society's standards regarding what's right or wrong.