The most effective programs to prevent eating disorders are ones that ______.
a. provide adolescents with a good deal of information about the harmful effects of eating disorders
b. target high-risk groups rather than the general adolescent population and focus on older rather than younger adolescents
c. identify adolescents who are genetically at risk of developing an eating disorder and provide intensive interventions for that group
d. target males rather than females, because the rate of eating disorders among males is increasing at a much faster rate than among females
Ans: B
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Modes of ongoing communication include _______________
a. program or classroom visits and group parent meetings b. communication notebooks, newsletters, and web pages c. all of the above
Which of the following is experiencing today a decreased emphasis in middle and secondary schools when compared to practice of the last half of the 20th century?
(a) ability grouping and curriculum tracking (b) using the World Wide Web as a communication tool and learning resource (c) integrating the curriculum and introducing reading, writing, and thinking across the curriculum (d) holding high expectations for all students while providing curriculum options with multiple pathways for academic success
Thorndike's theory of the law of effect is most consistent with which of the following metaphors of learning?
a. learning is like building a knowledge structure b. learning is like adding information to memory c. learning is like strengthening (or weakening) a stimulus-response connection d. learning is like improving a mental muscle
Distinguish between the issues schools should address and the issues that should be address by the family
What will be an ideal response?