In order to help students understand and learn appropriate behavior that they can apply to a variety of settings over an extended period of time, the text recommends teachers do all of the following, EXCEPT:
a. initially encourage and reward students each time you see them using appropriate behaviors in your classroom before monitoring generalization across different settings.
b. offer students multiple opportunities to rehearse new skills across a variety of settings.
c. involve a variety of staff and school personnel who are willing to help students generalize prosocial behaviors.
d. do not involve parents in this process as this is a school issue and the student will only be confused if family are brought into the generalization process.
ANSWER: d
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Three of the following are advantages of giving classroom assessments frequently rather than infrequently. Which statement is not accurate?
a. Frequent assessment makes cheating less likely. b. Frequent assessment is less likely to tax students' long-term memory capabilities. c. Frequent assessment makes students less anxious because each assessment score is less important. d. Frequent assessment enables students to get ongoing feedback about their performance.
Provide examples of how a teacher can use the ADAPT framework to make instructional adaptions for a reading lesson.
What will be an ideal response?
In the assessment chapters, you read a diagnostic information form for a hypothetical student, "David Adams", as it progressively developed after each assessment procedure was undertaken with him. Assessment results displayed and discussed in Chapter 4 showed that his word recognition and word identification skill interacted with his comprehension in a fairly typical way. What was that
interaction? A. When he comprehended the material, he was able to read more words correctly. B. As more problems with word recognition/word identification emerged, comprehension was adversely affected. C. Word identification was correlated with comprehension, but word recognition was not. D. Word recognition knowledge was related to literal comprehension, but word identification skill was more closely related to inferential comprehension.
Which are essential early childhood assessment components?
A. Observation and play based assessment B. Observations, family interviews, teacher interviews, samples, play based assessments, and dynamic assessments C. Family interview and observation D. Observation and teacher interview