When the intervention is based on the function of the undesirable behavior, consequence interventions may be used to
a. Both weaken the negative thought processes for problem behavior and strengthen the positive thought
processes for desired alternative and replacement behaviors
b. Both weaken the maintaining consequences for problem behavior and strengthen the consequences for
desired alternative and replacement behaviors
c. Both weaken the unbalanced inner states for problem behavior and strengthen the positive balanced inner
states for desired alternative and replacement behaviors
d. All of the above
b
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You want a classroom that embraces multiculturalism. How will the Transformation approach promote the strengths of your diverse students so you will not promote the Cultural deficit model?
What will be an ideal response?
Kindergarten age children are ready to learn physical characteristics of people and places
Indicate whether the statement is true or false.
Which of the following statements is true regarding the use of portfolios with students with special needs?
a. Students with special needs need to be taught how to select and evaluate portfolio pieces. b. Portfolios are not sensitive to the progress of students with special needs. c. Portfolios are of little benefit to students with special needs. d. The portfolio process does not need to be modified for students with special needs.
When a student has completed his/her consequence for misbehavior, he/she must be:
a) reminded about past behavior and told that trust must be earned again. b) fully accepted as a member of the class again. c) gradually given back some classroom privileges until trust has been regained. d) trained to monitor classroom misbehavior of others.