Blerina is a recent immigrant from Albania. Ms. Carstairs has been asking her some questions about her family. The information file she has received indicates that Blerina has a sister and so Ms. Carstairs is surprised when Blerina shakes her head from side to side in answer to the question, "Do you have any sisters or brothers?" Later Ms. Carstairs discovers that side-to-side head shaking in
Albania means, Yes, while up and-down head shaking means, No — exactly the opposite of what she understands them to mean. This type of confusion is a result of a difference in
A) cultural verbal cues.
B) cultural nonverbal cues.
C) limited English proficiencies.
D) communication blocks.
B
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Which of the following is the name for the extraction technique used with Descriptive/Exploratory Factor Analysis?
a. Determinate extraction b. Principle Component extraction c. Loglinear extraction d. Bayesian extraction
A teacher uses a group contingency with her students. She states the following rule: If everyone gets 100% on their spelling test this week, I will turn cartwheels down the hall for you." What type of group contingency is this?
a. Independent group contingency b. Dependent group contingency c. Interdependent group contingency
IDEA 1990 differs from P.L. 94-142 in that it ________.
A. requires the use of the Individualized Education Plan (IEP) to meet the unique needs of each student B. adds the requirement that all records and documents regarding students with disabilities remain both confidential and accessible to parents C. provides for states, as well as school districts, to be sued if they violate IDEA D. no longer requires states to identify and track the number of students with disabilities
All of the following are examples of educational applications of cognitive-behavioral techniques except:
A. A student talking herself through a difficult task. B. A student learning a mnemonic device. C. A student whose inappropriate behavior is being observed and recorded by her teacher. D. A student giving herself a positive consequence for appropriate behavior. E. A student setting a goal for himself and keeping track of his progress toward the goal.