As discussed in this chapter, parents of children who were most prosocial:
A) said, "No," or "Stop" when their child hurt another child
B) gave a clear message (without physical punishment) that their child must not hurt anyone
C) hit their child if their child hit a peer, to show them what it felt like
D) said to their children when they hurt someone, "It's OK, you'll learn not to hit when you are older."
B
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What does a student at a high level of intellectual development do?
a. She finds an internship. b. She trusts her professor’s viewpoint. c. She works at a slower pace. d. She constructs her own opinions.
Students with emotional disturbance proceed through the same stages of cognitive development as other children
Indicate whether the statement is true or false
If a student's behavior is not related to his/her disability, the LEA
A. can use the same disciplinary procedures used with students without disabilities but must provide FAPE. B. can use the same disciplinary procedures used with students without disabilities but must change the child's placement. C. cannot discipline the student because he/she has a disability and is exempt from discipline. D. must use the same disciplinary procedures used with students without disabilities.
Which of the following is an important technique for both avoiding and handling conflicts?
A. asking questions B. using "I" statements C. using reflective feedback D. providing supportive silence