In her treatment group, Kenesha had students with developmental disabilities swim daily for 20 minutes. In her findings, she reported that at the conclusion of the study, those in the treatment condition had greater self-confidence than those in the no-swimming control group. There were actual differences between groups. Kenesha's conclusion represents
a. a Type I error.
b. a Type II error.
c. both a Type I and Type II error.
d. a correct decision.
d
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Over 10% of the children in Ms. Lemley's fourth grade class are from homes of extreme poverty. What is the most likely effect of this level of poverty on these children's school achievement?
a. The most likely effect of this level of poverty is these children's inability to keep up with wealthier peers in mathematics. b. These children from extreme poverty will lag behind peers in social skills, but their school achievement will not be affected. c. These children will likely lag three years behind children from wealthier families by the time they reach grade six. d. Children from extreme poverty begin school behind in literacy and catch up with wealthier peers by the time they reach grade six.
Michael left the Physics final and complained. The content on the cumulative final only covered about one quarter of the Physics concepts for the course. Michael is questioning the _____________ validity of the test
a. content b. criterion-related c. construct d. consequential
African American Muslims
A. Were among the Africans captured during the slave trade. B. Identify with the Nation of Islam almost exclusively. C. Had turned away from Malcolm X at the time of his death. D. Are largely rejected by the wider African American Baptist community. E. All of the above.
Which of the following statements best defines the ecological perspective on emotional and behavioral disorders?
A. Poisons in the physical environment cause emotional and behavioral disorders B. Emotional and behavioral disorders involve interactions between a student and a student's social environment C. Students with emotional and behavioral disorders need exposure to an ever-broadening social environment D. Inclusion settings are less beneficial for students with emotional and behavioral disorders than for students with other types of disabilities