How can the impact of symptom substitution or behavioral covariation be minimized?
a. by suppressing behavior in all relevant settings and situations
b. by increasing an alternative appropriate behavior
c. by ensuring that a behavior is operationally defined
d. by determining a child's ability to understand directions
B
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Perfectionism occurs in gifted students when
a. parents push the child too hard. b. the student can not match his/her behavior to his/her expectations. c. the student becomes unmotivated and then overly motivated. d. the student enters high school and the expectations are higher.
Pervasive developmental disorders, autism, and Asperger’s syndrome are categorized as Autism spectrum disorders
Indicate whether the statement is true or false.
Which of the following statements would be a student’s response to a permissive teacher?
a. “He just pushes me around.” b. “Why can’t she be nice once in a while?” c. “She only cares about the other students. She doesn’t care about me.” d. “He takes me seriously.”
You have a student who is chronically disruptive. You finally decide that you have no choice but to remove the student from the classroom, and you tell him to step outside. The student refuses to leave and says that you can't make him go. Of the following, your best course of action is to:
a. physically remove the student from your room and once out in the hall, direct him to the principal's or dean's office. b. remind the student that he has the choice to leave or go, and apply your consequence for failure to comply. c. use an assertive approach in dealing with the student. State your demand that the student leave evenly and repeatedly until the student complies. d. get help. Teachers need support in dealing with this level of defiance in students.