The ideas presented for differentiating instruction for struggling readers and those struggling with English depend on the teacher's knowledge of the
A. child, his needs, and the available literature.
B. child's home situation and heart language.
C. child's reading and writing level.
D. curriculum requirements for their grade level.
A
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Negative reinforcement can be differentiated from punishment by carefully attending to the role of the "aversive" stimulus. In a negative reinforcement contingency, the aversive stimulus , whereas in a punishment contingency, the aversive stimulus
a. Is presented following the target behavior; is removed following the target behavior. b. Is removed following the target behavior; is present before the target behavior occurs. c. Is present prior to the occurrence of the target behavior; is removed following the target behavior. d. Is present prior to the occurrence of the target behavior; is presented following the target behavior.
It is assumed that the dependent variable (singular) is normally distributed in each group in which type of analysis?
A. ANOVA B. MANOVA C. Both D. Neither
List four family, school, or job commitments you feel you do not spend enough time on. What strategies from the chapter will you use on each commitment to bring more balance to your life? What are some possible trade-offs?
What will be an ideal response?
If the combination of a schoolwide behavioral support model and group interventions is not associated with improved behavioral outcomes, then more specific and intensive intervention focused at the student level are introduced and monitored in:
A) A Tier 1 RTI (response to intervention) model
B) A Tier 2 RTI (response to intervention) model
C) A Tier 3 RTI (response to intervention) model
D) All Tiers of an RTI (response to intervention) model