Answers at the end of each chapter.

For Prepared by John G.Fuerst Positive Behavioral Supports

for the Classroom Fourth Edition Brenda K.

Scheuermann Glenna M.

Billingsley Judy A.

Hall Answers at the end of each chapter. 1 / 4

iii Copyright © 2022, 2016 and 2012 by Pearson Education, Inc. All Rights Reserved.Table of Contents

Chapter 1: Introduction to Behavior Management and Positive Behavior

Interventions and Supports .......................................................................................... 1 Learning Outcome Quizzes .......................................................................... 1 Application Exercises ................................................................................. 13 Test Items .................................................................................................. 20 Test Answer Key ........................................................................................ 23 2 / 4

1 Copyright © 2022, 2016 and 2012 by Pearson Education, Inc. All Rights Reserved.

Chapter 1: Introduction to Behavior Management and

Positive Behavior Interventions and Supports Chapter 1 Learning Outcome Quizzes Learning Outcome 1.1. Summarize the relationships among teacher characteristics, student diversity, and traditional school discipline practices.[Q1] In most school districts, the majority of teachers are white and female. However, today’s classrooms are highly diverse places. Which of the following is a potential implication of the fact that most students will be taught by someone from a different cultural or ethnic background?

• Relationships between the teacher and students and families may be impacted due

to a lack of recognition and understanding of diverse beliefs. [correct]

• Students often resent the fact that their teacher is of a different background and

behave inappropriately.

• Students are often placed with teachers who are closest to them in terms of cultural,

linguistic, or ethnicity. This can create very large class size.

• Research shows that there are no serious implications, as long as the teacher

understands their own biases and takes coursework to understand cultural/language diversity.[Feedback for Correct Answer 1] A lack of knowledge and understanding of different people’s cultures can impact relationships that benefit students.[Feedback for Answer Choice 2] While this may be true that some students resent their teacher, it is not a common cause of inappropriate behavior at school.[Feedback for Answer Choice 3] Placing students with teachers who are similar to them in terms of ethnicity and culture is not commonplace in schools.[Feedback for Answer Choice 4] While exploring one’s own biases and taking steps to overcome them is laudable, there are, indeed, implications to the ethnic and cultural discrepancy between teachers and students.[Q2] Which of the following reflects the most common disciplinary problem in schools?

• Aggressive, antisocial behaviors directed toward teachers or other students 3 / 4

2 Copyright © 2022, 2016 and 2012 by Pearson Education, Inc. All Rights Reserved.

• Drug use, including tobacco, and alcohol use on campus or students being under

the influence of these which interfere with learning

• Victimization by students directed at other students, including bullying, theft, and

threats of injury

• Classroom behavior that disrupts the classroom and prevents the teacher from

effectively teaching [correct] [Feedback for Answer Choice 1] While such behavior is frightening, aggressive behaviors are not common.[Feedback for Answer Choice 2] These behaviors often result in exclusionary discipline (removing students from school), but they are not the most common.[Feedback for Answer Choice 3] While problematic in schools, these behaviors are not as typical of the most common misbehavior.[Feedback for Correct Answer 4] Most common student misbehavior is relatively minor and can be easily managed by teachers with the right skills.[Q3] Which of the following is a true statement regarding emotional and behavioral disorders in children and youth?

• Approximately 1% of children age 9 to 17 have diagnosable mental or addictive

disorders that affect normal functioning.

• Serious and persistent misbehavior in school may ly be manifestations of

mental health disorders.[correct]

• Children with mental health disorders are best served outside the school setting with

other students with similar disorders.

• Most students with autism qualify as intellectually disabled (I Q <70).

[Feedback for Answer Choice 1] Approximately 20% of children in this age group have diagnosable mental or addictive disorders that affect normal functioning.[Feedback for Correct Answer 2] Teachers should consider the possibility of a mental health disorder when a student displays serious and persistent misbehavior.

• / 4