TeachME Professional Development

Reducing Behavior Problems in the Elementary School Classroom

Overview

1. An estimated ___________ of students fail to learn because of psychosocial problems that interfere with their ability to fully attend to and engage in instructional activities.

A. One-fifth

B. One-fourth

C. One-third

D. One-half


2. Approaches aimed at reducing the negative effects of disruptive or distracting behaviors can enhance the chances that effective teaching and learning will occur, both for the students exhibiting problem behaviors and for their classmates.

A. True

B. False


Recommendations and Corresponding Level of Evidence to Support Each

3. Which of the following is NOT one of the recommendations for teachers to reduce the occurrence of inappropriate behavior in the classroom?

A. Immediately removing the student or students from the environment once the problem behavior has occurred

B. Revisiting and reinforcing classroom behavioral expectations

C. Rearranging the classroom environment, schedule, or learning activities to meet students' needs

D. Individually adapting instruction to promote high rates of student engagement and on-task behavior


4. Research indicates that while poor academic performance can reflect deficits in specific social or behavioral skills, some students' failure to meet behavioral expectations likely reflects deficits in specific academic skills.

A. True

B. False


5. Student behavior is shaped by and exhibited and interpreted in a social context that involves multiple actors, multiple settings, and multiple __________:

A. Strategies

B. Interactions

C. Expectations

D. Goals


6. The ways in which recommendations involving rewards for positive behavior are carried out may vary considerably depending on the age and developmental stage of the students.

A. True

B. False


Scope of the Practice Guide

7. When asked about teachers' ability to manage the range of behaviors common among today's students, only about one-half of principals reported feeling that their teachers are well prepared to maintain order in the classroom.

A. True

B. False


Checklist for Carrying out the Recommendations

8. When describing a problem behavior in the classroom, it is imperative to describe its effect on:

A. Instruction

B. Participation

C. Learning

D. Safety


Recommendation 1

9. Which of the following is an accurate statement about identifying problem behaviors in the classroom?

A. Evidence suggests that the success of a behavior intervention hinges on discovering the specific conditions that prompt and reinforce the problem behavior

B. Teachers should carefully observe the conditions in which the problem behavior of an individual student is likely to occur and not occur

C. Information gathered through observation may be used to tailor effective intervention strategies that respond to the needs of the individual student within the classroom context

D. All of the above


Brief Summary of Evidence to Support the Recommendation

10. Intervention strategies that are not linked to the specific context of a problem behavior are associated with increases in the occurrence of the problem behavior.

A. True

B. False


How to Carry out the Recommendation

11. When a student repeatedly displays off-task behavior, it is important that teachers describe the problem in general terms that are easy to communicate to the student, such as, 'You're behavior is frequently disruptive.'

A. True

B. False


12. Misbehavior that is brief and does not seriously interfere with learning, such as short instances of daydreaming, talking during transitions, or momentary inattention should be addressed without interrupting instruction through eye contact or physical proximity.

A. True

B. False


Observe and Record the Frequency and Context of the Problem Behavior

13. Key information to note when observing problem behavior includes time of day, location, subject being taught, task difficulty, presence of certain peers or other adults, and:

A. Student's reaction to feedback

B. Type of learning activity

C. Length of time on task before difficulty occurs

D. None of the above


Identify What Prompts and Reinforces the Problem Behavior

14. Triggers in the environment that may prompt a student's misbehavior, such as the size of a group or the presence of certain individuals, are considered setting variables.

A. True

B. False


15. Persistent problem behavior usually derives from the student's attempt either to get something, such as attention or access to a preferred activity, or to escape something, such as demands, reprimands, or difficult tasks.

A. True

B. False


Potential Roadblocks and Solutions

16. Multiple problem behaviors, such as disruption, inattention, and noncompliance, often originate from similar student needs, so it is recommended that the teacher identify one priority behavior problem on which to focus initial efforts.

A. True

B. False


17. As a general rule, teachers should stick with an intervention for about _____________ to adequately assess its effect on problem behavior.

A. One week

B. Two weeks

C. Three weeks

D. A month or longer


Recommendation 2

18. Teachers can reduce the occurrence of inappropriate behavior by individually adapting instruction to promote high rates of _______________and on-task behavior.

A. Positive reinforcement

B. Academic achievement

C. Student engagement

D. Personal accomplishment


How to Carry Out The Recommendation

19. Expectations about appropriate school and classroom behavior should be conveyed daily through explicit teaching strategies, modeling positive behavior, and building positive relationships among students and adults.

A. True

B. False


Adapt or Vary Instructional Strategies to Increase Academic Success and Engagement

20. Guidelines for teaching students with behavioral difficulties recommend that teachers elicit ____ responses per minute from students during the presentation of new material, with a target of ____ accuracy in the students' answers.

A. 3-5; 85%

B. 4-6; 80%

C. 5-7; 75%

D. 6-8; 70%


21. Teachers may use ____________ instructional strategies to reach all students at their particular academic and behavioral performance levels by varying their materials, processes, and assessment strategies.

A. Comprehensive

B. Individualized

C. Specialized

D. Differentiated


Potential Roadblocks and Solutions

22. It is recommended that teachers first concentrate on making just one strategic change in one setting and assessing the benefit and success of the strategy before moving on to other potentially beneficial changes.

A. True

B. False


Recommendation 3

23. Each of the following is a likely benefit of teaching students to use socially and behaviorally appropriate skills to replace problem behaviors in the classroom EXCEPT:

A. Improvements in appropriate decision making and peer engagement will occur

B. Students with behavior problems will learn how, when, and where to use these new skills

C. Students learn how to preserve a positive classroom climate

D. The opportunities that students have to exhibit appropriate behaviors will increase


How to Carry out the Recommendation-Identify Where Student Needs Explicit Instruction for Appropriate Behavior

24. An efficient way to assess a student's ability to perform academic or social skills adequately is to employ a peer-monitoring strategy.

A. True

B. False


Provide Positive Reinforcers for Appropriate Behavior

25. The amount of praise that students receive for appropriate behavior should substantially exceed the amount that they are reprimanded, with a ratio of about three positive statements for every one corrective statement recommended.

A. True

B. False


Withhold Reinforcers for Inappropriate Behavior

26. Teachers who successfully prevent disengagement and de-escalate confrontations provide ______________ instruction in a calm voice that redirects student focus without excessive use of other verbalizations.

A. Concise and distinct

B. Succinct and precise

C. Brief and specific

D. Abridged and specialized


Potential Roadblocks and Solutions

27. When teachers use positive reinforcement strategies and extrinsic rewards, they lay the foundation for students to try hard and reach new goals, and as students develop maturity, fewer external motivators will likely be needed.

A. True

B. False


Recommendation 4

28. Research suggests that schools with strong, trusting peer relationships among the staff are more likely to have teachers who are willing to learn and engage in new practices, which can produce gains in student outcomes.

A. True

B. False


29. Collaborative learning teams are small, interdisciplinary groups comprised of grade-level general education teachers and specialists that work together to enhance teachers' effectiveness in addressing behavioral challenges.

A. True

B. False


Build Collaborative Partnerships with School, District, and Community Behavior Experts

30. The knowledge and expertise of behavioral consultants such as school psychologists, counselors, and resource teachers will best determine the feasibility of implementing a behavioral intervention in the classroom.

A. True

B. False


Encourage Parents To Participate as Active Partners in Teaching and Reinforcing Appropriate Behavior

31. Building a strong, trusting relationship with the parent of a student who is disrupting the learning process can be challenging because:

A. Some parents distrust school personnel as a result of their own negative memories and experiences

B. Racial and cultural challenges may be present, such as parents having limited English language skills and lesser educational experiences

C. Some parents must spend all of their efforts in meeting basic economic needs

D. All of the above


32. Teachers may inform parents about their child's behavior problems in a respectful and collaborative way by:

A. Pointing out three to five strengths that the child exhibits, both behaviorally and academically

B. Clearly identifying three or four problem behaviors by giving examples and having documentation on the nature and frequency of the behaviors

C. Describing strategies that have been implemented in the classroom, and their results

D. All of the above


Potential Roadblocks and Solutions

33. The goal of collaborative learning teams should be joint problem-solving and consideration of options that result in concrete, measurable behavior goals and intervention strategies.

A. True

B. False


Recommendation 5

34. A systemic approach to preventing problem behaviors and increasing positive social interactions with school staff and among students requires a shared responsibility on the part of all school personnel.

A. True

B. False


How to Carry out the Recommendation

35. The initial role of a school improvement team is to develop an action plan that incorporates existing schoolwide discipline policies and procedures with advisory committee recommendations for improvements.

A. True

B. False


Collect Information on the Hot Spots Throughout the School

36. Which of the following is NOT one of the recommended ways to identify school hot spots where behavioral problems are likely to arise?

A. Develop student surveys that will provide information about potential hot spots

B. Allot time during staff meetings to discuss schoolwide behavior problems and identify specific times and locations when those behavior problems most often occur

C. Organize teachers and other school personnel in charge of common areas to observe and document behavior problems throughout the school

D. Collect and analyze office referral data


Monitor Implementation and Outcomes Using an Efficient Method of Data Collection

37. No matter how effective a schoolwide intervention strategy ultimately is, it might take several months or more before the behavioral intervention generates significant changes in problem behaviors schoolwide.

A. True

B. False


Adopt a Packaged Intervention Program that Fits Well with Identified Behavior Problems and the School Context

38. Promoting Alternative Thinking Strategies and Second Step are evidence-based interventions that provide classroom-based curricula consisting of specific lessons aimed at increasing prosocial behaviors in students.

A. True

B. False


Potential Roadblocks and Solutions

39. General principles of data collection require that valuable information be produced and evaluated in an efficient, timely, and __________ manner.

A. Explicit

B. Relevant

C. Prominent

D. Meaningful


40. The critical first step to improving the behavioral climate of an entire school is to generate acceptance and active participation from all school personnel, with a suggested commitment secured from at least 90 percent of the staff.

A. True

B. False


Copyright © 2014 TeachME Professional Development

Visit us at http://www.teachmeceus.com