EDUC 304 Quiz 5 Responding

EDUC 304 Quiz 5 Responding

EDUC 304 Quiz 5 Liberty University

EDUC 304 Quiz Responding to Inappropriate Behavior

1. The best way to address a defiant student is to:
2. Actions that teachers take to get the student back on task during a lesson best defines:
3. Which of the following is not a part of the I-Message sequence?
4. Students who are victims of bullying are then more likely to:
5. Ignoring the misbehavior is not appropriate when the student is:
6. Group punishment is effective since it uses peer pressure to help modify the individual student’s inappropriate behavior.
7. “Maria, please put away the comb and continue with the class assignment.” This is an example
8. All of the following are examples of logical consequences except:
9. A characteristic of bullying is:
10. “The teacher look” would be an example of:
11. Students who bully other students tend to be the following except:
12. All of the following are examples of situational assistance responses except:
13. The Principle of Least Intervention
14. Rather than punishing an elementary student who uses foul language, it is helpful to say, “We don’t use words like that in school.”
15. All of the following are examples of mild responses except:
16. When teachers deal with misbehavior by removing desired stimuli in order to decrease inappropriate behavior, they have moved to a

 

Set 1

1. Group punishment is effective since it uses peer pressure to help modify the individual student’s inappropriate behavior.
2. “The teacher look” would be an example of:
3. All of the following are examples of logical consequences except:
4. All of the following are examples of mild responses except:
5. Students who bully other students tend to be the following except:
6. “Maria, please put away the comb and continue with the class assignment.” This is an example of:
7. A characteristic of bullying is:
8. The Principle of Least Intervention
9. Actions that teachers take to get the student back on task during a lesson best defines:
10. Students who are victims of bullying are then more likely to:
11. The best way to address a defiant student is to:
12. Ignoring the misbehavior is not appropriate when the student is:
13. Which of the following is not a part of the I-Message sequence?
14. When teachers deal with misbehavior by removing desired stimuli in order to decrease inappropriate behavior, they have moved to a
15. Rather than punishing an elementary student who uses foul language, it is helpful to say, “We don’t use words like that in school.”
16. All of the following are examples of situational assistance responses except:

Set 2

1. All of the following are examples of situational assistance responses except:

2. Which of the following is not a part of the I-Message sequence?
3. Rather than punishing an elementary student who uses foul language, it is helpful to say, “We don’t use words like that in school.”
4. When teachers deal with misbehavior by removing desired stimuli in order to decrease inappropriate behavior, they have moved to a
5. “Maria, please put away the comb and continue with the class assignment.” This is an example of:
6. A characteristic of bullying is:
7. Students who are victims of bullying are then more likely to:
8. Ignoring the misbehavior is not appropriate when the student is:
9. Group punishment is effective since it uses peer pressure to help modify the individual student’s inappropriate behavior.
10. The best way to address a defiant student is to:
11. All of the following are examples of logical consequences except:
12. All of the following are examples of mild responses except:
13. Students who bully other students tend to be the following except:
14. Actions that teachers take to get the student back on task during a lesson best defines:
15. “The teacher look” would be an example of:
16. The Principle of Least Intervention