Z Competency 4

Monica a student with autism spectrum disorder , is transitioning to middle school. Which of the following supports will make the transition successful?

• Set up a campus tour of the campus for Monica and her parents

• Provide a visual schedule of Monica's daily activities

• Afford a timeout room for Monica to get away from her peers when she has outburst

• Arrange for a paraprofessional to support Monica with the transition.

A 5th grade student with autism spectrum disorder in a regular education class gets frustrated when it's time to transition from one another activity in class to another. When it's time to put math away to begin reading time, she begins to blurt out asking the teacher to wait and not move on. The behavior is disruptive to the class routine. The special education teacher observes the student and records that these behaviors only occur during transition if she hasn't completed the current assignment. In relation to the identified behavior the transition time can best be described as

• Consequences

• Interventions

• Antecedents

• Reinforcers

An IEP team determines that the best approach to support a 4th grade student in the regular education setting would be using applied behavior analysis. Which of the following is the principal reason why the team does this research based strategy?

• A method of recording student's behavior to keep the parents' informed about when physical restraints are being used

• The teacher will isolate the student in a separate room until he is no longer an immediate danger to himself or others

• The teacher will identify and use antecedents to develop interventions and consequences to change the student's behavior

• Tracking the student's behavior to write an Individualized Education Program

After observing in the regular education classroom, a special education teacher working with an 8 year old 2nd grade student with other health impairment documents that she frequently and impulsively leavers her seat to room around the classroom. The teacher wants to use shaping to set goals for her student's impulsive control. Which of the following best describes a shaping technique that the teacher should consider?

• Recording the student movement and remind her that she is losing a point when she leaves her seat without permission

• Reinforce student each time she effectively come close to her goal of remaining in her seat for a pre-set period

• Have the student document her movement by losing a token each time she gets out of her seat giving the student

• Contact the student's parent to discuss techniques that can be implemented to improve the student's ability

As an intervention in a special education class, response cost is applied best for which of the following purposes?

• Increase student's reading fluency

• Increase student's ability to vocalize needs

• Decrease the number of times a student hits a peer

• Decrease student embarrassment to speak in front of the class.

Lelia is a 5th grade student diagnosed with autism spectrum disorder. She attends regular education classes, but at times makes impulsive comments during instructional times. Which of the following behavioral strategies would best help Lelia remain focused without disrupting instruction?

• Providing assignments at a lower academic level

• Giving a visual reminder of appropriate behaviors options

• Arranging seating in a buddy teacher's room to complete assignment

• Collecting tally marks to record and share with parents

A special education teacher working with students with emotional and behavioral disorder is considering the ecological perspective as she plans instruction for them. Which of the following statements best defines the method of understanding behavior that the teacher is using?

• Pollution has a negative effect on the environment of students' emotional and behavioral disorders

• Relations between the student and the student's environment are important influences on the students with emotional and behavioral disorders

• Introduction to a shifting social environment will cause students with emotional and behavioral disorders to adapt

• Students with emotional and behavioral disorders benefit most from a self-contained setting with minimal environmental changes

In a general education inclusion classroom, a 4th grade student with a specific learning disability and ADHD is not attentive, fidgets and does not complete class assignments or tests. In collaboration with the special education teacher, it was decided that the most effective way to accommodate the students learning and behavioral needs during assessments would be to adjust which of the following features?

• Type of assessment

• Teacher presentations

• Class setting

• Time of day

A high school teacher took her students on a community based instructional field trip to observe the transfer of skills being taught in the special education classroom and on campus. When asked to place item not being purchased back on the store shelf, a student with mild intellectual disability throws herself on the floor yelling and crying. Which of the following questions should the special education teacher consider first when deciding how to respond in this circumstance?

• What behavior management techniques have I used in the classroom?

• What are the school behavior policy for disruptive behaviors on field trips?

• How can I best get the student to comply without embarrassing her?

• How can I remain the student without hurting her or others?

Elementary school co-teachers in a 2nd grade class are planning a fieldtrip on the science museum. One of their students with autism spectrum disorder has difficulty with changes in routine and will more than likely have difficulty on the field trip. Which of the following strategies is likely to be the most effective in avoiding a crisis for the student on the trip?

• Ask the parent to accompany the student on the trip to allow for additional assistance

• Review with all the students the field trip procedure and expected behaviors prior to leaving campus

• Sharing a social story with the student about the science museum and what to expect to see and do there

• Set up a peer buddy system for the student with a classmate that's been to the museum before