
Surface Management Strategies
Quiz
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Special Education
•
University
•
Practice Problem
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Easy
Dr. Bunch-Crump
Used 1+ times
FREE Resource
Enhance your content in a minute
8 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Mr. Anderson notices Alex making a sarcastic comment about the sonnet being discussed. Instead of directly addressing the comment, Mr. Anderson says, "That's an interesting perspective, Alex. Let's explore that further. How might the themes in this sonnet connect to our modern experiences?
Proximity Control
Planned Ignoring
Redirecting
Interest Boosting
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
When Alex persists in making disruptive comments, Mr. Anderson casually moves closer to Alex's desk while continuing the lesson. The physical presence of the teacher often serves as a non-verbal cue to redirect attention, encouraging Alex to refocus on the class content.
Proximity Control
Planned Ignoring
Redirecting
Interest Boosting
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
As Alex continues to make attention-seeking remarks, Mr. Anderson refrains from responding to off-topic comments, focusing his attention on students who are actively engaged in the discussion. By withholding attention, Mr. Anderson aims to discourage disruptive behavior.
Hurdle Help
Signaling
Proximity Control
Planned Ignoring
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Observing that Alex struggles with the language of the sonnet, instead of reprimanding Alex for not understanding, Mr. Anderson provides additional explanations, breaking down complex language and encouraging questions to ensure everyone, including Alex, comprehends the material.
Hurdle Help
Antiseptic Bouncing
Use of Humor
Removing the Object
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Recognizing that Alex may not find Shakespearean sonnets inherently interesting, Mr. Anderson incorporates elements that might capture his attention. He connects the themes of the sonnet to contemporary issues or references popular culture, making the material more relatable and engaging for Alex and the rest of the class.
Interest Boosting
Signaling
Proximity Control
Planned Ignoring
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
To discreetly address Alex's behavior, Mr. Anderson uses a predetermined non-verbal cue, such as a raised eyebrow or a subtle hand gesture, to communicate to Alex that his current behavior is not appropriate without disrupting the flow of the lesson.
Interest Boosting
Signaling
Proximity Control
Planned Ignoring
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
If Alex starts doodling or using a distracting object during the lesson, Mr. Anderson calmly and discreetly asks him to put the object away, emphasizing the importance of focusing on the class content. This helps eliminate potential sources of distraction.
Antiseptic Bouncing
Use of Humor
Removing the Object
Planned Ignoring
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