Chapter 11 Practice Test
Chapter 11 Practice Test
1.
Once a visual prompt has increased a student’s level of
independence, removing the prompt is necessary.
True
False
2.
Discrete trial instruction usually requires multiple trials before the
student masters the skill.
True
False
3.
Fluency is a strong indication of proficiency in skills and knowledge
because it incorporates both accuracy and speed.
True
False
4.
A least-to-most prompt format begins with minimum teacher
assistance, and increases assistance if the student does not show
evidence of learning.
True
False
5.
A discrete trial teaching format is an unstructured learning
opportunity that requires a discrete student response.
True
False
6.
Teaching trials can be delivered in a massed or distributed format.
True
False
7.
Individualized instruction is synonymous with one-to-one instructional
delivery.
True
False
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An interval assessment system is used to record whether a behavior
occurs within a fixed period of time.
8.
True
False
Task analysis involves dividing a complex skill into smaller subskills.
9.
True
False
10.
Errorless learning procedures could unintentionally strengthen learned helplessness.
True
False
11. Adding physical or visual structure can help a student organize the
task before attempting to engage with it.
True
False
12. Two functions of problem behavior are that students get something
they want, or get away from something they don’t want.
True
False
13. When using discrete trial instruction, trials can be grouped together in
a ________ format (15 - 30 trials per lesson), or they might be
presented in a ________format where a few trials of the skill are
interspersed throughout various lessons during the day.
chunk style format; limited trial
generalized style format; few trials
repeated style format; distributed
massed trial; distributed format
14. A _______ provides information on the purpose or function served by
a student’s challenging behavior.
behavior function index
behavior rating matrix
functional behavioral assessment
frequency chart
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15. Discipline and management procedures are often ______ because
they ______ teach students what to do in place of the problem
behavior.
worthwhile ; attempt to
attempted ; never
effective; can
ineffective; do not
16.
_______ is a precise measure of behavioral fluency.
Rate
Interval recording
Duration
Latency time
17.
An instructional approach treats challenging behavior as _____.
a conduct problem.
a team approach.
a behavioral error.
an instructional error.
18. The functions of problem behavior are that students get something
they want, or ____________.
get reinforcement for their behavior.
get away from something they don’t want.
act out until they get it.
get attention.
19. _____ is a procedure that requires that teachers prompt and reinforce
any student response, including potential student errors, so that the
students can be brought into an instructional interaction.
Distributed format
Prompting method
Match to sample
Errorless learning
© Taylor & Francis 2015
20. As outlined in your text, delivering instruction involves the
instructional interactions that teachers provide that produce student
actions. Discuss the three common assumptions (outlined in your
text) that guide the delivery of instruction for students with CIDs and
give specific examples of each.
21. As discussed in your text, organization for instruction refers to the
process of “getting ready” to teach. One of the many decisions
teachers must make when getting ready to teach is whether to
organize the lesson in isolated skill, integrated skill, thematic
instruction, or unit instruction. Describe each of these formats and
give specific examples of how you might use each when teaching
students with CIDs.
22. Effective teachers use numerous ways to teach for generalization.
Your text outlines five methods teachers can use to promote
generalization of concepts and skills. Identify, describe, and give
specific examples of each of these methods.
23. Your text describes how using naturalistic teaching procedures can be
a very effective method of instruction for students with CIDs.
Describe this method (including the five common elements) and give
an example of how you might use this method with a student in your
class.
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© Taylor & Francis 2015