Answer these 30+ Individuals with Emotional or Behavioral Disorders MCQs and see how sharp is your knowledge of Individuals with Emotional or Behavioral Disorders.
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A. Functional behavioral assessment
B. Use of positive behavioral supports
C. Both
D. None
A. Physical
B. Emotional
C. Sexual
D. All of these
A. Minimize disruptions
B. Increase pupil engagement
C. Both
D. None
A. Childhood
B. Adolescent
C. Adult
D. All of these
A. Conflict disorder
B. Conduct disorder
C. Externalizing disorder
D. Internalizing disorder
A. Problem-solving skills
B. Strategies for negotiation
C. Meditation
D. All of these
A. Major concepts
B. Ideas
C. Vocabulary
D. All of these
A. Management
B. Assessment
C. Preventive
D. All of these
A. Emotional trauma
B. Emotional incontinence
C. Emotional disturbance
D. Emotional dysregulation
A. Emotional or behavioral disorder
B. Internalizing disorder
C. Externalizing disorder
D. All of these
A. Emotional or behavioral disorder
B. Internalizing disorder
C. Externalizing disorder
D. All of these
A. Family strengths and capabilities
B. The enhancement of skills
C. The development of mutual partnerships
D. All of these
A. Formative assessment
B. Functional behavioral assessment
C. Criterion referenced assessment
D. Norm referenced assessment
A. Emotional or behavioral disorder
B. Internalizing disorder
C. Externalizing disorder
D. All of these
A. Avoid and resolve interpersonal conflicts
B. Resolve peer pressure
C. Cope with stress and their own feelings
D. All of these
A. True
B. False
A. Rhymes
B. Pictures
C. Acronyms
D. All of these
A. Strengths
B. Needs
C. Preferences
D. All of these
A. Movement
B. Physical activities
C. Access to his or her body
D. All of these
A. Positive behavioral support
B. Negative behavioral support
C. Inhibitory behavioral support
D. Individualized behavioral support
A. Primary prevention
B. Secondary prevention
C. Tertiary prevention
D. None of these
A. True
B. False
A. Determining a pupil’s learning disability
B. Assessing res[onsiveness to instruction
C. Referral to special education
D. All of these
A. Seclusion
B. Isolation
C. Lock up
D. All of these
A. Primary prevention
B. Secondary prevention
C. Tertiary prevention
D. None of these
A. Compare their performance to a criterion
B. Record their efforts
C. Obtain reinforcement
D. All of these
A. Teamwork skills training
B. Interpersonal skills training
C. Social skills training
D. None of these
A. Socially awkward
B. Socially handicapped
C. Socially maladjusted
D. Socially deprived
A. Patterns of behaviors
B. Patterns of communication
C. Patterns of life
D. All of these
A. Strength based assessment
B. Functional behavioral assessment
C. Criterion referenced assessment
D. Norm referenced assessment
A. Primary prevention
B. Secondary prevention
C. Tertiary prevention
D. None of these
A. Maximize student engagement time
B. Appropriately schedule class activities
C. Instructs in time management skills
D. All of these
A. Motor tics
B. Uncontrollable verbal outbursts
C. Seizures
D. Both a and b
A. Time management
B. Activity management
C. Transition management
D. All of these
A. Special support plan
B. Family centered plan
C. Wraparound plan
D. All of these
A. The same perception of a single situation
B. The same perception of different situations
C. Different perceptions of the same situation
D. An undistorted perception of a situation