Exam (elaborations)
WGU D001 BEHAVIORAL SUPPORT STRATEGIES UNIT 2 QUESTIONS AND ANSWERS
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WGU D001 BEHAVIORAL SUPPORT STRATEGIES UNIT 2 QUESTIONS AND ANSWERS
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Name: Score:53 Multiple choice questions
Term 1 of 53
Some of the characteristics and behaviors seen in children who have an emotional disturbance
include:
• Hyperactivity (short attention span, impulsiveness);
• Aggression or self-injurious behavior (acting out, fighting);
• Withdrawal (not interacting socially with others, excessive fear or anxiety)
• Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
• Learning difficulties (academically performing below grade level).
challenging authority
Support: provide limited choices for student work or tasks. Students need a sense of
control, but the teacher needs to set the parameters
design individualized goals for students with an ED and provide appropriate classroom
supports. The need for age-appropriate peer interactions (B), age-appropriate behaviors
and feelings during normal activities (C), recognition of persistent depressive behaviors
(D), and physical symptoms resulting from reactions to personal situations or school
tasks (E) are all potential behaviors to identify and support.
A well-defined replacement behavior should be clearly written, observable (so progress
can be measured), and objective (include only facts and not opinions).
,Term 2 of 53
Severely disruptive behavior refers to any behavior that causes physical harm to the person
exhibiting the behavior, physical harm to another person, or destruction of property that puts
people in danger. Examples are not limited to the ones listed:
Poverty
persistent parental unemployment
single-parent families
child maltreatment
verbal aggression
physical aggression
bullying
threatening
erratic or irrational behavior
pervasive mood of unhappiness or withdrawal
talking
sleeping
name calling
arriving late
eating in class
ringing cell phone
monopolizing classroom discussions
Internalizing behaviors
These behaviors may lead a child to develop serious health problems, such as drug
addiction, alcoholism, anorexia, bulimia or obesity. Children who use these behaviors to
cope may have trouble forming healthy relationships with others.
,Term 3 of 53
How does family dynamic affect children's behavior?
Any life circumstance that hinders a parent's well-being can put children at risk,
including:
teen pregnancy
lack of education
depression
history of conduct problems
marital conflict
financial hardship
single parent status
Parenting under highly stressful conditions—poverty, violence, depression, single
parenthood—tends to become less warm and sensitive, undermining secure attachment.
When parents are emotionally unavailable, they can't help their children feel safe, learn
social and emotional skills, or regulate their feelings and behavior which is strongly
associated with both direct and indirect aggressive behavior in children.
Edward Thorndike
Law of Effect
Replacement behaviors
As a teacher works to eliminate a problem behavior, he or she should simultaneously
reinforce a more acceptable alternative. A teacher who fails to do so may soon find that
one unacceptable behavior has taken the place of another.
Edward Thorndike
, Term 4 of 53
Self-efficacy and social cognitive theory
Vygotsky
Zone of Proximal Development
Supportive instruction para
one-on-one para
Coteacher
Collaborative coteacher
recourse or self-contained teacher
constative teacher
anxiety disorder
Albert Bandura
Term 5 of 53
Law of effect
Edward Thorndike
Replacement behaviors
As a teacher works to eliminate a problem behavior, he or she should simultaneously
reinforce a more acceptable alternative. A teacher who fails to do so may soon find that
one unacceptable behavior has taken the place of another.
Conduct disorder
Lev Vygotsky
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