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Position: Choose One Paraeducator Teacher Administrator Other

1. Effective behavior management should state what behavior is desired.

   True
   False
   I don't know
   

2. Ignoring misbehavior is most effective at the beginning stages of misbehaviors.

   True
   False
   I don't know
   

3. The goal(s) of positive behavior management should be to:

   A) establish a positive learning environment
   B) promote positive behaviors
   C) support students in being successful
   D) eliminate distracting behaviors
   E) all of the above
   F) I don't know
   

4. The teacher's role in behavior management may include which of the following?

   A) establishing objectives for student behavior
   B)designing behavior management plans
   C) evaluating interventions
   D) establishing classroom rules and procedures
   E) All of the above
   F) I don't know
   

5. The paraeducator's role in behavior management may include:

   A) modeling appropriate behavior
   B) reinforcing appropriate behavior
   C) carrying out a behavior management plan
   D) observing student behavior
   E) All of the above
   F) I don't know
   

6. A paraeducator may NOT perform the following role(s) in behavior management:

   A) monitor individual students or small group behaviors
   B) provide attention
   C) evaluate intervention effectiveness
   D) discuss behavior concerns with the teacher
   E) All of the above
   F) I don't know
   

7. Behavior management plans may contain all of the following EXCEPT:

   A) a written description of the behavior to be changed
   B) intervention strategies
   C) a recording system
   D) transcripts of students past academic performance
   E) consequences for achieving the goal or behavior
   F) I don't know
   

8. Planned ignoring should be done:

   A) when the behavior is disruptive
   B) when the behavior is not likely to reoccur
   C) when you want the behavior to increase
   D) when the inappropriate behavior has spread to other students
   E) All of the above
   F) I don't know
   

9. Strategies paraeducators can use to decrease behavior include::

   A) ignoring the behavior
   B) restating the behavior expectations or rules
   C) discuss the concern with the teacher
   D) stand by the student
   E) All of the above
   F) I don't know
   

10. Someone is calling out hurtful names to another student at recess. What should you do?

    A) ignore the student, it will stop
    B) intervene
    C) follow procedures that have been established ahead of time
    D) both B and C
    E) All of the above
    F) I don't know
    

11. Reminders about classroom or playground expectations:

    A) are a means of cueing the student about what behavior is expected
    B) can be used with other means of encouraging positive behavior
    C) should be used with caution so as not to embarrass a student
    D) both A and B
    E) All of the above
    F) I don't know
    

12. Eye contact, raising your hand in silence, coughing or clearing your throat, and smiling are all:

    A) body postures as signals
    B) are all right to use only if they are in a written behavior plan
    C) nonverbal cues used to guide behaviors
    D) both A and C
    E) All of the above
    F) I don't know
    

13. Proximity control may:

    A) reinforce the inappropriate behavior
    B) call attention to the student
    C) allows the teacher or paraeducator to continue without interruption
    D) All of the above
    E) none of the above
    F) I don't know
    

14. Humor should be:

    A) directed toward a particular student
    B) used with caution
    C) used to stop behavior problems before they get out of hand
    D) Both B and C
    E) All of the above
    F) I don't know
    

15. Strategies that can be used to deal with nuisance items include:

    A) ask the student to put the item away
    B) take the item from the student, and return it later
    C) ignore the student if no disruption is taking place
    D) confiscate any nuisance item at the door
    E) All of the above
    F) I don't know
    

16. Ways to be positive include:

    A) demonstrating to students their importance (i.e., nods and smiles)
    B) praising the continuation of appropriate behaviors
    C) showing interest in helping students
    D) A and B
    E) A, B and C
    F) I don't know
    

17. Which of the following is NOT true about praise?

    A ) praise is readily available as a reinforcement for positive behaviors
    B) praise can be administered immediately after the desired behavior
    C) praise may be used in combination with other strategies to increase behaviors
    D) praise can be tailored to a variety of behaviors by being general about what behavior you praise
    E) praise works if the relationship between the student and the person giving the praise is a positive relationship
    F) I don't know
    

18. All of the following are guidelines for giving praise EXCEPT:

    A) praise should be given immediately
    B) praise should be given continuously
    C) be sincere with your praise
    D) be consistent about which behaviors are praised
    E) praise should be developmentally appropriate
    F) I don't know
    

19. Modeling:

    A) can supplement the explanation of rules
    B) demonstrates what inappropriate behavior should be eliminated
    C) helps remind students of the classroom expectations
    D) A and C
    E) All of the above
    F) I don't know
    

20. Behavior management plans could include:

    A) the behavior to be changed
    B) how the reinforcement is to be administered
    C) when the reinforcement is to be administered
    D) A and B
    E) All of the above
    F) I don't know
    

21. Which of the following would be unethical for a paraeducatorto do for behavior management?

    A) embarrass a students
    B) keeping the teacher informed of student behaviors
    C) giving constructive criticism
    D) both A and B
    E) both A and C
    F) I don't know