Question :
41) Mr. Lubinetti sends students to a “time-out” box when : 1184203
41) Mr. Lubinetti sends students to a “time-out” box when they become too physically aggressive during hockey practice. Once they have been seated quietly for at least five minutes, they are allowed to re-enter the game. The chance to leave the “time-out” box is an example of what type of consequence?
A) Negative reinforcement
B) Positive reinforcement
C) Presentation punishment
D) Removal punishment
42) The Good Behavior Game is based on the application of
A) contingency contracts.
B) group consequences.
C) peer tutoring.
D) primary reinforcers.
43) Woolfolk suggests that programs for promoting group responsibility may be particularly hard on
A) popular students who must perform well for everyone.
B) students who try to sabotage the system.
C) teachers who must monitor the entire class.
D) unpopular students who are unable to perform well.
44) Which one of the following statements is TRUE regarding the use of peer pressure in applying group consequences? Peer pressure
A) can be effectively monitored by the teacher.
B) has little effect on most misbehavior.
C) may be both a positive and a negative influence.
D) should be eliminated as much as possible.
45) Mr. Bennett’s student teacher suggested using a token reinforcement strategy with his disruptive sixth-grade class. The token system was received well by students and soon the class was following the classroom rules. Now that this strategy is working well, the tokens should be distributed
A) by the students rather than the teacher.
B) on a continuous schedule.
C) on an intermittent schedule.
D) so that they gradually increase in value.
46) Rewards to be purchased with earned tokens should be
A) gradually decreased in cost over time.
B) limited to consumable items.
C) limited to school-related items and supplies.
D) varied in price so that all students may be rewarded.
47) The position taken by Woolfolk on token reinforcement systems is they should be used primarily
A) as an incentive program to reward classes that have met unit objectives.
B) by science or math teachers, due to the objective nature of their subjects.
C) in situations where students are not making progress with conventional methods.
D) with gifted classes or older students who are self-motivated.
48) In a contingency contract program, teachers set up
A) a group performance contract with each class.
B) individual performance contracts with each student.
C) “reward contracts” as models for misbehaving students.
D) punishment contracts with students who misbehave.
49) Lionel was humiliated when he forgot his lines in a play. Now he refuses to take part in any function of the speech class. Based on the behavioral principles discussed by Woolfolk, the best strategy for Lionel’s teacher would be to
A) assign Lionel jobs that do not involve any speaking.
B) assign Lionel to work with another student until the feeling becomes extinguished.
C) bring Lionel back into class participation in small steps.
D) help Lionel regain his confidence by assigning him a major role in a play.
50) The concluding step of the self-management process is
A) evaluating progress.
B) goal-setting.
C) recording progress.
D) self-reinforcement.
51) Cognitive behavior modification adds what to the management process?
A) Parent intervention
B) Response cost
C) Self-instruction
D) Self-reinforcement
52) Which one of the following in the correct sequence of phases for Bandura’s model of observational learning?
A) Attention, retention, motivation, and production
B) Attention, retention, production, motivation
C) Motivation, attention, production, retention
D) Motivation, retention, reduction, attention
