Social Skills for Students with Emotional Impairments Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

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Question 1 1. Self-monitoring is defined as _____.

Question 2 2. One reason a teacher may choose to use behavior self-monitoring is if a student is _____.

Question 3 3. A teacher may phase out a self-monitoring system for a student if _____.

Question 4 4. Why is it important that children know how to apologize?

Question 5 5. Why are children more apt to act out physically when facing conflicts?

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Question 6 6. What is peer mediation as it relates to resolving conflict?

Question 7 7. What is usually the first step to teaching social skills to students with emotional disabilities?

Question 8 8. What does it mean to struggle with understanding social cues?

Question 9 9. Many students with emotional disabilities particularly struggle with _____ interactions.

Question 10 10. Which of the following categories in a social skills curriculum would best fit lessons about skills such as cooperating and sharing, and being a good sport and a role model, and accepting differences and fostering identity?

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Question 11 11. Which of the following categories in a social skills curriculum would best fit a lesson about how to deal with teasing and bullying, avoiding fights, responding to peer pressure, and learning to say no?

Question 12 12. Which of the following categories in a social skills curriculum would best fit a lesson about how to identify problem-causing behavior, refocusing one's attitude, and learning from one's mistakes?

Question 13 13. What is self-advocacy?

Question 14 14. Which of the following is characteristic of respectful self-advocacy?

Question 15 15. What is the identification of feelings?

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Question 16 16. Why is it important to provide students with impulse control difficulties an opportunity for physical activity?

Question 17 17. What are sensory breaks?

Question 18 18. What is impulse control?

Question 19 19. What is the importance of developing student self-esteem in the special education classroom?

Question 20 20. How can listening to your student help build up his or her self-esteem?

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Question 21 21. Why should teachers allow students to have input, jobs, and responsibilities in the classroom?

Question 22 22. One important item for the student to note when self-monitoring for academic learning is _____.

Question 23 23. What is the significance of taking a cooling off and separation period following a conflict?

Question 24 24. Which of the following is an example of an emotional disability?

Question 25 25. Which of the following categories in a social skills curriculum would best fit a lesson about self-care and empathy?

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Question 26 26. What should students do if they try self-advocacy once and nothing seems to change?

Question 27 27. How can you help improve your classroom environment for your students with impulse control problems?

Question 28 28. Why should teachers have students complete Multiple Intelligence Assessments and Interest Inventories?

Question 29 29. Bells, beeps, claps, and pictures are examples of _____.

Question 30 30. Frequent positive feedback in the classroom allows children to feel _____.

Social Skills for Students with Emotional Impairments Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

MTTC Emotional Impairment (059): Practice & Study Guide  /  Psychology Courses
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