Which conceptual model presented in the textbook readings focuses on the physiological and genetic causes of emotional and behavioral disorders, and consists of interventions such as medication, diet, exercise, or surgery

Question 1: The ultimate causes of EBD are almost always:

Answer:
Unknown
The exact causes of Emotional and Behavioral Disorders (EBD) are often unknown, and they are typically influenced by a combination of genetic, environmental, social, and psychological factors.

Question 2: Which conceptual model presented in the textbook readings focuses on the physiological and genetic causes of emotional and behavioral disorders, and consists of interventions such as medication, diet, exercise, or surgery?

Answer:
Biological Model
The Biological Model focuses on the physiological and genetic causes of emotional and behavioral disorders, using interventions such as medication, diet, exercise, or surgery.

Question 3: The Behavioral Model focuses on which of the following?

Answer:
Observable behaviors are influenced by environmental factors
The Behavioral Model emphasizes the importance of observable behaviors and how they are influenced by environmental factors like reinforcement and punishment, rather than internal psychological conflicts.

Question 4: According to the textbook, what general principles of effective teaching are introduced for addressing behavior? Check all choices below that apply.

Answer:

• Educators should understand what factors may contribute to behaviors occurring.
• Educators should set clear and consistent expectations for all students.
• It is important for educators to clearly define and measure what challenging behaviors the student is demonstrating to inform instruction and intervention.
• Educators should be direct.
• Educators should serve as role models for managing their own responses through self-control and appropriate use of coping skills.
• Educators should demonstrate cultural sensitivity.

These principles focus on understanding the factors contributing to behavior, setting expectations, clearly defining challenging behaviors, and ensuring educators model appropriate behavior and cultural sensitivity.

Question 5: True or false: All states, as well as schools and clinical settings, agree on and use the exact same definition and terminology for emotional disturbance.

Answer:
False
There is no universal agreement across all states, schools, or clinical settings on the exact definition and terminology for emotional disturbance. Definitions can vary by state and setting.

Question 6: True or false: Students with emotional or behavioral disorders typically demonstrate average or above average academic achievement.

Answer:
False
Students with emotional or behavioral disorders typically struggle with academic achievement due to their challenges with behavior, attention, and emotional regulation. Many students with EBD demonstrate lower academic achievement.

Question 7: When studying the social context of behavior, researchers examine the effects of:

Answer:
All of the above
Researchers examine the effects of modeling, punishment, and reinforcement when studying the social context of behavior. These are key components of social learning theory.

Question 8: Emotional or behavioral disorders tend to be identified in approximately _____ of the school-aged population:

Answer:
3-6%
It is estimated that emotional or behavioral disorders affect approximately 3-6% of the school-aged population.

Question 9: The IDEA federal definition of an Emotional Disturbance includes which of the following components:

Answer:
Both 2 and 3
The IDEA definition of Emotional Disturbance includes students who demonstrate at least one of five characteristics, such as an inability to learn or maintain relationships, and whose significant behavior has occurred over a long period of time.

Question 10: Why is it so difficult to obtain an accurate estimate of how many children truly have emotional and behavioral disorders?

Answer:
All of the above
It is difficult to obtain accurate estimates due to reluctance to identify or define disorders, concerns about over-identification or under-identification, and difficulty recognizing internalizing problems (e.g., anxiety, depression).