Defusing Disruptive Behavior Quiz | Virginia Development of Education

Question 1 of 40

M1: Introduction to the Escalation Cycle and Baseline Phase

Choose the definition of disruptive behavior used in this training, Defusing Disruptive Behavior.

Any behavior that requires extra planning from the teacher.
Behavior that the school division describes in their student code of conduct document.
Any behavior that interferes with the student’s learning or the learning of others in the school setting.

Question 2 of 40

M1: Introduction to the Escalation Cycle and Baseline Phase

As stated in the video, what is the goal in learning about the Escalation Cycle?

Question 3 of 40

M1: Introduction to the Escalation Cycle and Baseline Phase

A key foundational strategy at baseline is the formation of positive relationships. Which of the following was NOT one of the strategies recommended in the video?

Greeting students at the door and using their names
Interacting with students only after they comply with a direction
Being honest and respectful with all students
Talking with students about their families
Maintaining a positive body language and tone

Question 4 of 40

M1: Introduction to the Escalation Cycle and Baseline Phase

Classroom management is critical. When classroom management is effective, students are less likely to display disruptive behaviors. Which of the following aspects of classroom management involves monitoring the classroom?

Physical environment
Active supervision
Defining expectations and establishing routines and procedures
Opportunities to respond
Acknowledgement and behavior specific praise

Question 5 of 40

M1: Introduction to the Escalation Cycle and Baseline Phase

The video suggests that one way to develop a consistent discipline system is to categorize behaviors into:

Classroom-managed and office-managed behaviors
Disruptive and non-disruptive behaviors
Dangerous behaviors and non-destructive behaviors

Question 6 of 40

M2: Foundational Principles of Behavior

Which of the following is NOT a foundational principle of behavior discussed in the video?

Behavior is communication
Behavior has a function
Behavior occurs in a chain or sequence of events
Behavior is an indicator of family dysfunction

Question 7 of 40

M2: Foundational Principles of Behavior

The function of a behavior describes why it is occurring. Which of the following is NOT a function, based on the principles of behavior?

Gain access to tangible items
Disrupt the environment
Escape sensory stimulation
Obtain attention from peers or adults

Question 8 of 40

M2: Foundational Principles of Behavior

It is important to consider the student and the function of behavior. Is the following statement true or false? A student may employ the same problem behavior to achieve multiple functions.

True
False

Question 9 of 40

M2: Foundational Principles of Behavior

Behavior involves a sequence or chain of events. We can describe the sequence in terms of the antecedent, behavior, and the consequence (the ABC model) of the behavior. Which part of the chain either increases or decreases the chances that the behavior will occur again and has a direct relationship to the behavior?

Antecedent
Behavior
Consequence

Question 10 of 40

M2: Foundational Principles of Behavior

Teacher behavior can also be analyzed using the ABC model.

True
False

Question 11 of 40

M3: Setting Events

The antecedent-behavior-consequence (ABC) chain of events was discussed in Module 2. A setting event can affect how or how quickly a behavior chain happens and may enter the chain before which part of the chain?

Antecedent
Behavior
Consequence

Question 12 of 40

M3: Setting Events

Setting events often go unnoticed and can be categorized in three ways: environmental, social, or physiological factors. Which of the categories would a family crisis, a fight, negative social interactions, loss of loved one, or family divorce or discord fall into?

Environmental
Social
Physiological

Question 13 of 40

M3: Setting Events

Common setting events discussed in the video are an instructional match, classroom environment, time of day, and teacher behaviors, and cultural context. Which of these setting events refers to the expectations of an assignment and the student’s ability to meet those expectations?

Instructional match
Classroom environment
Time of day
Teacher behaviors and cultural context

Question 14 of 40

M3: Setting Events

Setting events may also include experiences related to the student culture, race, or ethnicity, specifically, structural barriers, implicit biases, and microaggressions. Which of the following would subtle, everyday verbal and nonverbal slights, or insults that communicate hostile, derogatory, or negative messages to individuals based on their marginalized group membership fall under?

Structural barriers
Implicit biases
Microaggressions

Question 15 of 40

M3: Setting Events

Setting events may also include experiences related to the student culture, race, or ethnicity, specifically, structural barriers, implicit biases, and microaggressions. Which of the following would policies, practices, and other norms that favor an advantaged group while creating a systemic disadvantage for the marginalized group fall under?

Structural barriers
Implicit biases
Microaggressions

Question 16 of 40

M4: Teaching During the Baseline Phase

Which of the 5 SEL components would involve skills like respecting others, understanding other points of view, and appreciating diversity?

Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision making

Question 17 of 40

M4: Teaching During the Baseline Phase

Which of the 5 SEL components would involve skills like identifying and communicating their emotions?

Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision making

Question 18 of 40

M4: Teaching During the Baseline Phase

Which of the 5 SEL components would involve skills like identifying problems and generating alternatives, implementing problem solving skills, and negotiating fairly?

Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision making

Question 19 of 40

M4: Teaching During the Baseline Phase

Using the behavior skills that students have been taught in other settings and real-life situations is called generalization. Which of the following is NOT one of the ways to promote generalization of a skill?

Practicing in different settings and under various conditions
Prompting and coaching the student in naturally occurring situations throughout the day
Having the student practice in a separate room
Meeting with the students to discuss their performance in and out of school

Question 20 of 40

M4: Teaching During the Baseline Phase

What is the best term for an alternative behavior that allows a student to meet the same need or achieve a similar outcome as the disruptive behavior?

Repetitive behavior
Responsive behavior
Replacement behavior

Question 21 of 40

M5: The Trigger Phase

The Trigger Phase is initiated when something occurs that makes the individual begin to feel emotionally and/or physically uncomfortable or distressed. Which of the following is NOT one of the changes that happens in the body during the trigger phase?

The body releases cortisol and adrenaline
Heart rate and blood pressure decrease
The brain lowers inhibitory control

Question 22 of 40

M5: The Trigger Phase

Teachers and other adults may experience the same physical reactions when they are triggered.

True
False

Question 23 of 40

M5: The Trigger Phase

Teachers and other adults should avoid reacting impulsively when responding to student behavior. Instead, they should respond deliberately and use connected communication to avoid escalating the behavior. Which of the following is a reaction from the teacher that could escalate the behavior?

Question 24 of 40

M5: The Trigger Phase

Adults can learn to respond rather than react by recognizing their own vulnerable decision points (VDPs). A VDP is a specific decision that is more likely to be influenced by the effects of implicit bias, our current state, and our immediate triggers. The two components of VDPs are:

Implicit bias & immediate triggers
Elements of the situation & internal decision state
Implicit bias & internal decision state

Question 25 of 40

M5: The Trigger Phase

An adult can use a neutralizing routine to avoid escalating the situation. Neutralizing routines are inserted after the antecedent (student’s behavior) but before the adult’s next behavior or reaction to the antecedent. Which of the following is NOT one of the 5 critical features of a successful neutralizing routine?

Contains an if-then statement
Lengthy and comprehensive
Composed of clear steps
Doable
Interrupts the chain of events

Question 26 of 40

M6: De-Escalating Behavior During the Trigger Phase

There are several strategies that can be used to de-escalate student behaviors during the Trigger Phase. Which strategy does the following statement best describe? The adult remains calm and engages in a self-regulatory strategy such as deep breathing, modeling it for the student. The student then mirrors the regulatory strategy and begins to de-escalate as well.

Identifying and meeting student needs
Co-regulation
Calm spaces
Offering a choice

Question 27 of 40

M6: De-Escalating Behavior During the Trigger Phase

There are several strategies that can be used to de-escalate student behavior during the Trigger Phase. Which strategy does the following statement best describe? The teacher says to the student, “Would you like to keep your picture on the art table, your desk, or in my drawer to finish when you come back?”

Limit setting
Behavior momentum
Active listening
Offering a choice

Question 28 of 40

M6: De-Escalating Behavior During the Trigger Phase

There are several strategies that can be used to de-escalate student behavior during the Trigger Phase. Which strategy does the following statement best describe? Reminding the student of the task without commenting on the off-task behavior.

Planned ignoring
Identifying and meeting student needs
Redirection/Prompting
Differential reinforcement

Question 29 of 40

M6: De-Escalating Behavior During the Trigger Phase

There are several strategies that can be used to de-escalate student behavior during the Trigger Phase. Which strategy does the following statement best describe? Providing a student with the opportunity to temporarily remove themselves from the setting or trigger event. This allows the student to calm down, move, and avoid embarrassment, then return and begin working again.

Limit setting
Behavior momentum
Active listening
Systematically modifying context

Question 30 of 40

M6: De-Escalating Behavior During the Trigger Phase

There are several strategies that can be used to de-escalate student behavior during the Trigger Phase. Which strategy does the following statement best describe? A strategy that entails starting by making requests that are easy for the student and gradually increasing the difficulty as additional requests are made.

Systematically modifying context
Differential reinforcement
Behavior momentum
Calm spaces

Question 31 of 40

M7: The Escalation Phase

Many of the strategies described Module 6 on de-escalating during the Trigger Phase can also be used during the Escalation phase to attempt to de-escalate the behavior, but there are additional strategies described in this module. Which strategy does the following statement best describe? This strategy involves understanding or recognizing the student has a problem and communicating concern to the student.

Teacher empathy
Redirection
Prompt use of self-management strategies
Remain calm and respectful

Question 32 of 40

M7: The Escalation Phase

Many of the strategies described Module 6 on de-escalating during the Trigger Phase can also be used during the Escalation phase to attempt to de-escalate the behavior, but there are additional strategies described in this module. Which strategy does the following statement best describe? Be aware of your responses to the student, both in verbal language and body language. Use a calm voice when speaking. Allow the student space: disengage from the student. It is critical to avoid power struggles, arguing, and making statements that discredit the student.

Prompt use of self-management strategies
Remain calm and respectful
Avoid escalating prompts
Redirection

Question 33 of 40

M7: The Escalation Phase

Many of the strategies described Module 6 on de-escalating during the Trigger Phase can also be used during the Escalation phase to attempt to de-escalate the behavior, but there are additional strategies described in this module. Which strategy does the following statement best describe? The teacher may reduce the assignment, asking the student to only complete the even-numbered problems, or to work for five minutes and then get a break for five minutes. Depending on the student and situation, the teacher may provide them with the opportunity to engage in an alternative activity or work independently.

Teacher empathy
Movement
Provide space
Modify or change the task

Question 34 of 40

M7: The Escalation Phase

Many of the strategies described Module 6 on de-escalating during the Trigger Phase can also be used during the Escalation phase to attempt to de-escalate the behavior, but there are additional strategies described in this module. Which strategy does the following statement best describe? Attempting to shift the student’s attention away from the triggers and provide assistance with the task, but it might also include shifting away from others and the environment or to a different task.

Teacher empathy
Movement
Provide space
Redirection

Question 35 of 40

M7: The Escalation Phase

Many of the strategies described Module 6 on de-escalating during the Trigger Phase can also be used during the Escalation phase to attempt to de-escalate the behavior, but there are additional strategies described in this module. Which strategy does the following statement best describe? Pause before reacting. It is important to model being calm and treat the student with dignity and respect. If possible, talk with the student privately to see what support can be provided.

Prompt use of self-management strategies
Remain calm and respectful
Avoid escalating prompts
Redirection

Question 36 of 40

M8: The Crisis, De-Escalation, and Post Crisis Phases

During the Crisis Phase, staff needs to consider how to ensure their safety and safety of others while the behavior runs its course.

True
False

Question 37 of 40

M8: The Crisis, De-Escalation, and Post Crisis Phases

During the De-Escalation Phase, the student often will display an increased responsiveness to directions and a reduction in off-task behaviors. They may become subdued or withdraw from the situation. They might also make excuses, blame others or deny wrongdoing.

True
False

Question 38 of 40

M8: The Crisis, De-Escalation, and Post Crisis Phases

During the De-Escalation Phase, it is important to monitor the health and safety of the student and to allow the student space to calm down. Which of the following is NOT one of the guidelines for this phase?

Provide opportunity for independent work that is easy to complete
Allow time to rest
Reinforce all positive behavior
Determine who was at fault

Question 39 of 40

M8: The Crisis, De-Escalation, and Post Crisis Phases

The final phase of the Escalation Cycle is the Post Crisis or recovery phase. During this phase, students may appear tired or fatigued or need rest due to the emotional and physical drain. The student may show a preference for independent work or busy work and a reluctance to interact or engage in discussion. Which of the following is NOT one of the guidelines for this phase?

Switch to a new routine
Provide support and encouragement
Debrief, when the student is ready
Do not focus on consequences

Question 40 of 40

M8: The Crisis, De-Escalation, and Post Crisis Phases

The staff must also meet to discuss the incident. Choose all of the following staff meeting goals that apply as discussed in the video.

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1. Question

M1: Introduction to the Escalation Cycle and Baseline Phase

2. Question

M1: Introduction to the Escalation Cycle and Baseline Phase

3. Question

M1: Introduction to the Escalation Cycle and Baseline Phase

4. Question

M1: Introduction to the Escalation Cycle and Baseline Phase

5. Question

M1: Introduction to the Escalation Cycle and Baseline Phase

6. Question

M2: Foundational Principles of Behavior

7. Question

M2: Foundational Principles of Behavior

8. Question

M2: Foundational Principles of Behavior

9. Question

M2: Foundational Principles of Behavior

10. Question

M2: Foundational Principles of Behavior

11. Question

M3: Setting Events

12. Question

M3: Setting Events

13. Question

M3: Setting Events

14. Question

M3: Setting Events

15. Question

M3: Setting Events

16. Question

M4: Teaching During the Baseline Phase

17. Question

M4: Teaching During the Baseline Phase

18. Question

M4: Teaching During the Baseline Phase

19. Question

M4: Teaching During the Baseline Phase

20. Question

M4: Teaching During the Baseline Phase

21. Question

M5: The Trigger Phase

22. Question

M5: The Trigger Phase

23. Question

M5: The Trigger Phase

24. Question

M5: The Trigger Phase

25. Question

M5: The Trigger Phase

26. Question

M6: De-Escalating Behavior During the Trigger Phase

27. Question

M6: De-Escalating Behavior During the Trigger Phase

28. Question

M6: De-Escalating Behavior During the Trigger Phase

29. Question

M6: De-Escalating Behavior During the Trigger Phase

30. Question

M6: De-Escalating Behavior During the Trigger Phase

31. Question

M7: The Escalation Phase

32. Question

M7: The Escalation Phase

33. Question

M7: The Escalation Phase

34. Question

M7: The Escalation Phase

35. Question

M7: The Escalation Phase

36. Question

M8: The Crisis, De-Escalation, and Post Crisis Phases

37. Question

M8: The Crisis, De-Escalation, and Post Crisis Phases