, TESTBANK FOR Comprehensive Classroom
Management Creating Communities of Support
and Solving Problems, 13th edition Jones
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel sheet
if it exists.
4- We have all what you need, we make update
at every time. There are many new editions
waiting you.
5- If you think you purchased the wrong file You
can contact us at every time, we can replace it
with true one.
Our email:
, Chapter 1
Test Item File
Comprehensive Classroom
Management
Thirteenth Edition
Vern Jones
Professor Emeritus, Lewis & Clark College
Louise Jones
Retired from Beaverton School District
Eric Toshalis
Independent Scholar & Education Consultant at EngagingResistance.com
Prepared by
Karen Cole
,This work is protected by United States copyright laws and is provided solely for
the use of instructors in teaching their courses and assessing student learning.
Dissemination or sale of any part of this work (including on the World Wide Web)
will destroy the integrity of the work and is not permitted. The work and materials
from it should never be made available to students except by instructors using
the accompanying text in their classes. All recipients of this work are expected to
abide by these restrictions and to honor the intended pedagogical purposes and
the needs of other instructors who rely on these materials.
Copyright © 2025, 2020, 2016 by Pearson Education, Inc. or its affiliates. All Rights
Reserved. Manufactured in the United States of America. This publication is protected
by copyright, and permission should be obtained from the publisher prior to any
prohibited reproduction, storage in a retrieval system, or transmission in any form or by
any means, electronic, mechanical, photocopying, recording, or otherwise. For
information regarding permissions, request forms, and the appropriate contacts within
the Pearson Education Global Rights and Permissions department, please visit
www.pearsoned.com/permissions/.
PEARSON is exclusive trademark owned by Pearson Education, Inc. or its affiliates in
the U.S. and/or other countries.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may
appear in this work are the property of their respective owners, and any references to
third-party trademarks, logos, icons, or other trade dress are for demonstrative or
descriptive purposes only. Such references are not intended to imply any sponsorship,
endorsement, authorization, or promotion of Pearson’s products by the owners of such
marks, or any relationship between the owner and Pearson Education, Inc., or its
affiliates, authors, licensees, or distributors.
ii
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, Table of Contents
Chapter 1: Classroom Management in Perspective.....................................................................................1
Learning Objective.................................................................................................................................1
Application Exercises .......................................................................................................................... 16
Test Questions .................................................................................................................................... 24
Answer Keys........................................................................................................................................29
iii
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Classroom Management in Perspective
Learning Objective
Learning Objective 1.1: Concerns about student behavior and the need for improved teacher
knowledge and skills in classroom management
[Q1]
The 1984 report published by the Carnegie Foundation for the Advancement of Teaching indicated that
beginning teachers needed expertise in all but which of the following areas?
A. understanding of basic counseling techniques [correct]
B. knowledge of how to manage a classroom
C. knowledge of subject matter
D. understanding of their students’ sociological backgrounds
[Q1 Feedback to Answer Choice A [correct]]
While knowing basic counseling techniques might support a teacher’s classroom management skills, the
Carnegie Report indicated that beginning teachers need expertise in three areas: knowledge of how to
manage a classroom, knowledge of subject matter, and understanding of their students’ sociological
backgrounds.
[Q1 Feedback to Answer Choice B]
The Carnegie Report indicated that beginning teachers need expertise in three areas: knowledge of how
to manage a classroom, knowledge of subject matter, and understanding of their students’ sociological
backgrounds.
[Q1 Feedback to Answer Choice C]
The Carnegie Report indicated that beginning teachers need expertise in three areas: knowledge of how
to manage a classroom, knowledge of subject matter, and understanding of their students’ sociological
backgrounds.
[Q1 Feedback to Answer Choice D]
The Carnegie Report indicated that beginning teachers need expertise in three areas: knowledge of how
to manage a classroom, knowledge of subject matter, and understanding of their students’ sociological
backgrounds.
[Q2]
Which of the following statements about classroom management is false?
A. The COVID-19 pandemic negatively affected the behavior and social-emotional health of many
students.
B. Historically, teacher education programs have provided sufficient training in the use of proactive
and corrective classroom management strategies. [correct]
C. Effectively managing student behavior is arguably more challenging now than ever before.
D. Many teachers use traditional and “common sense” management techniques that actually
exacerbate challenging behavior.
[Q2 Feedback to Answer Choice A]
This statement is true. Researchers found increased incidents of classroom disruptions from student
misconduct, rowdiness outside the classroom, acts of disrespect toward teachers, and use of prohibited
electronic devices.
1
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
,[Q2 Feedback to Answer Choice B [correct]]
Historically, teacher education programs have provided insufficient professional development in the area
of classroom management.
[Q2 Feedback to Answer Choice C]
This statement is true. Multiple factors (e.g., increased numbers of students with learning and behavior
challenges served in the regular classroom; the impact of societal tensions and inequities) have led
nearly 40 percent of teachers to agree or strongly agree with the statement “The level of student
misbehavior in this school interferes with my teaching.”
[Q2 Feedback to Answer Choice D]
This statement is true. New teachers often lack adequate training and are unprepared to work effectively
with students whose behaviors are more challenging.
[Q3]
Which of the following statements about classroom management is true?
A. Most unproductive student behavior arises because students have disabilities or because they
come from less-advantaged homes.
B. The recent trend to move students with special needs out of the general education classroom and
into self-contained special education settings is helping to reduce instances of inappropriate
student behavior.
C. Teachers can improve their classroom management skills if they are provided with training and
support. [correct]
D. In general, the majority of students who misbehave do so intentionally.
[Q3 Feedback to Answer Choice A]
This statement is false. According to a U.S. Department of Education publication, about 80 percent of
disruptive student behavior can be traced to dysfunction within a school’s organization and/or
administration or to a lack of teacher training.
[Q3 Feedback to Answer Choice B]
This statement is false. In fact, the increased number of students served under IDEA in the general
education classroom has been identified as a factor influencing classroom management challenges.
[Q3 Feedback to Answer Choice C [correct]]
In one study of 14 teachers who received support in improving classroom management, 13 teachers
reduced student misbehavior in their classrooms by an average of 71 percent.
[Q3 Feedback to Answer Choice D]
This statement is false. Research indicates that a significant number of students who exhibit disruptive
behaviors do so because they have not yet learned how to manage their emotions and meet their needs
in appropriate ways.
[Q4]
Which of the following statements is an effective classroom manager most likely to make?
A. “If a student misbehaves, it’s typically because they have an attention-seeking disorder or a
mental health concern.”
B. “My students behave appropriately because they know I will punish them if their behavior is out of
line.”
2
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, C. “My teacher education professors said the most effective way to learn how to manage the
classroom is by engaging in on-the-job training, so I’ll just figure it out as I go.”
D. “It’s important to know my students and to teach engaging lessons that appeal to their interests
and backgrounds.” [correct]
[Q4 Feedback to Answer Choice A]
An effective manager would consider external factors influencing behavior (e.g., systemic issues, quality
of school relationships, appropriateness of learning tasks and targets), not just factors internal to the
student.
[Q4 Feedback to Answer Choice B]
This response reflects a discipline-based approach; effective managers are more focused on building
mutually respectful relationships, helping students feel seen and included, and teaching engaging lessons
that take students’ backgrounds and interests into consideration.
[Q4 Feedback to Answer Choice C]
An effective teacher education program would provide explicit training and support in the area of
classroom management. When teachers are left to “figure it out,” their management choices are often
ineffective.
[Q4 Feedback to Answer Choice D [correct]]
When students feel respected, cared about, and seen, they are more likely to behave appropriately. And
when teachers design interesting lessons that take students’ individual needs and preferences into
account, student behavior tends to improve.
[Q5]
Which of the following responses does not reflect a key factor associated with increased student
engagement and decreased school violence?
A. Teachers help students and their peers develop mutually supportive relationships.
B. Teachers actively work to lessen instances where students feel rejected or excluded.
C. Teachers focus on building supportive and caring student–student and student–teacher
interactions.
D. Teachers frequently overlook instances of inappropriate behavior to reduce tension in the
classroom. [correct]
[Q5 Feedback to Answer Choice A]
This is one of three best practices associated with effective classroom management and safe schools.
[Q5 Feedback to Answer Choice B]
This is one of three best practices associated with effective classroom management and safe schools.
[Q5 Feedback to Answer Choice C]
This is one of three best practices associated with effective classroom management and safe schools.
[Q5 Feedback to Answer Choice D [correct]]
While occasionally a teacher may make the decision to ignore an inappropriate behavior (if it is of short
duration and does not cause significant disruption), doing so is not associated with effective classroom
management and safe schools. The other responses in this question were identified as important in an
extensive meta-analysis of research on school violence.
3
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
,Learning Objective 1.2: Key aspects of effective classroom management
[Q1]
Which of the following behaviors would you be least likely to see in the classroom of an effective
classroom manager?
A. students successfully and actively engaged in developing meaningful, culturally sustaining
knowledge and skills
B. students developing behavioral skills that support collaborative work among a diverse group of
peers
C. students exhibiting responsibility, personal efficacy, decision making, and ownership
D. students taking on the bulk of the responsibility for developing and implementing a set of
classroom behavior standards [correct]
[Q1 Feedback to Answer Choice A]
Effective classroom management is closely related to effective instruction. When meaningful work is
tailored to students’ abilities, needs, and backgrounds, and when students experience high levels of
success, inappropriate behavior decreases.
[Q1 Feedback to Answer Choice B]
Mutually supportive relationships are a fundamental aspect of classroom management. Effective
classroom managers nurture relationships directly, explicitly teaching students how to demonstrate
prosocial behavior.
[Q1 Feedback to Answer Choice C]
Effective managers foster these characteristics by making instructional and management decisions based
on an understanding of and respect for their students’ cultural backgrounds, identities, statuses, and their
families’ and communities’ beliefs, norms, values, and traditions.
[Q1 Feedback to Answer Choice D [correct]]
Teachers must integrate their professional knowledge and skills with careful attention to their own
personal beliefs and values along with students’ wants and needs—including students’ developmental
learning needs and cultural values.
[Q2]
Which characteristic would be least likely to be included in a general definition of classroom
management?
A. compliance [correct]
B. cooperation
C. evidence-based practice
D. physical and psychological safety
[Q2 Feedback to Answer Choice A [correct]]
While some teachers might emphasize the importance of student compliance with classroom norms and
expectations, a general definition of classroom management would likely be more focused on the areas
covered by the other three responses to this question.
[Q2 Feedback to Answer Choice B]
Effective classroom management builds on positive personal relationships, a supportive classroom
community, and connection with the larger school community.
4
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, [Q2 Feedback to Answer Choice C]
Effective classroom management is based on a solid understanding of current research and theory.
[Q2 Feedback to Answer Choice D]
Effective management involves helping students develop and commit to behavior standards that support
the safety and well-being of all members of the classroom community.
[Q3]
Which of the following statements best describes comprehensive classroom management?
A. Effective managers develop a toolbox of disciplinary responses that they can use with every
student regardless of the nature of the unproductive behavior.
B. Effective managers understand why students behave the way they do and use research-
supported approaches to optimize students’ positive experiences and outcomes. [correct]
C. Effective managers focus their energy on Level II interventions to bring challenging student
behavior under control before there is a need for Level III interventions.
D. Effective managers utilize functional behavior assessment, behavior support plans, and individual
behavior contracts with all students.
[Q3 Feedback to Answer Choice A]
Effective managers use a variety of research-based strategies to both prevent and respond to
unproductive behavior. No one response will work with all students in all situations.
[Q3 Feedback to Answer Choice B [correct]]
Effective managers know their students well and rely on evidence-based strategies for encouraging
productive behavior.
[Q3 Feedback to Answer Choice C]
While using tiered interventions is a common aspect of discipline procedures, this response is too specific
to effectively describe comprehensive classroom management.
[Q3 Feedback to Answer Choice D]
These interventions are typically used for only a small subset of students; as such, they reflect only a part
of a comprehensive system of classroom management.
[Q4]
One caution about the use of Positive Behavioral Interventions and Supports systems is that PBIS
implementation
A. is not necessarily an effective equity strategy. [correct]
B. focuses on developing interventions for only those students whose behavior is highly challenging.
C. leads to improved student behavior in the classroom, but has no discernible effect on behavior in
common areas like classrooms and cafeterias.
D. requires that all school staff complete graduate-level certificates in classroom management,
making it economically burdensome for teachers and schools.
[Q4 Feedback to Answer Choice A [correct]]
If PBIS is implemented within existing systems that retain, without critique, the dominant culture’s
understanding of “good behavior,” it can reinforce problematic assumptions and practices that position
White middle-class norms as universal.
5
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
Management Creating Communities of Support
and Solving Problems, 13th edition Jones
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel sheet
if it exists.
4- We have all what you need, we make update
at every time. There are many new editions
waiting you.
5- If you think you purchased the wrong file You
can contact us at every time, we can replace it
with true one.
Our email:
, Chapter 1
Test Item File
Comprehensive Classroom
Management
Thirteenth Edition
Vern Jones
Professor Emeritus, Lewis & Clark College
Louise Jones
Retired from Beaverton School District
Eric Toshalis
Independent Scholar & Education Consultant at EngagingResistance.com
Prepared by
Karen Cole
,This work is protected by United States copyright laws and is provided solely for
the use of instructors in teaching their courses and assessing student learning.
Dissemination or sale of any part of this work (including on the World Wide Web)
will destroy the integrity of the work and is not permitted. The work and materials
from it should never be made available to students except by instructors using
the accompanying text in their classes. All recipients of this work are expected to
abide by these restrictions and to honor the intended pedagogical purposes and
the needs of other instructors who rely on these materials.
Copyright © 2025, 2020, 2016 by Pearson Education, Inc. or its affiliates. All Rights
Reserved. Manufactured in the United States of America. This publication is protected
by copyright, and permission should be obtained from the publisher prior to any
prohibited reproduction, storage in a retrieval system, or transmission in any form or by
any means, electronic, mechanical, photocopying, recording, or otherwise. For
information regarding permissions, request forms, and the appropriate contacts within
the Pearson Education Global Rights and Permissions department, please visit
www.pearsoned.com/permissions/.
PEARSON is exclusive trademark owned by Pearson Education, Inc. or its affiliates in
the U.S. and/or other countries.
Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may
appear in this work are the property of their respective owners, and any references to
third-party trademarks, logos, icons, or other trade dress are for demonstrative or
descriptive purposes only. Such references are not intended to imply any sponsorship,
endorsement, authorization, or promotion of Pearson’s products by the owners of such
marks, or any relationship between the owner and Pearson Education, Inc., or its
affiliates, authors, licensees, or distributors.
ii
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, Table of Contents
Chapter 1: Classroom Management in Perspective.....................................................................................1
Learning Objective.................................................................................................................................1
Application Exercises .......................................................................................................................... 16
Test Questions .................................................................................................................................... 24
Answer Keys........................................................................................................................................29
iii
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, Chapter 1: Classroom Management in Perspective
Learning Objective
Learning Objective 1.1: Concerns about student behavior and the need for improved teacher
knowledge and skills in classroom management
[Q1]
The 1984 report published by the Carnegie Foundation for the Advancement of Teaching indicated that
beginning teachers needed expertise in all but which of the following areas?
A. understanding of basic counseling techniques [correct]
B. knowledge of how to manage a classroom
C. knowledge of subject matter
D. understanding of their students’ sociological backgrounds
[Q1 Feedback to Answer Choice A [correct]]
While knowing basic counseling techniques might support a teacher’s classroom management skills, the
Carnegie Report indicated that beginning teachers need expertise in three areas: knowledge of how to
manage a classroom, knowledge of subject matter, and understanding of their students’ sociological
backgrounds.
[Q1 Feedback to Answer Choice B]
The Carnegie Report indicated that beginning teachers need expertise in three areas: knowledge of how
to manage a classroom, knowledge of subject matter, and understanding of their students’ sociological
backgrounds.
[Q1 Feedback to Answer Choice C]
The Carnegie Report indicated that beginning teachers need expertise in three areas: knowledge of how
to manage a classroom, knowledge of subject matter, and understanding of their students’ sociological
backgrounds.
[Q1 Feedback to Answer Choice D]
The Carnegie Report indicated that beginning teachers need expertise in three areas: knowledge of how
to manage a classroom, knowledge of subject matter, and understanding of their students’ sociological
backgrounds.
[Q2]
Which of the following statements about classroom management is false?
A. The COVID-19 pandemic negatively affected the behavior and social-emotional health of many
students.
B. Historically, teacher education programs have provided sufficient training in the use of proactive
and corrective classroom management strategies. [correct]
C. Effectively managing student behavior is arguably more challenging now than ever before.
D. Many teachers use traditional and “common sense” management techniques that actually
exacerbate challenging behavior.
[Q2 Feedback to Answer Choice A]
This statement is true. Researchers found increased incidents of classroom disruptions from student
misconduct, rowdiness outside the classroom, acts of disrespect toward teachers, and use of prohibited
electronic devices.
1
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
,[Q2 Feedback to Answer Choice B [correct]]
Historically, teacher education programs have provided insufficient professional development in the area
of classroom management.
[Q2 Feedback to Answer Choice C]
This statement is true. Multiple factors (e.g., increased numbers of students with learning and behavior
challenges served in the regular classroom; the impact of societal tensions and inequities) have led
nearly 40 percent of teachers to agree or strongly agree with the statement “The level of student
misbehavior in this school interferes with my teaching.”
[Q2 Feedback to Answer Choice D]
This statement is true. New teachers often lack adequate training and are unprepared to work effectively
with students whose behaviors are more challenging.
[Q3]
Which of the following statements about classroom management is true?
A. Most unproductive student behavior arises because students have disabilities or because they
come from less-advantaged homes.
B. The recent trend to move students with special needs out of the general education classroom and
into self-contained special education settings is helping to reduce instances of inappropriate
student behavior.
C. Teachers can improve their classroom management skills if they are provided with training and
support. [correct]
D. In general, the majority of students who misbehave do so intentionally.
[Q3 Feedback to Answer Choice A]
This statement is false. According to a U.S. Department of Education publication, about 80 percent of
disruptive student behavior can be traced to dysfunction within a school’s organization and/or
administration or to a lack of teacher training.
[Q3 Feedback to Answer Choice B]
This statement is false. In fact, the increased number of students served under IDEA in the general
education classroom has been identified as a factor influencing classroom management challenges.
[Q3 Feedback to Answer Choice C [correct]]
In one study of 14 teachers who received support in improving classroom management, 13 teachers
reduced student misbehavior in their classrooms by an average of 71 percent.
[Q3 Feedback to Answer Choice D]
This statement is false. Research indicates that a significant number of students who exhibit disruptive
behaviors do so because they have not yet learned how to manage their emotions and meet their needs
in appropriate ways.
[Q4]
Which of the following statements is an effective classroom manager most likely to make?
A. “If a student misbehaves, it’s typically because they have an attention-seeking disorder or a
mental health concern.”
B. “My students behave appropriately because they know I will punish them if their behavior is out of
line.”
2
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, C. “My teacher education professors said the most effective way to learn how to manage the
classroom is by engaging in on-the-job training, so I’ll just figure it out as I go.”
D. “It’s important to know my students and to teach engaging lessons that appeal to their interests
and backgrounds.” [correct]
[Q4 Feedback to Answer Choice A]
An effective manager would consider external factors influencing behavior (e.g., systemic issues, quality
of school relationships, appropriateness of learning tasks and targets), not just factors internal to the
student.
[Q4 Feedback to Answer Choice B]
This response reflects a discipline-based approach; effective managers are more focused on building
mutually respectful relationships, helping students feel seen and included, and teaching engaging lessons
that take students’ backgrounds and interests into consideration.
[Q4 Feedback to Answer Choice C]
An effective teacher education program would provide explicit training and support in the area of
classroom management. When teachers are left to “figure it out,” their management choices are often
ineffective.
[Q4 Feedback to Answer Choice D [correct]]
When students feel respected, cared about, and seen, they are more likely to behave appropriately. And
when teachers design interesting lessons that take students’ individual needs and preferences into
account, student behavior tends to improve.
[Q5]
Which of the following responses does not reflect a key factor associated with increased student
engagement and decreased school violence?
A. Teachers help students and their peers develop mutually supportive relationships.
B. Teachers actively work to lessen instances where students feel rejected or excluded.
C. Teachers focus on building supportive and caring student–student and student–teacher
interactions.
D. Teachers frequently overlook instances of inappropriate behavior to reduce tension in the
classroom. [correct]
[Q5 Feedback to Answer Choice A]
This is one of three best practices associated with effective classroom management and safe schools.
[Q5 Feedback to Answer Choice B]
This is one of three best practices associated with effective classroom management and safe schools.
[Q5 Feedback to Answer Choice C]
This is one of three best practices associated with effective classroom management and safe schools.
[Q5 Feedback to Answer Choice D [correct]]
While occasionally a teacher may make the decision to ignore an inappropriate behavior (if it is of short
duration and does not cause significant disruption), doing so is not associated with effective classroom
management and safe schools. The other responses in this question were identified as important in an
extensive meta-analysis of research on school violence.
3
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
,Learning Objective 1.2: Key aspects of effective classroom management
[Q1]
Which of the following behaviors would you be least likely to see in the classroom of an effective
classroom manager?
A. students successfully and actively engaged in developing meaningful, culturally sustaining
knowledge and skills
B. students developing behavioral skills that support collaborative work among a diverse group of
peers
C. students exhibiting responsibility, personal efficacy, decision making, and ownership
D. students taking on the bulk of the responsibility for developing and implementing a set of
classroom behavior standards [correct]
[Q1 Feedback to Answer Choice A]
Effective classroom management is closely related to effective instruction. When meaningful work is
tailored to students’ abilities, needs, and backgrounds, and when students experience high levels of
success, inappropriate behavior decreases.
[Q1 Feedback to Answer Choice B]
Mutually supportive relationships are a fundamental aspect of classroom management. Effective
classroom managers nurture relationships directly, explicitly teaching students how to demonstrate
prosocial behavior.
[Q1 Feedback to Answer Choice C]
Effective managers foster these characteristics by making instructional and management decisions based
on an understanding of and respect for their students’ cultural backgrounds, identities, statuses, and their
families’ and communities’ beliefs, norms, values, and traditions.
[Q1 Feedback to Answer Choice D [correct]]
Teachers must integrate their professional knowledge and skills with careful attention to their own
personal beliefs and values along with students’ wants and needs—including students’ developmental
learning needs and cultural values.
[Q2]
Which characteristic would be least likely to be included in a general definition of classroom
management?
A. compliance [correct]
B. cooperation
C. evidence-based practice
D. physical and psychological safety
[Q2 Feedback to Answer Choice A [correct]]
While some teachers might emphasize the importance of student compliance with classroom norms and
expectations, a general definition of classroom management would likely be more focused on the areas
covered by the other three responses to this question.
[Q2 Feedback to Answer Choice B]
Effective classroom management builds on positive personal relationships, a supportive classroom
community, and connection with the larger school community.
4
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
, [Q2 Feedback to Answer Choice C]
Effective classroom management is based on a solid understanding of current research and theory.
[Q2 Feedback to Answer Choice D]
Effective management involves helping students develop and commit to behavior standards that support
the safety and well-being of all members of the classroom community.
[Q3]
Which of the following statements best describes comprehensive classroom management?
A. Effective managers develop a toolbox of disciplinary responses that they can use with every
student regardless of the nature of the unproductive behavior.
B. Effective managers understand why students behave the way they do and use research-
supported approaches to optimize students’ positive experiences and outcomes. [correct]
C. Effective managers focus their energy on Level II interventions to bring challenging student
behavior under control before there is a need for Level III interventions.
D. Effective managers utilize functional behavior assessment, behavior support plans, and individual
behavior contracts with all students.
[Q3 Feedback to Answer Choice A]
Effective managers use a variety of research-based strategies to both prevent and respond to
unproductive behavior. No one response will work with all students in all situations.
[Q3 Feedback to Answer Choice B [correct]]
Effective managers know their students well and rely on evidence-based strategies for encouraging
productive behavior.
[Q3 Feedback to Answer Choice C]
While using tiered interventions is a common aspect of discipline procedures, this response is too specific
to effectively describe comprehensive classroom management.
[Q3 Feedback to Answer Choice D]
These interventions are typically used for only a small subset of students; as such, they reflect only a part
of a comprehensive system of classroom management.
[Q4]
One caution about the use of Positive Behavioral Interventions and Supports systems is that PBIS
implementation
A. is not necessarily an effective equity strategy. [correct]
B. focuses on developing interventions for only those students whose behavior is highly challenging.
C. leads to improved student behavior in the classroom, but has no discernible effect on behavior in
common areas like classrooms and cafeterias.
D. requires that all school staff complete graduate-level certificates in classroom management,
making it economically burdensome for teachers and schools.
[Q4 Feedback to Answer Choice A [correct]]
If PBIS is implemented within existing systems that retain, without critique, the dominant culture’s
understanding of “good behavior,” it can reinforce problematic assumptions and practices that position
White middle-class norms as universal.
5
Copyright © 2025 Pearson Education, Inc. All Rights Reserved.
