Copy of Shifting Paradigms: Utilizing a Regulatory-Focused Approach Quiz

True or False: We approach working with dysregulation along a continuum, because sometimes stepping in and being an external regulator is enough, and sometimes we need something more.

True
False

2. It is important to approach which kind of interventions with planning and intentionality?

a. Primarily academic
b. Primarily behavioral
c. Primarily social-emotional
d. All of these

3. Which of the following WERE NOT discussed as key elements of interventions?

a. Root cause and gap analysis
b. Tracking and monitoring progress
c. One on one support
d. Fidelity and consistency

4. Which best describes lagging skills from a body and brain perspective?

a. Skills they are choosing not to use.
b. Skills they can’t access in the moment
c. Skills they don’t have.
d. B or C

5. What do brain states have to do with lagging skills?

a. Nothing
b. Many skills are state dependent
c. Access to the cortex is often unnecessary
d. Regulation is usually necessary

6. Lagging skills are most effectively developed using which of the following types of interventions?

a. Top-down
b. Bottom-Up
c. Both top-down and bottom-up
d. Neither

7. Focusing on which of the underlying causes of lagging skills has the most potential impact?

a. Brain States
b. Perceived Threats
c. Values
d. Dysregulation

8. Which of these best explain why we might use the neurocognitive skills framework for explaining lagging skills?

a. It’s more concrete
b. It’s more theoretical
c. It links skills to brain states, threats, values, and dysregulation.
d. This lens might make more sense to certain educators.

9. Which of these is true about typical interventions that have been used by schools in the past.

a. They can work when students are in their pre-frontal cortex and are regulated.
b. They support self-regulation.
c. They never work.
d. All of the above.

10. True or False: Punishment can help students when they are not accessing skills in the moment?

True
False

11. Which of these are missing pieces in many traditional interventions for addressing challenging behavior?

a. Using strategies that align with current abilities in the moment.
b. Understanding that students must be able to self-regulate to use strategies once they have them.
c. Understanding that students must have interoceptive awareness skills to be able to self-regulate.
d. All of the above.

12. Which of the following is the most compelling reason for using a regulatory approach in creating plans?

a. It gives options to educators
b. To support growing windows of tolerance and shifting templates
c. It doesn’t single out students
d. It supports consistency

13. Which of the following are NOT reasons for identifying starting points and what we’d like to see?

a. To help us not miss progress.
b. To know where we are starting.
c. To help keep educators engaged.
d. To measure how long interventions will take

14. What kind of data do the Check in and Check out sheets track?

a. Behavior change
b. Growth in self-regulation and interoceptive awareness
c. Developing social skills
d. Developing relationship skills

15. In creating layered behavior plans where did we talk about starting?

a. Identifying specific behaviors with which they are struggling.
b. Identifying student behaviors when regulated, starting to become dysregulated, and highly dysregulated.
c. Corresponding adult behaviors.
d. Starting points

Please read the learning objective below and rate the objective on a scale of 1-5 based on how well you think this class met this objective:

Poor-1 Fair-2 Average-3 Good-4 Excellent-5

Learning Objective: Participants will examine differentiation and the discrepancies in how we approach academic vs social-emotional and behavioral support

Type the rating for this objective in the comment box below. If you rated the objective a 3 or lower, please include an explanation.

This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.

Please read the learning objective below and rate the objective on a scale of 1-5 based on how well you think this class met this objective:

Poor-1 Fair-2 Average-3 Good-4 Excellent-5

Learning Objective: Participants will develop layered social-emotional behavior support plans that match the neurophysiological states of students

Type the rating for this objective in the comment box below. If you rated the objective a 3 or lower, please include an explanation.

This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.

Copy of Shifting Paradigms: Utilizing a Regulatory-Focused Approach Quiz

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