Series 5-5: Behaviour Disabilities

The “Behaviour Disabilities” section of the Alberta School Bus Knowledge Test focuses on preparing drivers to support students with behavioral challenges.

Alberta School Bus Test - SERIES 5-5: Behaviour Disabilities

1 / 10

What is a common characteristic of individuals with autism regarding routines?

Ability to instantly adapt to any new routine

Indifference to any change in routine

A preference for constant change and surprise

An insistence on consistency and sameness

2 / 10

What is a common emotional or behavioural pattern in autism?

Always maintaining a calm and even mood

Only showing happiness and excitement

Extreme mood swings from inconsolable crying to uncontrollable laughing

Reacting only with anger and aggression

3 / 10

Which of the following is an example of a common behaviour pattern in autism?

Constant direct eye contact

Rhythmic rocking

Refusal to ever repeat actions

Complete lack of movement or gestures

4 / 10

How do many passengers with autism typically relate to others?

They usually seek out large crowds and new friends

They consistently show strong leadership in social groups

They avoid being alone at all costs

They often prefer to be alone and fail to develop normal social skills

5 / 10

Which form of communication may be seen in some passengers with autism?

Writing everything instead of speaking or gesturing

Communicating only through electronic devices

Speaking loudly and clearly at all times

Gesturing rather than speaking

6 / 10

What difficulty do passengers with autism often experience when processing information?

Inability to see colors

Instant and perfect recall of all information

Total lack of hearing and vision

Sensory overloads and overlapping messages

7 / 10

Which statement best describes autism?

A physical disorder in the brain that causes a lifelong developmental disability

A vision and hearing impairment occurring together

A learning style difference that disappears in adulthood

A temporary emotional reaction to stress

8 / 10

What should be done to identify possible behaviour triggers for a child with autism on the bus?

Avoid speaking with the family or school

Assume there are no specific triggers

Contact the parent, care giver, or school about trigger words or situations

Wait for a behaviour incident and then guess the trigger

9 / 10

What is a typical reaction some children with autism may have to sounds?

Smiling and clapping in a predictable way

Banging their head or flapping fingers

Ignoring all sounds completely

Singing along with any sound they hear

10 / 10

How should bus routines and environments be handled for passengers with autism?

Introduce many changes at once to speed up adjustment

Change routines frequently to increase flexibility

Avoid explaining routines to them

Allow time to become familiar and maintain routines with few variations

Your score is

This section covers understanding a range of behavioral disabilities, such as ADHD, autism, and conduct disorders. Drivers learn strategies for managing disruptive behavior, maintaining a calm and structured environment, and using positive reinforcement. The importance of patience, empathy, and clear communication is emphasized, as well as recognizing early signs of distress. By mastering this section, drivers are better equipped to ensure the safety and well-being of all students, creating a supportive and inclusive atmosphere on the school bus.