Series 5-6: Behaviour Disorders

The “Behaviour Disorders” section of the Alberta School Bus Knowledge Test educates drivers on how to effectively manage students with behavioral disorders.

Alberta School Bus Test - SERIES 5-6: Behaviour Disorders

1 / 30

A typical behaviour of a child with ADD/ADHD is:

Sitting perfectly still for long periods

Avoiding any movement or talking

Speaking only when called upon once

Fidgeting and not being able to sit still

2 / 30

Passengers with learning disabilities generally:

Have average or better intellectual ability

Have very low intelligence

Cannot understand clear instructions

Do not benefit from a calm environment

3 / 30

Conduct Disorder (CD) is often considered:

Unrelated to safety concerns

Only a temporary phase without impact on others

A mild form of ADHD

A severe form or progression of ODD

4 / 30

When dealing with a passenger with emotional disturbance, the driver should:

Punish them in front of the group

Clearly specify acceptable and unacceptable behaviours and consequences

Leave expectations vague

Avoid mentioning consequences

5 / 30

A common concern when a child has Conduct Disorder is:

Only their academic performance

Only their personal hygiene

Their tendency to be overly cooperative

Safety of others and their property

6 / 30

A common characteristic of learning disabilities is:

Perfect academic performance with social issues only

Below-average intellectual ability in all areas

Only physical coordination problems

Poor but uneven school performance

7 / 30

When giving instructions to a child with fetal alcohol syndrome, the driver should:

Give all instructions at once very quickly

Rely on other children to explain

Use vague general directions

Be precise and repeat instructions as needed

8 / 30

The term “emotional disturbance” is most frequently used by:

Teachers alone

Psychiatrists and psychologists

Bus drivers only

Law enforcement officers

9 / 30

Tourette syndrome is primarily characterized by:

Involuntary tics and vocalizations

Permanent paralysis

Only emotional withdrawal

Complete lack of speech

10 / 30

A helpful strategy for passengers with learning disabilities is to:

Allow a noisy and chaotic setting

Avoid setting any expectations

Provide clear rules in a calm, non-distracting environment

Change rules frequently

11 / 30

The main reason for seating violent passengers on your right side at the front is to:

Make them feel more important

Monitor their behaviour easily in the mirror

Keep them away from the driver’s line of sight

Keep them close to the exit

12 / 30

Children with ADD/ADHD often show:

Only physical disabilities

Shorter attention spans and easy distractibility

Exceptional ability to ignore distractions

No difficulty with attention or focus

13 / 30

When a self-abuse passenger begins to harm themselves, the driver should first:

Pull the bus over in a safe location

Ask other passengers to intervene

Continue driving and wait for it to stop

Ignore the behaviour

14 / 30

A key feature that distinguishes ODD from ADHD is that a child with ODD:

Never argues with adults

Shows only academic problems

Does not have difficulty concentrating or sitting still

Is always hyperactive

15 / 30

Behaviours such as fire setting and vandalism are associated most strongly with:

Conduct Disorder

ADD/ADHD

Tourette Syndrome

Fetal Alcohol Syndrome

16 / 30

When consoling a self-abuse passenger, the driver should be aware that the passenger may:

Run to the back of the bus

Bite or scratch without warning

Refuse to talk but remain calm

Only cry quietly

17 / 30

When stopping unacceptable behaviour in an emotionally disturbed passenger, the driver should:

Ignore the behaviour until it stops on its own

Argue until the passenger gives in

Humiliate the passenger publicly

Act in a firm, professional manner and avoid power struggles

18 / 30

In some cases of sexually aggressive behaviour on the bus, it may be necessary to:

Ask other passengers to discipline them

Turn off the interior lights

Offer them a different seat of their choice

Involve the police

19 / 30

A common motor symptom of Tourette syndrome is:

Facial twitches

Continuous laughing

Total body paralysis

Inability to move the arms

20 / 30

The appropriate attitude toward a passenger with tics from Tourette syndrome is to:

Assume they are seeking attention

Publicly correct their behaviour

Accept the passenger “as is,” recognizing the tic is not deliberate

Punish them for disruptions

21 / 30

Passengers with milder cases of Tourette syndrome may appear:

Fidgety and restless

Very sleepy and unresponsive

Unable to speak

Completely motionless

22 / 30

Symptoms of Tourette syndrome usually first appear:

Only in late adulthood

Only after a serious injury

In childhood

Only during the teenage years

23 / 30

A key strategy when dealing with sexually aggressive passengers is to:

Isolate them from others

Speak to them over the intercom

Move them next to their victim

Ignore their behaviour

24 / 30

A passenger with an emotional disturbance may show behaviours such as:

Absolute emotional stability

Complete lack of any feelings

Only improved academic performance

Withdrawal and depression

25 / 30

A helpful seating strategy for a child with fetal alcohol syndrome is to:

Move them frequently to new seats

Place them in the busiest part of the bus

Seat them next to the loudest students

Seat them where distractions are limited

26 / 30

A common characteristic of fetal alcohol syndrome is:

Complete independence with no support needed

Slow development, often two or more years behind peers

Superior physical growth

No impact on social behaviour

27 / 30

A recommended seating arrangement for a child with ADD/ADHD is to:

Allow them to stand rather than sit

Place them in the center of the most active group

Move them throughout the ride

Seat them where distractions are limited

28 / 30

Violent passengers should be seated:

On your left side near the rear of the bus

Anywhere they choose

On your right side near the front of the bus

In the middle of the bus away from all others

29 / 30

Compared to a child with ADHD, a child with Oppositional Defiant Disorder (ODD) is more likely to:

Be overly shy and withdrawn

Accidentally hurt others and feel bad afterward

Purposefully annoy others to ‘get a rise’

Have no conflicts with authority

30 / 30

Removing a sexually aggressive passenger from the proximity of their victim:

Usually makes the behaviour worse

Is not recommended

Can help alleviate the situation

Has no effect on their behaviour

Your score is

This section covers recognizing various disorders, such as oppositional defiant disorder (ODD), conduct disorder, and emotional disturbances. Emphasis is placed on understanding triggers, employing proactive strategies, and using de-escalation techniques to maintain a safe and orderly bus environment. Drivers are encouraged to practice empathy, patience, and consistent communication, and to collaborate with parents and school staff. Mastery of this section ensures drivers can respond appropriately to challenging situations, supporting the well-being and safety of every student on board.