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Setting Limits with Your Strong-Willed Child: Eliminating Conflict by Establishing CLEAR, Firm, and Respectful Boundaries by Robert J. MacKenzie, Ed.D. © 2001
(Prima Publishing: Roseville, CA). All rights reserved [273 pages]
[Answer 14 of 20 questions correctly to receive 12 hours of Continuing Education credit].

Chapter 1: Understanding Your Strong-Willed Child (p. 1-25)
1. Most strong-willed children will have which temperament trait?
a. high negative persistence
b. low intensity
c. mild sensitivity
d. low adaptability

Chapter 2: How Strong-Willed Children Learn Your Rules (p. 26-41)
2. Eight-year-old Chuck is supposed to pick up his Legos before going to Kevin’s house to play. His mother comes into the room and finds Chuck gone and the Legos still on the floor. What should she do?
a. Pick up the Legos herself.
b. Give Chuck a stern lecture when he comes home.
c. Go get Chuck and have him pick up his Legos.
d. Tell Chuck’s father when he comes home from work.

3. Your child is watching his favorite television program. You ask your child to please turn the volume down. He says “OK” but then doesn’t do it. What should you do next?
a. Tell him you will get angry if he doesn’t turn it down.
b. Raise your voice and say, “Did you hear what I said?”
c. Turn it down yourself.
d. Say to him, “Please turn the volume down or I will turn off the television.”

Chapter 3: How Parents Teach Their Rules (p. 42-74)
4. A punitive parent would be most likely to use
a. threats
b. reminding
c. explaining
d. debating

5. A permissive parent would be most likely to use
a. accusations
b. bargaining
c. shame
d. grounding

6. Two siblings are sitting on a couch watching television. They begin to argue and fight for more control of the couch. A parent using the democratic approach (firm and respectful) would
a. flip a coin to see which child gets to remain on the couch.
b. take the side of the more compliant child, knowing the strong-willed child started the fight.
c. give reasoned arguments as to why each child should behave.
d. give each child the choice to both sit peacefully on the couch or the choice to both sit on the floor.

Chapter 4: Are Your Limits Firm of Soft? (p. 75-98)
7. Soft limits are
a. effective with sensitive children.
b. sometimes effective with strong-willed children.
c. ineffective because they are words not supported by action.
d. effective because they are less punitive than firm limits.

8. Which is NOT an effective action message?
a. Turning the TV off when a child refuses to turn it down.
b. Putting a child in time-out for hitting a sibling.
c. Dressing children who are able to dress themselves.
d. Dismissing a child from a game for failing to play by the rules.

Chapter 6: How to Be Clear with Your Words (p. 131-138)
9. A clear message to your child would be
a. “What’s wrong with you? You could have injured those children.”
b. “Can’t you just climb on the bars like other normal children?”
c. “If I see you do that again, I’m going to be very angry. Do you understand me?”
d. “It’s not okay to jump off the play structure. If you do it again, you’ll have to get down and find something different to do. Is this clear?”

10. A clear message should
a. keep the focus on what behavior you want to change.
b. be specific and direct.
c. be spoken in a voice that is not angry or harsh.
d. all of the above

Chapter 7: Stopping Power Struggling Before They Begin (p. 139-161)
11. If you ask your son to please finish his homework before he goes out to play and he asks, “Why?”, a good response to him would be
a. “Because I said so.”
b. “I’ll tell you why after you finish your homework.”
c. “You don’t really want to know why. You’re just trying to get out of doing it.”
d. “Because if you don’t do it now, you might not finish it later.”

12. Your 8-year-old daughter has a bad habit of not being fully dressed before you drive her to school. What should you do?
a. Drive your daughter to school late.
b. Help your daughter get dressed.
c. Set a timer for your daughter to dress by. If she is still not dressed, put the remaining clothes in a bag and drive your daughter to school on time.
d. Punish your daughter when she comes home from school that day.

13. The author makes a distinction between attitudes and behavior. He advises parents to ignore much of their children’s disrespectful attitude because giving attention to it will only make it worse (i.e. reinforce it). Which of the following does the author advise parents NOT to ignore?
a. mumbling and grumbling
b. eye-rolling and sticking out the tongue
c. profanity and name-calling
d. looks of impatience and disgust

Chapter 8: How to be Clear with Your Actions (p. 162-206)
14. If your son does not put his bike away at the end of the day,
a logical consequence would be not being allowed to

a. ride his bike the next day.
b. have dessert after dinner.
c. watch TV for the rest of the evening.
d. have a friend over to play.

15. If your daughter is 20 minutes late getting home and you ground her for the next three weeks, your consequence is not
a. immediate
b. logically related
c. proportioned to the behavior
d. followed by a clean slate

16. A child will try to weaken a parent’s resolve by whining, fussing, nagging, or badgering. The best logical consequence for this behavior is for the parent to
a. offer a reward if the behavior is stopped.
b. separate temporarily from the child.
c. take away a privilege.
d. spank the child.

17. Which is TRUE about time-outs?
a. In general, brief time-outs are better than long time-outs.
b. If a child leaves time out before the timer goes off, the parent should reset the timer and have the child do it over again.
c. If a child refuses to go to the time-out place, the parent should then guide or carry the child there and set the timer for twice the time.
d. all of the above

Chapter 9: Motivating Your Strong-Willed Child (p. 207-220)
18. An example of how NOT to inspire cooperation in a strong-willed child is saying
a. “I’m tired of your behavior.”
b. “I knew I could count on you.”
c. “Your help really makes a difference.”
d. "I like the way you handled that.”

Chapter 10: Teaching Skills (p. 221-245)
19. Sean, age 8, learned not to interrupt others at school by
a. being criticized each time he did so.
b. prefacing all of his interruptions with “excuse me” and then proceeding to speak.
c. making eye contact, waiting for a pause in the conversation to say “Excuse me”, and waiting to be recognized before speaking.
d. having to complete an extra homework assignment for each time he interrupted.

Chapter 11: Change -- Can It Happen Fast Enough? (p. 246-261)
20. The biggest obstacle to parenting a strong-willed child is
a. conflicting advice from others about how to respond.
b. the child’s strong, stubborn will.
c. lack of knowledge about child behavior and development.
d. the parent’s own resistance to changing their old habits of ineffective to effective strategies.