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Question
Knowing the function of problem behavior allows teachers, family, and others toa. Teach the person to think differently in difficult situations
b. Teach appropriate skills and behaviors that can serve the same function as problem behavior, and thereby work as replacement behavior
c. Increase the person's selfesteem instead of engaging in the problem behavior
d. All of the above
Answer
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Related questions
Q:
Hikaru excessively interrupts class to ask questions that are not related to the instruction (get teacher attention). The topography of the behavior isa. Interrupting classb. Not listening to directions c. Not following rulesd. All of the above
Q:
The goal of selecting intervention procedures isa. To specify a single technique that is expected to eliminate the problem behavior b. To match the intervention to the person's disability labelc. To organize a cluster of changes in the setting that will reduce the likelihood of the problem behavior, that will increase the likelihood of the alternative appropriate behavior paths, and that fits the values, resources, and skills of the people who must implement the proceduresd. All of the abovee. None of the above
Q:
The same topography of a problem behavior such as hitting may a. Serve different functionsb. Arouse different feelings in the personc. Change the person's inner states in different waysd. All of the above
Q:
Topography of the problem behavior is a. Stimulus controlb. Mapping out when the behavior occurs c. What the observable behavior isd. All of the abovee. None of the above
Q:
When the function of the problem behavior is understood in terms of linking setting events and immediate antecedents with the behavior and its consequences in a summary statement, it is possible to
a. Effectively understand what the person is thinking when they engage in problem behavior
b. Effectively develop a multi-component support plan designed to make the problem behavior irrelevant, inefficient, and ineffective
c. Effectively understand the most important inner states of the person when they are engaging in the problem behavior
d. All of the above
Q:
To test these summary statements directlya. We must ask the person what they are thinking when they engage in the problem behaviorb. We must ask support providers what they are thinking when the person engages in the problem behavior c. We must complete a formal diagnosisd. We must observe the person under conditions in which particular relevant antecedents and consequences are present and under conditions in which they are not presente. None of the above
Q:
The basic focus of a functional analysis is toa. Use standardized assessments to understand the person's functioning levelb. Identify associations between events in the environment (antecedents and/or consequences) and problem behaviorsc. Offer a broader context in which to build behavior support plans d. None of the above
Q:
Ecological or setting eventsa. Include those aspects of a person's environment or daily routines that happen immediately before or after the undesirable behaviors but still affect whether these behaviors are performedb. Describe what the person doesc. Include those aspects of a person's environment or daily routines that do not necessarily happen immediately before or after the undesirable behaviors but still affect whether these behaviors are performedd. Include what the person is thinking at the time they engage in the problem behavior
Q:
Are inner states important to consider in the assessment of problem behavior. Why or why not?
Q:
In analyzing people's activity patterns, you can address issues such as a. The variety of activities they performb. The degree of community integration they experiencec. The extent to which their preferences are reflected and accommodated d. All of the above
Q:
Personal futures planninga. Should often be used in complex situationsb. Should be used with adults who know what they want to doc. Offers a broader context in which to build behavior support plans d. None of the above
Q:
Problem behaviors may take many forms, such as a. Violent and aggressive attacksb. Destruction of property c. Self-injurious behavior d. All the abovee. None of the above
Q:
Behavior support plans should always address a. The disability label that the person hasb. The diagnosis that the person hasc. Relevant inner states of the person d. All of the abovee. None of the above
Q:
No behavior support plan can contain a detailed description of every possible interaction or event. In many cases, however, it is important and helpful to includea. Clear indications of what to do when the person's inner states are clearly offb. Scripted descriptions of the daily routines that are most common and the problem situations that are most difficultc. Analyzing what the person is thinking and putting that information to direct use in the applied situation d. All of the abovee. None of the above
Q:
A behavior support plan that does not have clearly defined procedures for responding to difficult situations is a. Okay to put into place as long as it can be revisedb. Incomplete c. Completed. All of the above
Q:
The overall goal of the Behavior Support Plan is to a. Have staff stop doing what they have been doingb. Identify a set of procedures that make problem behaviors irrelevant, inefficient, and ineffective c. Changing the function that the behaviors served. All of the above
Q:
The heart of a behavior support plan lies in the extent to which the plan is a. Based on functional assessment resultsb. Consistent with fundamental principles of behaviorc. A good contextual "fit" with the values, resources, and skills of all people in the setting d. All of the abovee. None of the above
Q:
Which is NOT a step in constructing a competing behavior model?
a. Building a diagram of the functional assessment summary statements
b. Building a diagram of the different thought patterns of the individual and how they compete with adaptive behavior
c. Adding appropriate behaviors that should compete with or replace the problem behaviors
d. Defining intervention options that will promote appropriate behaviors and make problem behaviors irrelevant, inefficient, and ineffective
Q:
Behavior support plans are designed to alter patterns of problem behavior and the process by which this is done involvesa. Change in the behavior of family, teachers, staff, or managers in various settings b. Changing the thought patterns of everyone involved in the planc. Identification of the potential inner states within the individual that need to be changed d. All of the above
Q:
Replacement behaviors shoulda. Help the person to think through what they should do b. Serve the same function as the problem behaviorc. Increase self-esteem d. None of the above
Q:
Which is our most effective strategy for creating lasting changes in behavior?a. Changing the thought processes of the person with problem behavior b. Increasing the self-esteem of the person with problem behaviorc. Teaching new skillsd. Increasing the fidelity with which the plan is ultimately implemented e. All of the above
Q:
Without knowing the function of the behavior the effectiveness of an intervention a. Will be unsuccessfulb. Will be "hit or miss"c. Will be difficult to carry out d. All of the abovee. None of the above
Q:
The goal of functional behavioral assessment is toa. Identify what the individual is thinking when they engage in problem behavior b. Identify functional relationships between inner states and problem behaviorc. Identify the function of undesirable behavior d. All of the above
Q:
Why is it important to know where and when problem behaviors are NOT occurring?
Q:
What should you do when the patterns of behavior are NOT clear?a. Use a different data collection system.b. Gather data for another 2-5 days to see whether consistent relationships begin to emerge. c. Use what data you have.d. All of the above
Q:
The Functional Assessment Observation Form indicates a. The number of events of problem behaviorb. The problem behaviors that occur togetherc. The times when problem behavior events are most and least likely to occur d. Events that predict problem behaviore. All of the above
Q:
Immediate antecedent events (predictors) involvea. Figuring out what happens after the problem behavior occursb. The activity the individual is engaged in when the problem behavior occurs c. Both of the aboved. Neither of the above
Q:
Setting events may involve a. Eating routines and dietb. The person's daily schedulec. Staffing patterns and interactions d. All of the abovee. None of the above
Q:
Primary outcomes of the functional assessment process involvea. A clear description of the problem behaviors, including classes or sequences of behaviors that frequently occur togetherb. Identification of the events, times, and situations that predict when the problem behaviors will and will not occur across the full range of typical daily routinesc. Identification of the consequences that maintain the problem behaviors d. All of the above
Q:
Which of the following is least important in the functional assessment process?a. The diagnostic label of the individual (such as autism, emotional disturbance, Down syndrome)b. The antecedents of the problem behaviorc. The consequences of the problem behaviord. The function that the problem behavior serves e. All of the above