Q&A Hero

Q: An optimum number of overlearning opportunities is approximately_____% of the number of trials required for acquisition of the behavior.a. 50%b. 25%c. 33%d. 75%

Q: Reasons for preferring self management to control by external change agents include: a. increased consistency b. ability to carry out a program in any setting c. commitment of a student to a program through involvement d. all of the above

Q: Describe the sequence for developing a Behavior Support Plan.

Q: _____________ refers to repeated practice after an objective has been initially accomplished. a. Response Prompting b. Fluency c. Overlearning d. Distributed practice

Q: The necessity for continued teacher support can be minimized through the use of: a. self reinforcement b. self recording c. self instruction d. all of the above

Q: Describe the use of scatter plot assessment in determining the function of behaviors.

Q: Which component is missing from the following objective? "Jason will fill the ice cube tray independently during 4 out of 5 sessions." a. Learner b. Target behavior c. Condition d. Criteria for acceptable performance

Q: While both self reinforcement and self punishment strategies have been successfully used, self reinforcement may be preferred because: a. reinforcement is only for increasing behaviors b. reinforcement is an easier concept for children to understand c. punishment may concentrate children's' awareness on their failure and may maximize fear of failure d. all of the above

Q: What are the components of a functional assessment?

Q: Behavioral objectives are a. statements of annual program intent b. statements of actual instructional intent c. long term in nature d. generically defined

Q: For students to learn self instructional strategies effectively and completely, during the modeling of the strategies the teacher should include skills of: a. problem definition b. focusing attention c. self reinforcement d. all of the above

Q: Differentiate form (or topography) from function when describing inappropriate behavior.

Q: Educational goals are a. Statements of actual instructional intent b. Statements of annual program intent c. Usually 3 to 4 months long d. The length of a grading period for students with mild disabilities

Q: Self instruction is a strategy of providing oneself verbal prompts for: a. academic content b. answer correction c. task completion d. reinforcer selection

Q: Mr. Williams has noticed that student in his fourth period class has been exhibiting some inappropriate behaviors. Mr. Williams has attempted to correct the behavior using evidence based behavior management programs, but Joseph continues to exhibit the behaviors. Mr. Williams and the IEP committee have decided to develop a Behavior Support Plan for Joseph. What is the next step in developing a Behavior Support Plan? a. conduct a functional assessment b. screening c. conduct a functional analysis d. identify the target behavior

Q: To write effective objectives, the applied behavior analyst must a. Broadly identify a target behavior for instruction b. Define the instructional procedures to use for behavior change c. Refine broad generalizations into specific, observable, measurable objectives d. b & c only

Q: Response-coast may maximize a student's fear of failure.

Q: Willis Middle School participates in a school wide positive behavior supports program. Several students have been identified with repeated office referrals and suspensions. These students would fall into which level of the three-tiered model of intervention? a. universal b. intensive c. targeted d. none of the above

Q: Objectives on the IEP include: a. short term objective, person responsible, criteria for mastery, and review date b. person responsible, parent's responsibility, and latency period c. short term objective, student's name, and review date d. long term goals, short term objective, and criteria for mastery

Q: Self-punishment is more effective that self-reinforcement.

Q: After completing a functional assessment, Ms. Jones hypothesizes that Chris' behavior functions as a means of escaping disliked tasks. Which of the following conditions should Ms. Jones test during the functional analysis? a. attention b. demand c. play d. alone

Q: A hierarchy of levels of learning is helpful in writing objectives because: a. they are written for cognitive, affective, and psychomotor areas b. focus on a knowledge base c. they suggest observable, measurable behaviors that may occur as the result of both simple and complex learning d. all of the above

Q: Aversives are acceptable when used by students who are using the self-punishment technique.

Q: The process of systematically manipulating antecedents and consequences to determine their effect on occasioning and maintaining the target behavior is _____. a. setting events b. enhanced functioning c. functional analysis d. intervention

Q: Generalization is the performance of a skill in an untrained situation. Generalization should occur across: a. various instructions and instructors b. various materials c. various settings d. all of the above

Q: Teacher selected performance standards are often more lenient that student selected.

Q: During A-B-C descriptive analysis, data should be collected for a minimum of a. 3 days b. 5 days c. 9 days d. 10 days

Q: Criteria for acceptable performance include statements addressing duration. Which of the following is NOT an acceptable duration statement? a. will complete within one hour b. for no more than 2 weeks c. begin within five minutes d. will return within 15 minutes

Q: Even inaccurate self-recording may result in a student's positive behavior change.

Q: Direct observation strategies used during a functional assessment include all of the following EXCEPT: a. scatter plot b. anecdotal reports c. A-B-C data analysis d. behavior rating scales

Q: Antecedent stimuli or conditions may be defined by the teacher to set up the appropriate response. They may include: a. environmental setting, written instructions or verbal responses b. demonstration, materials to be used and number of responses c. identifiable behavior, amount of assistance and demonstration d. demonstration, verbal instructions and manner of assistance

Q: An advantage of transferring behavior management from the teacher to the student is that the student becomes more independent.

Q: Which of the following designs is often used during a functional analysis? a. ABAB design b. multi-element design c. both a and b d. none of the above

Q: A behavioral objective should be written such that its contents are: a. observable b. measurable c. repeatable d. all of the above

Q: In classrooms self punishment has been used for the administration of aversive stimuli.

Q: During a functional analysis condition a student is presented with a difficult task and begins to scream. The teacher quickly removes the task and the student stops screaming. Which of the following might be the function of his behavior? a. self-stimulation b. attention c. escape d. none of the above

Q: Target behavior must be included in behavioral objectives because: a. the precise definition of the behavior facilitates continuity of instruction b. the statement allows for confirmation that a change has actually occurred c. both a and b d. none of the above

Q: Self determined contingencies and teacher determined contingencies can be equally effective in producing behavior change.

Q: A functional analysis is conducted in order to: a. verify a hypothesis form a functional hypothesis b. clarify uncertain results from a functional assessment c. serves as an initial step in developing a hypothesis of a function d. all of the above

Q: Directly observable behaviors include: a. to know, to walk, to identify in writing b. to underline, to draw, to discriminate c. to see, to put on, to connect d. to remove, to count orally, to circle

Q: Students can never be taught to be accurate in self recording.

Q: Which of the following is not a condition examined during a functional analysis? a. attention b. sleep c. demand d. play

Q: The process of pinpointing behavior refines a broad generalization into: a. generic, observable and measurable behavior b. specific, observable and measurable behavior c. schedule, specific and observable behavior d. natural, measurable and specific behavior

Q: Providing oneself with verbal prompts is called self instruction.

Q: Generally, how many conditions are used when the function of a behavior is initially to be identified through a functional analysis? a. one b. two c. three d. four

Q: An operational definition provides concrete examples of a target behavior.

Q: Self management procedures are unnatural.

Q: Indirect strategies for gathering functional assessment information on a student include: a. Anecdotal reports b. Scatter plot analysis c. Interview forms, scales and questionnaires d. ABC descriptive analysis

Q: One core element of the IEP is a description of the parent's responsibilities in the IEP process.

Q: The best person to manage a student's behavior is the student.

Q: An "operational definition": a. clearly states the form of the behavior b. identifies the criterion of a behavior c. defines the condition for behavioral occurrence d. describes the setting events

Q: A generalized response is one that occurs after instruction has been terminated.

Q: While modeling a self instruction strategy, the teacher should sometimes purposefully make an error in her approach to solving a problem.

Q: Which is NOT considered an occasion in which IDEA requires the development of a behavior support plan? a. when a student causes disruption in school and community-based educational environments b. when a student's behavior is such that it may result in a suspension up to ten days c. when a student's behavior is such that it may result in a change of educational placement d. when a pattern of behavior impedes the learning of the student or of another student

Q: Maintenance is the ability to perform a response over time without reteaching.

Q: Self recording can always be assumed to have reinforcing qualities.

Q: Which of the following is considered a setting event? a. classroom noise or temperature level b. hunger c. both a and b d. none of the above

Q: After eating his dinner, Jerome will take his plate to the kitchen sink with no more than one verbal reminder 4 out of 5 days per week for four weeks.

Q: It is important to teach self evaluative coping skills and error correction options.

Q: Students frequently engage in inappropriate behaviors when a. their schedule is interrupted b. they lack the ability to communicate effectively c. they are disciplined d. they are internally stimulated

Q: Tom will dress himself independently for 3 consecutive days.

Q: Discuss four ways in which one can facilitate transfer of behaviors to reinforcement contingencies in the natural environment.

Q: A child who wants more juice interrupts her mother who is talking on the phone. As the child's interruptions become louder and more insistent, the mother abruptly ends her call and immediately attends to the child. More than likely, the next time the mother is on the phone and her child wants something...a. the mother will ignore the childb. the child will take care of her own needs because her mother taught her how to do soc. the child will interrupt the motherd. all of the above

Q: Bill will increase his skills in basketball by 50% for 3 weeks.

Q: Your school system has recently undergone budget cuts and therefore off campus trips have been reduced to only one trip per year. Parents are concerned that their students will not be able to work on generalization of skills to community settings. During this budget crisis discuss ways that you can program for generalization within the school setting.

Q: Which behavior may serve to gain a tangible object? a. reading quietly b. banging a pencil c. taking notes d. all of the above

Q: Joe will write in cursive handwriting, 20 fourth grade spelling words from dictation by the resource teacher, with no more than two errors for 3 consecutive weeks.

Q: Discuss the advantages and disadvantages for teaching generalization when students are fully served in general education classroom settings.

Q: Which behavior may serve to gain a teacher's attention? a. reading quietly b. banging a pencil c. taking notes d. all of the above

Q: At Bloom's learning level of analysis, the student should demonstrate the ability to bring parts together resulting in a different, original, or creative whole.

Q: Compare and contrast two strategies for training generalization. Describe how these might be used.

Q: Which of the following is NOT considered a behavior rating scale? a. A-B-C Descriptive Analysis b. Functional Analysis Screening Tool (FAST) c. Motivation Assessment Scale (MAS) d. Problem Behavior Questionnaire (PBQ)

Q: Criterion statements set minimum performance standards for a behavioral objective.

Q: _________ conditioning deals with behaviors that are voluntary rather thanreflexive.a. Operantb. Respondentc. Reflexived. Overactive

Q: List and discuss the contributions put forth by three behaviorists and explain how their contributions furthered the field of behaviorism.

Q: What types of evaluation procedures are most effective for Behavior Support Plans?

Q: How comprehensive should Behavior Support Plans be?

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: An effective written plan provides a format fora. Modifying support procedures in response to ongoing changes in the target individual's behavior and context b. Modifying the attitudes that support providers have towards the person with the problem behaviorsc. Modifying the attitude that the person with the problem behaviors has towards themself d. All of the above

Q: With the Behavior Support Plana. All participants in the plan should read it and see their responsibilitiesb. The person with the problem behavior should read and sign off on the planc. Should be internalized by the support providers so that they can effectively implement the plan d. All of the above