Q&A Hero

Q: Although every effort will be made to develop proactive procedures that decrease the likelihood of problem behaviors, family and staff should assumea. That a well-designed behavior support plan will be effectiveb. That any problem behaviors observed in an individual in the past will occur in the future c. Both of the aboved. Neither 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: An effective behavior support plan describes in detail how to respond when a. The person's thinking is offb. The staff are not doing what they should be doing c. The most dangerous and difficult behaviors occur 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 length of the Behavior Support Plan should a. Be long so that it is thoroughb. Be of an appropriate length so that all relevant elements are covered in the plan c. Be short so that people will read and understand itd. None of the above

Q: The section of the behavior support plan that defines monitoring and evaluation procedures should indicate a. The system that will be used for collecting datab. The process for data reviewc. How often and by whom the data will be reviewed d. All of the abovee. None of the above

Q: In most cases, the Behavior Support Plan will include a. Setting event strategiesb. Immediate predictor strategies c. Teaching strategiesd. Consequence strategies e. 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: It is important that behavior support plans include the summary statements derived from the functional assessment becausea. Summary statements increase consistency in plan implementationb. Recording the summary statements in the behavior support plan helps ensure that all procedural elements of the plan are conceptually consistent with the information obtained from the functional assessmentc. Both of the aboved. Neither of the above

Q: The operational definitions should be clear enough that a person reading the plana. Can identify what the person is thinking about when they engage in problem behaviors b. Can identify the inner states of the individualc. Can identify instances and non-instances of each problem behavior d. All of the abovee. None of the above

Q: A behavior support plan should include clear descriptions a. Of problem behaviorsb. Of the inner states of the individualc. Of how to think about the problem behavior d. All of the abovee. None of the above

Q: A good behavior support plan should include the following key features a. Operational description of the problem behaviorsb. Summary statements resulting from a functional assessmentc. Descriptions of (a) typical routines and (b) most difficult problem situations d. Monitoring and evaluation plane. 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: An effective written plan provides a format fora. Modifying the thought patterns of the individual with problem behaviorb. Modifying support procedures in response to ongoing changes in the target individual's behavior and context c. Modifying the inner states within the individual that need to be changedd. All of the above

Q: An effective written plan provides a clear strategy for a. Monitoring progressb. Monitoring the thought patterns of the individual with problem behaviorc. Monitoring of the inner states within the individual that need to be changed d. All of the above

Q: Written behavior support plans serve functions ofa. Being professional documents that demonstrate a coherent, rational plan of supportb. Being formats for clearly defining exactly what will be done to reduce problem behaviors c. Providing assumptions behind a pland. All of the above

Q: The competing behavior model provides the blueprint for a. The formal behavior planb. The implementation of that plan c. Both of the aboved. Neither of the above

Q: Should behavior support plans focus on building positive skills or decreasing problem behaviors?

Q: What components should be built into behavior support plans so that they are effective?

Q: A common mistake in building behavior support plans is to a. Focusing on changes in immediate antecedent eventsb. Diagramming the competing behavior model, and review the logic and structure of the model c. To begin with the consequences for the problem behaviord. None of the above

Q: Which of the following questions is helpful in identifying clearly the behaviors or behavior paths that will be in competition with the problem behavior?a. Given that the setting and antecedent (predictor) events have occurred, what is the appropriate behavior you would like the person to perform in that situation?b. Given that the thought patterns that have occurred, what is the appropriate thought pattern you would like the person to perform in that situation?c. Given how the person is feeling in that difficult setting how could you best change their feelings so that they behave better in that situation?d. All of the above

Q: A fundamental rule of effective behavioral support is that you should not propose to reduce a problem behavior without alsoa. Identifying the alternative theories of behavior that could be applied in this specific situation b. Identifying the alternative thought patterns that the person should engage inc. Completing a formal diagnosisd. Identifying the alternative, desired behaviors the person should perform instead of the problem behavior e. None of the above

Q: If the problem behavior produces a more powerful reinforcer than the desired behavior, an effective strategy would be toa. Increase the reinforcer value associated with engaging in the desired behavior b. Decrease the reinforcer value for engaging in the problem behaviorc. Both of the aboved. Neither of the above

Q: In a very large number of situations, the key to effective reduction of problem behaviors is a. Effective use of standardized assessments to understand the person's functioning level b. Effective instruction of new behaviorsc. Effective understanding of what the person is thinking and putting that information to direct use in the applied situationd. 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: The competing behavior model is useful for which of the following reasons?a. It increases the link between intervention procedures and functional assessment results.b. It increases the fit between the values, skills, resources, and routines of the people who will carry out the plan and the procedures that will be employed.c. It increases the logical coherence among the different procedures that could be used in a multi-element plan of support.d. It increases the fidelity with which the plan is ultimately implemented. e. All of the above

Q: If we expect plans of behavior support to change the behavior of families and staff, the procedures need to a. Fit the natural routines of the settingb. Be consistent with the "values" of the people in the settingc. Be matched to the skills of the people who will carry out the procedures d. All of the abovee. None of the above

Q: The goal of the support plan is toa. Design a plan that will be both effective and possible to implement b. Be the perfect plan for that behavior and situationc. Describe how to change the thought processes of the person with the problem behavior within the external stimuli that is controlling the problem behaviord. All of the above

Q: Extinction involvesa. Having staff stop doing what they have been doingb. Systematically withholding or preventing access to a reinforcing outcome that previously was delivered c. Changing the function that the behaviors served. All of the above

Q: In most cases, plans of behavioral support will be technically sound if they make the problem behaviors a. Irrelevantb. Inefficient c. Ineffectived. All of the abovee. None of the above

Q: Which are examples of such principles that should serve as the technical foundation of any plan of behavioral support?a. Stimulus control b. Reinforcement c. Punishmentd. All of the abovee. None of the above

Q: Behavior plans must indicate not only what a person should not do; they should also indicate a. What the idiosyncratic influences are on the problem behaviorb. How to control the inner states of the individual c. How to think about the problem behaviord. What the individual should do e. None of the above

Q: A second strategy that has proven useful to improve the link between functional assessment outcomes and behavior support plan design isa. To understand what the person is thinking when they are engaging in the problem behaviorb. To build a "model" of the functional assessment summary statement and define how the model must be changed to ensure that appropriate behaviors will "compete" successfully with problem behaviorsc. To understand what the person is thinking when they are engaging in the problem behavior d. All of the above

Q: A strategy that has proven useful to improve the link between functional assessment outcomes and behavior support plan design isa. To consider the influence that the person's ego is having on their behaviorb. To understand what the person is thinking when they are engaging in the problem behaviorc. To ensure that the summary statements from the functional assessment are listed in the behavior support plan d. All of the abovee. None of the above

Q: The behavior support plan may involvea. Changes we will make in the physical setting b. Changes in curriculumc. Changes in schedule d. All of the above

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: Which themes are important in the design of behavioral support plans?a. The plan should indicate how staff, family, or support personnel will change and not just focus on how the person of concern will change.b. The plan should be directly based on the functional assessment information.c. The plan should be a good fit with the values, resources, and skills of the people responsible for implementation.d. All of the above

Q: Functional assessment should always strive toa. Narrow the focus to understanding what the individual is thinking when they engage in problem behavior b. Document functional relationships between inner states and problem behaviorc. Make sure there is a logical connection between the gathering of assessment information and the development of behavior support plansd. All of the above

Q: How do you best link the function to the intervention?

Q: Should interventions be based upon function or topography?

Q: For Hiraru, a potential positive intervention based upon function of the behavior would be to a. Change how the teacher is teachingb. Have Hiraru think before actingc. Teach a self-management strategy for limited question asking d. None of the above

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: For Najib, a potential positive interventions based upon function of the behavior would be to a. Punish (decrease) the aggressive behaviorsb. Teach him how to think differently in these difficult situations c. Teach him how to ask for help when directions are not clear d. None of the above

Q: Najib becomes aggressive towards others when he doesn"t understand teacher directions (escape behavior). The topography of the behavior is a. Escape behaviorb. Aggressionc. Both of the aboved. Neither 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: 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: Knowing the function of problem behavior allows teachers, family, and others to a. Teach the person to think differently in difficult situationsb. Teach appropriate skills and behaviors that can serve the same function as problem behavior, and thereby work as replacement behaviorc. Increase the person's selfesteem instead of engaging in the problem behaviord. All 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 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 behaviora. Is the same as the function of the behaviorb. Is different from the function of the behavior c. Changes the function that the behaviors serve d. All of the above

Q: An example of topography of behavior is a. Kickingb. Hittingc. Running out of the room d. All of the abovee. None 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 selection of an intervention is not linked to the function of problem behavior, it is a. More likely to be ineffectiveb. May make the problem worse c. Both of the aboved. Neither of the above

Q: When the intervention is based on the function of the undesirable behavior, consequence interventions may be used to a. Both weaken the negative thought processes for problem behavior and strengthen the positive thought processes for desired alternative and replacement behaviors b. Both weaken the maintaining consequences for problem behavior and strengthen the consequences for desired alternative and replacement behaviors c. Both weaken the unbalanced inner states for problem behavior and strengthen the positive balanced inner states for desired alternative and replacement behaviors d. All of the above

Q: Teaching strategies may be implemented to replace undesirable behaviors with more a. Adaptive alternative behaviorsb. Better thought processes when they are upset c. Better equilibrium of their inner statesd. All of the abovee. None of the above

Q: Proactive and preventative interventions may focus on a. Setting eventsb. Antecedentsc. Both of the aboved. Neither of the above

Q: Too often people providing behavioral support conduct an FBA and thena. Move on to implementing interventions without linking their interventions to the function of the problem behaviors they are attempting to eliminateb. Move on to implementing interventions without linking their interventions to the thought patterns of the person c. Move on to implementing interventions without linking their interventions to the inner states of the persond. All 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: 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: Are there functions of behavior besides to obtain or to avoid/escape?

Q: Why is it important to know where and when problem behaviors are NOT occurring?

Q: Important considerations and guidelines concerning functional analysis procedures involve a. Identifying specific features to assessb. Determining and justifying the level of risk c. Controlling relevant variablesd. All of the above

Q: A reversal design (ABAB) involvesa. Gathering data during an initial or baseline (A) phase when the variable of interest is not presentb. Conducting a second treatment or manipulation (B) phase in which the event or situation of interest is present c. Repeating the alternation of these baseline and manipulation conditions to establish a clear pattern showing therelationship between the variable manipulation and changes in levels or rates of problem behaviors 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: Functional analysis may involvea. Manipulation of structural or antecedent eventsb. Manipulation of consequences for the problem behaviors c. Both of the aboved. Neither 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: Functional analysis is designed specifically toa. Use standardized assessments to understand the person's functioning levelb. Determine what the person's disability label isc. Test hypotheses regarding variables or events most strongly related to the occurrence of problem behaviors d. All of the abovee. None of the above

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: Guidelines for using the Functional Assessment Observation Form include which of the following? a. Keep it simple. b. Collect data across as many settings and as much time per day as possible. c. Observation data should be collected until clear patterns have emerged with regard to relationships between behaviors and environmental situations and events, and statements regarding the potential functions of behaviors have been confirmed or unconfirmed. d. All of the above e. None of the above

Q: It is important to collect information from the person performing the problem behavior because a. They can state preferences for activities or itemsb. They describe their inner state at the time of the problem behavior c. They describe their thought processesd. All of the above

Q: Summary statements describea. A situation in which problem behaviors occur b. The behaviors that are occurringc. The function the behaviors serve d. All of the above

Q: Reinforcers may be a. Activitiesb. Objects c. Foodsd. Peoplee. All of the abovef. None of the above

Q: The efficiency of the undesirable behaviors refers toa. How quickly the person engages in the problem behavior when presented with a difficult task b. The disability label of the personc. How much the person understands the situationd. That the person engages in the problem behaviors simply because they are the more efficient way to achieve an outcome

Q: Problem behaviors may serve what types of function?a. To clarify idiosyncratic influences b. To calm inner statesc. To obtain something undesirable d. To obtain something desirablee. None 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: 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: What is NOT an outcome of a functional assessment interview?a. Understanding of how the person is feeling when they are engaging in the problem behaviorb. Identification of general and more immediate physical and environmental factors that predict the occurrence and nonoccurrence of the problem behaviorsc. Identification of the potential functions of the behaviors in relation to the outcomes or consequences that are maintaining themd. Development of summary statements describing relationships among situations, behaviors, and their functions