Q&A Hero

Q: People to be interviewed for the functional assessment interview include a. Teachers and other support providersb. Family membersc. The person with the problem behavior d. All of the above

Q: The functional assessment interviewa. Serves to narrow the focus to those events that may be very important for the individual receiving support b. Does not empirically document functional relationshipsc. Helps to identify those variablessettings, events, activitiesthat can be targeted through direct observationand/or systematic manipulation strategies d. All of the above

Q: Are inner states important to consider in the assessment of problem behavior. Why or why not?

Q: What does it mean that behavior occurs in contexts, not in people?

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: Functional assessment is not a value-free technology and this handbook provides which of these value-based assumptions?a. Behavioral support must be conducted with the dignity of the person as a primary concern.b. The objective of functional assessment is not just to define and eliminate undesirable behaviors but to understand the structure and function of those behaviors in order to teach and promote effective alternatives.c. Functional assessment is a process for looking at relationships between behavior and the environment. d. All of the above

Q: Many conditions including allergies, sinus or middle ear infections, premenstrual and menstrual cycle effects, urinary tract infections, toothaches, and chronic constipationa. Will influence what a person is thinkingb. Will require that a physician be a part of the assessment team c. Require a formal diagnosisd. May exacerbate the occurrence of particular behaviors e. None of the above

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: One of the central reasons for conducting a functional assessment is toa. Know what a person is feeling when the problem behavior is occurring b. Know what a person is thinking when the problem behavior is occurringc. Obtain information about when, where, and why problem behaviors occur is extremely valuable in building effective and efficient behavioral supportd. All of the abovee. None of the above

Q: When direct observation information is collected for 10 to 15 instances of the problem behavior, it typically allows observers an opportunity to discover whether a pattern exists that will allow determination of which of the following? a. What problem behaviors happen togetherb. When, where, and with whom are problem behaviors most likelyc. What consequences appear to maintain occurrence of the problem behavior d. All of the above

Q: Many examples of functional assessment interviews and questionnaires can be found in the literature. In most cases, however, they share an emphasis on gaining information about which of the following? a. Which of the problem behaviors are causing concern b. What events or physical conditions that occur significantly earlier in time prior to the problem behavior increase the predictability that the problem behavior will occur c. What events and situations that occur just prior to the problem behaviors reliably predict occurrence of problem behaviors d. Given a specific situation when the problem behavior occurs, what consequences appear to maintain the problem behavior e. All of the above

Q: If we consider problem behaviors as occurring in contexts, it becomes logical to a. Change the behavior of the personb. Change the contextc. Determine reinforcement schedules for the persond. Determine what the person is thinking about the situation e. All of the abovef. None of the above

Q: The three approaches for functional assessment area. Informant methods, direct observation, and functional analysis b. Testing, direct observation, and functional analysisc. Listening, direct observation, and functional analysis 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

Q: One of the goals of a good functional assessment is to a. Provide a clear diagnosis of the individualb. Provide insight into the person's feelingsc. Analyze what the person is thinkingd. Bring clarity and understanding to otherwise chaotic and confusing situations e. None of the above

Q: The individuals who exhibit problem behaviors may a. Be labeled as having a disabilityb. Have no disability label c. Be extremely intelligent d. All 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: Functional assessment is a process fora. Figuring out what is going on in a specific situationb. Redesigning environments so they "work" for people c. Deciding what will be best in a given situationd. None of the above

Q: Functional assessment is not like a medical diagnosis becausea. Medical issues are not that important in analyzing problem behavior b. Different types of jargon are usedc. The information from a functional assessment does not allow a simple match of a problem behavior with a prepackaged clinical interventiond. None of the above

Q: Understanding the consequences that maintain problem behaviors isa. Important in determining what will be successful with that individual b. To control what the person doesc. An essential element of a functional assessmentd. Important but not the key element of a functional assessment

Q: The purpose of a functional assessment is toa. Gain information that will improve the effectiveness and efficiency of behavioral interventions b. Provide a standardized assessment that can be used in a reportc. Make decisions about the individuald. Decide what the person's primary diagnosis should be

Q: Functional assessment is a process of understandinga. The inner states of a person that tells us why they act the way that they dob. The physiological and environmental factors that contribute to a person's problem behaviors c. The skills that represent a functional curriculum for that individuald. What motivates individuals

Q: Functional assessment is the general label used to describe a set of processes for a. An assessment of a student or individualb. Deciding what to do about a problem behaviorc. Determining what skills a person need to be successfuld. Defining the events in an environment that reliably predict and maintain problem behaviors

Q: Key components to systems change are a. Time, commitment to long-term goal, continuous program evaluation b. Sufficient personnel and financial resources and a detailed strategic plan c. Transparency, buy-in from majority of stake-holders, and program evaluation d. None of the above

Q: What is a critical component to sustainability? a. Multi-tiered Systems of Support b. Developing an effective SST (Student Support Team) c. The 9 Leadership characteristics defined by Porras and Hoffer (1986) d. Reassess student and implementation fidelity outcomes continuously over time

Q: When planners and implementers are willing to change their practices and remain committed to the short and long term goals and the change process then the reform has been a. Evaluated b. Institutionalized c. Innovated d. In a continuous improvement cycle

Q: The installation and initial implementation phase emphasizes a. Developing a strategic follow-up plan b. Needs assessment, resource mapping and reallocation of resources c. Defining the essential features of the change d. Ensuring sufficient infrastructure stability for the innovation

Q: Select the best vision statement a. Improve reading test scores by 5 points across each grade level b. Respect for all students, staff, and community c. Creating a school environment that is safe supportive, and promotes academic excellence for all d. All of the above

Q: ________ identifies the skills and materials that exist within the school to promote the targeted change. a. Treatment fidelity b. Implementation science c. Resource mapping d. Professional development

Q: The system change phase that is characterized by data collection is when stakeholder are a. Determining a need or identifying a problem b. Determining long term visions c. Determining alternative practices d. Institutionalization

Q: According to the Noell et al. study, the consultation activity that led to the most treatment integrity was a. Weekly meetings to discuss student progress b. Stressing the personal and social significance of the intervention to the students' lives c. Involving the student's parents d. Providing teachers with performance feedback and discussing their student's progress

Q: Coaching is a. Developing skills and assessing treatment integrity b. Working with individual or small group of educators c. Providing performance feedback to teachers d. All of the above

Q: Professional development occurs a. For at least 8 weeks b. For at least a year c. For any length of time d. None of the above

Q: Effective professional development technology programs include a. The Incredible Years Teacher Classroom Management (IY TCM) b. Connected Educator Month (CED) and Iris Center (hosted by Vanderbilt University) c. What Work Clearinghouse database d. The United States Department of Education Common Core State Standards' Website

Q: PEP and PIP are a. Feedback loops to inform policy and practice b. A common organizational infrastructure c. Typical of school-based oversight d. Generally very easy to implement with little technical assistance

Q: Illback and Pennington (2008) describe "adept systems" as a. Open to all embracing a wide range of initiatives and responding to any problem that arises b. Being more rigid and take a wait-and-see approach to suggested initiatives or problems that arise c. Making small, frequent and targeted adjustments d. All of the above

Q: Implementation science is/are a. Interventions that are tested and found to produce excellent outcomes in student performance b. Continuous improvements in schools made through data-based decision making c. A team of researchers who confront or reflect on issues related to academic or behavior needs of the school d. The study of conditions that lead to successful implementation of an evidence based practice in a typical school

Q: __________________ produces a score for each teacher based on his students' increase or decrease in test scores relative to those same students' prior year results. a. Teachers' evaluations at high poverty, high performing b. Value added modeling c. Treatment integrity d. Annual yearly progress (AYP)

Q: __________ for learning is more predictive of academic achievement than family socio economic status. a. Teacher-student bond b. Consultant-consultee relationships c. Parental support d. Community support

Q: School reform, such as implementing Safe and Civil Schools, is unlikely to occur unless a. The state mandates the reform and provides sufficient technical assistance b. The district office and local school have re-written the policies to support the new program c. The administrator and at least 80% of the staff buy-into the program. d. Parents and the community are consulted ahead of time

Q: Increasing student performance by encouraging them to be more willing to take academic risks is likely the result of a. Improving the safety of the school b. Fostering psychological bonds between students and educators c. Providing targeted interventions d. Eliminating policies and practices that manufacture low achievement

Q: Reeves (2003) defined high poverty, high-performing schools (HP2) or 90/90/90 schools as a. Schools with 90% fewer students for special education services, retain 90% fewer students, and have a 90% decrease in disciplinary office referrals. b. Schools that have a student body in which 90% are poor, 90% are minority and 90% meet or exceed academic standards c. Schools that have 90% of teachers engaged in 90% of the reform practices 90% of the time. d. Schools that have 90% of their special education students included in general education programs 90% of the day for at least 90 days

Q: The Effective Schools Movement studies schools that a. Perform well on state-wide tests of students b. Have sustained systems-reform for more than five years c. Have lower than average dropout rates d. Produce positive student outcomes with economically poor students

Q: The awkward stage in the Fixsen et al. stages of implementation is a. Exploration b. Installation c. Initial implementation d. All of the above

Q: The State Implementation and Scaling-up of Evidence-based Practices focuses on a. Providing technical assistance to initiate and sustain reform b. Improving student test scores and AYP c. Developing new state law to redefine learning disabilities from an RtI model d. All of the above

Q: The Common Core Standards are designed for what purpose? a. To have clear expectations of what students are expected to learn and the skills needed to be successful in college and the workforce. b. Standards that require a deep understanding of academic content, as demonstrated through application of the knowledge and skills in real world context. c. None of the above. d. A and B

Q: Kratochwill, Volpiansky, Clements, and Ball (2007) define systems change as a complex interaction between which two variables: a. Home and school communities b. Teachers and administration c. Micro (individual) and macro (systematic) factors d. Consultants and consultees

Q: Describe person-family centered planning.

Q: Describe Crane and Mooney's (2005) fours steps to the community resources mapping process.

Q: Provide an example of a measurable postsecondary goal and a measurable annual goal.

Q: Describe the difference between a postsecondary goal and an annual goal.

Q: Describe the barriers to parental participation in transition planning for culturally and linguistically diverse families.

Q: Define self-determination, and discuss ways in which self-determination skills can be taught.

Q: Describe the legal mandates concerning transition planning under IDEA 2004.

Q: Describe the key factors influencing transition outcomes for students with disabilities.

Q: Describe the five components of the transition planning process.

Q: Describe the purpose of transition planning, and the decisions that are made through this process.

Q: Person-centered transition planning emphasizes thinking about transitions into adulthood from the perspectives of persons with disabilities, their parents, and their families.

Q: Community resource mapping is a strategy that focuses on what communities have to offer by identifying assets and resources that can be used for building a system of support.

Q: Despite transition supports and services, students with disabilities, as a group, continue to experience poorer postsecondary outcomes compared to individuals without disabilities.

Q: A postsecondary goal reflects a young adult's aspirations for life after completing high school.

Q: The purpose of transition assessment is to determine the student's present level of performance.

Q: There are two distinct components to the transition planning processtransition assessment and determination of transition services.

Q: Self-determination has been found to be associated with many positive outcomes, including more positive academic achievement and employment experiences.

Q: Family-centered transition planning provides the opportunity for the student to learn and practice self-advocacy and self-determination.

Q: The increased focus on satisfying legal requirements may lead professionals to find ways of exploiting technicalities, and loopholesleading to less meaningful transition plans.

Q: Parental expectations appear to have a profound effect on students' postsecondary outcomes.

Q: White youth with disabilities are less likely to be employed than peers from minority ethnic peers.

Q: Males with disabilities generally experience less favorable postsecondary outcomes than females with disabilities do.

Q: Indicator 13 concerns itself with the outcomes that youth with disabilities achieve once they exit high school.

Q: The most recent reauthorization of IDEA requires transition planning to begin no later than the first IEP to be in effect when the child turns 16, or younger if determined suitable by the IEP Team.

Q: The purpose of transition planning is to provide young people with the services and supports they need to move successfully into adult life.

Q: Person-family centered planning emphasizes thinking about the transition process from the perspective of a. The student b. The student's parents c. The student's family d. All of the above

Q: _______________ planning is a broadly defined practice philosophy in which families and service providers work in partnership, and supports and services coincide with the changing needs and priorities of the family. a. Person-centered b. Student-family centered c. Family-centered d. Person-family centered

Q: Community resource mapping involves a. Pre-mapping, mapping, taking action, and maintaining b. Pre-mapping, taking action, maintaining, and evaluating c. Mapping, taking action, maintaining, and evaluating d. Mapping, taking action, and maintaining

Q: The following is an example of a measurable, postsecondary goal a. Jessica will learn to cook. b. John will graduate high school with good grades. c. After graduation, Jose will enroll in a cosmetology course at Kim's Beauty School. d. None of the above

Q: An annual goal is typically _______, while a postsecondary goal is typically _______. a. Long term; short term b. Unattainable; attainable c. Short term; long term d. Attainable; unattainable

Q: The present levels of academic achievement and functional performance includes a. A summary of the student's academic achievement and performance b. Strengths of the student and areas of growth c. A copy of the student's disciplinary file d. A and B e. All of the above

Q: All of the following are barriers to parental participation in transition planning for culturally and linguistically diverse families EXCEPT: a. Lack of interest in transition planning process b. Divergent goals c. Lack of parental knowledge about their rights and the transition procedures d. Logistical barriers