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Education
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
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