Q&A Hero

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

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