Deck 9: Functional and Curriculum-Based Assessment

Question 1

The basic question of a Functional Behavioral Assessment is "What purpose does this behavior serve for the student?"

Answer 1

True

Question 2

Which statement(s) about CBA probes is/are most accurate?

A) Are most often teacher made
B) Based upon classroom curriculum and classroom materials
C) Communicate to teachers what students can and can not do.
D) All of the above
True/False

Answer 2

D

Question 3

Functional Assessment seeks to determine what antecedent events might be setting the stage for a student's disruptiveness.

Answer 3

True

Question 4

When do distant setting events occur?

A) Before school starts or on the way to school
B) After school and on the way home
C) During recess period outside the school
D) During school hours

Question 5

Which statement below is not one of the steps for conducting a Functional Assessment according to the text?

A) Collect data on the environment
B) Collect data on the student's IQ
C) Define the problem behavior
D) Hypothesize the function of the behavior

Question 6

A ninth grader can have the same mathematics entering skills as a twelfth grader.

Question 7

Which statement about Functional Behavioral Assessment is most accurate? FBA:

A) Is used to describe the function a behavior plays for a student.
B) Looks at the antecedents to a student's behavior.
C) Helps a teacher determine why a student behaves the way he/she does.
D) All of the above.

Question 8

How does a Present Performance Level or PPL vary from student to student and subject to subject?

Question 9

A student's PPL or Present Performance Level:

A) Should be measured once per year.
B) Represents the student's mastery level of the assessed subject area.
C) Defines the student's current classroom behavior.
D) Does not change from subject to subject.

Question 10

A good teacher should be able to predict a student's Present Performance Level based upon the student's age, grade level and IQ.

Question 11

With a Functional Behavioral Assessment, it is not important to define the problem behavior and study the conditions under which it typically occurs.

Question 12

What is a student's Present Performance Level or PPL?

Question 13

According to Gresham, et al. (2001), ALL BUT WHICH of the following could be considered the "function" or purpose of a behavior?

A) External stimulation
B) Social attention
C) Escape or avoidance
D) Access to something

Question 14

Students with learning disabilities within the same grade level usually have different entering skills in various subject areas.

Question 15

What students find reinforcing or punishing is universal.

Question 16

Curriculum Based Assessment should be used only with students with disabilities.
Short Answer

Question 17

Behaviors become "Instrumental" when they:

A) Make disruptive sounds.
B) Produce identifiable consequences.
C) Have harsh consequences.
D) Follow identified antecedents.

Question 18

Identifying the "setting events" around a behavior is related to a behavior's:

A) Consequences.
B) Antecedents.
C) Frequency.
D) Intensity.

Question 19

A Curriculum Based Assessment or CBA:

A) Is an annual exam given by school districts to assess learning.
B) Is a standardized tool used to assess classroom learning.
C) Helps a teacher compare the different abilities of her students.
D) Is a strategy to match the students' abilities with the classroom curriculum.

Question 20

Proximate setting events include ALL BUT WHICH of the following?

A) Time of the day
B) Day of the week
C) People within the environment
D) Student's age

Question 21

What role do consequences play in regard to a student's disruptive behavior? How may a teacher respond to a student who is doing all the right things in a classroom, but receiving little or no attention for being a "good" student? How may this influence the student's future behavior?

Question 22

For each of the 3 scenarios below, identify the antecedents, target behavior and consequences of each:
a. When John is part of a large group and is getting little attention from his teacher, he is most likely to yell an obscenity in order to have his teacher remind him that obscenities are not nice.
b. When Mary has difficulty with her reading assignment, she closes her book and puts her head on her desk in order to avoid having to complete her work. Seeing Mary with her head down, the teacher chooses not to call on her.
c. When Paul is with Mr. Smith in language arts, he is always ready with an answer to a comprehension question and always willing to read a passage from an assigned chapter. Mr. Smith calls on Paul often.

Question 23

Why does the author encourage teachers not to look at a student's behavior as "inappropriate" or "maladaptive," but as a behavior that needs to be changed?

Question 24

What is meant by the term "No Fault Approach" to teaching and learning?

Question 25

Define the terms "Inter-student variability" and "Intra-student variability."

Question 26

According to this chapter, what is the value of student errors?

Question 27

What is meant by the term "Curriculum Mismatch?"

Question 28

In regards to a student's behavior, what is the difference between proximate setting events and distant setting events? Give examples of each.

Question 29

What information can a teacher collect by interviewing a student about his/her problem behavior?