Deck 3: Reducing Challenging Behaviors

Question 1

What question does functional behavioral assessment answer?

A) How does the student misbehave?
B) Why does the student engage in that challenging behavior?
C) What does the challenging behavior look like?
D) What medications will efficaciously reduce that challenging behavior?

Answer 1

B

Question 2

____________ behaviors, which are among the core defining features of autism, include flapping hands, body rocking, repetitive vocalizations, and spinning objects.

A) Noncompliant
B) Aggressive
C) Stereotypic
D) Topographic

Answer 2

C

Question 3

A behavior's ____________ refers to its appearance or form.

A) topography
B) function
C) aspect
D) semblance

Answer 3

A

Question 4

In the case study in the text that focuses on reducing Melissa's screams, what did the teacher do before deciding the plan she would implement?

A) researched appropriate reinforcers
B) attended an in-service on extinction
C) observed other professionals working with Melissa
D) consulted with Melissa's family

Question 5

In phase I of compliance training, what is the teacher's next step if the child does not comply with the command within approximately 5 seconds?

A) Remind the child that, once the task is performed, a reward will be given.
B) Move on to phase II, advanced training.
C) Repeat the command while gently physically guiding the child to perform the task.
D) Make sure the child has the necessary skills to carry out the task.

Question 6

What are the main steps in conducting an FBA?

A) Complete functional assessment report, use motivation assessment scale, and create A-B-C recording.
B) Conduct indirect assessment, conduct direct assessment, formulate hypotheses, and develop behavior intervention plan.
C) Conduct indirect assessment, use motivation assessment scale, formulate hypotheses, and create A-B-C recording.
D) Consider changing how a task is done, use motivation assessment scale, and complete functional assessment report.

Question 7

What is typically the first step in the FBA process?

A) Identifying target skills that serve the same function as the challenging behavior
B) Gathering information about the student's behavior and related contextual and environmental variables
C) Determining whether positive or negative reinforcement is more appropriate
D) Teaching the student more suitable and effective ways of communicating

Question 8

What are the two primary skill deficits associated with challenging behavior?

A) receptive language and compliance skill deficits
B) imagination and verbal skill deficits
C) deficits in impulse control and social training
D) deficits in age-appropriate social skills and poor sensory integration

Question 9

A child is ____________ when whatever he/she is doing is not what was expected or asked.

A) noncompliant
B) aggressive
C) stereotyped
D) topographic

Question 10

In the case study in the text that focuses on reducing Melissa's screams, the teacher put screams on extinction. This means that her teacher ____________.

A) taught Melissa the response cost of her screams
B) intentionally withheld reinforcement for the targeted challenging behavior
C) reminded Melissa of the appropriate response every time she screamed
D) placed Melissa in time-out until she stopped screaming

Question 11

If you provide the reinforcer that maintains a student's challenging behavior before the challenging behavior occurs or at regular intervals regardless of the student's behavior, which technique are you using?

A) noncontingent reinforcement
B) negative reinforcement
C) behavior management
D) extinction

Question 12

According to the text, one of the most pressing concerns teachers report is ____________.

A) assessing the severity of students' challenging behaviors
B) achieving meaningful collaboration with families to address challenging behaviors
C) helping parents learn how to manage the challenging behaviors of their students with autism
D) managing the challenging behavior of their students with autism in class

Question 13

In the case study in the text that focuses on Leah learning, after Mr. Feldman formulated hypotheses following indirect and direct assessment, what was his focus as he made changes to Leah's daily schedule?

A) maintaining Leah's on-task behavior for vocational activities
B) ensuring Leah's tasks had a clear purpose for her
C) allocating time to explain the purpose of each activity to Leah
D) providing low-frustration tasks that would hold Leah's attention

Question 14

The process of interviewing people familiar with the student to determine when the student's appropriate and challenging behaviors are most likely to occur and not occur, among other information, is called ____________ assessment.

A) motivation
B) direct
C) observational
D) indirect

Question 15

Self-directed aggression ____________.

A) is seldom seen in all children with autism
B) is also called self-injurious behavior
C) must be immediately reported to the student's parents following every incident
D) should be addressed only after all other students have been removed from the classroom

Question 16

____________ is the procedure used to assess for a behavior's function.

A) Functional relational assessment
B) Root cause analysis
C) Functional behavioral assessment
D) Behavioral learning analysis

Question 17

What technique are you using if you intentionally withhold reinforcement for a targeted challenging behavior?

A) noncontingent reinforcement
B) negative reinforcement
C) behavior management
D) extinction

Question 18

In the case study in the text that focuses on Leah learning, what did Mr. Feldman realize after talking with his colleague?

A) He hadn't tried a variety of reinforcement programs.
B) He'd forgotten to consider the function of Leah's behavior.
C) Leah was noncompliant because she started activities with few problems.
D) He needed to fully document Leah's behavior before intervening.

Question 19

Order the steps to follow to make challenging behaviors that results in escape or avoidance less likely. i. Be sure the student has the skills necessary to complete the task.
Ii) Consider the functionality of the tasks the student is asked to complete.
Iii) Consider changing how a task is done.
Iv) Increase (in some cases) reinforcement during the disliked situations.

A) ii, i, iv, iii
B) iii, ii, iv, i
C) i, ii, iii, iv
D) iv, iii, ii, i

Question 20

____________ is the potential to cause injury to other people or property.

A) Noncompliance
B) Aggression
C) Stereotyping
D) Topography

Question 21

According to the sensory system, what are some alternatives for self-stimulatory behavior?

Question 22

You've determined that the function of Danny's challenging behavior is to avoid a disliked task. How could you reduce Danny's motivation to escape?

Question 23

Name at least four characteristics verbal instructions should have.

Question 24

What are some possible negative effects of persistent challenging behaviors for children with autism?

Question 25

Negative reinforcement is the same as punishment.

Question 26

What is the purpose of compliance training? Explain the three phases. Finally, provide two to three specific examples of when it could be helpful to implement.

Question 27

When administering the type of punishment called response cost, you should not remove all of the student's reinforcers.

Question 28

List the five points a typical FBA is based on.

Question 29

The type of intervention that will be effective is not reliably predicted by the topography of the challenging behavior.

Question 30

When you formulate a hypothesis as part of an FBA, it should address one or more of which areas?