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?

Accepted Answer

Functional behavioral assessment (FBA) is designed to identify the reasons behind a student's challenging behavior, focusing on understanding the function or purpose that the behavior serves for the student, rather than merely describing the behavior or prescribing interventions without understanding the underlying causes.

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

Accepted Answer

Stereotypic behaviors are repetitive, invariant behavior patterns with no apparent goal or function, commonly observed in individuals with autism. These include actions like hand flapping, body rocking, repetitive vocalizations, and spinning objects.

Question 3

A behavior's ____________ refers to its appearance or form.
A) topography
B) function
C) aspect
D) semblance

Accepted Answer

Topography refers to the physical form or shape of a behavior, describing what the behavior looks like rather than why it occurs.

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

Accepted Answer

The teacher consulted with Melissa's family to gather insights and ensure the plan would be suitable and effective for Melissa's specific needs.

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.

Accepted Answer

In phase I of compliance training, if the child does not comply with the command within approximately 5 seconds, the teacher's next step is to repeat the command while gently physically guiding the child to perform the task. This approach helps ensure that the child understands what is expected and provides immediate support to help them comply.

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.

Accepted Answer

Functional Behavior Assessment (FBA) involves conducting indirect and direct assessments to gather information about the behavior, formulating hypotheses about the reasons for the behavior, and then developing a behavior intervention plan based on the gathered information.

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

Accepted Answer

Gathering information about the student's behavior and related contextual and environmental variables is typically the first step in the Functional Behavior Assessment (FBA) process. This step involves collecting detailed information to understand the context, triggers, and consequences of the behavior, which is crucial for developing an effective intervention plan.

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

Accepted Answer

D  Receptive language and compliance skill deficits can lead to misunderstandings and non-compliance, resulting in challenging behavior. Deficits in age-appropriate social skills and poor sensory integration can also contribute to difficulties in interacting with others and managing sensory input, leading to challenging behavior.

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

Accepted Answer

Noncompliance refers to situations where an individual does not follow or act according to given instructions or expectations, which fits the description provided.

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

Accepted Answer

Putting a behavior on extinction involves intentionally withholding reinforcement for the targeted challenging behavior. In Melissa's case, this means that the teacher did not provide the usual response or attention that Melissa's screams might have previously elicited, aiming to reduce the frequency of the screams by not reinforcing them.

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

Accepted Answer

Noncontingent reinforcement involves delivering the reinforcer on a fixed-time or variable-time schedule, independent of the learner's behavior, to decrease the occurrence of the challenging behavior by fulfilling the need that the behavior typically meets.

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

Accepted Answer

Teachers often report that managing the challenging behavior of their students with autism in class is one of their most pressing concerns, as it directly impacts the learning environment and the teacher's ability to effectively teach all students.

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

Accepted Answer

Mr. Feldman focused on ensuring Leah's tasks had a clear purpose for her, which was crucial in making the activities meaningful and engaging for her learning process.

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

Accepted Answer

Indirect assessment involves gathering information from those who have observed the student in various settings, rather than observing the student directly. This can include interviews with teachers, parents, and others familiar with the student's behaviors.

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

Accepted Answer

Self-directed aggression is also known as self-injurious behavior, which includes actions where individuals harm themselves intentionally.

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

Accepted Answer

Functional behavioral assessment (FBA) is the specific procedure used to identify the cause or function behind a behavior, typically in educational or clinical settings, to develop effective interventions.

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

Accepted Answer

Extinction in behavior analysis refers to the process of withholding reinforcement for a previously reinforced behavior, aiming to decrease or eliminate the occurrence of that behavior.

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.

Accepted Answer

Mr. Feldman realized he'd forgotten to consider the function of Leah's behavior after talking with his colleague, which is a crucial aspect in understanding and addressing behavioral issues effectively.

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

Accepted Answer

The answer of Order the steps to follow to make...

Question 20

____________ is the potential to cause injury to other people or property.
A) Noncompliance
B) Aggression
C) Stereotyping
D) Topography

Accepted Answer

Aggression is the correct answer because it involves behaviors or actions that can cause harm or injury to others or damage to property.

Quiz 3: Reducing Challenging Behaviors

What question does functional behavioral assessment answer?

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

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

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?

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?

What are the main steps in conducting an FBA?

What is typically the first step in the FBA process?

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

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

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 ____________.

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?

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

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?

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.

Self-directed aggression ____________.

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

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

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

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