Question 1

Describe the reason for answering the following questions during a behavioral assessment: who?, what, when?, where?, and how?

Accepted Answer

During a behavioral assessment, it is important to ask the questions of who, what, when, where, and how in order to gather comprehensive information about the individual's behavior.

- Who: By understanding who is involved in the behavior, whether it is the individual themselves, others around them, or specific individuals, it helps to identify any patterns or triggers related to the behavior.

- What: Understanding what specific behaviors are being exhibited allows for a clear understanding of the problem or issue at hand. It helps to identify the nature of the behavior and its potential impact.

- When: Knowing when the behavior occurs can provide insight into any potential triggers or patterns. It helps to identify if the behavior is situational or if there are specific times or events that may be influencing it.

- Where: Understanding where the behavior takes place can provide context and help identify any environmental factors that may be contributing to the behavior.

- How: Understanding how the behavior is being exhibited can provide insight into the individual's coping mechanisms, communication style, and potential underlying issues.

By asking these questions during a behavioral assessment, it allows for a thorough understanding of the behavior and helps to inform the development of an effective intervention or treatment plan.

Question 2

Is it appropriate to have a child participate in self-monitoring?

Accepted Answer

A) No, they are not responsible enough to record their own behavior. 
B) No, because they will not take it seriously. 
C) Yes, because they need to see how often they do the behavior. 
D) Yes, because they have to see how many times they are bad, before you can change the behavior. 
A) No, they are not responsible enough to record their own behavior. 
B) No, because they will not take it seriously. 
C) Yes, because they need to see how often they do the behavior. 
D) Yes, because they have to see how many times they are bad, before you can change the behavior. C

Question 3

Watson and Watson (2009)defined the dimensions of behavior measured in behavioral assessment. List, define, and give an example of each dimension.

Accepted Answer

The dimensions of behavior measured in behavioral assessment, as defined by Watson and Watson (2009), are as follows:

1. Frequency: This dimension refers to how often a behavior occurs within a specific time frame. For example, a child may engage in tantrums three times a day.

2. Duration: This dimension measures the length of time a behavior lasts. For instance, a student may exhibit off-task behavior for 15 minutes during a 45-minute class.

3. Intensity: Intensity refers to the strength or force of a behavior. An example of intensity is a person yelling loudly during a disagreement.

4. Latency: This dimension measures the time it takes for a behavior to occur after a specific event or cue. For example, the latency of a student raising their hand after the teacher asks a question.

5. Topography: Topography refers to the physical form or shape of a behavior. For instance, the topography of a behavior could be the specific movements involved in hand-flapping.

These dimensions provide a comprehensive framework for assessing and understanding behavior in various contexts.

Question 4

What is self-monitoring?

Accepted Answer

A) Recording one's own behavior 
B) Recording another's behavior 
C) Having your own behavior recorded by another 
D) Journaling how the counseling session met your goals 
A) Recording one's own behavior 
B) Recording another's behavior 
C) Having your own behavior recorded by another 
D) Journaling how the counseling session met your goals

Question 5

What is the difference between whole-time interval sampling and partial-time interval sampling?

Accepted Answer

A) Whole-time means the client is observed the whole-time. 
B) Partial-time means the client is watched the whole time but the observer only records behaviors part of the time. 
C) Whole-time means that the client demonstrated the behavior the whole time. ​ 
D) Partial-time means that the behavior in intermittent and not observed regularly. 
A) Whole-time means the client is observed the whole-time. 
B) Partial-time means the client is watched the whole time but the observer only records behaviors part of the time. 
C) Whole-time means that the client demonstrated the behavior the whole time. ​ 
D) Partial-time means that the behavior in intermittent and not observed regularly.

Question 6

Interval recording allows the observer to focus on a specific amount of time and document:

Accepted Answer

A) the location of the client. 
B) the presence or absence of a behavior. 
C) the length of time a behavior occurs. 
D) the intensity of the behavior. 
A) the location of the client. 
B) the presence or absence of a behavior. 
C) the length of time a behavior occurs. 
D) the intensity of the behavior.

Question 7

A client is having trouble sleeping. You ask them to record what they do from the end of dinner until they lay down in the bed. This is an example of:

Accepted Answer

A) anecdotal records. 
B) time samplings. 
C) event recordings. 
D) ratings. 
A) anecdotal records. 
B) time samplings. 
C) event recordings. 
D) ratings.

Question 8

Because rating recordings utilize a rating scale:

Accepted Answer

A) there is interrater reliability. 
B) there is subjectivity. 
C) there is specialized training required. 
D) there is only one way to collect the information. 
A) there is interrater reliability. 
B) there is subjectivity. 
C) there is specialized training required. 
D) there is only one way to collect the information.

Question 9

Narrative recordings are also called:

Accepted Answer

A) anecdotal records. 
B) time samplings. 
C) event recordings. 
D) ratings. 
A) anecdotal records. 
B) time samplings. 
C) event recordings. 
D) ratings.

Question 10

You have asked your client to record what they eat for the next 72 hours. When the client returns to the next counseling session, it looks like the client copied a menu out of a diet magazine. This is an example of:

Accepted Answer

A) stress. 
B) self-monitoring. 
C) reactivity. 
D) behavior assessment. 
A) stress. 
B) self-monitoring. 
C) reactivity. 
D) behavior assessment.

Question 11

During the observation, you decide that the target behavior is really no big deal. This error is called:

Accepted Answer

A) observer bias. 
B) observer drift. 
C) observer fatigue. 
D) observer stress. 
A) observer bias. 
B) observer drift. 
C) observer fatigue. 
D) observer stress.

Question 12

Design a form to be used during an event recording. Discuss why you have included each component.

Accepted Answer

The form for event recording should incl

Question 13

Which of the following are not measured when completing a behavior assessment?

Accepted Answer

A) Rate 
B) Intensity 
C) Duration 
D) Aptitude 
A) Rate 
B) Intensity 
C) Duration 
D) Aptitude

Question 14

The "what?" of a behavioral assessment focuses on:

Accepted Answer

A) direct observation. 
B) the target behavior. 
C) the environment. 
D) client's self-report. 
A) direct observation. 
B) the target behavior. 
C) the environment. 
D) client's self-report.

Question 15

Why does an observer need to be aware of reactivity?

Accepted Answer

A) Because a client may change their behavior as a result of being observed 
B) Because a client may deny a behavior occurred 
C) Because a client needs proof that there is a problem 
D) Because reactions are a requirement of an observation report 
A) Because a client may change their behavior as a result of being observed 
B) Because a client may deny a behavior occurred 
C) Because a client needs proof that there is a problem 
D) Because reactions are a requirement of an observation report

Question 16

When the target behavior is not clearly defined and the counselor responds to an extraneous factor, which systematic error is likely to occur?

Accepted Answer

A) Observer bias 
B) Observer drift 
C) Observer fatigue 
D) Observer stress 
A) Observer bias 
B) Observer drift 
C) Observer fatigue 
D) Observer stress

Question 17

Besides frequency of a behavior, what else can an event recording measure?

Accepted Answer

A) The duration of the behavior 
B) The intensity of the behavior 
C) The rate of the behavior 
D) The latency of the behavior 
A) The duration of the behavior 
B) The intensity of the behavior 
C) The rate of the behavior 
D) The latency of the behavior

Question 18

The Semistructured Clinical Interview of Children & Adolescents (SCICA)asks open-ended questions that cover all of the following activities except:

Accepted Answer

A) peer relations. 
B) emotions. 
C) parent/teacher-reported problems. 
D) cultural identity. 
A) peer relations. 
B) emotions. 
C) parent/teacher-reported problems. 
D) cultural identity.

Question 19

Which scale was added to the Child Behavior Checklist/1 ½-5 in 2010?

Accepted Answer

A) Internalizing scale 
B) Externalizing scale 
C) Total Problem scale 
D) Stress Problems scale 
A) Internalizing scale 
B) Externalizing scale 
C) Total Problem scale 
D) Stress Problems scale

Question 20

The most commonly used instrument from the Achenbach System of Empirically Based Assessments is:

Accepted Answer

A) the Child Behavior Checklist/1 ½ to 5. 
B) the Child Behavior Checklist System/6-18. 
C) the Adult Behavior Checklist/19-59. 
D) the Older Adult Behavior Checklist/60-90+. 
A) the Child Behavior Checklist/1 ½ to 5. 
B) the Child Behavior Checklist System/6-18. 
C) the Adult Behavior Checklist/19-59. 
D) the Older Adult Behavior Checklist/60-90+.

Describe the reason for answering the following questions during a behavioral assessment: who?, what, when?, where?, and how?

Is it appropriate to have a child participate in self-monitoring?

Watson and Watson (2009)defined the dimensions of behavior measured in behavioral assessment. List, define, and give an example of each dimension.

What is self-monitoring?

What is the difference between whole-time interval sampling and partial-time interval sampling?

Interval recording allows the observer to focus on a specific amount of time and document:

A client is having trouble sleeping. You ask them to record what they do from the end of dinner until they lay down in the bed. This is an example of:

Because rating recordings utilize a rating scale:

Narrative recordings are also called:

You have asked your client to record what they eat for the next 72 hours. When the client returns to the next counseling session, it looks like the client copied a menu out of a diet magazine. This is an example of:

During the observation, you decide that the target behavior is really no big deal. This error is called:

Design a form to be used during an event recording. Discuss why you have included each component.

Which of the following are not measured when completing a behavior assessment?

The "what?" of a behavioral assessment focuses on:

Why does an observer need to be aware of reactivity?

When the target behavior is not clearly defined and the counselor responds to an extraneous factor, which systematic error is likely to occur?

Besides frequency of a behavior, what else can an event recording measure?

The Semistructured Clinical Interview of Children & Adolescents (SCICA)asks open-ended questions that cover all of the following activities except:

Which scale was added to the Child Behavior Checklist/1 ½-5 in 2010?

The most commonly used instrument from the Achenbach System of Empirically Based Assessments is:

Assessment in Counseling

Basic Assessment Principles

Reliability

Validity and Item Analysis

Ethical and Legal Issues in Assessment

Issues Related to Assessment With Diverse Populations

Selecting Administering Scoring and Communicating Assessment Results

Initial Assessment in Counseling

Intelligence and General Ability Testing

Assessing Achievement and Aptitude Applications for Counseling

Assessment in Career Counseling

Appraisal of Personality

Assessment in Marriage and Family Counseling

Diagnosis

Monitoring and Evaluating Counseling

Filters

Exam 13: Behavioral Assessment

Describe the reason for answering the following questions during a behavioral assessment: who?, what, when?, where?, and how?

Is it appropriate to have a child participate in self-monitoring?

Watson and Watson (2009)defined the dimensions of behavior measured in behavioral assessment. List, define, and give an example of each dimension.

What is self-monitoring?

What is the difference between whole-time interval sampling and partial-time interval sampling?

Interval recording allows the observer to focus on a specific amount of time and document:

A client is having trouble sleeping. You ask them to record what they do from the end of dinner until they lay down in the bed. This is an example of:

Because rating recordings utilize a rating scale:

Narrative recordings are also called:

You have asked your client to record what they eat for the next 72 hours. When the client returns to the next counseling session, it looks like the client copied a menu out of a diet magazine. This is an example of:

During the observation, you decide that the target behavior is really no big deal. This error is called:

Design a form to be used during an event recording. Discuss why you have included each component.

Which of the following are not measured when completing a behavior assessment?

The "what?" of a behavioral assessment focuses on:

Why does an observer need to be aware of reactivity?

When the target behavior is not clearly defined and the counselor responds to an extraneous factor, which systematic error is likely to occur?

Besides frequency of a behavior, what else can an event recording measure?

The Semistructured Clinical Interview of Children & Adolescents (SCICA)asks open-ended questions that cover all of the following activities except:

Which scale was added to the Child Behavior Checklist/1 ½-5 in 2010?

The most commonly used instrument from the Achenbach System of Empirically Based Assessments is:

Assessment in Counseling

Basic Assessment Principles

Reliability

Validity and Item Analysis

Ethical and Legal Issues in Assessment

Issues Related to Assessment With Diverse Populations

Selecting Administering Scoring and Communicating Assessment Results

Initial Assessment in Counseling

Intelligence and General Ability Testing

Assessing Achievement and Aptitude Applications for Counseling

Assessment in Career Counseling

Appraisal of Personality

Assessment in Marriage and Family Counseling

Diagnosis

Monitoring and Evaluating Counseling

Filters