Question 1

An example of topography of behavior is

Accepted Answer

A)  Kicking 
B)  Hitting 
C)  Running out of the room 
D)  All of the above 
E)  None of the above 
A)  Kicking 
B)  Hitting 
C)  Running out of the room 
D)  All of the above 
E)  None of the above D

Question 2

Too often people providing behavioral support conduct an FBA and then

Accepted Answer

A)  Move on to implementing interventions without linking their interventions to the function of the problem behaviors they are attempting to eliminate 
B)  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 person 
D)  All of the above 
A)  Move on to implementing interventions without linking their interventions to the function of the problem behaviors they are attempting to eliminate 
B)  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 person 
D)  All of the above A

Question 3

When the selection of an intervention is not linked to the function of problem behavior, it is

Accepted Answer

A)  More likely to be ineffective 
B)  May make the problem worse 
C)  Both of the above 
D)  Neither of the above 
A)  More likely to be ineffective 
B)  May make the problem worse 
C)  Both of the above 
D)  Neither of the above C

Question 4

The goal of functional behavioral assessment is to

Accepted Answer

A)  Identify what the individual is thinking when they engage in problem behavior 
B)  Identify functional relationships between inner states and problem behavior 
C)  Identify the function of undesirable behavior 
D)  All of the above 
A)  Identify what the individual is thinking when they engage in problem behavior 
B)  Identify functional relationships between inner states and problem behavior 
C)  Identify the function of undesirable behavior 
D)  All of the above

Question 5

The same topography of a problem behavior such as hitting may

Accepted Answer

A)  Serve different functions 
B)  Arouse different feelings in the person 
C)  Change the person's inner states in different ways 
D)  All of the above 
A)  Serve different functions 
B)  Arouse different feelings in the person 
C)  Change the person's inner states in different ways 
D)  All of the above

Question 6

Topography of behavior

Accepted Answer

A)  Is the same as the function of the behavior 
B)  Is different from the function of the behavior 
C)  Changes the function that the behaviors serve 
D)  All of the above 
A)  Is the same as the function of the behavior 
B)  Is different from the function of the behavior 
C)  Changes the function that the behaviors serve 
D)  All of the above

Question 7

Najib becomes aggressive towards others when he doesn't understand teacher directions (escape behavior). The topography of the behavior is

Accepted Answer

A)  Escape behavior 
B)  Aggression 
C)  Both of the above 
D)  Neither of the above 
A)  Escape behavior 
B)  Aggression 
C)  Both of the above 
D)  Neither of the above

Question 8

How do you best link the function to the intervention?

Accepted Answer

Linking a function to an intervention ef

Question 9

Topography of the problem behavior is

Accepted Answer

A)  Stimulus control 
B)  Mapping out when the behavior occurs 
C)  What the observable behavior is 
D)  All of the above 
E)  None of the above 
A)  Stimulus control 
B)  Mapping out when the behavior occurs 
C)  What the observable behavior is 
D)  All of the above 
E)  None of the above

Question 10

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

Accepted Answer

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 
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

Question 11

Without knowing the function of the behavior the effectiveness of an intervention

Accepted Answer

A)  Will be unsuccessful 
B)  Will be "hit or miss" 
C)  Will be difficult to carry out 
D)  All of the above 
E)  None of the above 
A)  Will be unsuccessful 
B)  Will be "hit or miss" 
C)  Will be difficult to carry out 
D)  All of the above 
E)  None of the above

Question 12

Knowing the function of problem behavior allows teachers, family, and others to

Accepted Answer

A)  Teach the person to think differently in difficult situations 
B)  Teach appropriate skills and behaviors that can serve the same function as problem behavior, and thereby work as replacement behavior 
C)  Increase the person's self-esteem instead of engaging in the problem behavior 
D)  All of the above 
A)  Teach the person to think differently in difficult situations 
B)  Teach appropriate skills and behaviors that can serve the same function as problem behavior, and thereby work as replacement behavior 
C)  Increase the person's self-esteem instead of engaging in the problem behavior 
D)  All of the above

Question 13

Which is our most effective strategy for creating lasting changes in behavior?

Accepted Answer

A)  Changing the thought processes of the person with problem behavior 
B)  Increasing the self-esteem of the person with problem behavior 
C)  Teaching new skills 
D)  Increasing the fidelity with which the plan is ultimately implemented 
E)  All of the above 
A)  Changing the thought processes of the person with problem behavior 
B)  Increasing the self-esteem of the person with problem behavior 
C)  Teaching new skills 
D)  Increasing the fidelity with which the plan is ultimately implemented 
E)  All of the above

Question 14

Proactive and preventative interventions may focus on

Accepted Answer

A)  Setting events 
B)  Antecedents 
C)  Both of the above 
D)  Neither of the above 
A)  Setting events 
B)  Antecedents 
C)  Both of the above 
D)  Neither of the above

Question 15

Hikaru excessively interrupts class to ask questions that are not related to the instruction (get teacher attention). The topography of the behavior is

Accepted Answer

A)  Interrupting class 
B)  Not listening to directions 
C)  Not following rules 
D)  All of the above 
A)  Interrupting class 
B)  Not listening to directions 
C)  Not following rules 
D)  All of the above

Question 16

Replacement behaviors should

Accepted Answer

A)  Help the person to think through what they should do 
B)  Serve the same function as the problem behavior 
C)  Increase self-esteem 
D)  None of the above 
A)  Help the person to think through what they should do 
B)  Serve the same function as the problem behavior 
C)  Increase self-esteem 
D)  None of the above

Question 17

Teaching strategies may be implemented to replace undesirable behaviors with more

Accepted Answer

A)  Adaptive alternative behaviors 
B)  Better thought processes when they are upset 
C)  Better equilibrium of their inner states 
D)  All of the above 
E)  None of the above 
A)  Adaptive alternative behaviors 
B)  Better thought processes when they are upset 
C)  Better equilibrium of their inner states 
D)  All of the above 
E)  None of the above

Question 18

Should interventions be based upon function or topography?

Accepted Answer

When considering interventions, particul

Question 19

When the intervention is based on the function of the undesirable behavior, consequence interventions may be used to

Accepted Answer

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 
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

Question 20

The goal of selecting intervention procedures is

Accepted Answer

A)  To specify a single technique that is expected to eliminate the problem behavior 
B)  To match the intervention to the person's disability label 
C)  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 procedures 
D)  All of the above 
E)  None of the above 
A)  To specify a single technique that is expected to eliminate the problem behavior 
B)  To match the intervention to the person's disability label 
C)  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 procedures 
D)  All of the above 
E)  None of the above

An example of topography of behavior is

Too often people providing behavioral support conduct an FBA and then

When the selection of an intervention is not linked to the function of problem behavior, it is

The goal of functional behavioral assessment is to

The same topography of a problem behavior such as hitting may

Topography of behavior

Najib becomes aggressive towards others when he doesn't understand teacher directions (escape behavior). The topography of the behavior is

How do you best link the function to the intervention?

Topography of the problem behavior is

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

Without knowing the function of the behavior the effectiveness of an intervention

Knowing the function of problem behavior allows teachers, family, and others to

Which is our most effective strategy for creating lasting changes in behavior?

Proactive and preventative interventions may focus on

Hikaru excessively interrupts class to ask questions that are not related to the instruction (get teacher attention). The topography of the behavior is

Replacement behaviors should

Teaching strategies may be implemented to replace undesirable behaviors with more

Should interventions be based upon function or topography?

When the intervention is based on the function of the undesirable behavior, consequence interventions may be used to

The goal of selecting intervention procedures is

Introduction

Functional Assessment and Analysis Stategies

Building Behavior Support Plans

Writing Behavior Support Plans

Filters

Exam 3: Linking the Function of Behavior to the Intervention

An example of topography of behavior is

Too often people providing behavioral support conduct an FBA and then

When the selection of an intervention is not linked to the function of problem behavior, it is

The goal of functional behavioral assessment is to

The same topography of a problem behavior such as hitting may

Topography of behavior

Najib becomes aggressive towards others when he doesn't understand teacher directions (escape behavior). The topography of the behavior is

How do you best link the function to the intervention?

Topography of the problem behavior is

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

Without knowing the function of the behavior the effectiveness of an intervention

Knowing the function of problem behavior allows teachers, family, and others to

Which is our most effective strategy for creating lasting changes in behavior?

Proactive and preventative interventions may focus on

Hikaru excessively interrupts class to ask questions that are not related to the instruction (get teacher attention). The topography of the behavior is

Replacement behaviors should

Teaching strategies may be implemented to replace undesirable behaviors with more

Should interventions be based upon function or topography?

When the intervention is based on the function of the undesirable behavior, consequence interventions may be used to

The goal of selecting intervention procedures is

Introduction

Functional Assessment and Analysis Stategies

Building Behavior Support Plans

Writing Behavior Support Plans

Filters