Deck 2: Functional Assessment and Analysis Stategies

Question 1

Important considerations and guidelines concerning functional analysis procedures involve

A) Identifying specific features to assess
B) Determining and justifying the level of risk
C) Controlling relevant variables
D) All of the above

Answer 1

D

Question 2

The basic focus of a functional analysis is to

A) Use standardized assessments to understand the person's functioning level
B) Identify associations between events in the environment (antecedents and/or consequences) and problem behaviors
C) Offer a broader context in which to build behavior support plans
D) None of the above

Answer 2

B

Question 3

Problem behaviors may serve what types of function?

A) To clarify idiosyncratic influences
B) To calm inner states
C) To obtain something undesirable
D) To obtain something desirable
E) None of the above

Answer 3

D

Question 4

Functional analysis is designed specifically to

A) Use standardized assessments to understand the person's functioning level
B) Determine what the person's disability label is
C) Test hypotheses regarding variables or events most strongly related to the occurrence of problem behaviors
D) All of the above
E) None of the above

Question 5

Setting events may involve

A) Eating routines and diet
B) The person's daily schedule
C) Staffing patterns and interactions
D) All of the above
E) None of the above

Question 6

To test these summary statements directly

A) We must ask the person what they are thinking when they engage in the problem behavior
B) We must ask support providers what they are thinking when the person engages in the problem behavior
C) We must complete a formal diagnosis
D) We must observe the person under conditions in which particular relevant antecedents and consequences are present and under conditions in which they are not present
E) None of the above

Question 7

The Functional Assessment Observation Form indicates

A) The number of events of problem behavior
B) The problem behaviors that occur together
C) The times when problem behavior events are most and least likely to occur
D) Events that predict problem behavior
E) All of the above

Question 8

A reversal design (ABAB) involves

A) Gathering data during an initial or baseline (A) phase when the variable of interest is not present
B) Conducting a second treatment or manipulation (B) phase in which the event or situation of interest is present
C) Repeating the alternation of these baseline and manipulation conditions to establish a clear pattern showing the relationship between the variable manipulation and changes in levels or rates of problem behaviors
D) All of the above

Question 9

Reinforcers may be A) Activities
B) Objects
C) Foods
D) People
E) All of the above
F) None of the above

Question 10

People to be interviewed for the functional assessment interview include

A) Teachers and other support providers
B) Family members
C) The person with the problem behavior
D) All of the above

Question 11

Guidelines for using the Functional Assessment Observation Form include which of the following?

A) Keep it simple.
B) Collect data across as many settings and as much time per day as possible.
C) Observation data should be collected until clear patterns have emerged with regard to relationships between behaviors and environmental situations and events, and statements regarding the potential functions of behaviors have been confirmed or unconfirmed.
D) All of the above
E) None of the above

Question 12

What should you do when the patterns of behavior are NOT clear?

A) Use a different data collection system.
B) Gather data for another 2-5 days to see whether consistent relationships begin to emerge.
C) Use what data you have.
D) All of the above

Question 13

Summary statements describe

A) A situation in which problem behaviors occur
B) The behaviors that are occurring
C) The function the behaviors serve
D) All of the above

Question 14

The functional assessment interview

A) Serves to narrow the focus to those events that may be very important for the individual receiving support
B) Does not empirically document functional relationships
C) Helps to identify those variables-settings, events, activities-that can be targeted through direct observation and/or systematic manipulation strategies
D) All of the above

Question 15

It is important to collect information from the person performing the problem behavior because

A) They can state preferences for activities or items
B) They describe their inner state at the time of the problem behavior
C) They describe their thought processes
D) All of the above

Question 16

The efficiency of the undesirable behaviors refers to

A) How quickly the person engages in the problem behavior when presented with a difficult task
B) The disability label of the person
C) How much the person understands the situation
D) That the person engages in the problem behaviors simply because they are the more efficient way to achieve an outcome

Question 17

Functional analysis may involve

A) Manipulation of structural or antecedent events
B) Manipulation of consequences for the problem behaviors
C) Both of the above
D) Neither of the above

Question 18

What is NOT an outcome of a functional assessment interview?

A) Understanding of how the person is feeling when they are engaging in the problem behavior
B) Identification of general and more immediate physical and environmental factors that predict the occurrence and nonoccurrence of the problem behaviors
C) Identification of the potential functions of the behaviors in relation to the outcomes or consequences that are maintaining them
D) Development of summary statements describing relationships among situations, behaviors, and their functions

Question 19

Immediate antecedent events (predictors) involve

A) Figuring out what happens after the problem behavior occurs
B) The activity the individual is engaged in when the problem behavior occurs
C) Both of the above
D) Neither of the above

Question 20

Ecological or setting events

A) Include those aspects of a person's environment or daily routines that happen immediately before or after the undesirable behaviors but still affect whether these behaviors are performed
B) Describe what the person does
C) Include those aspects of a person's environment or daily routines that do not necessarily happen immediately before or after the undesirable behaviors but still affect whether these behaviors are performed
D) Include what the person is thinking at the time they engage in the problem behavior

Question 21

Why is it important to know where and when problem behaviors are NOT occurring?

Question 22

Are there functions of behavior besides to obtain or to avoid/escape?