Chapter 7 - Prevention, De-escalation & Re-integration

Question 1

Prevention is used to increase on-task or “engaged” behaviors which are __________ with crisis behavior.

Answer 1

incompatible

Question 2

Knowledge about the _________ will help staff choose the best ways to prevent problem behavior.

Answer 2

individual

Question 3

When looking at what to teach, if the curriculum isn’t well matched to the individual’s ________, it could result in increased problem behavior.

Answer 3

needs (abilities)

Question 4

Classrooms and treatment programs with higher levels of positive reinforcement also see higher levels of ___________.

Answer 4

engagement

Question 5

_____ behavior is managed immediately with non-reactive responding.

Answer 5

Junk

Question 6

De-escalation strategies are used the moment behavior moves from stable functioning to ________.

Answer 6

pre-crisis

Question 7

___-____ behavior is when someone stops doing the assigned task or activity.

Answer 7

Off-task

Question 8

Off-task behavior can happen when there is not enough ________ for doing the task or the task is difficult or uninteresting.

Answer 8

reinforcement

Question 9

Individuals in PreCL2 are off-task and also visibly _______.

Answer 9

upset (agitated)

Question 10

Junk is behavior that is inconsequential; it is not _______ or ________, but is very annoying.

Answer 10

illegal, harmful

Question 11

Junk behavior may be used to:
create ________, and/or to
_________ or avoid tasks, and/or
to get big _______ from teachers/staff.

Answer 11

arguement, escape, reactions

Question 12

Reinforcing any improvement in behavior in a brief and casual manner helps minimize the accidental ___________ of pre-crisis behaviors.

Answer 12

reinforcement

Question 13

When dealing with ____ ________, staff should remain “non-reactive,” that is to keep emotions low. Staff respond, but with little interest.

Answer 13

junk behavior

Question 14

(At pre-crisis L3), it is much harder for individuals to _________, control themselves, or remember to use new skills.

Answer 14

communicate

Question 15

Staff can increase their proximity by moving closer in a non-threatening way and avoiding ____________.

Answer 15

eye-contact

Question 16

If individuals are seeking ________ and staff decide to ignore their behavior, a temporary _________ in problem behavior called an extinction burst can occur.

Answer 16

attention, increase

Question 17

For individuals who are motivated to escape from tasks, staff should try to minimize the delay between the crisis behavior and the _______ __ ______.

Answer 17

return to task

Question 18

The PCM system strives to protect an individual’s ________ during all phases of the cycle of crisis.

Answer 18

dignity

Question 19

Once at post-crisis level 1, the individual should quickly be re-engaged in ______ _________ behaviors and possibly contrived tasks.

Answer 19

high probability

Question 20

During post-crisis level 2, staff must look out for and stop _______ behaviors as the individual returns to tasks or activities.

Answer 20

pre-crisis

Question 21

At first, tasks should be familiar to the individual, but avoid using ______ tasks.

Answer 21

preferred