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TCI Training > Practice Test > Flashcards

Practice Test Flashcards

1
Q

What is the term that can make challenging behavior less likely to occur?

A

Setting Conditions

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2
Q

5 things that can make challenging behavior less likely to occur:

A 
Organizations
Environment
Program Related
Personal
Relationship
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3
Q

Name the 2 goals of crisis intervention:

A

Support and Teach

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4
Q

List the 5 stages of the stress model of crisis in order:

A 
Pre-crisis
Triggering event
Escalation
Outburst crisis
Recovery
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5
Q

List the 3 outcomes of the recovery phase

A

Higher
No change
Lower

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6
Q

Name the 4 questions we ask ourselves in crisis

A

What am I feeling
What is the child feeling, need, want
How is the environment affecting the young person
How do I best respond

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7
Q

List 5 pain based behaviors

A 
Impulsive outbursts
Running
Self injury
Aggression
Defiance
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8
Q

List 5 nonverbal active listening techniques

A 
Facial expression
Eye contact
Body language
Use of silence
Head nods
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9
Q

List 5 verbal active listening responses

A 
Tone of voice
Minimal encouragements
Open questions
Reflective responses
Summarization
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10
Q

List 5 behavior support techniques

A 
Caring gesture
Proximity
Time away
Hurdle help
Redirection/distraction
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11
Q

3 goals of emotional first aid

A

Provide immediate help and support to reduce emotional intensity
Resolve the immediate crisis
Keep the child in the program/activity

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12
Q

List the 4 parts of the conflict cycle

A

Stressful situation
Child’s feelings
Child’s behavior
Adults response

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13
Q

Name the 2 types of aggressions and what guides them

A

Proactive - goal oriented

Reactive - loss of control

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14
Q

List the 4 elements of a potentially violent situation

A

A potential trigger to violence
A target
A weapon
Level of stress or motivation

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15
Q

What is the first step to crisis co regulation?

A

Ask yourself the 4 questions

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16
Q

List 5 nonverbal techniques to use in crisis co regulation

A 
Take a deep breath
Use protective stance
Step back
Provide time
Body language and facial expression
17
Q

List out IESCAPE

A 
Isolate the conversation
Explore young persona point of view
Summarize the feelings and content
Connect feelings to behavior
Alternative behaviors discussed
Plan developed/practice new behavior
Enter young person back into the routine
18
Q

List 5 strategies to avoid the conflict cycle

A 
Positive self talk
Listening and validating feelings
Managing the environment
Giving choices and the time to decide
Redirecting or dropping the expectation
19
Q

Verbal strategies in crisis co regulation

A

I can see you’re upset… (validate feelings)
When you use this coping skill… (encourage positive behaviors)
I know you’re looking forward to… (emphasize desirable outcome)
I am sorry that this happened… (offer an apology)

20
Q

List 4 options to manage physical violence without engaging in a restraint

A

Eliminate one of the elements of a violent situation
Make a directive statement that clearly communicates that the violence must stop
Maintain a safe distance
Leave the situation and get assistance

21
Q

Physical restraint should only be used when:

A

Agency policies and state regulations approve restraint
The young persons individual crisis management plan indicates it
Our professional dynamic risk assessment indicates it

22
Q

The goal of physical intervention

A

To ensure safety

23
Q

Define acute physical behavior

A

Behavior likely to result in physical injury

The young person, other clients, staff members, or others are at imminent risk of physical harm

24
Q

Physical restraint is not used to

A

Demonstrate authority
Enforce compliance
Inflict pain or harm
Punish or discipline

25
Q

Define asphyxia

A

The deprivation of oxygen to living cells

26
Q

Define positional asphyxia

A

Fatal respiratory arrest in which the ability to breath is compromised by the positioning of the body

27
Q

Predisposing risk factors to asphyxia

A 
Obesity
Under the influence of alcohol or drugs
Underlying natural disease
Hot, humid environments
Certain medications
28
Q

Warning signs of asphyxia

A 
Goes limp and ceases to breath spontaneously
States they cannot breathe
Breathing is rapid or abnormal
Grunting noises
Vomiting
29
Q

Errors to avoid when using TCI that could increase risk

A

Hands on the wrist
Dropping child
Pressure on head neck or back
Hyper extending joints

30
Q

During restraints monitor these 6 things

A 
Position of child and staff
Skin color
Respiration
Level of consciousness
Level of agitation
Range of motion and/or swelling in extremities

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