Test 1

Question 1

What is CI3T?

Answer 1

Comprehensive, Integrated, Three-Tier Model of Prevention:

Tier 1: Primary prevention - 80%
Tier 2: Secondary prevention - 15%
Tier 3: Tertiary prevention - 5%

Question 2

What are the goals for CI3T?

Answer 2

Tier 1 goal: prevent harm school/classroom wide systems for all students, staff, and settings.
Tier 2 goal: reverse harm specialized group systems for students at risk
Tier 3 goal: reduce harm specialized individualized systems for students with high risk

Question 3

What is SRSS?

Answer 3

Student Risk Screening Scale
The SRSS is 7-item mass screener used to identify students who are at risk for antisocial behavior.

Uses 4-point Likert-type scale:
never = 0, occasionally = 1, sometimes = 2, frequently = 3

Teachers evaluate each student on the following items

• Steal - Low Academic Achievement
• Lie, Cheat, Sneak - Negative Attitude
• Behavior Problems - Aggressive Behavior
• Peer Rejection

Student Risk is divided into 3 categories
Low 0 – 3
Moderate 4 – 8
High 9 - 21

Question 4

Before Thinking About Tier 2 for Students …

Answer 4

Instructional Considerations
General Classroom Management
Low-intensity Strategies

Question 5

Elements of Instruction that Promote Intrinsic Motivation

Answer 5

Control
Challenge
Curiosity
Contextualization

Question 6

Student with emotional and behavioral disorders

Answer 6

internalizing -externalizing

Question 7

Functional Assessment Methods

Answer 7

Interviews (Student and Teacher)
Direct Observation
Rating Scales
A-B-C Data Collection

Question 8

Multiple Intervention Methods

Answer 8

Adjust antecedent conditions
Increase rates of reinforcement for replacement behaviors
Use extinction to eliminate target behaviors

Question 9

target behavior

Answer 9

behavior which is the cause for concern

Question 10

replacement behavior

Answer 10

behavior which will replace target behavior and allow student to be successful

Question 11

ABC

Answer 11

antecedent, behavior, consequence

Question 12

Treatment Integrity

Answer 12

teacher, project liaison

Question 13

social validity

Answer 13

teacher: intervention rating profile, student children’s intervention rating profile

Question 14

ABA

Answer 14

Applied Behavior Analysis

Question 15

Science: Assumptions and Attitudes

Answer 15

Determinism:
universe is lawful and orderly place in which phenomena occur as a results of other events
Empiricism:
the objective observation of the phenomena of interest
Experimentation:
controlled comparisons of some DV under 2 or more conditions in which only one IV differs from one condition to another. Replication:
repeating experiments to determine the reliability and utility of findings
Parsimony:
simple, logical explanations considered before more abstract or complex explanations
Philosophic doubt:
continually questioning the truthfulness and validity of all scientific theory and knowledge

Question 16

Science

Answer 16

Science is a systematic approach to the understanding of natural phenomena – as evidenced by description, prediction, and control – that relies on determinism as its fundamental assumption, empiricism as its prime directive, experimentation as its basic strategy, replication as its necessary requirement for believability, parsimony as its conservation value, and philosophical doubt as its guiding conscience. …. Cooper et al., 2007

Question 17

Characteristics ofApplied Behavior Analysis

Answer 17

Applied
Behavioral
Analytic
Technological
Conceptually Systematic
Effective
Generality

Question 18

Behavior

Answer 18

Respondent Behavior
Behavior elicited by antecedent conditions
Pavlovian tasks

Operant Behavior
Any behavior whose future frequency is determined by its history of consequences.
Selected, shaped, and maintained by the consequences that have followed it in the past
Three-term contingency
A-B-C

Question 19

Behavioral Explanations:Major Tenets

Answer 19

All behavior is learned
Learning occurs as a results of consequences of behavior
Behavior must be observable and quantifiable
Functional relations
Predictive utility is critical

Question 20

Key Principles of ABA

Answer 20

Behavior is controlled by its consequences.
Behavior is strengthened or maintained by reinforcement.
Positive Reinforcement
Negative Reinforcement
Behavior is weakened by withholding the consequences that have maintained it: Extinction.
Behavior is weakened by punishment.
Consequences must consistently and immediately follow the behaviors they are meant to control: Contingency
Behavior is strengthened, weakened, or maintained by modeling.

Question 21

SRC

Answer 21

Stimulus - Response - Consequence

Question 22

Positive Reinforcement

Answer 22

Providing a consequence following a behavior which INCREASES the behavior’s rate of occurrence

Question 23

Negative Reinforcement

Answer 23

The contingent removal of an aversive stimulus immediately following a response.
Negative reinforcement increase the probability of the behavior occurring in the future.

Removing or reducing the intensity of an environmental condition (usually unpleasant) which INCREASES a behavior’s rate of occurrence.

Question 24

Extinction

Answer 24

Withholding reinforcement for a previously reinforced behavior to reduce the occurrence of the behavior.
When a previously reinforced behavior is no longer reinforced, the rate of occurrence is reduced.
Often difficult to do in a classroom.

Question 25

Punishment

Answer 25

The contingent presentation of a stimulus immediately following a response, which decreases the future rate and/or probability of the response.
A behavior is followed by a consequence that decreases the occurrence of the target behavior
Technically, punishment only occurs when the preceding behavior decreases

A behavior is followed by a consequence that DECREASES the behavior’s future rate of occurrence.

Question 26

Types of Punishment

Answer 26

Positive Punishment
When a behavior is followed by the presentation of a stimulus that decreases the future frequency of the behavior
Negative Punishment
When a behavior is followed immediately by the withdrawal of stimulus that decreases the future frequency of the behavior.

Question 27

Stimulus Control

Answer 27

Describes a relationship between an antecedent stimulus:
Environmental conditions or events (antecedent stimulus) become linked to a particular behavior(s) over time because these behaviors have been reinforced in the past.

Question 28

Functional Assessment-Based Interventions

Answer 28

FABI refers to an intervention constructed based on the function of the behavior, which is determined by conducting a functional assessment.

The function of the behavior refers to the purpose the behavior serves (to get something or to get out of something).

Question 29

FABI

Answer 29

Step 1. Identifying students who need a FABI
Step 2. Conducting the Functional Assessment and Determining the Function of the Target Behavior
Step 3. Collecting Baseline
Step 4. Developing the Intervention
Step 5. Testing the Interventi

Question 30

function matrix

Answer 30

A tool used to organize the Functional Assessment data to determine the reason why the behavior is occurring: The Function of the Behavior

Question 31

component 1

Answer 31

adjust the antecedents

Question 32

component 2

Answer 32

adjust the contingencies

Question 33

component 3

Answer 33

extinction

Question 34

SSIS

Answer 34

Social Skills Improvement System - Performance screening guide

Question 35

Postive behavior support

Answer 35

1. CI3T models of support
2. Low intensity strategies: basic classroom management and effective instruction
3. High intensity strategies: behavior contracts, self-monitoring, functional assessment based interventions
4. Assessment: assess, design, implement, and evaluate