Unit 1 Quiz

Question 1

Challenging behavior can produce both short-term and long-term negative outcomes for:

Answer 1

All the above:
The student who engages in the challenging behavior, peers and educators of the student, and family members of the student

Question 2

Diego’s BCBA is conducting a home visit to determine why he is having tantrums at home and not during therapy. Diego is a 4-year-old boy with moderate severity ASD. After two separate observations, it was found that 92% of Diego’s tantrums were maintained by escape from non-preferred tasks and activities. For instance, if Diego’s mom asked him to pick up his toys or brush his teeth, he would engage in a tantrum and his mother would no longer require him to complete the task. Based on this information, which (if any) of the following interventions is appropriate for addressing Diego’s tantrums?

Answer 2

The BCBAshould teach Diego’s mom how to provide Diego with a reinforcing stimulus each time he completes a non-preferred task without having a tantrum.

Question 3

Early problems or trauma experienced as a child are often suggested as the original causes of, or influences on, a student’s challenging behavior. Which statement is most accurate?

Answer 3

All the above:

a. There may be useful information gained from investigating such historical factors. For example, one may learn that the child has a great fear of dogs, loud noises (for example, thunder or jets), and lightning. This information can guide the preparation of related interventions.
b. The primary question in determining intervention is, “What are the current influences on behavior, and how can they be altered in order to change behavior?”
c. The original conditions that led to the acquisition of the challenging behavior probably are not the conditions that maintain it today.

Question 4

Educational teams should:

Answer 4

Attend to disruptive or dangerous behaviors as well as more mild challenging behaviors that have a negative effect on learning and development.

Question 5

Misleading or faulty explanations about the causes of behavior:

Answer 5

Often interfere as we try to address challenging behavior. This may occur if we remain focused on blaming the student, other individuals, or family and home situations. If our beliefs about why challenging behavior occurs are misguided or wrong, then the interventions we select will be misguided, and the likelihood is that we will be unsuccessful in changing the challenging behavior.

Question 6

Private events:

Answer 6

Have the same physical status as public events

Question 7

The functional assessment and intervention model is built on a core set of assumptions concerning the development and maintenance of both appropriate and challenging behaviors. These assumptions guide the identification of the supports for challenging behavior and the interventions that are developed to address challenging behavior. Which of the following are core assumptions?

Answer 7

All the above are correct:

a. Challenging behavior and appropriate behavior are supported by the current environment. Behavior serves a function.
b. Challenging behavior can be changed using positive interventions that address the function of the behavior.
c. Functional assessment should be a team-based process.

Question 8

This is anything an organism does, including covert actions like thinking:

Answer 8

Behavior

Question 9

Upon completion of Amber’s functional behavior assessment, it was clear that her talk-outs were being maintained by teacher attention. Which (if any) of the following could be a potentially effective strategy to address this behavior?

Answer 9

Have the teacher provide reinforcement when Amber raises her hand while not providing any response or attention to Amber’s talk-outs.

Question 10

What decision by the educational team will need to be made as to whether a behavior requires functional assessment and intervention?

Answer 10

All the above:

a. The team should decide if the student's behavior is challenging. b. The team should recognize that for the student the challenging behavior is in fact very functional and effective; it produces an outcome that is desirable to the student or that meets the needs of the student. c. The team should consider the perspective of those individuals who identify the behavior as challenging.

Question 11

What is a way we can determine if biological or medical variables may be affecting a client?

Answer 11

Refer the client for a medical evaluation

Question 12

Which is an acceptable explanation for when an educator asks you the question, “Why does his challenging behavior occur?”

Answer 12

His challenging behavior may be occurring since it serves a purpose for him. He is possibly getting something he wants through his behavior. We can conduct a functional assessment to learn more about the causes for his behavior.

Question 13

Which is an acceptable explanation for when an educator asks you the question, “Why does his challenging behavior occur?”

Answer 13

His challenging behavior may be occurring since it serves a purpose for him. He is possibly getting something he wants through his behavior. We can conduct a functional assessment to learn more about the causes for his behavior.

Question 14

Which is not one of the four phases of intervention?

Answer 14

Parsimony

Question 15

Which is part of the definition of challenging behavior?

Answer 15

All the above:

a. Behavior that interferes with the student’s learning or the learning of other individuals.
b. Behavior that hinders positive social interactions and relationships.
c. Behavior that harms the student, peers, adults, or family members.

Question 16

Which is true about the functional assessment perspective?

Answer 16

All the above:

a. Most behaviors are triggered, strengthened, or weakened by current environmental events.
b. Behaviors that produce positive outcomes are strengthened and continue to occur.
c. Behaviors that produce aversive or punishing outcomes are weakened and do not continue to occur.

Question 17

Which of the following is a biological or medical variable that could affect the client?

Answer 17

All the above:

a. Constipation.
b. A toothache.
c. A chromosomal disorder.

Question 18

Which statement is false?

Answer 18

Challenging behaviors have little or no adverse impact on students receiving maximum or optimal benefits from educational placements.

Question 19

Which statement is false?

Answer 19

Challenging behaviors have little or no adverse impact on students receiving maximum or optimal benefits from educational placements.

Question 20

Which statement is true?

Answer 20

a. Students who exhibit challenging behavior often are avoided or rejected by peers and have fewer opportunities for successful and fulfilling social relationships.
b. Challenging behavior often interferes with the development of positive relationships and interactions with family members.
c. Challenging behavior that is not addressed typically will become more severe and frequent with age and may have a negative effect on post-school outcomes (for example, crime, substance abuse, unemployment, referral to state institutions, and psychiatric disorder diagnosis).

Question 21

Why is it important to rule out medical issues before treating problem behaviors?

Answer 21

All the above:

a. If biological or medical variables are impacting the behavior, there may be no need for behavior analytic services.
b. Underlying medical issues can impact the effectiveness of behavioral intervention.
c. Ethically, we need to work within the scope of our competency. If a biological or medical issue is maintaining the behavior, it may be more beneficial for the client to receive other specialized services.