Too often people providing behavioral support conduct an FBA and then
a. Move on to implementing interventions without linking their interventions to the
function of the problem behaviors they are attempting to eliminate
b. Move on to implementing interventions without linking their interventions to the
thought patterns of the person
c. Move on to implementing interventions without linking their interventions to the
inner states of the person
d. All of the above
Knowing the function of problem behavior allows teachers, family, and others to
a. Teach the person to think differently in difficult situations
b. Teach appropriate skills and behaviors that can serve the same function as problem
behavior, and thereby work as replacement behavior
c. Increase the person’s selfesteem instead of engaging in the problem behavior
d. All of the above
Reinforcers may be
a. Activities
b. Objects
c. Foods
d. People
e. All of the above
f. None of the above
Behavior plans must indicate not only what a person should not do; they should also
indicate
a. What the idiosyncratic influences are on the problem behavior
b. How to control the inner states of the individual
c. How to think about the problem behavior
d. What the individual should do
e. None of the above
The goal of selecting intervention procedures is
a. To specify a single technique that is expected to eliminate the problem behavior
b. To match the intervention to the person’s disability label
c. To organize a cluster of changes in the setting that will reduce the likelihood of the
problem behavior, that will increase the likelihood of the alternative appropriate
behavior paths, and that fits the values, resources, and skills of the people who must
implement the procedures
d. All of the above
e. None of the above
A fundamental rule of effective behavioral support is that you should not propose to
reduce a problem behavior without also
a. Identifying the alternative theories of behavior that could be applied in this specific
situation
b. Identifying the alternative thought patterns that the person should engage in
c. Completing a formal diagnosis
d. Identifying the alternative, desired behaviors the person should perform instead of
the problem behavior
e. None of the above
Which themes are important in the design of behavioral support plans?
a. The plan should indicate how staff, family, or support personnel will change and not
just focus on how the person of concern will change.
b. The plan should be directly based on the functional assessment information.
c. The plan should be a good fit with the values, resources, and skills of the people
responsible for implementation.
d. All of the above
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
The goal of functional behavioral assessment is to
a. Identify what the individual is thinking when they engage in problem behavior
b. Identify functional relationships between inner states and problem behavior
c. Identify the function of undesirable behavior
d. All of the above
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
A behavior support plan should include clear descriptions
a. Of problem behaviors
b. Of the inner states of the individual
c. Of how to think about the problem behavior
d. All of the above
e. None of the above
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
If we expect plans of behavior support to change the behavior of families and staff, the
procedures need to
a. Fit the natural routines of the setting
b. Be consistent with the “values” of the people in the setting
c. Be matched to the skills of the people who will carry out the procedures
d. All of the above
e. None of the above
Written behavior support plans serve functions of
a. Being professional documents that demonstrate a coherent, rational plan of support
b. Being formats for clearly defining exactly what will be done to reduce problem
behaviors
c. Providing assumptions behind a plan
d. All of the above
Behavior support plans are designed to alter patterns of problem behavior and the
process by which this is done involves
a. Change in the behavior of family, teachers, staff, or managers in various settings
b. Changing the thought patterns of everyone involved in the plan
c. Identification of the potential inner states within the individual that need to be
changed
d. All of the above
A common mistake in building behavior support plans is to
a. Focusing on changes in immediate antecedent events
b. Diagramming the competing behavior model, and review the logic and structure of
the model
c. To begin with the consequences for the problem behavior
d. None of the above
An effective written plan provides a clear strategy for
a. Monitoring progress
b. Monitoring the thought patterns of the individual with problem behavior
c. Monitoring of the inner states within the individual that need to be changed
d. All of the above
Which are examples of such principles that should serve as the technical foundation of
any plan of behavioral support?
a. Stimulus control
b. Reinforcement
c. Punishment
d. All of the above
e. None of the above
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 variablessettings, events, activitiesthat can be targeted through
direct observation
and/or systematic manipulation strategies
d. All of the above
Behavior support plans should always address
a. The disability label that the person has
b. The diagnosis that the person has
c. Relevant inner states of the person
d. All of the above
e. None of the above
Primary outcomes of the functional assessment process involve
a. A clear description of the problem behaviors, including classes or sequences of
behaviors that frequently occur together
b. Identification of the events, times, and situations that predict when the problem
behaviors will and will not occur across the full range of typical daily routines
c. Identification of the consequences that maintain the problem behaviors
d. All of the above
Many examples of functional assessment interviews and questionnaires can be found in
the literature. In most cases, however, they share an emphasis on gaining information
about which of the following?
a. Which of the problem behaviors are causing concern
b. What events or physical conditions that occur significantly earlier in time prior to the
problem behavior increase the predictability that the problem behavior will occur
c. What events and situations that occur just prior to the problem behaviors reliably
predict occurrence of problem behaviors
d. Given a specific situation when the problem behavior occurs, what consequences
appear to maintain the problem behavior
e. All of the above
When direct observation information is collected for 10 to 15 instances of the problem
behavior, it typically allows observers an opportunity to discover whether a pattern
exists that will allow determination of which of the following?
a. What problem behaviors happen together
b. When, where, and with whom are problem behaviors most likely
c. What consequences appear to maintain occurrence of the problem behavior
d. All of the above
Many conditions including allergies, sinus or middle ear infections, premenstrual and
menstrual cycle effects, urinary tract infections, toothaches, and chronic constipation
a. Will influence what a person is thinking
b. Will require that a physician be a part of the assessment team
c. Require a formal diagnosis
d. May exacerbate the occurrence of particular behaviors
e. None of the above
An effective written plan provides a format for
a. Modifying support procedures in response to ongoing changes in the target
individual’s behavior and context
b. Modifying the attitudes that support providers have towards the person with the
problem behaviors
c. Modifying the attitude that the person with the problem behaviors has towards
themself
d. All of the above
The overall goal of the Behavior Support Plan is to
a. Have staff stop doing what they have been doing
b. Identify a set of procedures that make problem behaviors irrelevant, inefficient, and
ineffective
c. Changing the function that the behaviors serve
d. All of the above
One of the goals of a good functional assessment is to
a. Provide a clear diagnosis of the individual
b. Provide insight into the person’s feelings
c. Analyze what the person is thinking
d. Bring clarity and understanding to otherwise chaotic and confusing situations
e. None of the above
The length of the Behavior Support Plan should
a. Be long so that it is thorough
b. Be of an appropriate length so that all relevant elements are covered in the plan
c. Be short so that people will read and understand it
d. None of the above
The individuals who exhibit problem behaviors may
a. Be labeled as having a disability
b. Have no disability label
c. Be extremely intelligent
d. All of the above
The competing behavior model is useful for which of the following reasons?
a. It increases the link between intervention procedures and functional assessment
results.
b. It increases the fit between the values, skills, resources, and routines of the people
who will carry out the plan and the procedures that will be employed.
c. It increases the logical coherence among the different procedures that could be used
in a multi-element plan of support.
d. It increases the fidelity with which the plan is ultimately implemented.
e. All of the above