Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
1. Functional assessment is the general label used to describe a set of processes for
a. An assessment of a student or individual
b. Deciding what to do about a problem behavior
c. Determining what skills a person need to be successful
d. Defining the events in an environment that reliably predict and maintain problem behaviors
2. Functional assessment is a process of understanding
a. The inner states of a person that tells us why they act the way that they do
b. The physiological and environmental factors that contribute to a person's problem behaviors
c. The skills that represent a functional curriculum for that individual
d. What motivates individuals
3. The purpose of a functional assessment is to
a. Gain information that will improve the effectiveness and efficiency of behavioral interventions
b. Provide a standardized assessment that can be used in a report
c. Make decisions about the individual
d. Decidewhattheperson’sprimarydiagnosisshouldbe
4. Understanding the consequences that maintain problem behaviors is
a. Important in determining what will be successful with that individual
b. To control what the person does
c. An essential element of a functional assessment
d. Important but not the key element of a functional assessment
5. Functional assessment is not like a medical diagnosis because
a. Medical issues are not that important in analyzing problem behavior
b. Different types of jargon are used
c. The information from a functional assessment does not allow a simple match of a problem behavior with a
prepackaged clinical intervention
d. None of the above
Chapter 01: Introduction
6. Functional assessment is a process for
a. Figuring out what is going on in a specific situation
b. Redesigning environments so they "work" for people
c. Deciding what will be best in a given situation
d. None of the above
7. Problem behaviors may take many forms, such as
a. Violent and aggressive attacks
b. Destruction of property
c. Self-injurious behavior
d. All the above
e. None of the above
8. 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
9. One of the goals of a good functional assessment is to
a. Provide a clear diagnosis of the individual
b. Provideinsightintotheperson’sfeelings
c. Analyze what the person is thinking
d. Bring clarity and understanding to otherwise chaotic and confusing situations
e. None of the above
Chapter 01: Introduction
10. Which of the following is least important in the functional assessment process?
a. The diagnostic label of the individual (such as autism, emotional disturbance, Down syndrome)
b. The antecedents of the problem behavior
c. The consequences of the problem behavior
d. The function that the problem behavior serves
e. All of the above
11. The three approaches for functional assessment are
a. Informant methods, direct observation, and functional analysis
b. Testing, direct observation, and functional analysis
c. Listening, direct observation, and functional analysis
d. All of the above
12. If we consider problem behaviors as occurring in contexts, it becomes logical to
a. Change the behavior of the person
b. Change the context
c. Determine reinforcement schedules for the person
d. Determine what the person is thinking about the situation
e. All of the above
f. None of the above
13. 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
Chapter 01: Introduction
14. 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
15. One of the central reasons for conducting a functional assessment is to
a. Know what a person is feeling when the problem behavior is occurring
b. Know what a person is thinking when the problem behavior is occurring
c. Obtain information about when, where, and why problem behaviors occur is extremely valuable in building
effective and efficient behavioral support
d. All of the above
e. None of the above
16. Personal futures planning
a. Should often be used in complex situations
b. Should be used with adults who know what they want to do
c. Offers a broader context in which to build behavior support plans
d. None of the above
17. In analyzing people's activity patterns, you can address issues such as
a. The variety of activities they perform
b. The degree of community integration they experience
c. The extent to which their preferences are reflected and accommodated
d. All of the above
Chapter 01: Introduction
18. 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
19. Functional assessment is not a value-free technology and this handbook provides which of these value-based
assumptions?
a. Behavioral support must be conducted with the dignity of the person as a primary concern.
b. The objective of functional assessment is not just to define and eliminate undesirable behaviors but to
understand the structure and function of those behaviors in order to teach and promote effective alternatives.
c. Functional assessment is a process for looking at relationships between behavior and the environment.
d. All of the above
20. 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
21. What does it mean that behavior occurs in contexts, not in people?
22. Are inner states important to consider in the assessment of problem behavior. Why or why not?
Chapter 01: Introduction
