1. 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variables—settings,events,activities—thatcanbetargetedthroughdirectobservation
and/or systematic manipulation strategies
d. All of the above
2. People to be interviewed for the functional assessment interview include
a. Teachers and other support providers
b. Family members
c. The person with the problem behavior
d. All of the above
3. What is NOT an outcome of a functional assessment interview?
a. Understanding of how the person is feeling when they are engaging in the problem behavior
b. Identification of general and more immediate physical and environmental factors that predict the occurrence
and nonoccurrence of the problem behaviors
c. Identification of the potential functions of the behaviors in relation to the outcomes or consequences that are
maintaining them
d. Development of summary statements describing relationships among situations, behaviors, and their functions
4. Ecological or setting events
a. Include those aspects of a person’s environment or daily routines that happen immediately before or after the
undesirable behaviors but still affect whether these behaviors are performed
b. Describe what the person does
c. Include those aspects of a person’s environment or daily routines that do not necessarily happen immediately
before or after the undesirable behaviors but still affect whether these behaviors are performed
d. Include what the person is thinking at the time they engage in the problem behavior
Chapter 02: Functional Assessment and Analysis Stategies
5. Setting events may involve
a. Eating routines and diet
b. Theperson’sdailyschedule
c. Staffing patterns and interactions
d. All of the above
e. None of the above
6. Immediate antecedent events (predictors) involve
a. Figuring out what happens after the problem behavior occurs
b. The activity the individual is engaged in when the problem behavior occurs
c. Both of the above
d. Neither of the above
7. Problem behaviors may serve what types of function?
a. To clarify idiosyncratic influences
b. To calm inner states
c. To obtain something undesirable
d. To obtain something desirable
e. None of the above
8. 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
Chapter 02: Functional Assessment and Analysis Stategies
9. Reinforcers may be
a. Activities
b. Objects
c. Foods
d. People
e. All of the above
f. None of the above
10. Summary statements describe
a. A situation in which problem behaviors occur
b. The behaviors that are occurring
c. The function the behaviors serve
d. All of the above
11. It is important to collect information from the person performing the problem behavior because
a. They can state preferences for activities or items
b. They describe their inner state at the time of the problem behavior
c. They describe their thought processes
d. All of the above
12. Guidelines for using the Functional Assessment Observation Form include which of the following?
a. Keep it simple.
b. Collect data across as many settings and as much time per day as possible.
c. Observation data should be collected until clear patterns have emerged with regard to relationships between
behaviors and environmental situations and events, and statements regarding the potential functions of
behaviors have been confirmed or unconfirmed.
d. All of the above
e. None of the above
Chapter 02: Functional Assessment and Analysis Stategies
13. The Functional Assessment Observation Form indicates
a. The number of events of problem behavior
b. The problem behaviors that occur together
c. The times when problem behavior events are most and least likely to occur
d. Events that predict problem behavior
e. All of the above
14. What should you do when the patterns of behavior are NOT clear?
a. Use a different data collection system.
b. Gather data for another 2-5 days to see whether consistent relationships begin to emerge.
c. Use what data you have.
d. All of the above
15. 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
16. The basic focus of a functional analysis is to
a. Usestandardizedassessmentstounderstandtheperson’sfunctioninglevel
b. Identify associations between events in the environment (antecedents and/or consequences) and problem
behaviors
c. Offer a broader context in which to build behavior support plans
d. None of the above
Chapter 02: Functional Assessment and Analysis Stategies
17. Functional analysis may involve
a. Manipulation of structural or antecedent events
b. Manipulation of consequences for the problem behaviors
c. Both of the above
d. Neither of the above
18. To test these summary statements directly
a. We must ask the person what they are thinking when they engage in the problem behavior
b. We must ask support providers what they are thinking when the person engages in the problem behavior
c. We must complete a formal diagnosis
d. We must observe the person under conditions in which particular relevant antecedents and consequences are
present and under conditions in which they are not present
e. None of the above
19. A reversal design (ABAB) involves
a. Gathering data during an initial or baseline (A) phase when the variable of interest is not present
b. Conducting a second treatment or manipulation (B) phase in which the event or situation of interest is present
c. Repeating the alternation of these baseline and manipulation conditions to establish a clear pattern showing the
relationship between the variable manipulation and changes in levels or rates of problem behaviors
d. All of the above
20. 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
21. Why is it important to know where and when problem behaviors are NOT occurring?
22. Are there functions of behavior besides to obtain or to avoid/escape?
Chapter 02: Functional Assessment and Analysis Stategies