1. 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
2. When the function of the problem behavior is understood in terms of linking setting events and immediate
antecedents with the behavior and its consequences in a summary statement, it is possible to
a. Effectively understand what the person is thinking when they engage in problem behavior
b. Effectively develop a multi-component support plan designed to make the problem behavior irrelevant,
inefficient, and ineffective
c. Effectively understand the most important inner states of the person when they are engaging in the problem
behavior
d. All of the above
3. 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
4. Proactive and preventative interventions may focus on
a. Setting events
b. Antecedents
c. Both of the above
d. Neither of the above
Chapter 03: Linking the Function of Behavior to the Intervention
5. Teaching strategies may be implemented to replace undesirable behaviors with more
a. Adaptive alternative behaviors
b. Better thought processes when they are upset
c. Better equilibrium of their inner states
d. All of the above
e. None of the above
6. When the intervention is based on the function of the undesirable behavior, consequence interventions may be used
to
a. Both weaken the negative thought processes for problem behavior and strengthen the positive thought
processes for desired alternative and replacement behaviors
b. Both weaken the maintaining consequences for problem behavior and strengthen the consequences for
desired alternative and replacement behaviors
c. Both weaken the unbalanced inner states for problem behavior and strengthen the positive balanced inner
states for desired alternative and replacement behaviors
d. All of the above
7. When the selection of an intervention is not linked to the function of problem behavior, it is
a. More likely to be ineffective
b. May make the problem worse
c. Both of the above
d. Neither of the above
8. Topography of the problem behavior is
a. Stimulus control
b. Mapping out when the behavior occurs
c. What the observable behavior is
d. All of the above
e. None of the above
Chapter 03: Linking the Function of Behavior to the Intervention
9. An example of topography of behavior is
a. Kicking
b. Hitting
c. Running out of the room
d. All of the above
e. None of the above
10. Topography of behavior
a. Is the same as the function of the behavior
b. Is different from the function of the behavior
c. Changes the function that the behaviors serve
d. All of the above
11. The same topography of a problem behavior such as hitting may
a. Serve different functions
b. Arouse different feelings in the person
c. Changetheperson’sinnerstatesindifferentways
d. All of the above
12. Without knowing the function of the behavior the effectiveness of an intervention
a. Will be unsuccessful
b. Willbe“hitormiss”
c. Will be difficult to carry out
d. All of the above
e. None of the above
Chapter 03: Linking the Function of Behavior to the Intervention
13. Which is our most effective strategy for creating lasting changes in behavior?
a. Changing the thought processes of the person with problem behavior
b. Increasing the self-esteem of the person with problem behavior
c. Teaching new skills
d. Increasing the fidelity with which the plan is ultimately implemented
e. All of the above
14. 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selfesteeminsteadofengagingintheproblembehavior
d. All of the above
15. 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
16. Replacement behaviors should
a. Help the person to think through what they should do
b. Serve the same function as the problem behavior
c. Increase self-esteem
d. None of the above
Chapter 03: Linking the Function of Behavior to the Intervention
17. Najibbecomesaggressivetowardsotherswhenhedoesn’tunderstandteacherdirections(escapebehavior).The
topography of the behavior is
a. Escape behavior
b. Aggression
c. Both of the above
d. Neither of the above
18. For Najib, a potential positive interventions based upon function of the behavior would be to
a. Punish (decrease) the aggressive behaviors
b. Teach him how to think differently in these difficult situations
c. Teach him how to ask for help when directions are not clear
d. None of the above
19. Hikaru excessively interrupts class to ask questions that are not related to the instruction (get teacher attention). The
topography of the behavior is
a. Interrupting class
b. Not listening to directions
c. Not following rules
d. All of the above
20. For Hiraru, a potential positive intervention based upon function of the behavior would be to
a. Change how the teacher is teaching
b. Have Hiraru think before acting
c. Teach a self-management strategy for limited question asking
d. None of the above
21. Should interventions be based upon function or topography?
22. How do you best link the function to the intervention?
Chapter 03: Linking the Function of Behavior to the Intervention