1. Functional assessment should always strive to
a. Narrow the focus to understanding what the individual is thinking when they engage in problem behavior
b. Document functional relationships between inner states and problem behavior
c. Make sure there is a logical connection between the gathering of assessment information and the development
of behavior support plans
d. All of the above
2. 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
3. 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
4. The behavior support plan may involve
a. Changes we will make in the physical setting
b. Changes in curriculum
c. Changes in schedule
d. All of the above
Chapter 04: Building Behavior Support Plans
5. A strategy that has proven useful to improve the link between functional assessment outcomes and behavior support
plan design is
a. Toconsidertheinfluencethattheperson’segoishavingontheirbehavior
b. To understand what the person is thinking when they are engaging in the problem behavior
c. To ensure that the summary statements from the functional assessment are listed in the behavior support plan
d. All of the above
e. None of the above
6. A second strategy that has proven useful to improve the link between functional assessment outcomes and behavior
support plan design is
a. To understand what the person is thinking when they are engaging in the problem behavior
b. To build a “model” of the functional assessment summary statement and define how the model must be
changed to ensure that appropriate behaviors will “compete” successfully with problem behaviors
c. To understand what the person is thinking when they are engaging in the problem behavior
d. All of the above
7. 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
8. 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
Chapter 04: Building Behavior Support Plans
9. In most cases, plans of behavioral support will be technically sound if they make the problem behaviors
a. Irrelevant
b. Inefficient
c. Ineffective
d. All of the above
e. None of the above
10. Extinction involves
a. Having staff stop doing what they have been doing
b. Systematically withholding or preventing access to a reinforcing outcome that previously was delivered
c. Changing the function that the behaviors serve
d. All of the above
11. The goal of the support plan is to
a. Design a plan that will be both effective and possible to implement
b. Be the perfect plan for that behavior and situation
c. Describe how to change the thought processes of the person with the problem behavior within the external
stimuli that is controlling the problem behavior
d. All of the above
12. 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
Chapter 04: Building Behavior Support Plans
13. 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
14. Which is NOT a step in constructing a competing behavior model?
a. Building a diagram of the functional assessment summary statements
b. Building a diagram of the different thought patterns of the individual and how they compete with adaptive
behavior
c. Adding appropriate behaviors that should compete with or replace the problem behaviors
d. Defining intervention options that will promote appropriate behaviors and make problem behaviors irrelevant,
inefficient, and ineffective
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. In a very large number of situations, the key to effective reduction of problem behaviors is
a. Effectiveuseofstandardizedassessmentstounderstandtheperson’sfunctioninglevel
b. Effective instruction of new behaviors
c. Effective understanding of what the person is thinking and putting that information to direct use in the applied
situation
d. None of the above
Chapter 04: Building Behavior Support Plans
17. If the problem behavior produces a more powerful reinforcer than the desired behavior, an effective strategy would
be to
a. Increase the reinforcer value associated with engaging in the desired behavior
b. Decrease the reinforcer value for engaging in the problem behavior
c. Both of the above
d. Neither of the above
18. 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
19. Which of the following questions is helpful in identifying clearly the behaviors or behavior paths that will be in
competition with the problem behavior?
a. Given that the setting and antecedent (predictor) events have occurred, what is the appropriate behavior you
would like the person to perform in that situation?
b. Given that the thought patterns that have occurred, what is the appropriate thought pattern you would like the
person to perform in that situation?
c. Given how the person is feeling in that difficult setting how could you best change their feelings so that they
behave better in that situation?
d. All of the above
20. 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
21. What components should be built into behavior support plans so that they are effective?
Chapter 04: Building Behavior Support Plans
22. Should behavior support plans focus on building positive skills or decreasing problem behaviors?
Chapter 04: Building Behavior Support Plans