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
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
An effective written plan provides a format for
a. Modifying the thought patterns of the individual with problem behavior
b. Modifying support procedures in response to ongoing changes in the target
individual’s behavior and context
c. Modifying the inner states within the individual that need to be changed
d. All of the above
In most cases, the Behavior Support Plan will include
a. Setting event strategies
b. Immediate predictor strategies
c. Teaching strategies
d. Consequence strategies
e. All of the above
With the Behavior Support Plan
a. All participants in the plan should read it and see their responsibilities
b. The person with the problem behavior should read and sign off on the plan
c. Should be internalized by the support providers so that they can effectively
implement the plan
d. All of the above
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
It is important that behavior support plans include the summary statements derived
from the functional assessment because
a. Summary statements increase consistency in plan implementation
b. Recording the summary statements in the behavior support plan helps ensure that all
procedural elements of the plan are conceptually consistent with the information
obtained from the functional assessment
c. Both of the above
d. Neither of the above
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
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
Although every effort will be made to develop proactive procedures that decrease the
likelihood of problem behaviors, family and staff should assume
a. That a well-designed behavior support plan will be effective
b. That any problem behaviors observed in an individual in the past will occur in the
future
c. Both of the above
d. Neither of the above
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
No behavior support plan can contain a detailed description of every possible
interaction or event. In many cases, however, it is important and helpful to include
a. Clear indications of what to do when the person’s inner states are clearly off
b. Scripted descriptions of the daily routines that are most common and the problem
situations that are most difficult
c. Analyzing what the person is thinking and putting that information to direct use in the
applied situation
d. All of the above
e. None of the above
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
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
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
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
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
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
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
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
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
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
An effective behavior support plan describes in detail how to respond when
a. The person’s thinking is off
b. The staff are not doing what they should be doing
c. The most dangerous and difficult behaviors occur d. All of the above
e. None of the above
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
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
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
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
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
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
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
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
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
Should behavior support plans focus on building positive skills or decreasing problem
behaviors?
Answer:Responses will vary.
What types of evaluation procedures are most effective for Behavior Support Plans?
Answer:Responses will vary.
What does it mean that behavior occurs in contexts, not in people?
Answer:Responses will vary.
What components should be built into behavior support plans so that they are effective?
Answer:Responses will vary.
Why is it important to know where and when problem behaviors are NOT occurring?
Answer:Responses will vary.
How do you best link the function to the intervention?
Answer:Responses will vary.
Are there functions of behavior besides to obtain or to avoid/escape?
Answer:Responses will vary.
Are inner states important to consider in the assessment of problem behavior. Why or
why not?
Answer:Responses will vary.
Should interventions be based upon function or topography?
Answer:Responses will vary.
How comprehensive should Behavior Support Plans be?
Answer:Responses will vary.