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16 Cards in this Set
- Front
- Back
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Devonia hits her head with a closed fist when her one-on-one teaching assistant leaves her side to interact with another student. Usually, when Devonia does this, her teaching assistant returns to her side, asks her to stop hitting herself, and soothes her. She rarely engages in head hitting when her assistant works directly with her. What is the most likely function of Devonia's problem behavior?
a) Escape b) Attention c) Automatic reinforcement d) Tangible e) Escape and/or tangible |
b) Attention
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Charles spits on his teacher when he prompts him to complete a toothbrushing task. For obvious reasons, this behavior really grosses out the teacher, who refuses to work with him when he behaves like this. When Charles spits on him, the teacher walks away and allows Charles to leave the toothbrushing task and go to the computer to calm down. As long as he is playing on the computer, he rarely spits on his teacher. What is the most likely function of Charles' behavior?
a) Escape b) Automatic reinforcement c) Tangible d) Escape and/or tangible e) Escape and/or attention |
d) Escape and/or tangible
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On a practical level, FBA is important for prevention of and intervention for problem behavior because:
a) When the cause-and-effect relation between environmental effects and behavior can be determined, that relation can be altered to improve behavior. b) It meets the federal guidelines for best practices in treating problem behavior. c) It will tell a teacher exactly what to do for intervention. d) None of these |
a) When the cause-and-effect relation between environmental effects and behavior can be determined, that relation can be altered to improve behavior.
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Devonia's one-on-one assistant decides that he will no longer leave Devonia's side to interact with other children as an intervention for her problem behavior. This is an example of what form of intervention?
a) Altering antecedent variables b) Altering consequent variables c) Teaching alternative behaviors d) All of these |
a) Altering antecedent variables
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There are at least three forms of FBA. They are:
a) Functional analysis, standardized assessment, and descriptive assessment b) Indirect assessment, descriptive assessment, and behavioral observation c) Functional analysis, descriptive assessment, and indirect assessment d) Behavioral observation, standardized assessment, and curriculum-based assessment |
c) Functional analysis, descriptive assessment, and indirect assessment
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Which methods of FBA allow you to confirm hypotheses regarding the function of problem behavior?
a) Functional analysis b) Descriptive assessment c) Indirect assessment d) All of these |
a) Functional analysis
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Which of the following describes a descriptive functional behavior assessment?
a) An analog analysis in which consequences representing those in the natural routine are systematically arranged. b) Direct observation of behavior made under naturally occurring conditions c) Structured checklists that caregivers fill out to identify events that correlate with problem behavior d) Behavior rating scales that caregivers fill out to identify events that correlate with problem behavior |
b) Direct observation of behavior made under naturally occurring conditions
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A limitation of descriptive assessment is:
a) It may be misleading in that it can identify environmental variables that occur in close proximity to the problem behavior but that are not causally related to the problem behavior. b) It may not be a very reliable measure of problem behavior and environmental events. c) It is extremely difficult and time-consuming to perform. d) The first two answer choices are correct. |
d) The first two answer choices are correct.
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Ms. Frieder, who teaches fifth grade at Franklin Elementary School, decides to conduct a descriptive FBA for Amelia. Amelia has been refusing to do her schoolwork lately and has been ripping up her worksheets on a daily basis. Ms. Frieder creates a form on which she will mark specific antecedents and consequences that precede and follow Amelia's work refusals. For antecedents, she will mark one of the following: Math work given, reading work given, spelling work given, error correction given, work that requires writing given. For consequences, she will mark one of the following: verbal reprimand, another worksheet (same worksheet) provided, another worksheet (different worksheet) provided, time out, ignore. She will record these environmental events, whether or not a problem behavior occurs. What kind of descriptive assessment is Ms. Frieder conducting?
a) Scatterplot recording b) ABC continuous recording c) ABC narrative recording d) Conditional probability recording |
b) ABC continuous recording
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Mr. Peterson has been struggling with Arnold, a boy with severe disabilities who hums and rocks back and forth intermittently throughout the day. Mr. Peterson wants to see if these behaviors are associated with any specific activities during the school day so that he can then more closely analyze what occurs during those time periods. Which descriptive assessment method would be the best choice for what he wants to accomplish?
a) Scatterplot recording b) ABC continuous recording c) ABC narrative recording d) Functional analysis |
a) Scatterplot recording
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Ms. Carmichael is conducting a FBA for Jamal, a boy in her class who runs away from activities and teachers. Ms. Carmichael began by interviewing her teaching assistants and by participating in the conversation with them to define the target behavior and to determine what antecedents and consequences she would watch for during her ABC assessment. Ms. Carmichael completes her ABC assessment and finds that running away from tasks and materials occurs most frequently when difficult tasks are presented and that the most common consequence for this behavior is a teacher chasing after him and returning him to the classroom. Sometimes he is required to return to the task and sometimes he is allowed to do a different activity when he comes back to the classroom. What can be concluded from this descriptive assessment?
a) The problem behavior most likely occurs to get attention from teachers b) The problem behavior most likely occurs to escape from nonpreferred tasks. c) The problem behavior most likely occurs to get access to more preferred activities. d) The function of the problem behavior remains unclear. |
d) The function of the problem behavior remains unclear.
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After you complete a descriptive assessment, you should write hypothesis statements that reflect your interpretation of the data. Which of the following is a hypothesis statement that contains all of the important elements?
a) Gain peer attention: When Valerie is playing alone on the playground, she bear hugs her peers. b) Gain peer attention: Valerie bear hugs her peers, which is followed by attention in the form of teasing from her peers. c) When Valerie is playing alone on the playground, she bear hugs her peers, which is followed by attention in the form of teasing from her peers. d) Gain peer attention: When Valerie is playing alone on the playground, she bear hugs her peers, which is followed by attention in the form of teasing from her peers. |
d) Gain peer attention: When Valerie is playing alone on the playground, she bear hugs her peers, which is followed by attention in the form of teasing from her peers.
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The primary reason for conducting a functional analysis is:
a) To test hypotheses generated via indirect and descriptive assessments. b) To generate hypotheses that can be further evaluated via indirect and descriptive assessments. c) To observe problem behavior within the naturally occurring routine. d) To identify any temporal patterns in problem behavior. |
a) To test hypotheses generated via indirect and descriptive assessments.
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Characteristics of functional analysis include:
a) They are conducted within naturally occurring routines. b) They are conducted within analog conditions that represent naturally occurring routines. c) They utilize interviews and rating scales rather than direct observation of problem behavior. d) They are conducted in clinical settings only. |
b) They are conducted within analog conditions that represent naturally occurring routines.
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In addition to a control condition, a functional analysis typically consists of what test conditions?
a) Contingent attention b) Contingent escape c) Alone d) All of these |
d) All of these
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Mr. Moon is conducting a functional analysis with Ira, who kicks his teachers frequently. Mr. Moon is implementing a contingent escape condition. He prompts Ira to engage in a difficult task. Ira kicks Mr. Moon in the shin. How should Mr. Moon respond if he is to implement the contingent escape condition correctly?
a) He should continue prompting Ira to do the task, but he should provide a mild reprimand, such as, "Ira, don't kick me. That hurts. Come on, it's time to work." b) He should remove the task materials and turn away from Ira for a short period of time. c) He should ignore Ira's kicking and continue with the task. d) He should provide Ira with a more preferred activity for a short period of time. |
b) He should remove the task materials and turn away from Ira for a short period of time.
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