Early problems or trauma
Question 1
Early problems or trauma as a child are often given as the original causes of or influences on a students challenging behavior. Which statement is most accurate?
a.
There may be useful information gained from investigating such historical factors. For example, one may learn that the child has a great fear of dogs, loud noises (for example, thunder or jets), and lightning. This information can guide the preparation of related interventions.
b.
The primary question in determining intervention is, "What are the current influences on behavior and how can they be changed in order to change behavior?"
c.
The original conditions that led to the acquisition of the challenging behavior probably are not the conditions that maintain it today.
d.
All of the other answers are correct.
5 points
Question 2
According to Scheuermann and Webber (2001), the hypotheses one develops after reviewing one's functional assessment data should address:
a.
the purpose the behavior serves for the student.
b.
possible skill deficits.
c.
how the behavior is related to environmental variables.
d.
All of the other answers are correct.
5 points
Question 3
Which statement is true?
a.
There is a higher prevalence and incidence of challenging behavior for school-age students with disabilities. Students with disabilities are at greater risk for exhibiting challenging behavior.
b.
The most frequent reason cited for referral for special education services, behavioral interventions, and more restrictive placement (in both schools and homes) is challenging behavior.
c.
Challenging behavior is not just a special education problem. Most violent acts in schools are not committed by students who receive special education services. Referrals for behavioral intervention are more frequently coming from all types of classrooms (including general and special education classrooms) at all grade levels, and across genders and all ability levels (gifted to severe disabilities), socioeconomic status (low to high income), and family demographics.
d.
All of the other answers are correct.
5 points
Question 4
According to Scheuermann and Webber (2001), compliance training may involve all of the following except:
a.
a spontaneous, unstructured teaching format.
b.
simple commands.
c.
reinforcement of compliance.
d.
graduated proximity.
5 points
Question 5
When we describe the function of the behavior, we should concentrate on:
a.
the teacher's perspective.
b.
the parent's perspective.
c.
the student's perspective.
d.
our own perspective.
5 points
Question 6
When an educator asks you the question, "Why does his challenging behavior occur?," which is an acceptable explanation?
a.
His challenging behavior occurs because of his personality and disability.
b.
His challenging behavior is caused by his family, poor parenting and discipline practices, and unfortunate home circumstances.
c.
His challenging behavior is a result of previous trauma related to bad experiences where he lived before.
d.
His challenging behavior may be occurring since it serves a purpose for him. He is possibly getting something he wants through his behavior. We can conduct a functional assessment to learn more about the causes for his behavior.
5 points
Question 7
Some educators lack extensive training in the prevention and remediation of challenging behavior. Therefore, they may feel that their efforts to address challenging behavior will not be successful or they are skeptical about the possibility of change. What is the least likely outcome of this situation?
a.
Some educators resort to intensive punishment procedures.
b.
There is more likelihood of reactive emergency procedures such as seclusion and restraint.
c.
There are more referrals for more restrictive placement.
d.
Educators return to universities to get more formal training in the prevention and remediation of challenging behavior.
5 points
Question 8
What decision by the educational team will need to be made as to whether a behavior requires functional assessment and intervention?
a.
The team should decide if the student's behavior is challenging.
b.
The team should recognize that for the student the challenging behavior is in fact very functional and effective; it produces an outcome that is desirable to the student or that meets the needs of the student.
c.
The team should consider the perspective of those individuals who identify the behavior as challenging.
d.
All of the other answers are correct.
5 points
Question 9
According to Scheuermann and Webber (2001), research indicates that self-stimulatory behaviors may
a.
provide sensory stimulation.
b.
diminish responsiveness to external stimuli.
c.
interfere with learning functional behaviors.
d.
All of the other answers are correct.
5 points
Question 10
Challenging behavior can produce both short-term and long-term negative outcomes for
a.
the student who engages in the challenging behavior.
b.
peers and educators of the student.
c.
family members of the student.
d.
All of the other answers are correct.
5 points
Question 11
Misleading or faulty explanations about the causes of behavior:
a.
sometimes yield better understanding about why challenging behavior is occurring now. For example, the team may discover that a rare disorder exists that is associated with challenging behavior (for example, Lesch-Nyhan syndrome).
b.
always should be thoroughly examined in order to select therapeutic, non-behavioral interventions for the challenging behavior.
c.
often interfere as we try to address challenging behavior. This may occur if we remain focused on blaming the student, other individuals, or family and home situations. If our beliefs about why challenging behavior occurs are misguided or wrong, then the interventions we select will be misguided, and the likelihood is that we will be unsuccessful in changing the challenging behavior.
d.
All of the other answers are correct.
5 points
Question 12
According to Scheuermann and Webber (2001), this is the most correctly written statement for use when recording on an A-B-C report:
a.
Alicia gets angry when Sean enters the room.
b.
Francis vomits more in the morning than he does in the afternoon.
c.
Marcia self-injures when the teacher presents a difficult task.
d.
Mary sits three inches from Lewis on the mat and takes his hand. Lewis yanks his hand away and spits in her face.
5 points
Question 13
Challenging or appropriate behavior may produce an internal change that is not directly observable with the function to regulate (increase or decrease) the level or type of sensory input in the environment or it may function to produce additional sensory stimulation. The function of this type of challenging behavior is best described as:
a.
positive reinforcement.
b.
negative punishment.
c.
negative punishment.
d.
sensory regulation/sensory stimulation (automatic reinforcement).
5 points
Question 14
Many educators often have:
a.
a high tolerance for challenging behavior.
b.
advanced training in the prevention and remediation of challenging behavior.
c.
a low tolerance for challenging behavior and insufficient training in the prevention and remediation of challenging behavior.
d.
All of the other answers are correct.
5 points
Question 15
Intervention plans that are based on information obtained from functional behavioral assessments are
a.
more punitive than positive and less effective at reducing challenging behavior than interventions that did not employ functional assessment.
b.
more positive than punitive and more effective at reducing challenging behavior than interventions that did not employ functional assessment.
c.
equally effective at reducing challenging behavior as interventions that did not employ functional assessment.
d.
None of the other answers are correct.
5 points
Question 16
Which statement is true?
a.
Students who exhibit challenging behavior often are avoided or rejected by peers and have fewer opportunities for successful and fulfilling social relationships.
b.
Challenging behavior often interferes with the development of positive relationships and interactions with family members.
c.
Challenging behavior that is not addressed typically will become more severe and frequent with age and may have a negative effect on post-school outcomes (for example, crime, substance abuse, unemployment, referral to state institutions, and psychiatric disorder diagnosis).
d.
All of the other answers are correct.
5 points
Question 17
With the sensory regulation/sensory stimulation (automatic reinforcement) function, the effects of behavior may be related to:
a.
sensory regulation.
b.
sensory stimulation.
c.
specific biological or neurological outcomes.
d.
All of the other answers are correct.
5 points
Question 18
According to Scheuermann and Webber (2001), nonverbal students may communicate by:
a.
picture communications.
b.
challenging behaviors.
c.
augmentative communication.
d.
All of the other answers are correct.
5 points
Question 19
According to Scheuermann and Webber (2001), common functions for noncompliance might include:
a.
getting attention.
b.
escaping or avoiding a disliked situation.
c.
communicating.
d.
All of the other answers are correct.
5 points
Question 20
According to Scheuermann and Webber (2001), functional assessment is based upon all of the following assumptions except:
a.
Challenging behavior is related to specific antecedents and consequences in the immediate environment.
b.
Punishment is the first resort when attempting to reduce challenging behavior.
c.
The likelihood of challenging behavior may be increased by internal and external setting events.
d.
Challenging behavior may be related to biological conditions or skill deficits.
e.
Challenging behavior may serve a function for the student.
5 points
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