Question 1

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

Accepted Answer

Consequence interventions are designed to directly address the maintaining consequences of problem behaviors by weakening those consequences while simultaneously strengthening the consequences for desired alternative and replacement behaviors. This approach is based on the understanding that behaviors are maintained by their consequences, and altering these consequences can change the behavior.

Question 2

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

Accepted Answer

Replacement behaviors are chosen to serve the same function as the problem behavior, ensuring that the individual's needs are met in a more appropriate or socially acceptable way.

Question 3

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

Accepted Answer

Understanding the function of a behavior is crucial for designing effective interventions. Without this understanding, interventions may not address the underlying cause of the behavior, making their success unpredictable or "hit or miss."

Question 4

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

Accepted Answer

Teaching Najib how to ask for help when directions are not clear is a positive intervention that addresses the function of the behavior by providing him with a constructive way to handle confusion or uncertainty, potentially reducing frustration and aggressive behaviors.

Question 5

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

Accepted Answer

Understanding the function of problem behavior by linking setting events, immediate antecedents, and consequences allows for the development of a comprehensive support plan that addresses the behavior by making it irrelevant, inefficient, and ineffective. This approach focuses on modifying environmental factors and teaching alternative skills rather than inferring internal states or thoughts.

Question 6

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

Accepted Answer

Adaptive alternative behaviors are specific, observable actions that can be taught to replace undesirable behaviors, making them more effective in achieving desired outcomes.

Question 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

Accepted Answer

When the selection of an intervention is not linked to the function of problem behavior, it is more likely to be ineffective and may make the problem worse. This is because interventions are most effective when they are tailored to address the specific reasons or functions behind a behavior.

Question 8

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

Accepted Answer

Topography of behavior refers to the physical form or shape of the behavior, including what it looks like and how it can be observed. Kicking, hitting, and running out of the room are all examples of behaviors that have a specific observable form, making them examples of the topography of behavior.

Question 9

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

Accepted Answer

The topography of a behavior refers to the specific physical form or shape of the behavior, which in this case is aggression.

Question 10

Proactive and preventative interventions may focus on
A) Setting events
B) Antecedents
C) Both of the above
D) Neither of the above

Accepted Answer

Proactive and preventative interventions often focus on both setting events and antecedents to modify or manage the environment or circumstances that precede and influence behavior, aiming to prevent undesired behaviors from occurring.

Question 11

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

Accepted Answer

The answer of Which is our most effective strategy for...

Question 12

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

Accepted Answer

The same behavior, like hitting, can serve different functions depending on the context, such as gaining attention, escaping a task, or self-stimulation.

Question 13

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

Accepted Answer

Functional behavioral assessment aims to identify the function or purpose that an undesirable behavior serves for an individual, rather than focusing on inner states or thoughts.

Question 14

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

Accepted Answer

Topography of behavior refers to the physical form or shape of the behavior, such as what it looks like or sounds like, while the function of the behavior refers to the reason behind the behavior or what it accomplishes for the individual. These are distinct concepts, as the same topography of behavior can serve different functions in different contexts, and different behaviors can serve the same function.

Question 15

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

Accepted Answer

Understanding the function of problem behavior helps in teaching appropriate skills and behaviors that can serve the same function, effectively replacing the problem behavior.

Question 16

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

Accepted Answer

The goal of selecting intervention procedures is to create a comprehensive approach that addresses the root causes of the problem behavior, promotes alternative appropriate behaviors, and is feasible for the implementers to carry out. This involves considering the setting, resources, values, and skills of those involved, rather than focusing on a single technique or the individual's disability label.

Question 17

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

Accepted Answer

The correct answer is A because it highlights a common issue where interventions are implemented without directly linking them to the function of the problem behaviors, which is crucial for effective behavioral support. Choices B and C introduce elements (thought patterns and inner states) that, while important, are not directly addressed in the context of Functional Behavior Assessment (FBA) which focuses on understanding the function of behaviors.

Question 18

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

Accepted Answer

Teaching a self-management strategy for limited question asking directly addresses the function of the behavior by providing Hiraru with tools to manage their actions more effectively, aligning with positive behavioral interventions.

Question 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

Accepted Answer

The topography of a behavior refers to the observable and measurable characteristics of that behavior. In this case, "Interrupting class" is the specific action being described, making it the correct choice.

Question 20

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

Accepted Answer

Topography of the problem behavior refers to the specific, observable actions and characteristics of the behavior itself, not when it occurs or its relationship with stimuli.

Quiz 3: Linking the Function of Behavior to the Intervention

When the intervention is based on the function of the undesirable behavior, consequence interventions may be used to

Replacement behaviors should

Without knowing the function of the behavior the effectiveness of an intervention

For Najib, a potential positive interventions based upon function of the behavior would be to

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

Teaching strategies may be implemented to replace undesirable behaviors with more

When the selection of an intervention is not linked to the function of problem behavior, it is

An example of topography of behavior is

Najib becomes aggressive towards others when he doesn't understand teacher directions (escape behavior) . The topography of the behavior is

Proactive and preventative interventions may focus on

Which is our most effective strategy for creating lasting changes in behavior?

The same topography of a problem behavior such as hitting may

The goal of functional behavioral assessment is to

Topography of behavior

Knowing the function of problem behavior allows teachers, family, and others to

The goal of selecting intervention procedures is

Too often people providing behavioral support conduct an FBA and then

For Hiraru, a potential positive intervention based upon function of the behavior would be to

Hikaru excessively interrupts class to ask questions that are not related to the instruction (get teacher attention) . The topography of the behavior is

Topography of the problem behavior is