Exam Preview for 1349: School-Based Approaches for Promoting Positi

School-Based Approaches for Promoting Positive Behaviors

Please note: exam questions are subject to change.

1. What is a functional behavioral assessment (FBA)? A hypothesis for stating the function of the behavior. Targeted interventions for individualized behavioral strategies. A process that guides teams through systematic steps for clearly understanding the function of the challenging behavior(s). Behavioral strategies for teaching and rewarding positive behaviors.
2. When describing behaviors, the child’s team must consider whether they are: Off-task, disruptive, and identifiable Concrete, detailed, and focused Specific, relevant, and time-bound Measurable, observable, and objective
3. When defining verbal responses, the child’s team must be specific in describing the following? Signs, gestures, pointing, and language Vocabulary, volume, intensity, and to whom the words are directed The function of language and the impact on the speaker The child’s ability level and probes
4. What are three specific situations that can trigger a behavior? Locations, types of interactions, and environmental factors Medical, physiological, and environmental Trust, fear, and anticipation Cognitive decline, agitation, and aggression
5. What are three types of interactions that trigger behaviors? Collaborating with peers, following directions, and problem solving Few social skills to practice in a community setting Negative peer attention, redirection, and unfamiliar adults Observing, doing, and communicating
6. What type of instructional methods trigger challenging behaviors? Instructional planning, instructional decision-making, and research Independent work, introduction of new material, and multi-step instructions Setting objectives, concepts and ideas, and instructional components Non-negotiables, essential questions, and graphic organizers
7. Which of the following is not an environmental factor that triggers behavior? Unstructured time Room temperature Transitions Fatigue at learning time
8. What is a Behavior Intervention Plan (BIP)? A written document that describes the child’s academic performance. A positive-reinforcement intervention between the child and teacher. An individualized support plan that incorporates interventions and supports which enhance positive behaviors in the learning environment. A write-up form that displays the number of behavioral violations and incidents that the child has acquired for the academic year.
9. Which of the following components is NOT true for BIP's? The plan is developed from the FBA data collection process. For reducing challenging behaviors, the child’s team should list problem solving strategies on the plan. Prevention and early intervention are vital for increasing replacement behaviors. With the FBA data collection, the BIP is limited in emphasizing the seven components associated with challenging behaviors.
10. Which is NOT a component of the BIP? Crisis planning An independent evaluation administered by a Board Certified Behavior Analyst Replacement behaviors and healthy alternatives Positive reinforcement and increasing desired behaviors
11. When developing the BIP, the child’s team records the most effective steps for: Teaching the replacement behaviors, practicing the replacement behaviors, and gaining the necessary skills to model the replacement behaviors Identification, eligibility, and evaluation Referral, implementation, and reviews Reevaluation, progress reports, and legal timelines
12. When developing the BIP, which of the following should the child’s team list? Academic success and guidelines for educators Social-emotional skills, conflict resolution, and student engagement Skill deficits and strategies for teaching replacement behaviors Resources for a healthy school culture and unique goals
13. When convening to evaluate progress monitoring, the child’s team should record which of the following: Peer networking groups for parents and caregivers Parental involvement in open house Modifications and revisions for the BIP Special topics for project-based learning
14. Which of the following is NOT a data collection model? Frequency or event recording Scientific inquiry Time sampling Latency
15. Classroom intervention techniques include __________, ___________, and _____________. a disciplinary referral, in-school suspension, and out-of-school suspension school-home notes, response cost, and classwide social, emotional, and behavioral programs a half day of school, detention, and loss of field trip privileges five days of no recess, write offs, and a meeting with the superintendent
16. When implementing the SOCS Model of Problem-Solving, we apply the following four components? opportunities, reinforcement, integration, and evaluation adaptations, responsiveness, communication, and application attendance, organization, goals, and resources situation, solution options, consequences, and solution
17. Feelings charts help children to engage in the following: acknowledge, express, and validate their emotions organize, establish, and demonstrate their emotions master, list, and identify their emotions report, increase, and display their emotions
18. Which of the following is NOT an effective classroom management routine? Facilitating shared respect Supporting reciprocal care and mutual accountability Enforcing academic excellence from all students Decreasing behaviors with homework and punishment
19. Which of the following is NOT an effective intervention for structuring and managing the learning environment? Teaching conflict resolution strategies Integrating IEP goals primarily into the reading curriculum Increasing student motivation Incorporating individual and small group instruction
20. When stating a command, all of the following steps are essential EXCEPT: Ask the child to write a rationale for the command. Gather the child’s attention. Deliver simple and direct commands. Provide developmentally appropriate commands for the child.
21. When using time-out, which of the following is NOT an effective step? Direct the child to time-out. Praise positive behavior. Allow the child to remain in time-out and address the behavior. Repeat the command.
22. When planning and implementing a behavioral intervention, ask all of the following questions EXCEPT: What individual strategies can be implemented for each child? Which child or group of children will be impacted by the intervention? What skill or replacement behavior is the child or group of children expected to master? When should the child receive modified attention withdrawal?
23. What are three effective behavioral interventions? Reinforcement, integration, and evaluation Parental consistency, selective mutism, and separation Restraint, contracts, and negative self-talk Refer parents to community resources, provide calming breaks, and validate students’ emotions
24. When we teach and reinforce behavioral expectations, students develop the following: Motor skills, responsive behaviors, and social cues Intensive educational services and empirical support Predictability, emotional regulation, and positive peer interactions Expressive-receptive language and adaptive social skills
25. Each of the following is an example of a behavioral intervention for behavior modification EXCEPT: Provide instructions in numerous formats. Teach behaviors across all environments. Use preferred foods as reinforcers. Accept a variety of appropriate responses.