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Positive Solutions for Families: Behavior Has Meaning

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1.  Prior to developing a behavior intervention plan, behavior support plan,or teaching replacement behaviors, our primary goal is to identify: the steps for rewarding positive replacement behaviors the suggestions for home and community implementation the meaning, purpose, or function of the behavior the specific actions to replace the behavior

2.  In relation to “Positive Solutions for Families,” what are the A-B-Cs? adjust, berate, and consume activation, behavior, and consolidation antedecent, behavior, and consequence alleviate, boast, and calculate

3.  When investigating the clues for a child’s challenging behaviors, a “Behavior Detective” must first determine the following? hypothesis statements antecedent or setting events behavioral consequences replacement behaviors

4.  What is a common mistake for time-out? using time-out for negative reinforcement giving one or two warnings before time-out using time-out for aggressive and destructive behaviors using time-out after the episode has occurred as a delayed punishment

5.  When creating family rules, parents must take into account their child’s: emotions, behavioral regulation, and stability faults, adjustment levels, and remorse age, unique development, and abilities gender, social identity, and functioning

6.  How might scripted stories benefit early learners with communication difficulties and their families? Scripted stories can help with school readiness skills. Scripted stories can help with learning foundations. Scripted stories can help with creativity and Independence. Scripted stories can help with understanding the expectations of the adult and child.

7.  Every behavior has a function. As ______________________ we must decipher the function of the behavior and devise and diversify the implementation of supports. behavior detectives behavior watchers parents teachers

8.  When children do not have an appropriate way to communicate a message, they will engage in ____________ behaviors to meet their needs. positive challenging rewarding playful

9.  Challenging behavior communicates a positive message, when it results in acquiring which of the following: a tangible item or object another individual’s attention avoiding or escaping a situation, event, or activity all of the above

10.  Positive caregiver-child interactions increase children’s ___________, self-management, and coping mechanisms in stressful situations. self-awareness cognitive complexity range of emotion none of the above

11.  According to attachment theory, a child’s emotional performance is affected by all phases of the ____________________________. child-sibling relationship child-teacher relationship child-child relationship child-caregiver relationship

12.  Which of the following skills can support social and emotional competence in children and youth? emotional and behavioral regulation skills task specific skills therapeutic skills none of the above

13.  For early learners, a fun way for parents to teach rules is to use: their child’s favorite stuffed animals and engaging in pretend play of them acting the rules. flash cards a behavior map food as a reward for following the rules

14.  When children are ________ in the process of creating rules, they may be more likely to follow the rules and take ownership of their behavior(s). engaged ignored valued uplifted

15.  _______________ are the actions occurring after the challenging behaviors (i.e., an item or object desired by the child or the way a person responds). Constraints Confirmations Consequences Conclusions