1. All behavior serves a function of some kind. Which question does NOT help identify the function of a targeted behavior?
How effective has the behavior worked for the child in the past? Does the child have an acceptable alternative behavior now? How many kinds of behaviors does the child have? How can we teach the alternative behavior and reinforce it so the child will continue to use it?
2. Which of the following is NOT a component of an effective functional behavior assessment?
Define the problem area(s) and goal Have one person collect the data and develop interventions Test the validity of the hypothesis Measure the results after strategies and modifications are in place
3. Which types of behavior would NOT be considered a priority when choosing behaviors to target?
Behaviors that are the most problematic for the child Behaviors that involve safety Behaviors that irritate the teacher Behaviors that, if changed, will have the most positive impact on the student
4. What components might NOT be included in a comprehensive support plan?
Behavior improvement plan (BIP) Environmental modifications Skills teaching Time-out schedule
5. Which is NOT a positive side effect that might result from the improved behavior?
Better play skills Improvement in grades Better self-confidence and esteem Better peer acceptance
6. When collecting data on the results of the implementation of a support plan, which of the following would you NOT want to focus on?
Rate of reduction of the targeted behavior Rate of increase in the use of alternate skills Positive side effects resulting from the improved behavior Reduction of the teacher’s time with the child
7. Which would NOT be a reason for the team to ‘celebrate their successes’?
Foster team members’ continued adherence to the plan To maintain a consistent schedule Increased willingness to develop a plan for other children when needed Skills in developing future plans will improve
