Pbs Module 3b Quiz

Is similar to traditional behavior modification programs

Focuses on the use of positive intervention strategies that are respectful of the child

Includes strategies that are developed for groups of children, and can be utilized for any child

Includes strategies that focus on allowing children to have access to new environments to develop positive social interactions while learning communication skills

B & d

Descriptive sentences, Positive sentences, and Summarizing sentences

Anecdotal sentences, Perspective sentences, and Directive sentences

Definitive sentences, Positive sentences, and Summarizing sentences

Descriptive sentences, Perspective sentences, and Directive sentences

Three to five directive and perspective sentences for each descriptive sentence

Real photographs should always be used to help the child understand the story

Written text to ensure the same language is being used

At least one definitive statement

Chaining

Scaffolding

Reducing

Reinforcing

Function of the behavior, prevention strategies, current skills, and new responses

Hypothesis, current strategies, replacement skills, and new responses

Hypothesis, prevention strategies, replacement skills, and new responses

Hypothesis, prevention strategies, replacement skills, and summary of skills

Soften the triggers of challenging behavior

Immediately stop the challenging behavior

Stop positive behaviors

All of the above

Check to make sure the plan is implemented appropriately

Continue the plan through the extinction burst

Conduct a new functional assessment

Examine events to see if there are new triggers for behavior

Must be related to the purpose (function) of the challenging behavior and should involve changing the triggers to the behavior

Must always include tangible reinforcers

Should be used only to decrease a child’s escaping or obtaining behaviors

Could be used for all children

The skills should serve the same function of the challenging behavior

The skills will be taught when the child is screaming and resisting

Rather than ignoring the message, provide the child with a “functionally equivalent” means of communication

Make sure the reward for appropriate behavior is consistent

The teacher taught replacement skills

The teacher used most-to-least prompting

The teacher used physical guidance

The teacher allowed for “wait time” between each step so that the child had time to process the information