Pbs Module 3b Quiz

Focuses on the use of positive intervention strategies that are respectful of the child. Strategies that focus on allowing children to have access to new environments to develop positive social interactions while learning communication skills.

The correct answer is that prevention strategies for individual children must be related to the purpose (function) of the challenging behavior and should involve changing the triggers to the behavior. This means that the strategies should be tailored to address the underlying cause or motivation behind the challenging behavior, rather than just focusing on the behavior itself. By identifying and addressing the triggers, it is more likely that the behavior can be prevented or reduced. This approach takes into account the individual needs and circumstances of each child, making it a more effective and targeted approach.

Prevention strategies are used to soften the triggers of challenging behavior. This means that these strategies aim to identify and address the underlying causes or factors that may lead to challenging behavior. By doing so, these strategies can help create a more supportive and positive environment, reducing the likelihood of challenging behavior occurring in the first place. This approach focuses on proactive measures and interventions that promote positive behavior and prevent the escalation of challenging behavior.

The correct answer is that the teacher allowed for "wait time" between each step so that the child had time to process the information. This means that the teacher gave the child enough time to think and understand before moving on to the next step. This is an important aspect of incidental teaching as it allows the child to actively engage in the learning process and develop their problem-solving and critical thinking skills. It also helps to ensure that the child fully comprehends the information being taught.

The correct answer is hypothesis, prevention strategies, replacement skills, and new responses. This is because a behavior support plan is designed to identify the underlying cause or hypothesis of the behavior, implement strategies to prevent the behavior from occurring, teach replacement skills to the individual, and provide new responses or strategies to address the behavior when it does occur. This comprehensive approach aims to understand and address the behavior in a holistic manner.

Descriptive sentences: objectively define anticipated events where a situation occurs, who is involved, what they are doing and why (e.g., When people are inside, they walk.).
Perspective sentences: describe the internal status of the person or persons involved, their thoughts, feelings, or moods (e.g., Running inside could hurt me or other people.).
Directive sentences: are individualized statements of desired responses stated in a positive manner. They may begin “I can try…” or “I will work on…” Try to avoid sentences starting with “Do not” or definitive statements (e.g., I will try to walk in inside.).

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The prevention interaction strategy stated in the given statement is scaffolding. Scaffolding refers to the process of providing support and assistance to a child as they learn and develop new skills. In this strategy, the adult moves into play, interprets the child's needs, assists the child, and continues with instruction until the child begins playing. The adult aims to be minimally intrusive and gradually fades out of the situation as the child gains independence and mastery of the skill. This approach helps the child to build their confidence and competence in a particular task or activity.

When a challenging behavior returns, the first step in addressing it is to check if the plan to manage the behavior is being implemented appropriately. It is important to ensure that the strategies and interventions designed to address the behavior are being consistently and correctly implemented. This step helps to identify any potential issues or gaps in the implementation process that may be contributing to the reemergence of the challenging behavior. Once it is confirmed that the plan is being implemented appropriately, further steps can be taken to address the behavior if necessary.

A scripted story should include written text to ensure the same language is being used. This means that the story should have a consistent and clear written text throughout, so that the child can understand and follow along with the story easily. This helps to maintain consistency and coherence in the language used in the story, making it easier for the child to comprehend and engage with the story.