Pbs Module 3b Quiz

10 Questions | Total Attempts: 132

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Module Quizzes & Trivia

Questions and Answers
  • 1. 
    Positive Behavior Support:
    • A. 

      Is similar to traditional behavior modification programs

    • B. 

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

    • C. 

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

    • D. 

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

    • E. 

      B & d

  • 2. 
     What are the three types of sentences used in writing a scripted story?
    • A. 

      Descriptive sentences, Positive sentences, and Summarizing sentences

    • B. 

      Anecdotal sentences, Perspective sentences, and Directive sentences

    • C. 

      Definitive sentences, Positive sentences, and Summarizing sentences

    • D. 

      Descriptive sentences, Perspective sentences, and Directive sentences

  • 3. 
    A scripted story should include which of the following:
    • A. 

      Three to five directive and perspective sentences for each descriptive sentence

    • B. 

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

    • C. 

      Written text to ensure the same language is being used

    • D. 

      At least one definitive statement

  • 4. 
    What is the prevention interaction strategy stated below? Move into play, interpret need of child, assist the child, continue with instruction until children begin playing, be minimally intrusive, and move out of situation.
    • A. 

      Chaining

    • B. 

      Scaffolding

    • C. 

      Reducing

    • D. 

      Reinforcing

  • 5. 
    What are the four parts of a behavior support plan?
    • A. 

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

    • B. 

      Hypothesis, current strategies, replacement skills, and new responses

    • C. 

      Hypothesis, prevention strategies, replacement skills, and new responses

    • D. 

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

  • 6. 
    Prevention strategies are used to...
    • A. 

      Soften the triggers of challenging behavior

    • B. 

      Immediately stop the challenging behavior

    • C. 

      Stop positive behaviors

    • D. 

      All of the above

  • 7. 
    Challenging behaviors could return or present itself in a new form and/or take on a new function. Often children with challenging behaviors are “at risk” due to environmental concerns, health issues, and/or disabilities. If a challenging behavior returns, what is the first step in addressing the challenging behavior?
    • A. 

      Check to make sure the plan is implemented appropriately

    • B. 

      Continue the plan through the extinction burst

    • C. 

      Conduct a new functional assessment

    • D. 

      Examine events to see if there are new triggers for behavior

  • 8. 
    When choosing prevention strategies for individual children the strategies...
    • A. 

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

    • B. 

      Must always include tangible reinforcers

    • C. 

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

    • D. 

      Could be used for all children

  • 9. 
    When teaching a child a replacement skill, you should consider all of the following EXCEPT:
    • A. 

      The skills should serve the same function of the challenging behavior

    • B. 

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

    • C. 

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

    • D. 

      Make sure the reward for appropriate behavior is consistent

  • 10. 
    Refer to Video 3b.8.  What is true about incidental teaching?
    • A. 

      The teacher taught replacement skills

    • B. 

      The teacher used most-to-least prompting

    • C. 

      The teacher used physical guidance

    • D. 

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

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