Pbs Module 3a Quiz

Challenging behavior can serve different functions or messages for a child who lacks language skills. They may engage in challenging behavior to request something they want, such as an object, activity, or person. They may also use challenging behavior as a means to escape from demands, an activity, or a person. Additionally, challenging behavior can be a way for the child to obtain an object or gain attention from someone. Therefore, all of the above options can be possible functions or messages of challenging behavior in such cases.

The basic behavioral equation when analyzing challenging behaviors should include all of the components listed: setting event, trigger, behavior, and maintaining consequence. Each of these components plays a role in understanding and addressing challenging behaviors. The setting event refers to the environmental factors that may influence behavior, the trigger is the specific event or situation that immediately precedes the behavior, the behavior itself is the action or response being exhibited, and the maintaining consequence is the outcome or reinforcement that maintains the behavior. Considering all of these components allows for a comprehensive analysis of challenging behaviors.

Positive Behavior Support (PBS) is an approach that focuses on developing and understanding the reasons behind a child's challenging behavior. It involves teaching the child new skills and replacement behaviors to address and modify their behavior. This approach aims to promote positive behavior by providing support and guidance to the child, rather than simply reacting to their challenging behavior.

The trigger in this situation is the child approaching the sandbox with the roadway construction Tim had just finished building. This event prompts Tim to tackle the child to the ground.

In the video, Brendan is exhibiting challenging behavior by laying on the ground, kicking the adult, and running away from the adult. This behavior can be seen as a form of defiance and resistance towards the adult's instructions or demands. It may also indicate a lack of impulse control and difficulty in expressing his emotions appropriately.

Madison's behavior of screaming "no" and biting the peer is a way for her to avoid sharing the purse in the housekeeping area. By displaying aggressive behavior, Madison is attempting to assert control over the situation and keep the purse for herself. This behavior is a result of her desire to possess the purse and not wanting to share it with others.

Individualized intensive interventions are aimed at targeting a few children who demonstrate severe challenging behavior and do not respond to typical preventative practices or social-emotional teaching strategies. These interventions are specifically designed to address the unique needs of these children and provide them with the necessary support and instruction to improve their social-emotional skills and behavior.

If you are having trouble developing a hypothesis for a behavior, you should consider that a challenging behavior may be displayed in the same form but have multiple functions. This means that the behavior may serve different purposes or have different underlying causes in different situations or contexts. Additionally, you should also consider that a challenging behavior may begin by serving one function, such as escaping an activity, but then continue to serve a second function, such as obtaining attention. These considerations can help in understanding and addressing the challenging behavior effectively.

The social reaction of the child's behavior is that the teacher returns, helps him get his shirt back on, and gives him a hug. This response from the teacher shows care and support for the child, indicating a positive social interaction.

The given answer is incorrect because documenting when the child utilizes new skills learned as shown by display of a replacement behavior for the challenging behavior previously exhibited is actually a method of collecting data for a functional assessment. This method involves recording instances when the child successfully replaces the challenging behavior with a new skill, which helps in identifying the function of the challenging behavior and developing appropriate interventions.

A functional assessment interview is a method used to gather information about a person's behavior and the factors that influence it. It involves identifying the functions and maintaining consequences of the behavior, defining and describing the behavior, exploring possible setting events, and describing the frequency and intensity of the behavior. However, the development of a replacement behavior is not typically addressed in a functional assessment interview. This is because the focus of the interview is on understanding the function and context of the behavior, rather than on creating a replacement behavior.

Based on the analysis of the "Sample Setting Event Chart" on slide 62 of Module 3a, it can be determined that the child is more likely to tantrum if he has come to school on the bus. This conclusion is drawn from the data presented in the chart, which shows a higher frequency of tantrums during the bus arrival period compared to other events such as snack and circle time. The chart suggests a correlation between the child's mode of transportation to school and the likelihood of tantrums occurring.