Pbs Module 3a Quiz

12 Questions | Total Attempts: 65

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Module Quizzes & Trivia

Questions and Answers
  • 1. 
    What type of children are individualized intensive interventions aimed at targeting?
    • A. 

      All children- children who respond to group-wide, preventative practices within the classroom.

    • B. 

      Children at-risk- children who do not respond to preventative practices within the classroom and require instruction on specific social-emotional skills

    • C. 

      Few children- children demonstrating severe challenging behavior and do not respond to typical preventative practices or social-emotional teaching strategies.

  • 2. 
    What is "Positive Behavior Support" (PBS)?
    • A. 

      An approach for developing and understanding why the child has challenging behavior and changing a child's behavior through teaching the child new skills and replacement behaviors.

    • B. 

      A narrow approach that considers a child's social skills in isolation when looking at rationalizing challenging behavior

    • C. 

      A method of recognizing challenging behavior and developing a "quick fix" through intervention that is reactionary rather than preventative.

  • 3. 
    Challenging behavior can communicate a message when the child does not have the language skills.  What are possible functions (or messages) of challenging behavior?
    • A. 

      To request an object, activity, or person

    • B. 

      To escape demands, an activity, or a person

    • C. 

      To obtain and object or someone

    • D. 

      All of the above

  • 4. 
    Refer to video 3a 2 in Module 3a. What is Brendan's challenging behavior being exhibited?
    • A. 

      Laying on the ground, kicking the adult, and running away from the adult

    • B. 

      Biting the adult and screaming

    • C. 

      Crying and banging his head on the windows

  • 5. 
    What component(s) should be included in the basic behavioral equation when analyzing challenging behaviors?
    • A. 

      Setting event

    • B. 

      Trigger

    • C. 

      Behavior

    • D. 

      Maintaining consequence

    • E. 

      All of the above

  • 6. 
    In slide 35 of Module 3a, Tim is riding on his tricycle on the bike path within the playground.  He sees a child approach the sandbox where he had just finished building a roadway.  Tim tackles the child to the ground.  An adult intervenes and comforts the child and scolds Tim.  Tim enters the sandbox and continues to build his roadway.  What is the “trigger” in this situation?
    • A. 

      An adult intervenes by comforting the child Tim tackled and scolding Tim. Tim continues to play in the sand box.

    • B. 

      A child approaches the sandbox with the roadway construction Tim had just finished building

    • C. 

      Tim had a fight with his mother before coming to school that day

    • D. 

      Tim tackles the child to the ground

  • 7. 
    All of the following are methods of collecting data for a functional assessment EXCEPT for . . .
    • A. 

      Documenting when the child utilized new skills learned as shown by display of a replacement behavior for the challenging behavior previously exhibited

    • B. 

      Interview with the persons who know the child best

    • C. 

      Review of records

    • D. 

      Observations of the child in situations where the challenging behavior occurs and observing what circumstances are associated with appropriate behavior

  • 8. 
    Refer to video 3a 15 in Module 3a (slide 59).  Using the observation card shown in slides 47 and 48, what is the “Social Reaction” of the child’s behavior?
    • A. 

      Teacher bringing him over to the floor to play with a toy

    • B. 

      Teacher returns, helps him get his shirt back on, and gives him a hug

    • C. 

      Child pulling his arm out of his shirt and hitting his head with his fist

  • 9. 
    Refer to the “Sample Setting Event Chart” on slide 62 of Module 3a.  After analyzing the chart, what can be determined?
    • A. 

      Child is more likely to tantrum when his mother brings him to school

    • B. 

      Child is most likely to tantrum during small group, when compared to snack and circle time

    • C. 

      Child is more likely to tantrum if he has come to school on the bus

  • 10. 
    All of the following information can be gathered through a functional assessment interview EXCEPT for . . .
    • A. 

      Identification of the functions and maintaining consequences of the behavior

    • B. 

      Definition and description of the behavior

    • C. 

      Development of a replacement behavior

    • D. 

      Description of frequency and intensity of the behavior

    • E. 

      Exploration of possible setting events

  • 11. 
    What things should be considered if you are having trouble developing a hypothesis for a behavior?
    • A. 

      A challenging behavior may not always have a function

    • B. 

      A challenging behavior may be displayed in the same form, but have multiple functions

    • C. 

      A challenging behavior may begin by serving one function, such as escaping an activity, and then continue to serve a second function, such as obtaining attention

    • D. 

      Answers a and b

    • E. 

      Answers a and c

    • F. 

      Answers b and c

  • 12. 
    In slide 37 in Module 3a, Madison is playing in the housekeeping area, putting on high heals and a hat.  A peer joins her in the housekeeping area and gets a purse to play with.  Madison screams “no” and bites the peer.  A teacher intervenes by asking Madison to go to the thinking chair and taking the peer to the bathroom to look at the bite.  After time spent in the thinking chair, Madison returns to the housekeeping area.  She grabs the purse the peer was using and continues to play.  The peer leaves the bathroom and begins an art activity with the teacher.  What is the “function” of Madison’s behavior in this situation?
    • A. 

      Madison screaming "no" and biting the peer

    • B. 

      Madison spends time in the thinking chair and the peer is consoled and once Madison's time is up in the thinking chair she returns to housekeeping.

    • C. 

      A peer joins Madison in play at housekeeping and obtains the purse

    • D. 

      Madison wants to avoid sharing the purse in housekeeping

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