BDS I.6 PART 1 UPDATED QUESTIONS AND CORRECT
ANSWERS
Question:
1. When delivering feedback following an observation of staff work performance, making staff feel
like they are part of a constructive process is aided by
Answer:
inviting staff to ask any ques-tions they have about the feedback.
Question:
2. Where well-established patterns of staff perfor-mance exist, a critical factor in maintaining
adequate program im-plementation is
Answer:
supportive feedback from su-pervisors and peers.
Question:
3. If you are not able to make regular contact with staff to give feedback and reinforce their
performance, it is bet-ter to
Answer:
postpone intervention.
Question:
4. A nonverbal child communicates by pointing to things or by pulling an adult's hand to something
desired. The parents insist the child learn to talk and are using a DRA intervention in which attention
is delivered any time the child makes an effort to speak, and it is withheld when the child points or
pulls their hand. This is leading to tantrums and episodes of aggression. To help the child without
making things more diffi-cult for the parents, you might recommend
Answer:
teaching several sign lan-guage gestures to commu-nicate without pointing or pulling.
Question:
5. When giving corrective feedback, it is usually best to
Answer:
describe the staff member's correct performances first.
Question:
6. An intervention to reduce aggression calls for staff to deliver preferred items and attention to a
client on a fixed-time schedule. They are consistently missing the delivery of items according to the
schedule and the client's behavior is not improving.
Answer:
(all of the above) Incorrect Option(s) -Establish contingencies such that monitoring of
implemen-tation behavior by supervisors is reinforced. -Consider redesigning the in-tervention.
-Incorporate environmental supports such as a vibrating pocket timer.
ANSWERS
Question:
1. When delivering feedback following an observation of staff work performance, making staff feel
like they are part of a constructive process is aided by
Answer:
inviting staff to ask any ques-tions they have about the feedback.
Question:
2. Where well-established patterns of staff perfor-mance exist, a critical factor in maintaining
adequate program im-plementation is
Answer:
supportive feedback from su-pervisors and peers.
Question:
3. If you are not able to make regular contact with staff to give feedback and reinforce their
performance, it is bet-ter to
Answer:
postpone intervention.
Question:
4. A nonverbal child communicates by pointing to things or by pulling an adult's hand to something
desired. The parents insist the child learn to talk and are using a DRA intervention in which attention
is delivered any time the child makes an effort to speak, and it is withheld when the child points or
pulls their hand. This is leading to tantrums and episodes of aggression. To help the child without
making things more diffi-cult for the parents, you might recommend
Answer:
teaching several sign lan-guage gestures to commu-nicate without pointing or pulling.
Question:
5. When giving corrective feedback, it is usually best to
Answer:
describe the staff member's correct performances first.
Question:
6. An intervention to reduce aggression calls for staff to deliver preferred items and attention to a
client on a fixed-time schedule. They are consistently missing the delivery of items according to the
schedule and the client's behavior is not improving.
Answer:
(all of the above) Incorrect Option(s) -Establish contingencies such that monitoring of
implemen-tation behavior by supervisors is reinforced. -Consider redesigning the in-tervention.
-Incorporate environmental supports such as a vibrating pocket timer.
