PSS Final Exam ACTUAL Exam Questions
and CORRECT Answers
Purposes of Intervention - CORRECT ANSWER - - changing/eliminating the underlying
problem/disorder (rare)
- teaching compensatory strategies
- focusing on the child's environment
Sequence of Instruction Components: (ABC) - CORRECT ANSWER - - antecedent
events: stimuli designed to elicit particular responses
- responses: production of the target (ranging from approximations to correct)
- consequent events: reinforcement, which should immediately follow and be used only for
correct responses (use of punishment is not recommended)
contingent response - CORRECT ANSWER - the elecited behavior must occur before the
reinforcer is presented
non-contingent response - CORRECT ANSWER - the reinfrocement is given regardless of
the behavior
scheduled reinforcement - CORRECT ANSWER - reinforcement is given every x amount
of times
- great when working with children initially
intermettient reinfrocement - CORRECT ANSWER - reinforcement is not given a specific
schedule instead on a average of x amount of time (sometimes more, sometimes less)
- best for generalization (making it more automatic)
frequency of reinforcement - CORRECT ANSWER - - higher frequency is better for
establishment
,- lower frequency is better for generalizaiton
behavior managment - CORRECT ANSWER - - posative behavior support, engineering
enviornments which make the problem behavior, less likely to occur
- functional behavior assessment: look at what is perceding it, what is the behavior and what is
perceding it (how can you fix it)
- differential reinforcment of other behavior: reinforceing the other behavior that you want
direct modeling - CORRECT ANSWER - clincian demonstrates a specific beahvior for the
client to imitate
delayed modeling - CORRECT ANSWER - clincian provides a model, and client imitates
it after a day
auditory bombardment - CORRECT ANSWER - clincian demonstartes a specific behavior
repeatedly to expose a client to continual exmaples of the target behavior (may be in a list form)
shaping (successive approximation) - CORRECT ANSWER - breaking down a target
beahvior into small components and teaching in an ascending sequence of difficulty
prompts - CORRECT ANSWER - clinician provides additional verbal or nonverbal cues to
facilitate a client's production of a correct response
fading - CORRECT ANSWER - manipulations such as modeling, prompting, or
reinforcement are reduced in gradual steps while maintaining the target response
what two things should be integrated? - CORRECT ANSWER - oral and written
go meta: combine both auditory and visuals used allows the child to associate the sound with
letter
- help child state when and why these forms are used
, expansion - CORRECT ANSWER - clinican reformulates a client's utterance into a more
mature or complete version
clinican rate - CORRECT ANSWER - speak slowly
- benefits: conveys a sense of calm control, and reduces the processing load
allow for pauses in session (gives time for child to process information)
pull-out model - CORRECT ANSWER - take child out of the classroom and conduct
therapy in the room
push-in - CORRECT ANSWER - SLP goes into classroom with child and conducts
therapy
inclusion model - CORRECT ANSWER - child is being included in an regular education
classroom
- particulary important for generalization
group instruction - CORRECT ANSWER - muliple kids with the same/simlar disorders,
conduct therapy together
- should be strucured so thtat group members can benefit from the interaction, activities include
the entire gorup, minimzie waiting
combination therapy - CORRECT ANSWER - both push-in and pull-out
- appropriate over the course of therapy
intermittent scheduling - CORRECT ANSWER - 2-3 sessions per week over an extended
period
block schdeuling - CORRECT ANSWER - daily sessions for a shorter time span
and CORRECT Answers
Purposes of Intervention - CORRECT ANSWER - - changing/eliminating the underlying
problem/disorder (rare)
- teaching compensatory strategies
- focusing on the child's environment
Sequence of Instruction Components: (ABC) - CORRECT ANSWER - - antecedent
events: stimuli designed to elicit particular responses
- responses: production of the target (ranging from approximations to correct)
- consequent events: reinforcement, which should immediately follow and be used only for
correct responses (use of punishment is not recommended)
contingent response - CORRECT ANSWER - the elecited behavior must occur before the
reinforcer is presented
non-contingent response - CORRECT ANSWER - the reinfrocement is given regardless of
the behavior
scheduled reinforcement - CORRECT ANSWER - reinforcement is given every x amount
of times
- great when working with children initially
intermettient reinfrocement - CORRECT ANSWER - reinforcement is not given a specific
schedule instead on a average of x amount of time (sometimes more, sometimes less)
- best for generalization (making it more automatic)
frequency of reinforcement - CORRECT ANSWER - - higher frequency is better for
establishment
,- lower frequency is better for generalizaiton
behavior managment - CORRECT ANSWER - - posative behavior support, engineering
enviornments which make the problem behavior, less likely to occur
- functional behavior assessment: look at what is perceding it, what is the behavior and what is
perceding it (how can you fix it)
- differential reinforcment of other behavior: reinforceing the other behavior that you want
direct modeling - CORRECT ANSWER - clincian demonstrates a specific beahvior for the
client to imitate
delayed modeling - CORRECT ANSWER - clincian provides a model, and client imitates
it after a day
auditory bombardment - CORRECT ANSWER - clincian demonstartes a specific behavior
repeatedly to expose a client to continual exmaples of the target behavior (may be in a list form)
shaping (successive approximation) - CORRECT ANSWER - breaking down a target
beahvior into small components and teaching in an ascending sequence of difficulty
prompts - CORRECT ANSWER - clinician provides additional verbal or nonverbal cues to
facilitate a client's production of a correct response
fading - CORRECT ANSWER - manipulations such as modeling, prompting, or
reinforcement are reduced in gradual steps while maintaining the target response
what two things should be integrated? - CORRECT ANSWER - oral and written
go meta: combine both auditory and visuals used allows the child to associate the sound with
letter
- help child state when and why these forms are used
, expansion - CORRECT ANSWER - clinican reformulates a client's utterance into a more
mature or complete version
clinican rate - CORRECT ANSWER - speak slowly
- benefits: conveys a sense of calm control, and reduces the processing load
allow for pauses in session (gives time for child to process information)
pull-out model - CORRECT ANSWER - take child out of the classroom and conduct
therapy in the room
push-in - CORRECT ANSWER - SLP goes into classroom with child and conducts
therapy
inclusion model - CORRECT ANSWER - child is being included in an regular education
classroom
- particulary important for generalization
group instruction - CORRECT ANSWER - muliple kids with the same/simlar disorders,
conduct therapy together
- should be strucured so thtat group members can benefit from the interaction, activities include
the entire gorup, minimzie waiting
combination therapy - CORRECT ANSWER - both push-in and pull-out
- appropriate over the course of therapy
intermittent scheduling - CORRECT ANSWER - 2-3 sessions per week over an extended
period
block schdeuling - CORRECT ANSWER - daily sessions for a shorter time span
