SAFE CRISIS MANAGEMENT TEST PAPER 2026 QUESTIONS
AND ANSWERS GRADED A+
✔✔Help Help - ✔✔Definitive rule breaking act that demands staff attention
✔✔Alexithymia - ✔✔Not being able to put into words the emotions the individual is
experiencing
✔✔Either Or, No Statements - ✔✔Occurs as behavior escalates
✔✔Leave me alone! Hangover - ✔✔when the individual begins to calm down
✔✔An issue that was stimulated from within the program is a carry over behavior -
✔✔True
✔✔Staff should wait until the action stage to intervene during the behavior cycle -
✔✔False
✔✔Staff should appease the individual during "either/or" comments in order to avoid
further escalation - ✔✔False
✔✔All behaviors of concern are temporary - ✔✔True
✔✔Anger can be described as cumulative and transferable - ✔✔True
✔✔The five rationales for training are: - ✔✔1. Safety
2. reality
3. liability
4. Professional performance
5. creating/maintaining a culture of care
✔✔Strength based strategies and interventions focus on the strengths of the individual
instead of their deficits - ✔✔True
✔✔Staff can refuse to provide a grievance at the staffs discretion - ✔✔False
✔✔Staff can be charged with negligence for failing to supervise and or meet the needs
of individuals - ✔✔True
✔✔The SCM curriculum focuses primarily on the safety of the staff - ✔✔False
✔✔Types of Abuse - ✔✔Emotional
sexual
, physical
neglect
✔✔Growth Negligence - ✔✔Harm Occurs
✔✔Simple negligence - ✔✔Doesnt cost lasting emotional harm
✔✔Best practice guidelines - ✔✔Regulations for behavior support and intervention
✔✔ACE - ✔✔Adverse hiked hood experiences
✔✔Culture of Care - ✔✔1. Positive beliefs
2. trauma informed care
3. cultural sensitivity/awareness
✔✔physical domain - ✔✔Control of gross and fine motor skills
✔✔social-emotional - ✔✔Ability to form close and secure relationships, experience,
regulate and express emotions
✔✔Intellectual - ✔✔Ability to reason and think
✔✔Moral - ✔✔Ability to distinguish right from wrong
✔✔Theoretical Models - ✔✔-critical task model
-conceptual development model
-moral development model
-gender differences in moral development
✔✔Eriksons Critical Task Model - ✔✔When basic needs of an infant are not met, the
child is likely to experience great difficulty trusting others
✔✔Piagets conceptual development model - ✔✔It is important to understand the
cognitive capacity of individuals
✔✔Kohlburgs moral development model - ✔✔As individuals move through the
developmental stages, a sense of morality or justice becomes integrated
✔✔Gilligans gender differences in moral development - ✔✔Indicates that females
morals are based on emotional feeling or attachment to others
✔✔The elements of trust, security, and attachment must exist for normal growth and
development to occur. - ✔✔True
AND ANSWERS GRADED A+
✔✔Help Help - ✔✔Definitive rule breaking act that demands staff attention
✔✔Alexithymia - ✔✔Not being able to put into words the emotions the individual is
experiencing
✔✔Either Or, No Statements - ✔✔Occurs as behavior escalates
✔✔Leave me alone! Hangover - ✔✔when the individual begins to calm down
✔✔An issue that was stimulated from within the program is a carry over behavior -
✔✔True
✔✔Staff should wait until the action stage to intervene during the behavior cycle -
✔✔False
✔✔Staff should appease the individual during "either/or" comments in order to avoid
further escalation - ✔✔False
✔✔All behaviors of concern are temporary - ✔✔True
✔✔Anger can be described as cumulative and transferable - ✔✔True
✔✔The five rationales for training are: - ✔✔1. Safety
2. reality
3. liability
4. Professional performance
5. creating/maintaining a culture of care
✔✔Strength based strategies and interventions focus on the strengths of the individual
instead of their deficits - ✔✔True
✔✔Staff can refuse to provide a grievance at the staffs discretion - ✔✔False
✔✔Staff can be charged with negligence for failing to supervise and or meet the needs
of individuals - ✔✔True
✔✔The SCM curriculum focuses primarily on the safety of the staff - ✔✔False
✔✔Types of Abuse - ✔✔Emotional
sexual
, physical
neglect
✔✔Growth Negligence - ✔✔Harm Occurs
✔✔Simple negligence - ✔✔Doesnt cost lasting emotional harm
✔✔Best practice guidelines - ✔✔Regulations for behavior support and intervention
✔✔ACE - ✔✔Adverse hiked hood experiences
✔✔Culture of Care - ✔✔1. Positive beliefs
2. trauma informed care
3. cultural sensitivity/awareness
✔✔physical domain - ✔✔Control of gross and fine motor skills
✔✔social-emotional - ✔✔Ability to form close and secure relationships, experience,
regulate and express emotions
✔✔Intellectual - ✔✔Ability to reason and think
✔✔Moral - ✔✔Ability to distinguish right from wrong
✔✔Theoretical Models - ✔✔-critical task model
-conceptual development model
-moral development model
-gender differences in moral development
✔✔Eriksons Critical Task Model - ✔✔When basic needs of an infant are not met, the
child is likely to experience great difficulty trusting others
✔✔Piagets conceptual development model - ✔✔It is important to understand the
cognitive capacity of individuals
✔✔Kohlburgs moral development model - ✔✔As individuals move through the
developmental stages, a sense of morality or justice becomes integrated
✔✔Gilligans gender differences in moral development - ✔✔Indicates that females
morals are based on emotional feeling or attachment to others
✔✔The elements of trust, security, and attachment must exist for normal growth and
development to occur. - ✔✔True
