IL290 ILTS Learning Behavior Specialist Exam
Questions With Correct Answers
Positive |Behavioral |Interventions |and |Supports |(PBIS) |- |CORRECT |ANSWER✔✔-3 |tiered |system |
of |positive |enforcement |for |behavior |
Tier |1: |school-wide |
Tier |2: |student |specific |interventions |
Tier |3: |student |specific |intensive |interventions
Behavior |Intervention |Plan |(BIP) |- |CORRECT |ANSWER✔✔-a |plan |for |improving |behavior |that |
impedes |learning |as |determined |in |the |Functional |Behavior |Assessment |(FBA) |process
Extinction |(behavior) |- |CORRECT |ANSWER✔✔-removing |the |stimuli |that |was |previously |
reinforcing |behavior |in |order |to |reduce |a |problem |behavior
Psychoeducational |model |- |CORRECT |ANSWER✔✔-Having |a |good |relationship |with |the |
student |which |leads |to |them |understanding |the |need |to |change |their |behavior
Fixed |Intermittent |Reinforcement |- |CORRECT |ANSWER✔✔-there |is |a |set |number |of |times |an |
action |occurs |before |the |behavior |is |reinforcement
Erikson's |stages |of |development |- |CORRECT |ANSWER✔✔-0-1.5 |years: |trust |vs |mistrust |
1.5-3 |years: |autonomy |vs |shame/doubt
3-5 |years: |initiative |vs |guilt |
5-12 |years: |industry |vs |inferiority |
12-18 |years: |identity |vs |role |confusion
, operant |conditioning |- |CORRECT |ANSWER✔✔-Positive |and |negative |consequences |(stimulus) |
to |get |a |particular |outcome
Positive |punishment |- |CORRECT |ANSWER✔✔-Giving |a |stimulus |in |reaction |to |a |behavior |to |
DECREASE |the |likelihood |of |the |behavior. |(Typical |consequences)
Reinforcement |- |CORRECT |ANSWER✔✔-Positive |responses |to |positive |behaviors |to |increase |
frequency |of |behaviors
Interactionist |- |CORRECT |ANSWER✔✔-Behavior |can |be |explained |by |analyzing |the |societal |
factors |around |the |child
Negative |reinforcement |- |CORRECT |ANSWER✔✔-Removing |a |stimulus |in |reaction |to |a |
behavior |to |increase |the |likelihood |of |a |behavior
Manifestation |Determination |Review |- |CORRECT |ANSWER✔✔-An |ARD |committee |meeting |that
|must |be |held |before |any |disciplinary |action |like |suspension |to |determine |if |the |behavior |is |a |
direct |result |of |their |disability |or |not
positive |reinforcement |- |CORRECT |ANSWER✔✔-Increasing |behaviors |by |presenting |positive |
stimuli
Functional |Behavior |Assessment |(FBA) |- |CORRECT |ANSWER✔✔-assesses |what |the |negative |
behaviors |are, |what |causes |them |and |what |can |be |taught |in |order |to |lessen |the |frequency
Variable |Intermittent |Reinforcement |- |CORRECT |ANSWER✔✔-the |response |to |the |behavior |
occurs |randomly
Questions With Correct Answers
Positive |Behavioral |Interventions |and |Supports |(PBIS) |- |CORRECT |ANSWER✔✔-3 |tiered |system |
of |positive |enforcement |for |behavior |
Tier |1: |school-wide |
Tier |2: |student |specific |interventions |
Tier |3: |student |specific |intensive |interventions
Behavior |Intervention |Plan |(BIP) |- |CORRECT |ANSWER✔✔-a |plan |for |improving |behavior |that |
impedes |learning |as |determined |in |the |Functional |Behavior |Assessment |(FBA) |process
Extinction |(behavior) |- |CORRECT |ANSWER✔✔-removing |the |stimuli |that |was |previously |
reinforcing |behavior |in |order |to |reduce |a |problem |behavior
Psychoeducational |model |- |CORRECT |ANSWER✔✔-Having |a |good |relationship |with |the |
student |which |leads |to |them |understanding |the |need |to |change |their |behavior
Fixed |Intermittent |Reinforcement |- |CORRECT |ANSWER✔✔-there |is |a |set |number |of |times |an |
action |occurs |before |the |behavior |is |reinforcement
Erikson's |stages |of |development |- |CORRECT |ANSWER✔✔-0-1.5 |years: |trust |vs |mistrust |
1.5-3 |years: |autonomy |vs |shame/doubt
3-5 |years: |initiative |vs |guilt |
5-12 |years: |industry |vs |inferiority |
12-18 |years: |identity |vs |role |confusion
, operant |conditioning |- |CORRECT |ANSWER✔✔-Positive |and |negative |consequences |(stimulus) |
to |get |a |particular |outcome
Positive |punishment |- |CORRECT |ANSWER✔✔-Giving |a |stimulus |in |reaction |to |a |behavior |to |
DECREASE |the |likelihood |of |the |behavior. |(Typical |consequences)
Reinforcement |- |CORRECT |ANSWER✔✔-Positive |responses |to |positive |behaviors |to |increase |
frequency |of |behaviors
Interactionist |- |CORRECT |ANSWER✔✔-Behavior |can |be |explained |by |analyzing |the |societal |
factors |around |the |child
Negative |reinforcement |- |CORRECT |ANSWER✔✔-Removing |a |stimulus |in |reaction |to |a |
behavior |to |increase |the |likelihood |of |a |behavior
Manifestation |Determination |Review |- |CORRECT |ANSWER✔✔-An |ARD |committee |meeting |that
|must |be |held |before |any |disciplinary |action |like |suspension |to |determine |if |the |behavior |is |a |
direct |result |of |their |disability |or |not
positive |reinforcement |- |CORRECT |ANSWER✔✔-Increasing |behaviors |by |presenting |positive |
stimuli
Functional |Behavior |Assessment |(FBA) |- |CORRECT |ANSWER✔✔-assesses |what |the |negative |
behaviors |are, |what |causes |them |and |what |can |be |taught |in |order |to |lessen |the |frequency
Variable |Intermittent |Reinforcement |- |CORRECT |ANSWER✔✔-the |response |to |the |behavior |
occurs |randomly
