SPCE 610 Midterm Question and answers correctly
solved 2026/2027
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1.Behavioral As- Includes indirect and direct procedures such as interviews,
sessment checklists, and tests to identify and define the specific target
behavior; identifies function of behavior
serves in person's environment
2.Five Phases of Be- 1.
havioral Assess- 2. Defining and quantifying problems and establishing outcome criteria
Screening
ment
3. Pinpointing the target behavior(s)
4. Monitoring progress
5. Follow up
3. Target Behavior The specific behavior selected for change
4. Indirect Interviews, checklists, rating scales conducted with client and/or people who
Assess-ment
come into regular contact with the individual (i.e., parents, teachers)
5. Open-Ended Indi- Encourage the informant to comment freely and without restriction on the
number,
rect Assessment rate, intensity, and duration of target behaviors and stimuli and conditions that
surround the occurrence of these behaviors
6. Close-Ended Indi- Require the informant to use a Likert scale to rate a series of questions, with
a
rect Assessment total summary score being generated that provides direction on possible
variables controlling the behavior.
7. Behavioral
Inter-view Rely on what and when questions, which tend to focus on the
environmental conditions that exist before, during, and after a
behavior episode; formulate hypotheses about potential functions of
8. Behavior
Check-list behavior
9. Direct Assess- Provides a description of specific behaviors and the conditions under which
ment each behavior occurs
Behavioral assessment involving direct observation and recording of the
,behavior as it occurs. also refer to direct observation and recording of the antecedents and
Direct assessment may consequences of the behavior.
, SPCE 610 Midterm
10. Standardize
d Tests Same questions and tasks are presented using specified procedures and
the same scoring criteria are applied
11. Norm-Refer-
enced Test administered to a large sample of people selected to represent the
Tests population for whom the test is designed, and scoring tables and charts
are produced that can later be referenced
12. Criterion
Refer-enced Measures a child's skill performance across recognized and commonly
Tests accepted "developmental milestones"
13. Anecdotal
Obser-vation "ABC Recording"; observer records a descriptive, temporally sequenced
account of all behaviors of interest and antecedent conditions and
consequences for those behaviors as those events occur in the client's
14. Ecological As- natural environment; description of client's behavior patterns
sessment
A great deal of information is gathered about the individual and the
various settings in which that individual lives and works.
15. Reactivity Ettects that an assessment has on the behavior being assessed
16. Selecting 1. Consider whose behavior is being assessed and changed, and why
Target
Behaviors 2. Target behaviors should NOT be selected solely for the primary benefit of
others
3. Are they age appropriate?
4. Pivotal response or behavioral cusp?
5. Produce reinforcement in individual's natural environment?
6. Are others involved in the intervention selection process?
17. Habilitation The degree to which the person's repertoire maximizes short and long term
reinforcers for that individual and for others, and minimizes short and long term
punishers; more likely to acquire additional reinforcers in the future and
avoid potential punishers
18. Relevance of A target behavior should be selected only when it can be determined
Be-havior Rule
solved 2026/2027
Study online at
1.Behavioral As- Includes indirect and direct procedures such as interviews,
sessment checklists, and tests to identify and define the specific target
behavior; identifies function of behavior
serves in person's environment
2.Five Phases of Be- 1.
havioral Assess- 2. Defining and quantifying problems and establishing outcome criteria
Screening
ment
3. Pinpointing the target behavior(s)
4. Monitoring progress
5. Follow up
3. Target Behavior The specific behavior selected for change
4. Indirect Interviews, checklists, rating scales conducted with client and/or people who
Assess-ment
come into regular contact with the individual (i.e., parents, teachers)
5. Open-Ended Indi- Encourage the informant to comment freely and without restriction on the
number,
rect Assessment rate, intensity, and duration of target behaviors and stimuli and conditions that
surround the occurrence of these behaviors
6. Close-Ended Indi- Require the informant to use a Likert scale to rate a series of questions, with
a
rect Assessment total summary score being generated that provides direction on possible
variables controlling the behavior.
7. Behavioral
Inter-view Rely on what and when questions, which tend to focus on the
environmental conditions that exist before, during, and after a
behavior episode; formulate hypotheses about potential functions of
8. Behavior
Check-list behavior
9. Direct Assess- Provides a description of specific behaviors and the conditions under which
ment each behavior occurs
Behavioral assessment involving direct observation and recording of the
,behavior as it occurs. also refer to direct observation and recording of the antecedents and
Direct assessment may consequences of the behavior.
, SPCE 610 Midterm
10. Standardize
d Tests Same questions and tasks are presented using specified procedures and
the same scoring criteria are applied
11. Norm-Refer-
enced Test administered to a large sample of people selected to represent the
Tests population for whom the test is designed, and scoring tables and charts
are produced that can later be referenced
12. Criterion
Refer-enced Measures a child's skill performance across recognized and commonly
Tests accepted "developmental milestones"
13. Anecdotal
Obser-vation "ABC Recording"; observer records a descriptive, temporally sequenced
account of all behaviors of interest and antecedent conditions and
consequences for those behaviors as those events occur in the client's
14. Ecological As- natural environment; description of client's behavior patterns
sessment
A great deal of information is gathered about the individual and the
various settings in which that individual lives and works.
15. Reactivity Ettects that an assessment has on the behavior being assessed
16. Selecting 1. Consider whose behavior is being assessed and changed, and why
Target
Behaviors 2. Target behaviors should NOT be selected solely for the primary benefit of
others
3. Are they age appropriate?
4. Pivotal response or behavioral cusp?
5. Produce reinforcement in individual's natural environment?
6. Are others involved in the intervention selection process?
17. Habilitation The degree to which the person's repertoire maximizes short and long term
reinforcers for that individual and for others, and minimizes short and long term
punishers; more likely to acquire additional reinforcers in the future and
avoid potential punishers
18. Relevance of A target behavior should be selected only when it can be determined
Be-havior Rule
