SPCE 610 QUESTIONS AND ANSWERS 100% SOLVED

SPCE 610 QUESTIONS AND ANSWERS 100% SOLVED Analogue assessment utilizes a quick switching of hypothesized variables to determine the effect on the child's behavior, similar to conducting a __________. scientific experiment According to the text, all behaviors that are maintained as a result of negative reinforcement are called ___________. escape behaviors The most common formula for conditional probabilities is: the number of target behaviors that are followed by a specific consequence total number of target behaviors occuring during an observation. True Behaviors that achieve their effect through the behavior being mediated by someone else are called ______________. Socially mediated Escape behaviors result in the aversive event being ________________. terminated or avoided Singing in the car or shower is most likely maintained by _____________. direct access Hyperactivity constitutes a measurable and pinpointed behavior false (1) Define a 'trigger analysis;' (2) identify which component of an FBA you might eliminate and instead substitute a trigger analysis; (3) explain how you would determine if this substitution would be appropriate for a given client. Trigger analysis is when the behavior analyst presents the antecedent that is expected to produce the challenging behavior. Data is collected on the each time the antecedent is presented (10 times over a week) to determine an approximation to what percentage the behavior occurs. During baseline data, if the individual does not exhibit the behavior, the behavior analyst or observer may replace continuous data collection. This will determine if the antecedent does in fact directly produce the behavior. It is an appropriate method to use in the case of a behavior that is not dangerous or harmful to the individual or others. A trigger analysis would be utilized if the behavior does not naturally occur in the natural environment frequently. Define positive and negative reinforcement. Provide an example of each that does not match an example in your book. You must include every critical component requirement to meet the criteria for both positive and negative reinforcement to receive full credit. If your answer is only partially correct it demonstrates insufficient mastery and no credit will be given. Positive reinforcement is the addition of a reinforcing item, action, or other tangible in hopes to increase the behavior in the future under the same or similar antecedent motivating contexts. An example is a child finishes their vegetables at dinner and is allowed to pick a dessert following dinner. The child finishes their vegetables in the future to gain access to a dessert. Negative reinforcement is the removal or termination of an aversive event. The effect will increase the likelihood of behavior occurring in the future under the same or similar antecedent motivating contexts. An example is a person may wear sandals when they go out for a walk. The person develops blisters on their feet so they wear tennis shoes instead on their walk. The person does not experience blisters when they wear tennis shoes. The person will wear tennis shoes on their walks in the future. Sam is a two year old who is attending preschool. He has had increasing incidents of biting other children in preschool. When he started preschool three months ago, he had one to two incidents of biting per week. Now the problem behavior has increased to 3-10 incidents per day. Choose two of the five common methods of data collection for functional behavioral assessments, identify two methods, provide a 1-2 sentence summary of each method of data collection, and identify how you would use each method to collect data to identify the function of Sam's behavior. First method I would use is a observation. I would record ABC descriptive analysis to determine Second I would use is behavioral interviewing the people closest to him such as family and teachers. Kara, a BCBA is consulting with a teacher and family of a six year old named Bryce. Bryce has been having difficulty at both home and school. He has tantrums at both home and school. Kara is going to meet with the parents and teacher (separately) and ask them questions about the strengths of Bryce, what goals they have for consultation, identify the target behaviors, and identify potential data collection procedures. Which of the three types of interviews of conjoint behavioral consultation is Kara going to conduct? Conjoint Needs (problem) Identification Identify and describe the three tiers in School Wide Positive Behavior Support. For each level, provide an example of an intervention that could be implemented at that level. Tier 1 Primary-targets all students in the school. An example is using an antecedent strategy by posting hallway expectations on posters in the hallways. Tier 2 Secondary-smaller group of individuals that need the behavior support. An example may be a classroom that needs to increase appropriately walking in a line from one location in the school to the next. They may use a "Mystery Walker Game" to reinforce appropriate transitioning while walking in a line. Tier 3 Tertiary -targets individually or a very small group. An example may be have children who are nonverbal utilize PECS. When altering behavior at the antecedent level it is important to be aware....... the greater the value of the EO, the greater the strength of the behavior. Callie is conducting a research study on the effectiveness of behavior contracts in improving on task behavior (dependent variable) in 3rd grade students. She implements the intervention and collects data everyday on the 3 students in the study. Terrance comes in twice a week and collects data on the 3 students on task behavior. Callie still takes data on these days. Later the data Terrance collected on the dependent variable is compared to the data Callie collected. What kind of data is Terrance collecting? Interobserver agreement (IOA) data Allison is a BCABA working under a BCBA in a charter school for children with autism. Allison has been working with E.J. a four year old on manding for snacks and toys rather than having tantrums to get what he wants. Allison previously consulted with the therapist working with EJ and the parents on identifying the target behavior, identifying the environmental factors in the problem behavior, collecting data, examinging the data, and hypothesizing on the function of the behavior. For the past four weeks, they have been implementating an intervention plan that included functional communication traning, extinction, and a sticker token system. Now they are going to meet tomorrow and have an interview where they look at the data and see if the plan is effective. They will determine any changes to make and decide if consultation goals have been met. Which interview in the conjoint behavioral consutlation process are they going to have tomorrow? conjoint plan evaluation interview Sarah Smith is a fourth grade teacher who works in an urban school. The level of parental involvement has decreased significantly in the last several years. The school still operates a traditional PTA that meets in the evenings and does not allow children to attend. The role parents are asked to play in the school is to attend these PTA meetings and donate school supplies. Sarah has been learning about school and family partnerships and sees a key purpose of family partnerships missing. Which of the goals/purposes of family-school partnerships that Sheridan identified is missing? creating meaningful roles The core assumptions of conjoint behavioral consultation are (check all that apply) CBC is concerned with content and process CBC promotes development of competencies for all involved Thomas is a special education teacher consulting with the general education teacher and the family of Samantha, an 8 year old with autism. Samantha has been having problems in her second grade inclusion classroom. She has an interest in art and gets upset when anyone moves any of the materials in the art center out of the spot they are supposed to be in. She has grabbed the materials from students and has screamed until they are put back if she cannot grab them from the student. She had progressed to physically blocking others from entering the art center during center time. Samantha does the same thing with her 2 brothers at the art table in their playroom. Thomas, the general education teacher, and the parents have been collecting data. They did ABC observations and scatterplot data. They collected baseline data and will meet next week for one of the interviews of the conjoint behavioral consultation process. They will identify the function of the behavior based on the data collected and discuss potential intervention plans. Which interview of the Conjoint Behavior Consultation process are they going to have? Conjoint Needs Analysis Interview. What is typical data that is examined in implementation of SWPBS? office referrals Which of the following were discussed as being detrimental to data collection? Identify a length of time that you want the individual not to perform the behavior. The nonoccurrence of the target behavior for a set time period provides escape/ or avoidance of the aversive event (either by request or by direction of staff). Tolerance Training option Identify one of the relational objectives of conjoint behavioral consultation and its importance to the conjoint behavioral consultation process. Strengthen relationships within and across the systems is a relational objective that is important to the conjoint behavioral consultation process. A child spends majority of their time in their home with their family and at school. It is important to have a positive relationship between the two with all kids, especially with kids who need extra support to ensure skills are generalized between the two settings. To provide the child with the best care and promote reaching their full potential all parties of a child's development have to be on the same page. If the different settings have a positive relationship, the teams are more likely to collaborate and be respectful of one another's ideas and concerns. In __________, the client is taught to forgo engaging in the target behavior that is producing reinforcement for a designated amount of time. Fulfilling this requirement is the contingency for authorized access to the sensory or tangible reinforcer. omission training (DRO) MC According to the text, all behaviors that are maintained as a result of negative reinforcement are called ___________ escape behaviors One of the characteristics of a function-based diagnostic classification system is ____________ Assessment phase concludes with diagnosis phase, in which a function-based category is selected Terry is a three year old who is attending preschool. He has had increasing incidents of biting other children in preschool. When he started preschool three months ago, he had one to two incidents of biting per week. Now the problem behavior has increased to 3-10 incidents per day. After completing a functional behavior assessment, the diagnostic code has been termined to be 2.2 SMA peer attention. Identify an appropriate replacement behavior option and how you would implement the strategy. An appropriate replacement behavior is access mand option, assuming Terry has communication skills. First identify the request Terry should engage in such as greeting peers, asking for a toy, or asking to play. When Terry uses the request, the teacher reinforces Terry immediately following the mand. If biting occurs, the teacher will prompt Terry to mand for desired action or item. Once he engages in a mand, the teacher will reinforce Terry. The ____________ requires some low probability behavior (e.g., completion of a task) to occur prior to the client being allowed to request access to the high probability behavior, that is, the desired sensory reinforcer. Premack contingency _____________: Developing and/or strengthening a chain of behaviors that produce the desired tangible reinforcer directly. Direct Access to tangible reinforcer Cali is a seven year old male student in second grade who started screaming one day when the principal walks into the room. Immediately the paraprofessional comes over to pat his back and talk softly to him. Simultaneously, the principal rolled his eyes and walks out of the room. Cali immediately stopped screaming when both these events happened. Now whenever the principal walks in the room, Cali starts screaming until the para provides the patting of his back and talking softly and the principal leaves. One day when the paraprofessional was not there, Cali kept screaming until the principal left. You are doing a practicum experience in the classroom and are unsure whether it is being maintained by positive reinforcement or negative reinforcement. The BCBA supervising you asks you to explain this in writing so you can discuss it at your next supervision meeting. Cali's behavior is being maintained by positive reinforcement when the paraprofessional provides attention and comforting Cali by patting his back and taking softly. The behavior is being maintained by removing the principal from the same room as Cali. As soon as the principal leaves, Cali stops screaming. The theory has been tested that the when the principal has entered the same room, Cali engages in screaming and terminates when he leaves regardless of a paraprofessional there or not. The next step would be to have the paraprofessional not engage or give attention to Cali when he starts screaming to see if the screaming terminates on its own. Tara is a BCBA working in a school implementing Schoolwide Positive Behavior Support. The treatment plan for the school included adding established procedures for walking in the hallway, which was where most problem behavior occurred. Hallway monitors provide reinforcement tickets to classes that walk correctly in the hallway. The class with the most tickets each week earns a prize ribbon posted on their door. Any class that earns a minimum of four tickets per week is also entered in a drawing for 15 minutes extra recess or gym time each week. However, One hallway monitor has started varying the procedures for treatment and is now giving out tickets for behaviors other than walking correctly and is taking away tickets from classes that make her mad or in one case, the kindergarten teacher made her mad and the next time she saw that class in the lunchroom she said you are too loud and took a ticket from them. As a result, the number of reinforcement tickets for some classes has increased, teachers are complaining that tickets are not supposed to be taken away from their class, and a class of kindergartners is still crying over their ticket being taken away when they walked the right way in the hall. Which of the following has been compromised in the treatment procedures established for the hallway by the hallway monitor varying the established procedures? Treatment fidelity Coach Smith is a middle school coach who also teaches history to sixth graders. He has been having difficulty with a sixth grade male named aaron who has a learning disability and ADHD who is included in his sixth grade history class. Aaron screams and throws his books when asked to read aloud in class in order to escape reading aloud in class. Coach Smith implements a behavior plan where Aaron can ask for free time on the computer if he reads aloud without screaming or throwing a book after he has completed the reading. What is the problem with the replacement behavior of asking for free time after reading aloud? The replacement behavior of asking for free time after reading does not match the function of escaping reading aloud in class Coach Smith is a middle school coach who also teaches history to sixth graders. He has been having difficulty with a sixth grade male named aaron who has a learning disability and ADHD who is included in his sixth grade history class. Aaron screams and throws his books when asked to read aloud in class in order to escape reading aloud in class. Coach Smith implements a behavior plan where Aaron can ask for free time on the computer if he reads aloud without screaming or throwing a book after he has completed the reading. What is the problem with the replacement behavior of asking for free time after reading aloud? The replacement behavior of asking for free time after reading does not match the function of escaping reading aloud in class 1.1 DA—immediate sensory stimuli 2.1 SMA—adult attention 2.2 SMA—peer attention 2.3 SMA—tangible reinforcer 3.1 DE—unpleasant social situations 3.4 DE—aversive physical stimuli/events 4.3 SME—relatively difficult tasks/chores 4.4 SME—aversive physical stimuli/event Four year old Sam masturbates when no one is looking Jennifer's belching continues until her care provider tells her to stop. Tessa making faces behind her bosses back which always makes her co-workers laugh. Jim snatches the chips from his mom when he wants more. Ella runs away from other kids when they talk to her. Matt turns the light out when he gets a migraine. Jackie is sent to time out during her advanced bio class. Jack yells for dad when his brother wrestles too roughly. Mrs Andrews is an elementary teacher working with a BCBA. She is really good at providing a structured environment and has a token economy that works well for reinforcement appropriate behaviors, but struggles with collecting data in a sequential manner. There is a new student, Allison a female in her class with autism who needs data collected on how often she demonstrates appropriate social behaviors with peers. The BCBA wants to find a way to allow data to be collected on how often Allison is interacting appropriately during center time with peers. However, the systems he has used with Mrs. Andrews are not working because she does not do well with paper and pencil data collection. Which of the following would be an appropriate solution that works with both the teachers skills, is collaborative in nature, considers the environment, does not require additional personnel, and gets the necessary data. Having Mrs. Andrews give Allison a special token for appropriately interacting with peers during center time and count the tokens at the end of the day If the client engages in the target behavior (runs outside), she will be brought back immediately and required to wait a period of time, for example, 1-2 minutes, before being prompted to perform requesting behavior. If she is caught running before getting outside, the same contingency is in effect. This would be an example of ____________. chain interruption Suppose a client frequently runs out of her residential facility, and lacks safety skills involving roads and cars. She leaves the facility simply to get outside. Such is not an unreasonable behavior, because one can only stay inside for so long before wanting to have a change in scenery. However, her unauthorized and spontaneous leaving the facility without staff supervision is a definite serious problem, given her inability to navigate roads and cars safely. What replacement behavior option would you select? Access Mand Option _________ is defined as the removal of the functional reinforcer contingent upon the target behavior occurring. Extinction The selected replacement behavior must be capable of producing __________ the problem behavior in the identified contexts the same reinforcer(s) as ____________: Identify a length of time that you want the individual not to perform the target direct access behavior, that is, the nonoccurrence of behavior for a set time period, contingent upon which provides access to the specific reinforcer. Omission Training option (DRO) _____________: Designating a lower rate of the target behavior, which is the criterion for providing a powerful reinforcer to the group. The target rate may be for either the individual client's behavior or a group's level of behavior or performance. DRL group contingencies for peer attention ______________: This option can also be applied for escape behaviors that are socially mediated (i.e., SME). The client or child is taught how to perform a series of acceptable behaviors that result in direct termination of the aversive events. Alternate Direct Escape Form ______________: interrupting or blocking the performance of the behavior at its earliest onset. In conjunction with the differential reinforcement of the identified replacement behavior, Chain interruption _________________: Identify a length of time that you want the individual not to perform the behavior, that is, s/he waits appropriately to be removed from the aversive event. The nonoccurrence of the target behavior for the interval period provides for the child/ or client to escape/ or avoid the aversive event Tolerance training option Issues of diversity are often associated with skill or performance deficits. false Issue of diversity often involve strengths and expertise the consultation team would not have otherwise. true