EDF 6226 EXAM 2 COMPLETE TESTS

EDF 6226 EXAM 2 CO MPLETE TESTS 1. he suspected function of crying is attention. During the attention condition of the FA, this means that each instance of crying is: Reinforced with attention 2. The suspected function of crying is escape. During the contingent escape condition during the FA, this means that each instance of crying is: A break from the task 3. The suspected function of crying is escape. During the play condition during the FA, this means that each instance of crying is:: ignored 4. The results of a functional analysis indicated that the learner cries when they want attention in class. A functionally equivalent intervention may be:: - Teach the learner to request for attention 5. The results of a functional analysis indicated that the learner has outbursts (typically jokes) when they want attention from the class. A functionally equiv - alent intervention may be:: Allowing the learner to earn joke time by being quit during lessons 6. According to Hanley, there are three main types of assessment: [indirect], [descriptive], and functional analysis.: Indirect, descriptive 7. One problem with indirect assessments is that the analyst never even the behavior.: observe 8. Hanley suggested the first step to a functional analysis is to the stakeholders - avoiding numerical or yes/no responses.: Interview 9. According to Hanley, a myth of the functional analysis is that it takes too long; however, he indicated that the assessment often takes longer because the practitioner must wait around for the problem behavior to occur.: descriptive 10. In an FA, if the condition is "contingent attention", the consequence deliv - ered should be .: attention 11. Because different behaviors that look quite different can serve the same function, and behavior of the same form can serve different functions under different conditions, the of a behavior often reveals little useful information about the condition: topography 12. In an FA, if the condition is "contingent ", the consequence should be a break from the task.: escape 13. Following an assessment, the intervention created should be equivalent to problem behavior; that is, if problem behavior serves an escape function, then the intervention should provide escape via a more appropriate response.: functionally 14. assessments often yield corollary results that are often spurious. In other words, there was no experimental control between the controlling variables.: descriptive