SCM Training UPDATED ACTUAL Questions and CORRECT Answers
The five rationales for training are :safety, reality, liability,
professional performance & creating & maintaining a cul- True
ture of care.
Strength-based strategies
&interventions focus on strengths of the individual instead True
of his/her deficits.
I can refuse to provide an individual with a grievance at my
False
discretion.
I can be charged with negligence for failing to supervise
True
and/or meet the needs of individuals.
The SCM curriculum focuses primarily on the safety of the
False
staff.
I should communicate with every individual the same re-
False
gardless of variables influencing behavior.
Each time one individual makes an inappropriate com-
False
ment to another it should be classified as bullying.
An individual who used a physical disability to avoid com-
True
pleting a task may have used a successful coping strategy.
A newer individual who is routinely trying to impress peers
True
& gain recognition is a status seeker.
The person who recognizes bullying. wants to stop it, but
False
chooses to do nothing is a disengaged onlooker.
Prevention strategies do not require consistency among
False
staff.
An intervention is more likely to be effective when I have
True
established a relationship with the individual.
It is appropriate for each staff to develop his/her transition
False
plan with the individuals.
, Rules & consequences are less likely to be effective when
False
shared in advance & routinely repeated.
Staff who praise positive behavior more frequently than
they make negative comments are using differential rein- True
forcement.
I can attempt to reduce the audience influence on behav-
ior by either removing the individual from the group or True
removing the group from the individual.
The least restrictive alternative does not apply to de-esca-
False
lation interventions.
Encouragement techniques are likely to be effective for
False
"either/or" comments.
Direction techniques are frequently used because they
False-nonverbal
require the most amount of thought by the individual.
Directly confronting a behavior without directly con-
True
fronting the individual is known as benign confrontation.
Harm to self, harm to others, & defiance are all justifica-
False
tions for the use of ESPIs.
During an ESI, as many staff as possible should attempt
False
to verbally de-escalate the individual.
It is expected the ESPI release process begin at or before
True
10 minutes of duration.
Monitors are required to communicate any changes that
True
should be made during an ESI.
The risk for negative outcomes is elevated the longer an
True
ESI lasts.
2/5
The five rationales for training are :safety, reality, liability,
professional performance & creating & maintaining a cul- True
ture of care.
Strength-based strategies
&interventions focus on strengths of the individual instead True
of his/her deficits.
I can refuse to provide an individual with a grievance at my
False
discretion.
I can be charged with negligence for failing to supervise
True
and/or meet the needs of individuals.
The SCM curriculum focuses primarily on the safety of the
False
staff.
I should communicate with every individual the same re-
False
gardless of variables influencing behavior.
Each time one individual makes an inappropriate com-
False
ment to another it should be classified as bullying.
An individual who used a physical disability to avoid com-
True
pleting a task may have used a successful coping strategy.
A newer individual who is routinely trying to impress peers
True
& gain recognition is a status seeker.
The person who recognizes bullying. wants to stop it, but
False
chooses to do nothing is a disengaged onlooker.
Prevention strategies do not require consistency among
False
staff.
An intervention is more likely to be effective when I have
True
established a relationship with the individual.
It is appropriate for each staff to develop his/her transition
False
plan with the individuals.
, Rules & consequences are less likely to be effective when
False
shared in advance & routinely repeated.
Staff who praise positive behavior more frequently than
they make negative comments are using differential rein- True
forcement.
I can attempt to reduce the audience influence on behav-
ior by either removing the individual from the group or True
removing the group from the individual.
The least restrictive alternative does not apply to de-esca-
False
lation interventions.
Encouragement techniques are likely to be effective for
False
"either/or" comments.
Direction techniques are frequently used because they
False-nonverbal
require the most amount of thought by the individual.
Directly confronting a behavior without directly con-
True
fronting the individual is known as benign confrontation.
Harm to self, harm to others, & defiance are all justifica-
False
tions for the use of ESPIs.
During an ESI, as many staff as possible should attempt
False
to verbally de-escalate the individual.
It is expected the ESPI release process begin at or before
True
10 minutes of duration.
Monitors are required to communicate any changes that
True
should be made during an ESI.
The risk for negative outcomes is elevated the longer an
True
ESI lasts.
2/5
