WGU D001 EXAM QUESTIONS WITH CORRECT
ANSWERS
FBA |(Functional |Behavior |Assessment) |- |CORRECT |ANSWER✔✔-an |approach |to |figuring |out |
why |a |student |acts |a |certain |way. |It |uses |different |methods |to |understand |what's |behind |
behavior |challenges
The |basic |idea |is |that |a |student's |behavior |serves |a |purpose. |Whether |they |know |it |or |not |kids
|act |in |certain |ways |for |a |reason. |If |schools |and |families |can |understand |what |is |causing |a |
behavior |they |can |find |ways |to |change |it.
Target |behavior |- |CORRECT |ANSWER✔✔-This |is |the |behavior |of |concern |that |is |selected |for |
intervention |and |is |sometimes |referred |as |the |problem |behavior. |The |target |behavior |is |
expected |to |increase |or |decrease |as |a |result |of |implementing |the |functional |assessment |based
|intervention.
Triggers |- |CORRECT |ANSWER✔✔-Also |known |as |antecedents |or |setting |events |the |trigger |is |
what |causes |the |behavior. |In |technical |terms |antecedents |of |behavior |are |stimulus |events |
situations |or |circumstances |that |precede |an |operant |response.
Consequences |- |CORRECT |ANSWER✔✔-What |occurs |directly |after |the |behavior |including |
verbal |interactions |from |staff/peers |physical |interactions |from |staff/peers |and |any |type |of |
prompting
Strategies |- |CORRECT |ANSWER✔✔-Positive |behavior |strategies |are |evidence |based. |proactive |
approaches |to |changing |challenging |student |behavior. |Some |examples |of |positive |behavior |
strategies |are |per |correcting |and |prompting |and |nonverbal |signs
, Hypothesis |- |CORRECT |ANSWER✔✔-"best |guess" |about |why |the |child's |behavior |is |occurring. |
It |is |based |on |the |information |collected |from |the |FBA. |A |good |behavior |hypothesis |statement |
should |clearly |describe |the |challenging |behavior |what |happens |right |before |the |behavior. |and |
what |happens |right |after |the |behavior. |It |should |also |contain |the |function |of |the |behavior |or |
what |is |the |child |getting |from |behaving |this |way.
Function |of |behavior |- |CORRECT |ANSWER✔✔-when |one |successfully |identifies |the |function |of |
the |behavior |one |can |reinforce |an |alternate |acceptable |behavior |that |will |replace |it. |When |a |
student |has |a |particular |need |or |function |fulfilled |by |an |alternate |means |the |mal |adaptive |or |
unacceptable |behavior |is |less |likely |to |reappear. |For |example: |if |a |child |needs |attention |and |
one |gives |them |attention |in |an |appropriate |way |because |of |appropriate |behavior |humans |tend
|to |cement |the |appropriate |behavior |and |make |the |inappropriate |or |unwanted |behavior |less |
likely |to |appear.
6 |most |common |functions |of |behavior |- |CORRECT |ANSWER✔✔-1. |To |obtain |a |preferred |item |
or |activity
2. |Escape |or |avoidance. |The |behavior |helps |the |child |to |escape |from |a |setting |or |activity |that |
he |or |she |dosent |want
3. |To |get |attention. |either |from |significant |adults |or |peers
4. |To |communicate. |This |is |especially |true |with |children |with |disabilities |that |limit |their |ability |
to |communicate.
5. |Self-stimulation. |when |the |behavior |itself |provides |reinforcement
6. |Control |or |power. |Some |students |feel |particularly |powerless |and |a |problematic |behavior |
may |give |them |a |sense |of |power |or |control.
BIP |- |CORRECT |ANSWER✔✔-Behavior |Intervention |Plan |can |be |used |as |a |proactive |action |plan
|to |address |behaviors |that |are |impending |learning |of |the |student |or |others. |A |BIP |includes |
positive |behavioral |interventions |strategies |and |supports. |Behavior |intervention |plan |should |
focus |on |understanding |why |the |behavior |occurred |then |focus |on |teaching |an |alternative |
behavior |that |meets |the |students |need |in |a |more |acceptable |way. |This |includes |making |
instructional |and |environmental |changes |providing |reinforcement |reactive |strategies |and |
effective |communication.
ANSWERS
FBA |(Functional |Behavior |Assessment) |- |CORRECT |ANSWER✔✔-an |approach |to |figuring |out |
why |a |student |acts |a |certain |way. |It |uses |different |methods |to |understand |what's |behind |
behavior |challenges
The |basic |idea |is |that |a |student's |behavior |serves |a |purpose. |Whether |they |know |it |or |not |kids
|act |in |certain |ways |for |a |reason. |If |schools |and |families |can |understand |what |is |causing |a |
behavior |they |can |find |ways |to |change |it.
Target |behavior |- |CORRECT |ANSWER✔✔-This |is |the |behavior |of |concern |that |is |selected |for |
intervention |and |is |sometimes |referred |as |the |problem |behavior. |The |target |behavior |is |
expected |to |increase |or |decrease |as |a |result |of |implementing |the |functional |assessment |based
|intervention.
Triggers |- |CORRECT |ANSWER✔✔-Also |known |as |antecedents |or |setting |events |the |trigger |is |
what |causes |the |behavior. |In |technical |terms |antecedents |of |behavior |are |stimulus |events |
situations |or |circumstances |that |precede |an |operant |response.
Consequences |- |CORRECT |ANSWER✔✔-What |occurs |directly |after |the |behavior |including |
verbal |interactions |from |staff/peers |physical |interactions |from |staff/peers |and |any |type |of |
prompting
Strategies |- |CORRECT |ANSWER✔✔-Positive |behavior |strategies |are |evidence |based. |proactive |
approaches |to |changing |challenging |student |behavior. |Some |examples |of |positive |behavior |
strategies |are |per |correcting |and |prompting |and |nonverbal |signs
, Hypothesis |- |CORRECT |ANSWER✔✔-"best |guess" |about |why |the |child's |behavior |is |occurring. |
It |is |based |on |the |information |collected |from |the |FBA. |A |good |behavior |hypothesis |statement |
should |clearly |describe |the |challenging |behavior |what |happens |right |before |the |behavior. |and |
what |happens |right |after |the |behavior. |It |should |also |contain |the |function |of |the |behavior |or |
what |is |the |child |getting |from |behaving |this |way.
Function |of |behavior |- |CORRECT |ANSWER✔✔-when |one |successfully |identifies |the |function |of |
the |behavior |one |can |reinforce |an |alternate |acceptable |behavior |that |will |replace |it. |When |a |
student |has |a |particular |need |or |function |fulfilled |by |an |alternate |means |the |mal |adaptive |or |
unacceptable |behavior |is |less |likely |to |reappear. |For |example: |if |a |child |needs |attention |and |
one |gives |them |attention |in |an |appropriate |way |because |of |appropriate |behavior |humans |tend
|to |cement |the |appropriate |behavior |and |make |the |inappropriate |or |unwanted |behavior |less |
likely |to |appear.
6 |most |common |functions |of |behavior |- |CORRECT |ANSWER✔✔-1. |To |obtain |a |preferred |item |
or |activity
2. |Escape |or |avoidance. |The |behavior |helps |the |child |to |escape |from |a |setting |or |activity |that |
he |or |she |dosent |want
3. |To |get |attention. |either |from |significant |adults |or |peers
4. |To |communicate. |This |is |especially |true |with |children |with |disabilities |that |limit |their |ability |
to |communicate.
5. |Self-stimulation. |when |the |behavior |itself |provides |reinforcement
6. |Control |or |power. |Some |students |feel |particularly |powerless |and |a |problematic |behavior |
may |give |them |a |sense |of |power |or |control.
BIP |- |CORRECT |ANSWER✔✔-Behavior |Intervention |Plan |can |be |used |as |a |proactive |action |plan
|to |address |behaviors |that |are |impending |learning |of |the |student |or |others. |A |BIP |includes |
positive |behavioral |interventions |strategies |and |supports. |Behavior |intervention |plan |should |
focus |on |understanding |why |the |behavior |occurred |then |focus |on |teaching |an |alternative |
behavior |that |meets |the |students |need |in |a |more |acceptable |way. |This |includes |making |
instructional |and |environmental |changes |providing |reinforcement |reactive |strategies |and |
effective |communication.
