Question 1According to Chandler and Dahlquist, descriptions of antecedent events and setting events may bea.the same.b.combined.c.Interchangeable.d.All of the other answers are correct.5 pointsQuestion 2A functional assessment should include, at a minimum:a.demographic information and educational program details.b.reason for referral and intervention strategies that have been employed in the past with the student’s response to the interventions.c.descriptive information pertaining to the challenging behavior and the relevant environments.d.All of the above.5 pointsQuestion 3The functional assessment interview process may be based on informal conversations; however, it is recommended that the team consider interviews that are:a.highly structured.b.standardized.c.combined with other indirect methods (for example, record review, questionnaires, rating scales, checklists).d.All of the other answers are correct.5 pointsQuestion 4Interviewees may have a difficult time identifying the __________ variables and/or may identify the __________ variables related to the challenging behavior of concern.a.critical, wrongb.critical, rightc.constant, wrongd.constant, right5 pointsQuestion 5To gain information about the students perspective regarding the variables that are related to the challenging behavior, it is recommended that the functional assessment team should interview thea.student (when the student is capable of communicating his or her perspective).b.guidance counselor.c.psychologist.d.peers, siblings, or young relatives of the student.5 pointsQuestion 6Various standardized interview formats can be used during a functional assessment. An extensive standardized interview protocol that requires 4590 minutes is the:a.Observation Assessment Tool (OAT).b.Functional Analysis Interview (FAI).c.Standardized Functional Assessment (SFA).d.All of the other answers are correct.5 pointsQuestion 7According to Scheuermann and Webber (2010), which of the following statements is true?a.Everything taught to students with autism should be functional.b.The best curriculum for students with autism is always the general education curriculum.c.As long as the goals for a student with autism are age-appropriate, the learning environment and instructional materials can be matched to the age level of the child’s cognitive functioning.d.Social validity of a curricular goal is best decided by the teacher alone.5 pointsQuestion 8Ms. Carter’s classroom has a clearly designated area with picture schedules and a place for each student’s belongings. According to Scheuermann and Webber (2010), this area is probably aa.leisure area.b.vocational area.c.transition area.d.life skills area.5 pointsQuestion 9According to Scheuermann and Webber (2010), timers and counters can be most effectively used to communicate:a.punishment.b.task or activity completion.c.”look at me.”d.”hands to self.”5 pointsQuestion 10When interviewing team members, what should be identified?a.Student strengths, skills, and any previously unidentified needs.b.Environmental variables and other circumstances associated with challenging behavior.c.Environmental variables and other circumstances that are never associated with challenging behavior, plus those variables that may be associated with appropriate (and potentially replacement behaviors).d.All of the other answers are correct.5 pointsQuestion 11When identifying functions for a challenging behavior:a.team members should be able to explain why they selected a particular function.b.team members do not need to explain why alternative functions were ruled out.c.team members should be able to identify a psychological diagnosis or disorder that provides a mentalistic explanation for the selected behavioral function.d.All of the other answers are correct.5 pointsQuestion 12It is important that definitions of challenging behaviors are:a.objective, observable, written in language that lay persons can understand.b.objective, use professional terminology (that is, jargon).c.subjective, flexible, descriptive of relevant internal emotional states (for example, anxious, depressed, angry).d.All of the other answers are correct.5 pointsQuestion 13After information about environmental variables is collected through the interview process, the team should attempt to _________ it through subsequent __________.a.hypothesize, observationb.summarize, meetingsc.confirm, interviewsd.confirm, observation5 pointsQuestion 14Setting events:a.are situational or contextual factors that influence how a student responds to antecedents and consequences.b.may change the stimulus-response or antecedent-behavior relationship.c.may alter the positive or negative properties (establishing operations) of consequences.d.All of the other answers are correct.5 pointsQuestion 15Positive (reinforcing) consequences:a.increase the probability of future occurrences of the student’s behavior.b.for one student may serve as punishing consequences for a different student.c.may include unobservable or private events that occur within the student (that is, change in sensory stimulation, automatic reinforcement).d.All of the other answers are correct.5 pointsQuestion 16Margaret’s IEP team agrees that she will live in a group home after graduation. Margaret is 20 years old. She wanders around the table in the high school cafeteria and grabs food from others’ plates. Which goal is likely to be most immediately relevant for Margaret?a.Teach her to eat her own food in the classroom with close supervision, instead of in the cafeteria.b.Teach her to eat by herself in a chair with a restraining tray in the cafeteria.c.Teach her to appropriately request specific food items and say “more” and “please” at meals in the cafeteria.d.None of the other answers are correct.5 pointsQuestion 17Teachers of children with autism should establish routine procedures for:a.entering and leaving the classroom.b.working and playing.c.eating and toileting.d.All of the other answers are correct.5 pointsQuestion 18Environmental events that occur prior to or at the same time as the described challenging or appropriate behavior are known asa.consequences.b.behaviors.c.situational events.d.antecedents.5 pointsQuestion 19According to Scheuermann and Webber (2010), in a highly structured teaching environment, classroom arrangements can assist with instruction by:a.providing privacy for self-stimulation.b.supporting a trial and error learning process.c.communicating learning and behavioral expectations.d.All of the other answers are correct.5 pointsQuestion 20Punishing consequences:a.decrease the probability of future occurrences of the student’s behavior.b.for one student serve as punishing consequences for all other students.c.are preferred in school settings since they rarely have any unwanted side effects.d.All of the other answers are correct.
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