04 Behavioral Assessment / 04.02 Setting Events, EOs, Instructional Variables, Descriptive Assessment Flashcards Preview

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Flashcards in 04 Behavioral Assessment / 04.02 Setting Events, EOs, Instructional Variables, Descriptive Assessment Deck (19)
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1

Which requires the most expertise to conduct properly?
descriptive analysis
indirect assessment
scatter plot analysis
functional analysis

functional analysis

2

Which statement is accurate? Interventions based on a functional assessment are
more likely to be effective.
less likely to involve punishment.
likely to focus on strengthening behaviors that are functionally equivalent to the problem behavior.
(all of the others)

(all of the others)

3

Setting events should be considered in a functional assessment because they
sample the universe of critical features of a setting.
can exert control over antecedent-response relations.
can exert control over behavior-consequence interactions.
(all of the others)

can exert control over antecedent-response relations.
Setting events are antecedent stimulus events or contexts. They include social, physical, and biological events that may exert general control over behavior. These are often overlooked variables, and are therefore, uncontrolled in the assessment environment. A social setting event is exemplified by the presence of a disliked individual. A biological setting event could be an ear infection or other illness. A physical setting event could be a stuffy room or noise. These elements exert influence over stimulus-response relations in a general way. For example, a demand under normal circumstances suddenly becomes aversive when not feeling well, thus occasioning aggression. (Sprague & Horner, 1999, pp. 26-28)

4

A functional analysis of head banging yields no results until the therapist conducts sessions when the client hasn't eaten for several hours. This primarily illustrates the importance of considering
settings.
consequences.
establishing operations.
discriminative stimuli.

establishing operations.

The lack of a tangible item, presence of demands, and lack of attention conditions are establishing operations built into the functional analysis protocol. However, there are other establishing operations that influence the value of certain consequences that may be inadequately controlled. For example, demands may not be aversive unless in discomfort and food may not be reinforcing unless hungry. (Cooper, Heron, & Heward, 2007, pp. 374-391; Michael, 1993)

5

Some instructional variables that could influence problem behaviors in the classroom include
short vs. long intertrial intervals.
beverage available with caffeine vs. without caffeine.
reinforcer presented to dominant vs. non-dominant hand.
(all of the others)

short vs. long intertrial intervals.

For all of the following instructional variables, the former resulted in fewer problem behaviors than the latter: student vs. teacher selected activities; a variety of tasks vs. a single task; activities that result in immediate natural reinforcement vs. contrived reinforcement; easy vs. difficult tasks; preferred vs. non-preferred tasks; predictability vs. unpredictability of schedule; short vs. long intertrial intervals. (Munk & Karsh, 1999, pp. 262-269)

6

Which statement is accurate? Interventions based on a functional assessment are
more likely to be effective.
are likely to focus on strengthening behaviors that are functionally unrelated to the problem behavior.
more likely to involve punishment.
(all of the others)

more likely to be effective.

7

Which is an example of a setting event?
operant
breathing
allergies
(all of the others)

allergies

Setting events are antecedent stimulus events or contexts. They include social, physical, and biological events that may exert general control over behavior. A social setting event is exemplified by the presence of a disliked individual, crowding, classroom social structure, social activities, teasing, and teacher-student interactions. Biological setting events include, ear infections, urinary tract infections, constipation, allergies, and menstrual discomfort. Physical setting events include room temperature, transportation routes, lighting, humidity, odors, and noise. (Sprague & Horner, 1999, pp. 26-28)

8

Which is an example of a setting event?
a large amount of caffeine in your blood
onset of a police siren immediately after you run a STOP sign
breathing
a mand for caffeine

a large amount of caffeine in your blood
Setting events are antecedent stimulus events or contexts. They include social, physical, and biological events that may exert general control over behavior. A social setting event is exemplified by the presence of a disliked individual, crowding, classroom social structure, social activities, teasing, and teacher-student interactions. Biological setting events include, ear infections, urinary tract infections, constipation, allergies, and menstrual discomfort. Physical setting events include room temperature, transportation routes, lighting, humidity, odors, and noise. (Sprague & Horner, 1999, pp. 26-28)

9

The importance of considering establishing operations that may not be apparent in a standard functional analysis is illustrated by which of the following?
aggression only occurs in demand conditions
aggression only occurs in demand conditions during menses
stereotypy occurs in all conditions
stereotypy occurs most often in alone conditions

aggression only occurs in demand conditions during menses
The lack of a tangible item, presence of demands, and lack of attention conditions are establishing operations built into the functional analysis protocol. However, there are other establishing operations that influence the value of certain consequences that may be inadequately controlled. For example, demands may not be aversive unless in discomfort and food may not be reinforcing unless hungry. (Cooper, Heron, & Heward, 2007, pp. 374-391; Michael, 1993)

10

Some instructional variables that could influence problem behaviors in the classroom include
activities that result in immediate natural reinforcement vs. contrived reinforcement.
variety vs. single task.
student vs. teacher selected activities.
(all of the others)

all others
For all of the following instructional variables, the former resulted in fewer problem behaviors than the latter: student vs. teacher selected activities; a variety of tasks vs. a single task; activities that result in immediate natural reinforcement vs. contrived reinforcement; easy vs. difficult tasks; preferred vs. non-preferred tasks; predictability vs. unpredictability of schedule; short vs. long intertrial intervals. (Munk & Karsh, 1999, pp. 262-269)

11

Being familiar with relevant instructional variables
is helpful so that one could manipulate these variables to determine their influence on behavior.
could lead to a parsimonious (simple), yet effective intervention.
is helpful so that these could be considered when conducting a descriptive analysis.
(all of the others)

all others

12

Which is an example of a setting event?
a bell that is an SD for sitting quietly in one's seat
background noise level
SIB
contingent praise

background noise level

13

Some instructional variables that could influence problem behaviors in the classroom include
short vs. long intertrial interval.
easy vs. difficult tasks.
predictability vs. unpredictability of schedule.
(all of the others)

all others

14

Setting events
exert general control over behavior through consequent events.
are defined by the significant latency between the antecedent stimulus and the response.
exert general control over antecedent-behavior interactions.
exert control over behavior-consequence interactions.

exert general control over antecedent-behavior interactions.

15

Being familiar with relevant instructional variables
is helpful because one could manipulate these variables to determine their influence on behavior.
is helpful if one is conducting an analogue assessment, but not a descriptive analysis.
is helpful because one could manipulate these variables to determine their influence on peers.
(all of the others)

is helpful because one could manipulate these variables to determine their influence on behavior.

16

Which is an example of a setting event?
a place where one was attacked
private pain
a large amount of caffeine in the blood stream
(all of the others)

all of others

Setting events are antecedent stimulus events or contexts. They include social, physical, and biological events that may exert general control over behavior. A social setting event is exemplified by the presence of a disliked individual, crowding, classroom social structure, social activities, teasing, and teacher-student interactions. Biological setting events include, ear infections, urinary tract infections, constipation, allergies, and menstrual discomfort. Physical setting events include room temperature, transportation routes, lighting, humidity, odors, noise, and places where one has been emotionally traumatized. (Sprague & Horner, 1999, pp. 26-28)

17

Some instructional variables that could influence problem behaviors in the classroom include
reinforcer presented to dominant vs. non-dominant hand.
variety vs. single task.
addition problems with even numbers vs. even or odd numbers.
(all of the others)

variety vs. single task.

for all of the following instructional variables, the former resulted in fewer problem behaviors than the latter: student vs. teacher selected activities; a variety of tasks vs. a single task; activities that result in immediate natural reinforcement vs. contrived reinforcement; easy vs. difficult tasks; preferred vs. non-preferred tasks; predictability vs. unpredictability of schedule; short vs. long intertrial intervals. (Munk & Karsh, 1999, pp. 262-269)

18

Some instructional variables that could influence problem behaviors in the classroom include
use of primary vs. secondary reinforcement.
reinforcer presented to dominant vs. non-dominant hand.
student vs. teacher selected activities.
(all of the others)

student vs. teacher selected activities.

19

Some instructional variables that could influence problem behaviors in the classroom include
predictability vs. unpredictability of schedule.
use of primary vs. secondary reinforcement.
reinforcer presented to dominant vs. non-dominant hand.
(all of the others)

predictability vs. unpredictability of schedule

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