Quiz Session 20 - The Behavioral Observations Podcast

Welcome to your Session 20: Questions & Answers re: Functional Assessment & Function-Based Treatment

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When an individual learns functional communication, toleration, and compliance skills in one setting, these repertoires very often generalize to novel circumstances with little to no direct training.

True

False

In what ways can visual schedules increase the likelihood of problem behavior?

At least some of the time, visual schedules depict the onset of a preferred activity.

At least some of the time, visual schedules depict the onset of a non-preferred activity.

Individuals get anxious when they notice that their day is so highly structured.

None of the above.

When an individual mands for a reinforcer that cannot be provided, it is recommended that practicioners

Distract the individual so they forget about what they were manding for.

Suggest an alternative reinforcing activity to partake in.

Respond with a consistent script (e.g., "I'm sorry, that's not reasonable,") followed by extinction.

Pretend like they didn't hear the mand.

Why is it important to use a novel mand when teaching functional communication in the way Dr. Hanley describes?

It's fun to see caregivers get irritated when a child is getting, "his way."

Specific mands (e.g., for attention, tangibles, escape, etc...) may have a history of being chained with problem behaviors.

None of the above

When it is time to start working on compliance skills, which of the following is not a recommended practice:

Initially asking the individual to do something extraordinarily easy

Gradually increasing the complexity or difficulty of the task

Continuing to occasionally reinforce Functional Communication and Toleration Responses

Continuing the compliance process until the individual can follow though with complex and/or historically difficult tasks or routines.

Using escape extinction to gain compliance

What is your level of certification?

BCaBA

BCBA

BCBA-D

N/A