Session 20 Quiz

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Question 1 of 5

1. Question

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
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False
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Question 2 of 5

2. Question

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.
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At least some of the time, visual schedules depict the onset of a non-preferred activity.
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Individuals get anxious when they notice that their day is so highly structured.
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None of the above.
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Question 3 of 5

3. Question

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

Distract the individual so they forget about what they were manding for.
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Suggest an alternative reinforcing activity to partake in.
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Respond with a consistent script (e.g., "I'm sorry, that's not reasonable,") followed by extinction.
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Pretend like they didn't hear the mand.
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Question 4 of 5

4. Question

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."
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Specific mands (e.g., for attention, tangibles, escape, etc…) may have a history of being chained with problem behaviors.
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None of the above
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Question 5 of 5

5. Question

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
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Gradually increasing the complexity or difficulty of the task
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Continuing to occasionally reinforce Functional Communication and Toleration Responses
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Continuing the compliance process until the individual can follow though with complex and/or historically difficult tasks or routines.
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Using escape extinction to gain compliance
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