Pbs Module 3a Quiz

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  • 1/12 Questions

    Challenging behavior can communicate a message when the child does not have the language skills.  What are possible functions (or messages) of challenging behavior?

    • To request an object, activity, or person
    • To escape demands, an activity, or a person
    • To obtain and object or someone
    • All of the above
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About This Quiz

PBS Module 3a Quiz explores the targeted interventions for children with severe challenging behaviors. It addresses the understanding and modification of such behaviors by teaching new skills and behaviors, essential for educators and psychologists.

Behavioral Studies Quizzes & Trivia

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  • 2. 

    What component(s) should be included in the basic behavioral equation when analyzing challenging behaviors?

    • Setting event

    • Trigger

    • Behavior

    • Maintaining consequence

    • All of the above

    Correct Answer
    A. All of the above
    Explanation
    The basic behavioral equation when analyzing challenging behaviors should include all of the components listed: setting event, trigger, behavior, and maintaining consequence. Each of these components plays a role in understanding and addressing challenging behaviors. The setting event refers to the environmental factors that may influence behavior, the trigger is the specific event or situation that immediately precedes the behavior, the behavior itself is the action or response being exhibited, and the maintaining consequence is the outcome or reinforcement that maintains the behavior. Considering all of these components allows for a comprehensive analysis of challenging behaviors.

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  • 3. 

    What is "Positive Behavior Support" (PBS)?

    • An approach for developing and understanding why the child has challenging behavior and changing a child's behavior through teaching the child new skills and replacement behaviors.

    • A narrow approach that considers a child's social skills in isolation when looking at rationalizing challenging behavior

    • A method of recognizing challenging behavior and developing a "quick fix" through intervention that is reactionary rather than preventative.

    Correct Answer
    A. An approach for developing and understanding why the child has challenging behavior and changing a child's behavior through teaching the child new skills and replacement behaviors.
    Explanation
    Positive Behavior Support (PBS) is an approach that focuses on developing and understanding the reasons behind a child's challenging behavior. It involves teaching the child new skills and replacement behaviors to address and modify their behavior. This approach aims to promote positive behavior by providing support and guidance to the child, rather than simply reacting to their challenging behavior.

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  • 4. 

    In slide 35 of Module 3a, Tim is riding on his tricycle on the bike path within the playground.  He sees a child approach the sandbox where he had just finished building a roadway.  Tim tackles the child to the ground.  An adult intervenes and comforts the child and scolds Tim.  Tim enters the sandbox and continues to build his roadway.  What is the “trigger” in this situation?

    • An adult intervenes by comforting the child Tim tackled and scolding Tim. Tim continues to play in the sand box.

    • A child approaches the sandbox with the roadway construction Tim had just finished building

    • Tim had a fight with his mother before coming to school that day

    • Tim tackles the child to the ground

    Correct Answer
    A. A child approaches the sandbox with the roadway construction Tim had just finished building
    Explanation
    The trigger in this situation is the child approaching the sandbox with the roadway construction Tim had just finished building. This event prompts Tim to tackle the child to the ground.

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  • 5. 

    Refer to video 3a 2 in Module 3a. What is Brendan's challenging behavior being exhibited?

    • Laying on the ground, kicking the adult, and running away from the adult

    • Biting the adult and screaming

    • Crying and banging his head on the windows

    Correct Answer
    A. Laying on the ground, kicking the adult, and running away from the adult
    Explanation
    In the video, Brendan is exhibiting challenging behavior by laying on the ground, kicking the adult, and running away from the adult. This behavior can be seen as a form of defiance and resistance towards the adult's instructions or demands. It may also indicate a lack of impulse control and difficulty in expressing his emotions appropriately.

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  • 6. 

    In slide 37 in Module 3a, Madison is playing in the housekeeping area, putting on high heals and a hat.  A peer joins her in the housekeeping area and gets a purse to play with.  Madison screams “no” and bites the peer.  A teacher intervenes by asking Madison to go to the thinking chair and taking the peer to the bathroom to look at the bite.  After time spent in the thinking chair, Madison returns to the housekeeping area.  She grabs the purse the peer was using and continues to play.  The peer leaves the bathroom and begins an art activity with the teacher.  What is the “function” of Madison’s behavior in this situation?

    • Madison screaming "no" and biting the peer

    • Madison spends time in the thinking chair and the peer is consoled and once Madison's time is up in the thinking chair she returns to housekeeping.

    • A peer joins Madison in play at housekeeping and obtains the purse

    • Madison wants to avoid sharing the purse in housekeeping

    Correct Answer
    A. Madison wants to avoid sharing the purse in housekeeping
    Explanation
    Madison's behavior of screaming "no" and biting the peer is a way for her to avoid sharing the purse in the housekeeping area. By displaying aggressive behavior, Madison is attempting to assert control over the situation and keep the purse for herself. This behavior is a result of her desire to possess the purse and not wanting to share it with others.

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  • 7. 

    What type of children are individualized intensive interventions aimed at targeting?

    • All children- children who respond to group-wide, preventative practices within the classroom.

    • Children at-risk- children who do not respond to preventative practices within the classroom and require instruction on specific social-emotional skills

    • Few children- children demonstrating severe challenging behavior and do not respond to typical preventative practices or social-emotional teaching strategies.

    Correct Answer
    A. Few children- children demonstrating severe challenging behavior and do not respond to typical preventative practices or social-emotional teaching strategies.
    Explanation
    Individualized intensive interventions are aimed at targeting a few children who demonstrate severe challenging behavior and do not respond to typical preventative practices or social-emotional teaching strategies. These interventions are specifically designed to address the unique needs of these children and provide them with the necessary support and instruction to improve their social-emotional skills and behavior.

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  • 8. 

    What things should be considered if you are having trouble developing a hypothesis for a behavior?

    • A challenging behavior may not always have a function

    • A challenging behavior may be displayed in the same form, but have multiple functions

    • A challenging behavior may begin by serving one function, such as escaping an activity, and then continue to serve a second function, such as obtaining attention

    • Answers a and b

    • Answers a and c

    • Answers b and c

    Correct Answer
    A. Answers b and c
    Explanation
    If you are having trouble developing a hypothesis for a behavior, you should consider that a challenging behavior may be displayed in the same form but have multiple functions. This means that the behavior may serve different purposes or have different underlying causes in different situations or contexts. Additionally, you should also consider that a challenging behavior may begin by serving one function, such as escaping an activity, but then continue to serve a second function, such as obtaining attention. These considerations can help in understanding and addressing the challenging behavior effectively.

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  • 9. 

    Refer to video 3a 15 in Module 3a (slide 59).  Using the observation card shown in slides 47 and 48, what is the “Social Reaction” of the child’s behavior?

    • Teacher bringing him over to the floor to play with a toy

    • Teacher returns, helps him get his shirt back on, and gives him a hug

    • Child pulling his arm out of his shirt and hitting his head with his fist

    Correct Answer
    A. Teacher returns, helps him get his shirt back on, and gives him a hug
    Explanation
    The social reaction of the child's behavior is that the teacher returns, helps him get his shirt back on, and gives him a hug. This response from the teacher shows care and support for the child, indicating a positive social interaction.

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  • 10. 

    All of the following are methods of collecting data for a functional assessment EXCEPT for . . .

    • Documenting when the child utilized new skills learned as shown by display of a replacement behavior for the challenging behavior previously exhibited

    • Interview with the persons who know the child best

    • Review of records

    • Observations of the child in situations where the challenging behavior occurs and observing what circumstances are associated with appropriate behavior

    Correct Answer
    A. Documenting when the child utilized new skills learned as shown by display of a replacement behavior for the challenging behavior previously exhibited
    Explanation
    The given answer is incorrect because documenting when the child utilizes new skills learned as shown by display of a replacement behavior for the challenging behavior previously exhibited is actually a method of collecting data for a functional assessment. This method involves recording instances when the child successfully replaces the challenging behavior with a new skill, which helps in identifying the function of the challenging behavior and developing appropriate interventions.

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  • 11. 

    All of the following information can be gathered through a functional assessment interview EXCEPT for . . .

    • Identification of the functions and maintaining consequences of the behavior

    • Definition and description of the behavior

    • Development of a replacement behavior

    • Description of frequency and intensity of the behavior

    • Exploration of possible setting events

    Correct Answer
    A. Development of a replacement behavior
    Explanation
    A functional assessment interview is a method used to gather information about a person's behavior and the factors that influence it. It involves identifying the functions and maintaining consequences of the behavior, defining and describing the behavior, exploring possible setting events, and describing the frequency and intensity of the behavior. However, the development of a replacement behavior is not typically addressed in a functional assessment interview. This is because the focus of the interview is on understanding the function and context of the behavior, rather than on creating a replacement behavior.

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  • 12. 

    Refer to the “Sample Setting Event Chart” on slide 62 of Module 3a.  After analyzing the chart, what can be determined?

    • Child is more likely to tantrum when his mother brings him to school

    • Child is most likely to tantrum during small group, when compared to snack and circle time

    • Child is more likely to tantrum if he has come to school on the bus

    Correct Answer
    A. Child is more likely to tantrum if he has come to school on the bus
    Explanation
    Based on the analysis of the "Sample Setting Event Chart" on slide 62 of Module 3a, it can be determined that the child is more likely to tantrum if he has come to school on the bus. This conclusion is drawn from the data presented in the chart, which shows a higher frequency of tantrums during the bus arrival period compared to other events such as snack and circle time. The chart suggests a correlation between the child's mode of transportation to school and the likelihood of tantrums occurring.

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  • Current Version
  • Mar 21, 2023
    Quiz Edited by
    ProProfs Editorial Team
  • Nov 09, 2011
    Quiz Created by
    PBSPreschool
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