Consultation Final Exam

Positive reinforcement

Providing something pleasant to increase the probability of a behavior.

Negative Reinforcement

Removing something unpleasant to increase the probability of a behavior.

Positive Punishment

Adding something unpleasant to decrease the probability of a behavior.

Negative Punishment

Removing something pleasant to decrease the probability of a behavior

Extinction

Withholding reinforcement to reduce the likelihood a behavior will occur.

Extinction Burst

When a behavior temporarily intensifies before decreasing during extinction.

Antecedent

An event or action that occurs immediately before a behavior.

Consequence

An event or action that occurs immediately after a behavior, influencing its future occurrence.

Which of the following is an example of negative reinforcement?

A) Giving a student extra recess for good work.

B) Removing a homework assignment after a student behaves well.

C) Assigning extra homework for being disruptive.

D) Ignoring a student's misbehavior.

B) Removing a homework assignment after a student behaves well.

What is the main goal of PBIS?

A) To punish undesired behaviors.

B) To provide teachers with personal support.

C) To make schools more effective, efficient, and equitable.

D) To replace academic curricula.

C) To make schools more effective, efficient, and equitable.

Which data collection tool helps determine when a behavior occurs?

A) Frequency Graph

B) Duration Chart

C) ABC Data Chart

D) Scatter Plot

D) Scatter Plot

Which of the following is NOT a research-supported behavior function?

A) Escape

B) Tangible

C) Attention

D) Gaining Control

D) Gaining Control

____________ is a behavior management strategy that involves not reacting to a behavior, assuming it will stop without reinforcement. *Only works when the function of an interfering behavior is attention!

Planned Ignoring

When a teacher uses proximity control, they reduce ___________ between themselves and the student to manage behavior.

distance

The ___________ test helps determine if something is a behavior: if a dead man can do it, it's not a behavior.

Dead Man's/Corpse

A ___________ chart is used to record how long a behavior lasts over a specific period.

Duration

According to PBIS, Tier ______ prevention targets all students and focuses on creating a positive school climate.

1

Frequency Recording

Counting how many times a behavior occurs within a set period.

Duration Recording

Measuring how long a behavior lasts from start to finish.

Latency

The time between a stimulus and the start of a behavior.

Interval Recording

Observing whether a behavior occurs or does not occur during specific time intervals.

Functional Behavior Assessment (FBA)

A process to identify the purpose or function of a behavior in order to develop effective interventions.

Behavior Intervention Plan (BIP)

A written plan that describes how teachers and staff will reduce problem behavior and increase positive behavior.

Least-to-Most Prompting

A prompting strategy where minimal help is given first, increasing only as needed.

Most-to-Least Prompting

A strategy where full assistance is given first, and then gradually reduced.

A teacher sets a timer and notes whether a student is on-task at the end of each 5-minute interval. What data collection method is being used?

A) Frequency recording

B) Latency recording

C) Interval recording

D) Duration recording

C) Interval recording

Which of the following is the best example of using positive punishment?

A) Taking away a child’s toy to reduce fighting.

B) Giving extra homework for talking out of turn.

C) Letting a child skip chores for good grades.

D) Ignoring a tantrum until it stops.

B) Giving extra homework for talking out of turn.

When using PBIS, which Tier provides individualized, intensive interventions for students?

A) Tier 1

B) Tier 2

C) Tier 3

D) Tier 4

C) Tier 3

What is the first step in conducting a Functional Behavior Assessment (FBA)?

A) Develop a Behavior Intervention Plan (BIP).

B) Collect data on the problem behavior.

C) Interview the student’s family.

D) Write an IEP goal.

B) Collect data on the problem behavior.

In behavior analysis, the sequence Antecedent — Behavior — ____________ is used to understand why a behavior occurs.

Consequence

A ___________ plan outlines strategies for replacing problem behavior with positive alternatives.

Behavior Intervention

Using planned ignoring only works if the behavior is maintained by _____________

attention

Extinction involves withholding ___________ to reduce a behavior over time.

reinforcement

The purpose of a scatter plot is to identify ___________ patterns related to a behavior.

time-based

Family-School Partnerships

A collaboration between families and educators that supports children's learning and development through shared responsibility and communication.

Goals of Family-School Partnerships

Improve student outcomes, strengthen relationships, promote shared commitments, address concerns across settings, and increase understanding between home and school.

5 A's of Partnering with Parents

Approach, Attitude, Atmosphere → Actions → Achievement.

A formula that highlights mindset, environment, and practices that lead to successful family-school collaboration

TAPP Intervention

A structured, solution-focused process involving parents, teachers, and a specialist to create and implement consistent strategies across home and school.

TAPP Team Members

TAPP Specialist, Parent, Teacher, Child.

TAPP Stages

(Hint: There are 3)

Building on Strengths: Identify strengths, define target behavior, collect baseline data, clarify concerns, and begin communication.

Planning for Success: Analyze data, set goals, determine function (FBA), create an intervention plan, and continue data collection.

Checking and Reconnecting: Review progress, assess plan fidelity and outcomes, adjust or continue the plan, recycle if necessary.

According to the 5 A’s of partnering, what three elements create the foundation before Actions lead to Achievement?

A) Goals, Monitoring, Feedback

B) Approach, Attitude, Atmosphere

C) Planning, Implementation, Evaluation

D) Communication, Community, Consistency

B) Approach, Attitude, Atmosphere

Which of the following is NOT a goal of family-school partnerships?

A) Increase understanding of problems and perspectives

B) Improve opportunities and outcomes for children

C) Increase teacher autonomy and reduce parent involvement

D) Promote shared responsibility for student learning

C) Increase teacher autonomy and reduce parent involvement

What is the purpose of the TAPP Stage 1 “Building on Strengths”?

A) Implement the intervention at home and school.

B) Define the target behavior and collect baseline data.

C) Evaluate the effectiveness of the plan.

D) Train teachers on classroom management strategies.

B) Define the target behavior and collect baseline data.

During which TAPP stage do parents and teachers examine baseline data and set a realistic behavioral goal?

A) Stage 1: Building on Strengths

B) Stage 2: Planning for Success

C) Stage 3: Checking and Reconnecting

D) Stage 4: Sustaining Progress

B) Stage 2: Planning for Success

When goals are not met during the TAPP process, what is the next step?

A) Abandon the plan completely.

B) Refer the student to special education.

C) Recycle the process and begin back at step 1.

D) Keep using the same strategy indefinitely.

C) Recycle the process and begin back at step 1.

The TAPP Intervention is a series of ___ solution-oriented meetings between parents, teachers, and a specialist.

3

In family-school partnerships, Actions should be ____________ focused, but relationship-based, and intentional.

student

The 5 A’s framework highlights Approach, Attitude, Atmosphere, Actions, and ___________.

Achievement

A Behavioral Function is determined using the ___________ framework, which includes Antecedent, Behavior, and Consequence.

ABC

One of the goals of family-school partnerships is to strengthen __________ across settings.

relationships

Which of the following best describes the purpose of family-school partnerships?

A) To ensure parents take full responsibility for their child’s education.

B) To create opportunities for student learning through shared responsibility between families and educators.

C) To allow teachers to manage student behavior independently.

D) To encourage schools to focus only on academic achievement.

B) To create opportunities for student learning through shared responsibility between families and educators.

In the TAPP model, which group of people make up the TAPP team?

A) Teacher, Principal, Counselor, Parent

B) TAPP Specialist, Parent, Teacher, Child

C) Parent, Student, District Administrator

D) Teacher, School Psychologist, Principal

B) TAPP Specialist, Parent, Teacher, Child

According to the 5 A’s, which of the following best defines “Atmosphere”?

A) The physical and emotional environment that invites family involvement.

B) The test scores students achieve in school.

C) The plan used to discipline students at home and school.

D) The contract signed between parents and teachers.

A) The physical and emotional environment that invites family involvement.

The TAPP process encourages teachers and parents to develop strategies that are _____________.

A) Based only on the teacher's classroom rules.

B) Consistent across home and school settings.

C) Focused exclusively on academics.

D) Applied only in the home environment.

B) Consistent across home and school settings.

During the TAPP “Planning for Success” stage, teams select goals that are ____________.

A) Short-term only, since long-term goals are discouraged.

B) Vague and flexible to avoid overwhelming parents.

C) Feasible, measurable, and relevant to the student.

D) Determined only by the teacher and specialist.

C) Feasible, measurable, and relevant to the student.

Also short term and long term

Which of the following is a key component of the "Actions" step in the 5 A’s?

A) Actions are a list of activities that only happen at school.

B) Actions are student-focused, relationship-based, and collaborative.

C) Actions replace communication with parents.

D) Actions refer to paperwork completed by teachers.

B) Actions are student-focused, relationship-based, and collaborative.

Which of the following happens during TAPP Stage 3, “Checking and Reconnecting”?

A) Teachers and parents define the target behavior for the first time.

B) Data is reviewed to assess the plan’s effectiveness and future steps are discussed.

C) Only the teacher decides if the intervention was successful.

D) Parents and teachers stop communication and wait for further instructions.

B) Data is reviewed to assess the plan's effectiveness and future steps are discussed.

When developing a home-school joint plan, it is important to focus on ____________ and ____________ modifications.

A) Antecedent; Consequence

B) Grading; Homework

C) Instructional; Testing

D) Curriculum; Scheduling

A) Antecedent; Consequence

One key reason family-school partnerships are essential is because children's learning is influenced by ___________.

A) Just the school environment.

B) A single setting.

C) Multiple systems both in and out of school.

D) Only parental involvement.

C) Multiple systems both in and out of school.

What is the correct next step if a student’s goals were not met after implementing a TAPP plan?

A) Discontinue the plan and avoid follow-up.

B) Begin back at Stage 1 to recycle the process.

C) Notify the student that the plan has failed.

D) Skip ahead to setting new goals without review.

B) Begin back at Stage 1 to recycle the process.

The primary goal of Functional Behavior Assessment (FBA) is to:

A) Punish students for interfering behaviors.

B) Identify the reasons for a student's interfering behaviors and design effective interventions.

C) Diagnose a student with a learning disability.

D) Replace academic instruction with behavioral strategies.

B) Identify the reasons for a student's interfering behaviors and design effective interventions.

What does the “function” of behavior refer to in FBA?

A) The subject or topic a student is studying.

B) The cause-effect relationship between behavior and the environment.

C) The student's preferred classroom activity.

D) The physical form of the behavior.

B) The cause-effect relationship between behavior and the environment.

When conducting an FBA, which phase involves defining and prioritizing interfering behaviors?

A) Phase 1: Identification and Description of Interfering Behavior.

B) Phase 4: Conceptual Synthesis.

C) Phase 6: Implementation.

D) Phase 7: Progress Monitoring.

A) Phase 1: Identification and Description of Interfering Behavior.

In the FBA process, which phase focuses on examining antecedents and consequences to understand behavior patterns?

A) Phase 2: Recording Current Levels.

B) Phase 3: Identifying and Describing Antecedent, Consequence, and Associated Variables.

C) Phase 6: Implementation.

D) Phase 7: Progress Monitoring.

B) Phase 3: Identifying and Describing Antecedent, Consequence, and Associated Variables.

Which type of assessment involves gathering information from teachers, parents, and sometimes students?

A) Descriptive Assessment.

B) Indirect Assessment.

C) Experimental Analysis.

D) Treatment Analysis.

B) Indirect Assessment.

Which of the following best describes "Experimental Analysis" in the FBA process?

A) Observing behaviors only in natural classroom settings.

B) Manipulating environmental variables to test hypotheses about behavior.

C) Interviewing parents about their child’s behavior.

D) Using only rating scales to document behavior.

B) Manipulating environmental variables to test hypotheses about behavior.

According to the problem-solving model, the final phase of the FBA process is:

A) Identification and Description of Interfering Behavior.

B) Linking Assessment Data to Interventions.

C) Implementation.

D) Progress Monitoring.

D) Progress Monitoring.

FBA is grounded in the belief that:

A) Behaviors are random and cannot be changed.

B) Behaviors are learned and can be changed through targeted interventions.

C) Behavior cannot be influenced by environmental factors.

D) Interfering behavior should always be punished.

B) Behaviors are learned and can be changed through targeted interventions.

Which philosophical value encourages healthy skepticism and ongoing questioning in the FBA process?

A) Empiricism.

B) Philosophical Doubt.

C) Behavioral Compassion.

D) Interactionism.

B) Philosophical Doubt.

Interventions matched to the function of behavior often improve outcomes by:

A) Ignoring the student's behavior entirely.

B) Minimizing reinforcement for interfering behaviors and teaching replacement behaviors.

C) Relying solely on punishment for problem behaviors.

D) Removing the student from the learning environment.

B) Minimizing reinforcement for interfering behaviors and teaching replacement behaviors.

What is an FBA?

A systematic process for identifying the reasons (functions) behind interfering behaviors and using that information to design effective, individualized interventions.

What is an interfering behavior?

Behaviors that are disruptive to a student's learning or that block the acquisition or performance of skills, socially or academically.

What does the "function" of behavior refer to?

The reason a behavior occurs, often based on the consequence it produces (e.g., attention, escape, access to items, or sensory stimulation).

What is indirect assessment in the FBA process?

Gathering information about behavior through interviews, rating scales, and reports from teachers, parents, and others — rather than direct observation.

What is descriptive assessment?

Direct observation of behaviors and their antecedents and consequences in real-time to identify patterns and establish baselines.

What is experimental analysis in the FBA process?

Systematically manipulating environmental conditions to confirm hypotheses about the function of a behavior.

What is treatment analysis?

Using data to evaluate the effectiveness of one or more interventions based on their ability to reduce interfering behavior and increase desired behaviors.

What does behavioral compassion emphasize?

Recognizing that behavior is learned and often unintentional; using empathy and understanding when supporting behavior change.

The purpose of an FBA is to identify the __________ of behavior and use that information to design effective interventions.

function

An interfering behavior is any behavior that __________ a student's learning or performance.

disrupts or blocks

The __________ assessment method involves talking to teachers, parents, and the student to gather information, rather than observing the behavior directly.

indirect

The __________ phase of FBA involves collecting baseline data on frequency, duration, and intensity of behaviors.

recording current levels / Phase 2

Behavioral interventions are most effective when they are matched to the __________ of the interfering behavior.

function

__________ is the practice of questioning assumptions and relying on evidence to understand behavior, rather than guesses or personal beliefs.

Philosophical Doubt

In Phase 5 of the FBA process, data is linked to __________ to create a meaningful behavior plan.

interventions

The phase where the evaluator pulls together all the data to form a hypothesis about the behavior's cause is called __________.

conceptual synthesis

What are the 7 phases of the FBA problem-solving model?

Phase 1: Identification and Description of Interfering Behavior

Phase 2: Recording Current Levels of interfering behaviors

Phase 3: Identifying and Describing antecedent, consequence, and associated variables

Phase 4: Conceptual synthesis

Phase 5: Linking Assessment Data to Interventions

Phase 6: Implementation

Phase 7: Progress monitoring

What is the primary purpose of the BAPS Model?

To synthesize assessment results and guide the design of individualized, function-based interventions.

Define "interfering behavior."

Behaviors that disrupt learning or block skill performance for the student or others.

What does "context" refer to in the BAPS Model?

The setting or environment where the interfering behavior occurs, including physical location, social circumstances, and activities.

How do personal characteristics relate to interfering behavior?

Traits, sensitivities, and beliefs that influence a student's response to situations but are not direct causes of behavior.

What are skill delays or deficits?

Missing or limited abilities in areas like communication, academics, or social skills that contribute to interfering behavior.

What are Motivating Operations (MOs)?

Antecedent events that temporarily alter the effectiveness of reinforcers and increase the likelihood of behavior.

What are SDs in the context of interfering behavior?

Discriminative stimuli that signal the availability of reinforcement for specific behaviors.

What are reinforcing consequences?

The outcomes that strengthen the likelihood of a behavior occurring again, either through positive or negative reinforcement.

What are the four key parameters of reinforcement?

Schedule, Quality, Magnitude, and Timing (Immediacy).

The BAPS model is primarily used to:

A) Identify a student's IQ

B) Synthesize assessment data to guide interventions

C) Diagnose medical conditions

D) Monitor homework completion

B) Synthesize assessment data to guide interventions

In the BAPS model, "Context" refers to:

A) The student's grades

B) The environment where behavior happens

C) The teacher's classroom rules

D) The function of the behavior

B) The environment where behavior happens

When a behavior is more likely to occur because reinforcement is temporarily more valuable, this is due to:

A) Discriminative Stimuli (SDs)

B) Motivating Operations (MOs)

C) Skill Deficits

D) Personal Characteristics

B) Motivating Operations (MOs)

Which of the following best describes a "reinforcing consequence"?

A) An event that decreases behavior

B) A result that strengthens behavior

C) A type of personal characteristic

D) A type of classroom intervention

B) A result that strengthens behavior