Exam Preview for 1700: The Pyramid Model in Early Childhood: Assess

The Pyramid Model in Early Childhood: Assessment and Intervention - Part 2

Please note: exam questions are subject to change.

1. The process of Positive Behavior Support includes: Functional assessment, developing hypothesis statements, & a written support plan Functional assessment and development of a support plan Teaming, functional assessment, developing a support plan, monitoring progress Teaming, functional assessment, developing hypothesis statement(s), developing a support plan and monitoring progress
2. Traditional behavioral approaches to challenging behavior are ______, PBS is _______. Reactive, proactive Proactive, reactive Punitive, based on rewards Effective, just as effective
3. The process used to determine the communicative meaning of challenging behavior is: PBS Functional Assessment Hypothesis Development Identifying the Setting Event
4. Determining the function of behavior (sources of information) includes: Reading reports/notes, observing and interviewing significant others Observing and interviewing Teaming with others and reading reports Talking with the family and the teacher
5. The four elements of a written PBS Hypothesis Statement include: A description of the problem behavior, previous interventions, the people involved, communicative purpose of the behavior Predictors of the challenging behavior, specific description of the challenging behavior, maintaining consequences, communicative purpose of the behavior (i.e., obtain/request or escape/avoid) Predictions of the challenging behavior, previous interventions, the time of day, communicative purpose of the behavior Predictors of the challenging behavior, description of the behavior, communicative purpose of the behavior, behavior management strategies
6. The essential elements in a written PBS plan are: Behavior Hypothesis statement(s), prevention strategies, replacement (new) skills, and constructive responses to the child’s prosocial and/or challenging behavior Behavior Hypothesis statement(s), replacement (new) skills, punishment for challenging behavior, tangible rewards for good behavior Prevention strategies, replacement (new) skills, crisis management It is not necessary to write the plan down as long as you have prevention, intervention and reward ideas
7. Strategies implemented to decrease the likelihood of challenging behavior are: Punishment strategies Prevention strategies Reward strategies Choice strategies
8. A skill taught to a child as an alternative to challenging behavior is: Use your words We don’t kick our friends Good idea Replacement skill
9. Evidence-based replacement skills might include: Asking for a ‘break’ with an AAC device and describing how you feel when another child takes your toy on an emotion board Stamping your feet when you want your way Slapping a peer to get out of your way Throwing a puzzle that is frustrating you
10. Evidence-based prevention strategies might include: Offering ‘choices,’ providing a ‘safety signal’ Reminding the child, “I don’t want to see you pushing today, Patrick.” and walking into a play area while saying, “Time to clean up.” refraining from reading a Routine Script, Social Story® or Rule Book prior to an activity and role-playing Enforcing strict time-outs
11. The core principles of a Positive Behavior Support Plan are: based on Piagetian Theory Prevent-Teach-Reinforce based on Vygotskian Theory based on ‘No Child Left Behind legislation
12. Challenging behaviors: sometimes come out of nowhere are related to poor adult interactions are the result of a kid being a brat always serve a communicative function for the child
13. Overt expression of challenging behaviors can include: hyperactivity, aggression inattention, low self-esteem, social withdrawal anxiety inattention
14. Covert expression of challenging behaviors can include: talking back to a teacher property destruction low self-esteem, social withdrawal, inattention obsessive/compulsive disorder
15. A behavior support plan should be developmentally appropriate, functional and implemented by all members of a child’s support team is developed and implemented by a behavior therapist is focused on stopping the challenging behavior is set in stone