5072 UNIT 1 QUESTIONS & ANSWERS Flashcards

A teacher is selecting some games for her classroom that help in targeting executive functioning skills. She chooses Distraction and Blurt.

A) Planning and prioritizing good sportsmanship and patience

B) Impulse control emotional control and working memory

C) Organization task initiation and self-management

Most to least prompting does which of the following A) Prohibits the use of light touch prompting B) Assesses which prompt level is necessary prior to each session of teaching C) Produce few errors D) Begins with a light touch prompt

Which of the following are strategies for ensuring you have effective reinforcers for students A) Utilizing preference assessments B) Utilizing positive practice C) Utilizing stimuli sampling D) Reducing satiation

Match the description with the appropriate executive functioning skill

A) Blurting out answers physical aggression towards peers risky behavior clumsy

B) Overreacting slow to recover from criticism

C) Inflexibility only one way to do things inability to take others perspectives rock brain

D) Inability to remember directions inability to retain information trouble with multi step activities

E) Prompt dependency not seeing the big picture not tying actions to consequences short vs long term rewards

F) Procrastinating getting stuck at a step late or missing homework

G) Freezing inability to start a task putting off an unpreferred activity

H) Losing objects messy desk lost track of materials too many details not enough plot sequence

Self monitoring

Task initiation

Impulse control

Flexible thinking

Organization

Emotional control

Planning and prioritizing

Working memory

Which of the following describe benefits of using video modeling as a teaching strategy A) Can be used to teach play and self help skills B) More resource efficient than live models C) Can be used to teach socio dramatic play D) Is less intrusive than other methods

Match the description to the likely age of the trauma victim

Fear of being abnormal

General fearfulness helplessness

Withdrawing from family friends

Toileting accidents

Preoccupation with own behavior during event

Repetitive reenactment of the traumatic event in play

Self destructive

Perseverative retell

Physical discomfort headache tummy ache

Demchak’s 1990 review of research concluded A) Most to least prompting is generally effective and produces few errors B) Sufficient research had been conducted to verify most effective prompting procedures C) All prompting procedures were equally effective D) Least to most prompting was consistently the most effective E) No differences between least to most and constant time delay prompting were found F) More comparison research is necessary

If the teacher strategically places student seating based on need and preference what strategy are they using A) Universal Design for Learning B) Circumstances View of Behavior C) Traditional Education D) Learning Theory

In a least to most prompting sequence what is first and what is last A) Hand over hand independent B) Independent hand over hand C) Manual guidance independent D) Light touch hand over hand

Which of the following are ways teachers plan for an inclusive classroom A) Relationships B) Competition C) Skills D) Membership

Finkel and Williams 2001 found that echoic prompts resulted in higher acquisition rates of intraverbal behavior A) True B) False

Which of the following are outcome variables associated with task analyzed routines of established chains of behavior

A) Direct comparisons

B) Response generalization

C) Effectiveness is the teaching procedure producing the desired response

D) Efficiency are we teaching in the fewest number of learning trials

E) Independence is the skill being displayed independently

Put the skills below in the correct order of teaching play skills to children with social skill deficits 1 2 3

Socio-dramatic

Socio-dramatic play with peers

Solitary play

Which of the following are types of childhood trauma A) Disaster B) Medical C) Refugee D) Sexual Abuse E) Target F) Simplistic G) Education H) Sex trafficking I) Grief J) Bullying

Which of the following are ways to build positive rapport with students

A) Make eye contact

B) Make jokes

C) Show respect to each student

D) Learn about your student hobbies interests and aspirations

E) Refrain from sharing personal information

F) Require each student to answer questions

G) Acknowledge your mistakes

When teaching Samuel to say his name when asked the therapist says his name for him to repeat after asking him the question The therapist is using which type of prompt A) Echoic prompt B) Visual prompt C) Textual prompt D) Manual prompt

Gianna enjoyed extracurricular activities such as cheerleading and going out with friends Recently she has started missing practice and was not answering messages or calls Her parents discovered she was being cyber bullied What is the likely age of the student A) Preschool B) Adolescent C) Toddler D) School age

Match the description with the appropriate executive functioning skill

A) Stop and make a positive choice hit the pause button analyze if then scenarios

B) Regulating emotions letting it go emotions match the situation

C) Theory of Mind multiple ways to solve a problem seeing more than one way

D) Fluency in word retrieval acting on multiple bits of information

E) Being on time following the group identifying goals and acting on them

F) Breaking down assignments into steps time management backward chaining

G) Following directions right away starting tasks independently

H) Creating a plan sticking with it sequential writing reading comprehension

Self monitoring

Task initiation

Impulse control

Flexible thinking

Organization

Emotional control

Planning and prioritizing

Working memory

When teaching verbal behavior the therapist provides the learner with a flashcard that has the name of the item along with the image When the therapist asks what the image is on the card she also points to the word What type of prompt is being used A) Gestural prompt B) Model prompt C) Verbal prompt D) Echoic prompt

[U1SA] Match the commercially available game to executive skills that are involved in playing that game.

A) Flexibility time management planning and prioritizing

B) Impulse control emotional control working memory

C) Impulse control emotional control working memory self monitoring

D) Emotional control working memory task initiation planning and organizing

E) Emotional control impulse control flexible thinking planning and prioritizing

Blurt

Pictionary

Jenga

5 Second Rule

Distraction

Match the description with the appropriate executive functioning skill

A) Blurting out answers physical aggression towards peers risky behavior clumsy

B) Overreacting slow to recover from criticism

C) Inflexibility only one way to do things inability to take others perspectives rock brain

D) Inability to remember directions inability to retain information trouble with multi step activities

E) Prompt dependency not seeing the big picture not tying actions to consequences short vs long term rewards

F) Procrastinating getting stuck at a step late or missing homework

G) Freezing inability to start a task putting off an unpreferred activity

H) Losing objects messy desk lost track of materials too many details not enough plot sequence

Self monitoring

Task initiation

Impulse control

Flexible thinking

Organization

Emotional control

Planning and prioritizing

Working memory

In the preschool classroom all children were served the same amount of snack at the same time After snack time the class transitioned outside for free play One student repeatedly asked for extra snack refusing to transition The teacher knows the child is adopted and has a neglect history and allows a second snack with the aide while the class transitions outside In this scenario the teacher was viewing the student’s behavior through what lens A) Functions of behavior B) Cognitive Behavioral framework C) Circumstances view of behavior D) Functional Behavior Assessment

Match the description with the appropriate executive functioning skill

A) Stop and make a positive choice hit the pause button analyze if then scenarios

B) Regulating emotions letting it go emotions match the situation

C) Theory of Mind multiple ways to solve a problem seeing more than one way

D) Fluency in word retrieval acting on multiple bits of information

E) Being on time following the group identifying goals and acting on them

F) Breaking down assignments into steps time management backward chaining

G) Following directions right away starting tasks independently

H) Creating a plan sticking with it sequential writing reading comprehension

Self monitoring

Task initiation

Impulse control

Flexible thinking

Organization

Emotional control

Planning and prioritizing

Working memory

An emotional response to a terrible event is the definition of A) Sadness B) Abuse C) Trauma D) Neglect

Match the description to the likely age of the trauma victim

Fear of being abnormal

General fearfulness helplessness

Withdrawing from family friends

Toileting accidents

Preoccupation with own behavior during event

Repetitive reenactment of the traumatic event in play

Self destructive

Perseverative retell

Physical discomfort headache tummy ache

Which of the following are executive functioning skills needed for success in a classroom environment Select all that apply

A) Persistence

B) Working memory

C) Planning and prioritizing

D) Emotional control

E) Determination

F) Self monitoring

G) Task initiation

In the Ahearn et al 2007 study which of the following was included in the RIFD treatment Select all that apply

A) Redirect the stereotypic behavior

B) Ask social questions

C) Establish attention

D) Reinforce requesting

Dawson and Osterling 1997 article included which of the following as major deficit areas that should be the target of curricula Select all that apply

A) Use of video modeling

B) Imitation skills

C) Social interaction on the playground

D) Communication skills

E) Awareness of the world around them

F) Response Interruption & Redirection RIRD

Which of the following are strategies to help students with executive functioning deficits Select all that apply

A) Incorporate movement during instruction

B) Create routines and practice them

C) Remove privileges for breaking rules

D) Provide edible reinforcement for staying on task

E) Pictures of needed materials and a list of directions written on the board

Demchek’s 1990 review of research concluded which of the following Select all that apply

A) More comparison research is necessary to compare response prompting and prompt fading procedures

B) All prompting procedures were equally effective

C) Most-to-least prompting is generally effective and produces few errors when establishing behavior chains

D) Sufficient research had been conducted to verify most effective prompting procedures

E) Least-to-most prompting was consistently the most effective

F) No differences between least-to-most and constant time delay prompting were found

Which of the following are executive functioning skills needed for success in a classroom environment Select all that apply

A) Working memory

B) Emotional control

C) Planning and prioritizing

D) Self monitoring

E) Task initiation

F) Determination

G) Persistence

Seaver & Bourret 2014 evaluated an assessment that looked at which of the following prompting strategies Select all that apply

A) Prompt fading

B) Generality test

C) Reinforcement fading

D) Prompt type

Which of the following are classroom routines to help support executive functioning skills Select all that apply

A) Schedule a weekly organization time

B) Create routines and practice them

C) Limit movement in the classroom

D) Give an extra 3-5 minutes to organize before transitions

E) Incorporate a visual schedule of what to do and how to do it

F) Incorporate movement during instruction

G) Change the routine everyday

H) Provide brain breaks during and after instruction

I) Create an end-of-the-day checklist to remember materials

J) Explicitly teach executive functioning & study skills

K) Clearly explain academic & social expectations

L) Have homework written down in the same spot every day

M) Limit breaks in the classroom

Procedural integrity involves which of the following Select all that apply

A) Staff have adequate training and support to implement the plan

B) Staff are implementing the treatment as intended

C) Ensuring the target responses and teaching procedures are appropriate

D) Student is responding to the treatment as intended

Which of the following are strategies for ensuring you have effective reinforcers for students in their learning environment Select all that apply

A) Utilizing preference assessments to determine potential reinforcers

B) Utilizing positive practice to ensure the student is getting enough practice trials during skill building

C) Reducing satiation with reinforcement which is where the student has a large amount of exposure to the reinforcers causing a decrease in their effectiveness as reinforcers

D) Utilizing stimuli sampling to determine new potential reinforcers

Which of the following are characteristics of Universal Design for Learning? Select all that apply

A) Inclusive environment

B) Incorporating different types of materials

C) Involves proactive planning for all students

D) Allowing multiple approaches to the content

E) Reviewing classroom setup

F) Allowing multiple formats for assessments

G) Create student dependence

One possible procedure that may be effective when overcoming prompt dependence in a learner is A) Reduce learning opportunities B) Using most-to-least prompting C) Differential Reinforcement D) Massed practice

Determine whether the description is related to skills relationship or membership variables of building an inclusive classroom culture Includes outcomes related to academic social and functional skills An example might be knowledge of math facts

An example might knowledge of job-related skills Includes outcomes related to personal relationships that a student learns from throughout their lifespan

Focuses on four types of relationships companion giver receiver conflictual Examples might include fostering relationships where you give something to others or solve conflict with others Includes outcomes related to a child’s sense of membership in their environment

An example might be ensuring a student is included in community activities An example might be students that are the class helpers in their classroom

Select the stages of best practice and put them in the correct order.

Predict effective practice

Ask a fellow behavior analyst

Use comparative studies

Determine what we know

Identify important prerequisites

Determine how many things work

Assess the verbal behavior repertoire

Which of the following are aspects of a neurodiversity framework? Select all that apply:

A) Focuses on the disability,

B) framework for defining how brains are wired differently

C) Pushes for inclusion to expand the definition of normal

D) Identifies normal variations of a spectrum

Miss Stacy assigns pairs of students a task in the classroom each week. These include setting up materials, caring for the class pet, and tidying at the end of the day. Students report feeling proud of how their classroom looks. This is an example of lesson planning for which type of inclusion outcome?

A) Skills

B) Responsibility

C) Membership

D) Friendship

Skyler is in 4th grade and is struggling with staying on task in class. He often blurts out answers without being called on, asks for questions to be repeated, and needs multiple prompts to begin an assignment. This has led to decreasing scores, and peers expressing frustration with the frequent disruptions. Which of the following executive functioning skills should be targeted to address these issues?

A) Task initiation

B) Impulse control

C) Organization D) Working memory

During the course of a week of lessons, the focus of the lessons were on establishing appropriate manding skills. Five minutes per session was dedicated to contriving opportunities for the learner to mand, averaging 3 mands per session. At the end of the week the learner had not yet engaged in any mands unless they were fully prompted. Which of the following is likely the cause for the lack of progress?A) Absence of procedural integrity B) Inadequate learning opportunities C) Wrong schedule of reinforcement implemented

Using differential reinforcement and more potent reinforcement on independent responses are reinforcement procedures that can help with prompt dependence in a learner. A TRUE B FALSE

A lack of progress is possibly caused by?

A. All of these.

B. Resources

C. Medical problems

D. Severe self-injurious behavior

Seaver & Bourret (2014) evaluated a prompting assessment to facilitate determining which of the following? Options:

A) How many trials to criterion were necessary for skill building

B) Effective generalization procedures

C) Effective error reduction procedures

D) Effective prompt type and prompt fading procedures

Ahearn et al 2007 -

Dawson and Osterling 1997

Demchak’s 1990

Finkel and Williams 2001

Seaver & Bourret 2014