Put the prompts in the correct order for Most to least prompting A) Hand over hand B) Manual guidance C) Light touch D) Independent

A) Hand over hand B) Manual guidance C) Light touch D) Independent

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

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 A) General fearfulness helplessness B) Toileting accidentsC) Repetitive reenactment of the traumatic event in play D) Physical discomfort headache tummy ache E) Preoccupation with own behavior during eventF) Perseverative retell G) Withdrawing from family friends H) Self destructive I) Fear of being abnormal

A) PreschoolB) Preschool C) Preschool D) School age E) School age F) School age G) Adolescent H) Adolescent I) Adolescent

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

A) Most to least prompting is generally effective and produces few errors 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

A) Universal Design for Learning

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

B) Independent hand over hand

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

A) Relationships C) Skills D) Membership

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

A) 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 trialsE) Independence is the skill being displayed independently

C) Effectiveness is the teaching procedure producing the desired response D) Efficiency are we teaching in the fewest number of learning trialsE) 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

1) Solitary play 2) Socio-dramatic 3) Socio-dramatic play with peers

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

A) Disaster B) Medical C) Refugee

D) Sexual Abuse 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

A) Make eye contact B) Make jokesC) Show respect to each student D) Learn about your student hobbies interests and aspiration 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

A) Echoic 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

B) Adolescent

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

A) Impulse control B) Emotional control C) Flexible thinking D) Working memory E) Self monitoring F) Planning and prioritizingG) Task initiation H) Organization

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

A) Gestural prompt

Put the prompts in the correct order for Most to least prompting 1 2 3 4

1) Full physical guidance 2) Partial physical guidance 3) Gestural verbal4) Independent

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 brainD) 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 rewardsF) 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

A) Impulse control B) Emotional control C) flexibility thinkingD) Working memory E) Self-monitoringF) Planning and prioritizingG) Task initiation H) Organization

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

C) Circumstances view of behavior

[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 memoryC) Impulse control emotional control working memory self monitoring D) Emotional control working memory task initiation planning and organizing E) Jenga Emotional control impulse control flexible thinking planning and prioritizing

A) Pictionary B) Blurt C) Distraction D) 5 Second Rule E) Jenga

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

C) Trauma

Determine if the description is a functional or structural account of autism A) Identify differences B Provide a means of assessing change C) Provide explanatory fictions as causal account D) Provide tools for understanding deficits E) Provide a means of implementing change F) Provides a selectionist account of behavior at three levels

A) Structural B) StructuralC)StructuralD) FunctionalE) FunctionalF) Functional

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

B) Working memory C) Planning and prioritizing D) Emotional control 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

A) Ask social questions B) Reinforce requesting C) Establish attention

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 skillsE) Awareness of the world around them F) Response Interruption & Redirection RIRD

B) Imitation skills C) Social interaction on the playground D) Communication skills E) Awareness of the world around them

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

A) Incorporate movement during instruction B) Create routines and practice them 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

A) More comparison research is necessary to compare response prompting and prompt fading procedures C) Most-to-least prompting is generally effective and produces few errors when establishing behavior chains 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 monitoringE) Task initiation F) Determination G) Persistence

A) Working memory B) Emotional control C) Planning and prioritizing D) Self monitoring E) Task initiation

Seaver & Bourret 2014 evaluated an assessment that looked at which of the following prompting strategies Select all that apply A) Prompt fading B) Generality testC) Reinforcement fading D) Prompt type

A) Prompt fading B) Generality test 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

A) Schedule a weekly organization time B) Create routines and practice them 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 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

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

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

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

A) Utilizing preference assessments to determine potential reinforcers 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

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

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

C) Differential Reinforcement

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

Skills Relationships Membership

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

1. Determine what we know2. Determine how many things work3. Use comparative studies4. Predict effective practice5. Identify important prerequisites

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 normalD) Identifies normal variations of a spectrum

B) A framework for defining how brains are wired differentlyC) 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

C) Membership

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

A) Task initiation B) Impulse control 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

B) Inadequate learning opportunities

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) TRUE

A lack of progress is possibly caused by? A. All of these. B. Resources C. Medical problems D. Severe self-injurious behavior

A) All of these

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

D) Effective prompt type and prompt fading procedures

DE AQUI EN ADELANTE TERMINOS

Topic / Concept

Summary / Key Points

Executive Functioning Skills

Skills include impulse control, emotional control, working memory, flexible thinking, self-monitoring, planning and prioritizing, task initiation, organization. These support behavior, learning, and goal completion. Examples: stopping before acting, managing emotions, adjusting approaches, remembering multi-step directions, planning homework, starting assignments independently, keeping materials organized.

Games Targeting Executive Functioning

Games like Blurt, Distraction, Pictionary, 5 Second Rule, Jenga target different executive skills. Blurtimproves impulse control and working memory; Pictionary improves flexibility and planning; Jengaimproves emotional control, impulse control, flexible thinking, planning, and prioritizing.

Prompting Strategies

Most-to-least prompting: starts with full support and gradually reduces help, preventing errors. Example: hand-over-hand → manual guidance → light touch → independent. Least-to-most prompting: start independent, add support only as needed. Differential reinforcement can reduce prompt dependence.

Reinforcement Strategies

Identify effective reinforcers through preference assessments, stimuli sampling, and avoiding satiation. Reinforcers motivate learning, maintain engagement, and support independent responses. Examples: letting a student choose between toys, varying rewards, testing new motivators.

Video Modeling

Used to teach play, self-help skills, socio-dramatic play. Benefits include being resource efficient and less intrusive than live modeling. Learning occurs by observing videos before practicing.

Trauma & Age Characteristics

Preschool: general fearfulness, toileting accidents, repetitive reenactment. School age: physical discomfort, preoccupation, perseverative retell. Adolescent: withdrawing, self-destructive behavior, fear of being abnormal. Trauma includes disaster, medical events, abuse, sex trafficking, grief, bullying.

Classroom Inclusion Strategies

Focus on relationships, skills, and membership. Inclusive classrooms teach academics, build friendships, and give students meaningful roles. UDL supports inclusive environments, proactive planning, multiple approaches to content, multiple assessment formats, and reviewing classroom setup.

Procedural Integrity

Ensures interventions are delivered as intended. Staff must be trained, implement procedures correctly, ensure target responses are appropriate, and monitor student responses.

Autism Accounts

Functional accounts focus on interventions and understanding behavior effects. Structural accountsexplain causes, providing tools to understand deficits.

Neurodiversity Framework

Focuses on different brain wiring, inclusion, and recognizing normal variations rather than just deficits.

Classroom Routines Supporting Executive Skills

Include weekly organization time, consistent routines, visual schedules, movement during instruction, brain breaks, end-of-day checklists, teaching executive skills, clear expectations, homework in same spot.

Best Practices in Intervention

Steps: determine what we know → determine how many things work → use comparative studies → predict effective practice → identify important prerequisites → assess verbal behavior repertoire.

Addressing Lack of Progress

Causes may include inadequate learning opportunities, lack of procedural integrity, wrong reinforcement schedule, limited resources, medical problems, or severe self-injurious behavior. Solutions include increasing opportunities, differential reinforcement, potent reinforcement for independent responses.

Verbal Behavior & Prompts

Echoic prompts: learner repeats what they hear. Gestural prompts: physical movement or gesture to guide learner. Prompt fading is used to gradually reduce assistance while maximizing learning.

Targeting Executive Skills in Students

Task initiation: starting work independently. Impulse control: stopping before acting. Working memory: remembering steps. Organization: keeping materials and tasks structured. Use interventions to strengthen these skills.

Curriculum Focus for Autism

Target imitation skills, social interaction, communication skills, awareness of the world, response interruption & redirection (RIRD). For example: teaching turn-taking, imitation games, playground interactions.

Strategies for Executive Function Deficits

Include movement during instruction, creating routines, visual schedules or lists. Supports planning, attention, organization.

Building Positive Rapport

Make eye contact, use humor, show respect, learn student interests, acknowledge mistakes. Positive relationships increase engagement and trust.

AHORA ANSWERS Y NOTES.

ANSWERS

NOTES

B) Impulse control emotional control and working memory

Ability to stop impulsive actions manage emotions and hold information in mind for short periods for example waiting to speak calming down when losing and remembering rules while playing

C) Produce few errors

Teaching begins with the highest level of support and gradually reduces help which prevents mistakes for example fully guiding a student at first then slowly fading support

A) Utilizing preference assessmentsC) Utilizing stimuli sampling DReducing satiation

Identifying what motivates the student trying new rewards and avoiding overuse for example letting a student choose between toys snacks or tablet time

A) Hand over hand B) Manual guidance C) Light touch D) Independent

Instruction begins with full physical assistance and gradually fades until the learner can complete the task alone for example teaching buttoning step by step

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

Learning occurs through watching videos instead of direct instruction for example watching a video on handwashing before practicing

A) PreschoolB) Preschool C) Preschool D) School age E) School age F) School age G) Adolescent H) Adolescent I) Adolescent

A) Most to least prompting is generally effective and produces few errors E) No differences between least to most and constant time delay prompting were found F) More comparison research is necessary

Research shows prompting strategies work but no single method is best for all learners for example different students require different levels of support

A) Universal Design for Learning

Designing the classroom to support diverse learners for example seating a student with attention needs near the teacher

B) Independent hand over hand

Instruction begins with no assistance and increases only when needed for example letting a student try independently before offering physical help

A) Relationships C) Skills D) Membership

Inclusion focuses on belonging and skill development for example cooperative activities where every student has a meaningful role

A) False

Hearing and repeating spoken words helps learners acquire verbal responses faster for example repeating a spoken answer before answering independently

C) Effectiveness is the teaching procedure producing the desired response D) Efficiency are we teaching in the fewest number of learning trialsE) Independence is the skill being displayed independently

1) Solitary play 2) Socio-dramatic 3) Socio-dramatic play with peers

A) Disaster B) Medical C) Refugee

D) Sexual Abuse H) Sex trafficking I) Grief J) Bullying

Trauma includes experiences that overwhelm a child’s ability to cope for example natural disasters abuse loss of a loved one or peer bullying

A) Make eye contact B) Make jokesC) Show respect to each student D) Learn about your student hobbies interests and aspiration G)Acknowledge your mistakes

Positive relationships are built through respect humor interest and honesty for example learning what a student likes and admitting when you make a mistake

A) Echoic prompt

The learner repeats what they hear for example saying a name aloud so the student can repeat it

B) Adolescent

Social withdrawal peer relationships and online bullying are more common during teenage years

A) Impulse control B) Emotional control C) Flexible thinking D) Working memory E) Self monitoring F) Planning and prioritizingG) Task initiation H) Organization

Executive functioning skills support behavior learning and goal completion for example planning steps to finish homework or starting work without reminders

A) Gestural prompt

The therapist uses a physical movement or gesture to guide the learner for example pointing to the word on a card to indicate what to say

1) Full physical guidance 2) Partial physical guidance 3) Gestural verbal4) Independent

Start with maximum help and gradually reduce to independence for example guiding the hand fully then fading to verbal or gestural cues

A) Impulse control B) Emotional control C) flexibility thinkingD) Working memory E) Self-monitoringF) Planning and prioritizingG) Task initiation H) Organization

Each skill supports learning behavior and task completion for example stopping before acting managing emotions adjusting approach remembering multi step directions monitoring actions planning tasks starting assignments independently and keeping materials organized

C) Circumstances view of behavior

Behavior is understood based on personal history and current context for example adjusting responses for a child with neglect history rather than punishing the behavior

A) Pictionary B) Blurt C) Distraction D) 5 Second Rule E) Jenga

Each game practices different executive skills for example Blurt trains impulse control and working memory while Pictionary trains planning and flexibility

C) Trauma

Trauma is the emotional impact of overwhelming events for example feeling scared or distressed after a natural disaster or accident

A) Structural B) StructuralC)StructuralD) FunctionalE) FunctionalF) Functional

Functional accounts focus on interventions and understanding behavior effects Structural accounts explain causes for example using tools to explain deficits vs designing changes to improve behavior

B) Working memory C) Planning and prioritizing D) Emotional control F) Self monitoring G) Task initiation

These skills help students stay organized regulate emotions manage time remember information monitor actions and begin tasks independently for example planning homework steps and starting work without reminders

A) Ask social questions B) Reinforce requesting C) Establish attention

RIFD uses strategies to interrupt repetitive behavior gain attention and promote appropriate requests for example redirecting hand flapping while prompting a verbal request

B) Imitation skills C) Social interaction on the playground D) Communication skills E) Awareness of the world around them

Curriculum for children with autism targets imitation social and communication skills and awareness for example teaching turn taking imitation games and playground interactions

A) Incorporate movement during instruction B) Create routines and practice them E) Pictures of needed materials and a list of directions written on the board

Strategies support planning, attention, and organization for example using visual schedules, movement breaks, and reinforcement to keep students on task

A) More comparison research is necessary to compare response prompting and prompt fading procedures C) Most-to-least prompting is generally effective and produces few errors when establishing behavior chains F) No differences between least-to-most and constant time delay prompting were found

Research shows most-to-least is efficient for teaching chains but more studies are needed to compare prompting strategies and fading procedures

A) Working memory B) Emotional control C) Planning and prioritizing D) Self monitoring E) Task initiation

These skills help students manage tasks, regulate emotions, and monitor progress for example remembering steps, controlling frustration, and starting assignments independently

A) Prompt fading B) Generality test D) Prompt type

The study assessed how prompts are gradually reduced and the types of prompts used for teaching skills for example fading hand-over-hand prompts to verbal or gestural prompts

A) Schedule a weekly organization time B) Create routines and practice them 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 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

Classroom routines help structure the day, support planning, organization, and self-regulation for example using visual schedules, checklists, brain breaks, and consistent routines

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

Procedural integrity ensures interventions are carried out correctly and consistently for example staff follow all steps and monitor student responses accurately

A) Utilizing preference assessments to determine potential reinforcers 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

Effective reinforcers are tailored and maintained over time for example asking students what they like, varying rewards, and testing new reinforcers if motivation decreases

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

UDL is about designing flexible, inclusive learning environments that support all learners for example providing multiple ways to access content, demonstrate learning, and engage in the classroom

C) Differential Reinforcement

Differential reinforcement encourages independent responses by reinforcing correct behavior without prompts for example reinforcing a learner only when they respond independently

Skills Relationships Membership

Inclusive classrooms focus on three areas skill development social connections and belonging for example teaching academics building friendships and giving students meaningful roles in the classroom

1. Determine what we know2. Determine how many things work3. Use comparative studies4. Predict effective practice5. Identify important prerequisites

Best practice involves gathering knowledge, testing what works, comparing methods, predicting outcomes, and checking prerequisites.

B) A framework for defining how brains are wired differentlyC) Pushes for inclusion to expand the definition of normal D) Identifies normal variations of a spectrum

Neurodiversity emphasizes understanding and valuing different brain wiring, promoting inclusion, and recognizing the natural spectrum of cognitive differences rather than focusing only on deficits

C) Membership

Lesson planning for inclusion can focus on giving students meaningful roles and a sense of belonging, for example classroom chores that make students feel valued

A) Task initiation B) Impulse control D) Working memory

Skyler struggles both with starting tasks independently (task initiation) and controlling blurting out answers (impulse control), so interventions should focus on these executive functioning skills.

B) Inadequate learning opportunities

The learner did not have enough chances to practice manding independently; increasing opportunities for learning would likely improve skill acquisition.

A)

TRUE Differential reinforcement strengthens independent responses while reducing prompt dependence.

A)

All of these

D) Effective prompt type and prompt fading procedures

The assessment was designed to evaluate prompting strategies, focusing on the type of prompts and how they should be faded to maximize learning and reduce errors.