WGU D001 UPDATED SCRIPT 2026
PRACTICE SOLUTIONS GRADED A+
● Target behavior. Answer: This is the behavior of concern that is
selected for intervention and is sometimes referred as the problem
behavior. The target behavior is expected to increase or decrease as a
result of implementing the functional assessment based intervention.
● Triggers. Answer: Also known as antecedents or setting events the
trigger is what causes the behavior. In technical terms antecedents of
behavior are stimulus events situations or circumstances that precede an
operant response.
● Consequences. Answer: What occurs directly after the behavior
including verbal interactions from staff/peers physical interactions from
staff/peers and any type of prompting
● Strategies. Answer: Positive behavior strategies are evidence based.
proactive approaches to changing challenging student behavior. Some
examples of positive behavior strategies are per correcting and
prompting and nonverbal signs
● Hypothesis. Answer: "best guess" about why the child's behavior is
occurring. It is based on the information collected from the FBA. A good
behavior hypothesis statement should clearly describe the challenging
,behavior what happens right before the behavior. and what happens right
after the behavior. It should also contain the function of the behavior or
what is the child getting from behaving this way.
● Function of behavior. Answer: when one successfully identifies the
function of the behavior one can reinforce an alternate acceptable
behavior that will replace it. When a student has a particular need or
function fulfilled by an alternate means the mal adaptive or unacceptable
behavior is less likely to reappear. For example: if a child needs attention
and one gives them attention in an appropriate way because of
appropriate behavior humans tend to cement the appropriate behavior
and make the inappropriate or unwanted behavior less likely to appear.
● 6 most common functions of behavior. Answer: 1. To obtain a
preferred item or activity
2. Escape or avoidance. The behavior helps the child to escape from a
setting or activity that he or she dosent want
3. To get attention. either from significant adults or peers
4. To communicate. This is especially true with children with disabilities
that limit their ability to communicate.
5. Self-stimulation. when the behavior itself provides reinforcement
6. Control or power. Some students feel particularly powerless and a
problematic behavior may give them a sense of power or control.
● BIP. Answer: Behavior Intervention Plan can be used as a proactive
action plan to address behaviors that are impending learning of the
, student or others. A BIP includes positive behavioral interventions
strategies and supports. Behavior intervention plan should focus on
understanding why the behavior occurred then focus on teaching an
alternative behavior that meets the students need in a more acceptable
way. This includes making instructional and environmental changes
providing reinforcement reactive strategies and effective
communication.
● Replacement Behavior. Answer: This is a behavior that is socially
valid and will result in the students needs being met in other words what
behavior can the student do instead of the target behavior that typically
serves the same function . In brief we want to empower the students to
acquire new socially valid behavior that will help them to get their needs
met in a more constructive way and to help them enjoy life more fully.
● Instructional Strategies. Answer: Instructional strategies are the
methods we use to teach the replacement behavior. This is the actual
"how we teach" part of the plan this includes words like practice, role
play, model etc.
● Reinforcement Procedure. Answer: This procedure provides a
description of the proactive means of supporting replacement or
appropriate behavior. A replacement behavior for calling out would be to
raise their hand and a means of reinforcing or rewarding that activity
would be part of the BIP.
PRACTICE SOLUTIONS GRADED A+
● Target behavior. Answer: This is the behavior of concern that is
selected for intervention and is sometimes referred as the problem
behavior. The target behavior is expected to increase or decrease as a
result of implementing the functional assessment based intervention.
● Triggers. Answer: Also known as antecedents or setting events the
trigger is what causes the behavior. In technical terms antecedents of
behavior are stimulus events situations or circumstances that precede an
operant response.
● Consequences. Answer: What occurs directly after the behavior
including verbal interactions from staff/peers physical interactions from
staff/peers and any type of prompting
● Strategies. Answer: Positive behavior strategies are evidence based.
proactive approaches to changing challenging student behavior. Some
examples of positive behavior strategies are per correcting and
prompting and nonverbal signs
● Hypothesis. Answer: "best guess" about why the child's behavior is
occurring. It is based on the information collected from the FBA. A good
behavior hypothesis statement should clearly describe the challenging
,behavior what happens right before the behavior. and what happens right
after the behavior. It should also contain the function of the behavior or
what is the child getting from behaving this way.
● Function of behavior. Answer: when one successfully identifies the
function of the behavior one can reinforce an alternate acceptable
behavior that will replace it. When a student has a particular need or
function fulfilled by an alternate means the mal adaptive or unacceptable
behavior is less likely to reappear. For example: if a child needs attention
and one gives them attention in an appropriate way because of
appropriate behavior humans tend to cement the appropriate behavior
and make the inappropriate or unwanted behavior less likely to appear.
● 6 most common functions of behavior. Answer: 1. To obtain a
preferred item or activity
2. Escape or avoidance. The behavior helps the child to escape from a
setting or activity that he or she dosent want
3. To get attention. either from significant adults or peers
4. To communicate. This is especially true with children with disabilities
that limit their ability to communicate.
5. Self-stimulation. when the behavior itself provides reinforcement
6. Control or power. Some students feel particularly powerless and a
problematic behavior may give them a sense of power or control.
● BIP. Answer: Behavior Intervention Plan can be used as a proactive
action plan to address behaviors that are impending learning of the
, student or others. A BIP includes positive behavioral interventions
strategies and supports. Behavior intervention plan should focus on
understanding why the behavior occurred then focus on teaching an
alternative behavior that meets the students need in a more acceptable
way. This includes making instructional and environmental changes
providing reinforcement reactive strategies and effective
communication.
● Replacement Behavior. Answer: This is a behavior that is socially
valid and will result in the students needs being met in other words what
behavior can the student do instead of the target behavior that typically
serves the same function . In brief we want to empower the students to
acquire new socially valid behavior that will help them to get their needs
met in a more constructive way and to help them enjoy life more fully.
● Instructional Strategies. Answer: Instructional strategies are the
methods we use to teach the replacement behavior. This is the actual
"how we teach" part of the plan this includes words like practice, role
play, model etc.
● Reinforcement Procedure. Answer: This procedure provides a
description of the proactive means of supporting replacement or
appropriate behavior. A replacement behavior for calling out would be to
raise their hand and a means of reinforcing or rewarding that activity
would be part of the BIP.
