PSY 7712 Study Set Questions With Correct
Answers
In |Friman's |(2021) |article, |a |circumstances |view |of |behavior |is:
behavior |that |is |caused |by |the |person's |diagnoses
focusing |on |the |person |as |the |source |of |the |problem |behavior
that |it |should |be |explained |as |a |pathological |disorder
that |it |is |a |function |of |its |circumstances |and |of |the |environment |- |CORRECT |ANSWER✔✔-that |
it |is |a |function |of |its |circumstances |and |of |the |environment
a |functional |behavior |assessment:
can |decrease |the |reliance |on |default |technologies
should |not |be |attempted |until |the |behavior |becomes |very |dangerous
will |not |improve |on |the |effectiveness |of |the |interventions
does |not |inform |on |the |reasons |why |the |behavior |is |occurring |- |CORRECT |ANSWER✔✔-can |
decrease |the |reliance |on |default |technologies
,environmental |variables |that |can |be |altered |to |influence |behaviors |include:
a |persons |IQ
a |persons |diagnosis
antecedent |and |consequent |variables
hypothetical |variables |- |CORRECT |ANSWER✔✔-antecedent |and |consequent |variables
Hanley |(2012) |described |obstacles |when |conducting |some |types |of |functional |analyses |and |
recommended |solutions |to |address |them. |some |of |the |obstacles |include:
functional |analyses |take |too |much |time
functional |analyses |are |too |complex
functional |analyses |are |difficult |to |"sell" |constituents
all |of |the |answers |are |correct |- |CORRECT |ANSWER✔✔-all |of |the |answers |are |correct
FBAs |can |identify:
the |persons |IQ
the |source |of |reinforcement |to |be |provided |for |appropriate |replacement |behaviors
,default |technologies |to |use
symptoms |for |diagnosing |- |CORRECT |ANSWER✔✔-the |source |of |reinforcement |to |be |provided
|for |appropriate |replacement |behaviors
according |to |Taylor |et |al. |(2019), |which |of |the |following |is |true?
compassion, |sympathy, |and |empathy |are |the |same
empathy |outweighs |compassion
sympathy |outweighs |empathy
compassion |takes |empathy |a |step |further |- |CORRECT |ANSWER✔✔-compassion |takes |empathy |
a |step |further
the |purpose |of |conducting |an |FBA |is:
to |obtain |information |about |the |purposes |a |challenging |behavior |serves |for |a |person
to |obtain |a |diagnosis |of |autism
to |assess |the |verbal |behavior |of |an |individual
to |evaluate |social |skills |of |the |individual |- |CORRECT |ANSWER✔✔-to |obtain |information |about |
the |purposes |a |challenging |behavior |serves |for |a |person
, problem |behaviors |might |be |influenced |by:
social |positive |reinforcement
automatic |positive |reinforcement
social |negative |reinforcement
all |of |the |answers |are |correct |- |CORRECT |ANSWER✔✔-all |of |the |answers |are |correct
upon |completion |of |Amber's |functional |behavior |assessment, |it |was |clear |that |her |talk |outs |
were |being |maintained |by |teacher |attention. |which |(if |any) |of |the |following |could |be |a |
potentially |effective |strategy |to |address |this |behavior?
have |the |teacher |ignore |Amber |completely
teach |Amber |how |to |get |attention |from |her |teacher |appropriately
have |the |teacher |tell |Amber, |"I'm |not |going |to |address |you |when |you |talk |out," |each |time |
Amber |engages |in |the |target |behavior
none |of |the |answers |are |correct |- |CORRECT |ANSWER✔✔-teach |Amber |how |to |get |attention |
from |her |teacher |appropriately
according |to |Hanley |(2012), |what |are |some |limitations |of |descriptive |assessments? |
Answers
In |Friman's |(2021) |article, |a |circumstances |view |of |behavior |is:
behavior |that |is |caused |by |the |person's |diagnoses
focusing |on |the |person |as |the |source |of |the |problem |behavior
that |it |should |be |explained |as |a |pathological |disorder
that |it |is |a |function |of |its |circumstances |and |of |the |environment |- |CORRECT |ANSWER✔✔-that |
it |is |a |function |of |its |circumstances |and |of |the |environment
a |functional |behavior |assessment:
can |decrease |the |reliance |on |default |technologies
should |not |be |attempted |until |the |behavior |becomes |very |dangerous
will |not |improve |on |the |effectiveness |of |the |interventions
does |not |inform |on |the |reasons |why |the |behavior |is |occurring |- |CORRECT |ANSWER✔✔-can |
decrease |the |reliance |on |default |technologies
,environmental |variables |that |can |be |altered |to |influence |behaviors |include:
a |persons |IQ
a |persons |diagnosis
antecedent |and |consequent |variables
hypothetical |variables |- |CORRECT |ANSWER✔✔-antecedent |and |consequent |variables
Hanley |(2012) |described |obstacles |when |conducting |some |types |of |functional |analyses |and |
recommended |solutions |to |address |them. |some |of |the |obstacles |include:
functional |analyses |take |too |much |time
functional |analyses |are |too |complex
functional |analyses |are |difficult |to |"sell" |constituents
all |of |the |answers |are |correct |- |CORRECT |ANSWER✔✔-all |of |the |answers |are |correct
FBAs |can |identify:
the |persons |IQ
the |source |of |reinforcement |to |be |provided |for |appropriate |replacement |behaviors
,default |technologies |to |use
symptoms |for |diagnosing |- |CORRECT |ANSWER✔✔-the |source |of |reinforcement |to |be |provided
|for |appropriate |replacement |behaviors
according |to |Taylor |et |al. |(2019), |which |of |the |following |is |true?
compassion, |sympathy, |and |empathy |are |the |same
empathy |outweighs |compassion
sympathy |outweighs |empathy
compassion |takes |empathy |a |step |further |- |CORRECT |ANSWER✔✔-compassion |takes |empathy |
a |step |further
the |purpose |of |conducting |an |FBA |is:
to |obtain |information |about |the |purposes |a |challenging |behavior |serves |for |a |person
to |obtain |a |diagnosis |of |autism
to |assess |the |verbal |behavior |of |an |individual
to |evaluate |social |skills |of |the |individual |- |CORRECT |ANSWER✔✔-to |obtain |information |about |
the |purposes |a |challenging |behavior |serves |for |a |person
, problem |behaviors |might |be |influenced |by:
social |positive |reinforcement
automatic |positive |reinforcement
social |negative |reinforcement
all |of |the |answers |are |correct |- |CORRECT |ANSWER✔✔-all |of |the |answers |are |correct
upon |completion |of |Amber's |functional |behavior |assessment, |it |was |clear |that |her |talk |outs |
were |being |maintained |by |teacher |attention. |which |(if |any) |of |the |following |could |be |a |
potentially |effective |strategy |to |address |this |behavior?
have |the |teacher |ignore |Amber |completely
teach |Amber |how |to |get |attention |from |her |teacher |appropriately
have |the |teacher |tell |Amber, |"I'm |not |going |to |address |you |when |you |talk |out," |each |time |
Amber |engages |in |the |target |behavior
none |of |the |answers |are |correct |- |CORRECT |ANSWER✔✔-teach |Amber |how |to |get |attention |
from |her |teacher |appropriately
according |to |Hanley |(2012), |what |are |some |limitations |of |descriptive |assessments? |
