Function Based Interventions for Virginia PBS Facilitators

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Here are questions based upon the recorded conversation about function based interventions with PBS Facilitator VJ Petillo and staff of the Virginia PBS Project. Participants who score higher than 80% accuracy will receive an automatically generated certificate which may be used for one hour of continuing education activities for Virginia PBS renewal. Please read all of the options before selecting an answer.

Email *

Record my email address with my response

Name exactly as you wish it to appear on your certificate *

What did Karen's PBS team determine was the function of her lack of independence? *

20 points

Escape was the function so that Karen could get out of tasks

Tangible was the function so that Karen could obtain items for her collections

Attention was the function of Karen's helpless behavior so that she could receive assistance with tasks

Sensory was the primary function of Karen's behavior so that she could receive vestibular stimulation

Based upon feedback from the team, what changes did the PBS Facilitator who was working with Karen create to make their data collection more efficient? *

20 points

The PBS Facilitator changed the data sheet to incorporate different colors to indicate the intensity of Karen's behavior

The PBS Facilitator consolidated the daily data sheets into one page so that there was not a whole sheet of paper used for each day.

The PBS Facilitator instructed the team members how to use their smart phones to collect whole interval data

The PBS Facilitator reduced the number of daily intervals needed to provide data

If a PBS Facilitator conducts a comprehensive Functional Behavior Assesment and determines that the behavior is caused by a need for a tangible. A plan is developed to provide tangibles at predictable times to the person. What skill might be required to teach to the focus person in order for the focus person to be successful? *

20 points

Giving the person a lot of attention

Learning to use a sensory room when the atmosphere was overstimulating for the focus person

Learning to ask an appropriate way to get attention when the focus person needed it

Both using a visual schedule and coping and tolerance skills to help the person wait before getting the tangible item.

Listening to music when the person becomes stressed

Other:

For the person called Ziggy, what behavior did he exibit the highest frequency during the recorded observations? *

20 points

fleeing/exiting

Property damage/aggression

screaming

pica

SIB/head banging

It is critical to provide interventions based upon the function of the behavior because: *

20 points

the team will not be informed of the behavior's function

it makes data collection easier for the team

not knowing the function can create a mismatch with your intervention which may actually make the behavior worse

the focus person will not have to learn any new skills

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