FBA
BIP
DATA COLLECTION
PROGRESS MONITORING
BEHAVIORISM
100
An occasional event or circumstance that predisposes the individual to engage in the behavior by reducing their tolerance threshold (hint: why they're having a bad day)
What are setting events (or general conditions)?
100
This part of the BIP is designed to mitigate the impact of the immediate trigger.
What are antecedent strategies?
100
ABC stands for _____________
What is antecedent, behavior, consequence
100
Spec ed teacher, the parent, someone with behaviorism knowledge are required members of this______.
What is the BIP progress monitoring team?
100
Control is not a _________ of behavior. (hint, there are 6 of these)
What is a function?
200
The definition of a maintaining or reinforcing consequence.
What is the immediate result (outcome) that the behavior produces that makes the behavior more likely to be used again?
200
The BIP strategy section that makes a positive/replacement behavior more likely to occur.
What is the staff response to positive behavior (reinforcing consequence of replacement behavior)?
200
You _______ (do/do-not) need to collect data on every incidence of every behavior for a student with a BIP.
What is DO NOT?
200
Revisions of the BIP strategies _____ (can/cannot) occur during the progress monitoring meeting.
What is CAN? (And probably SHOULD!)
200
The six functions of behavior.
What are:
Get (obtain) tangible, 

Get attention,
Get sensory,
Escape (avoid) tangible,
Escape attention, and
Escape sensory?

300
The requirements of an operational definition of a behavior (Hint, list at least 2 of the 3).
What are measurable, observable, and changeable (at least 2 of the three to be a correct answer)
300
A behavior that meets the same purpose as a challenging behavior but is more socially acceptable (even if only slightly) and usually more efficient.
What is a functionally equivalent replacement behavior?
300
The three REQUIRED types of quantitative behavioral data.
What is frequency, duration, and intensity
300
Where/to whom must we send the progress monitoring reports after the meeting.
What is to the CSE chair and the parent/guardian?
300
A consequence is only a _____ if it actually reduces the problem behavior's frequency, intensity, and/or duration?
What is a punishment? (In behavioral terms, a consequence can be either reinforcing or punishing - a true punishment decreases the likelihood or topography of the behavior)
400
The minimal requirements of a functional hypothesis (both general and specific hypothesis).
What are: Contextual factors, Setting Events (not in the regs per-se), Antecedent, Behavior, Maintaining/Reinforcing Consequence, Function of Behavior?
400
This section of the document is about changing adult behaviors to better support student success through the mitigation of setting events and antecedents, and more behaviorally beneficial responses/outcomes to positive and challenging behavior.
What are the strategies sections of the BIP?
400

The amount of energy expended to engage in the behavior.

What is intensity?
400
The criteria for knowing how often and when the BIP team must meet to review the data and potentially revise the plan (2 part response).
What is as often as the student needs and minimally as often as it says on the BIP progress monitoring schedule?
400
The definition of the terminal or desired behavior.
What is the final, socially appropriate, behavior that we ultimately want the student to exhibit? (WARNING, this does not necessarily meet the functional needs of the challenging behavior and is likely not the first thing you are working on accomplishing with a BIP).
500

Pervasive (ongoing, always-existent) aspects/characteristics/symptoms of an individuals' abilities, health, circumstances, and other qualities that impact the likelihood of using challenging behaviors when needs are unmet or compromising the ability to learn and use new skills.

What are Contextual Factors?
500
The two pathways (approaches to strategy development) that a setting event or antecedent can be addressed to mitigate their impact on the student.
What are accommodations and modifications? Accommodations change the METHOD of delivery of the antecedent or setting event. Modifications change the RIGOR of the antecedent or setting event. RIGOR in this case may mean the intensity, the length or complexity of the demand, the number of steps, etc... 
500
The time it takes from the stimulus (antecedent) until the behavior manifests.
What is Latency? (this can be defined as the time delay from the trigger to actually exhibiting the behavior if there is one - and often there isn't!) NOTE: this is not required by regulations (in NYS)
500

When a data analysis separates behavioral data by time of day, subject, teacher, peers, intensity level or other factors to better find patterns in the data.

What is dis-aggregation?
500
The process of moving through successively less awful iterations of a behavior from the challenging behavior, through multiple replacement behaviors, towards the desired long-term behavior.
What is behavior shaping?
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