FTCE ESE Behavior Intervention and Positive Behavior Support 1 — Questions and Answers
Question 1: A student frequently calls out in class without raising his hand. A teacher decides to give him a sticker every time he raises his hand and waits to be called on. This is an example of:
- Negative reinforcement
- Positive reinforcement (Correct answer)
- Punishment by removal
- Extinction
Correct answer: Positive reinforcement
Giving a sticker (adding something pleasant) to increase hand-raising behavior is a classic example of positive reinforcement.
Positive reinforcement involves adding a pleasant stimulus following a behavior to increase the likelihood of that behavior recurring. Negative reinforcement also increases behavior, but through the removal of an aversive stimulus. Punishment (by application or removal) decreases behavior. Extinction involves withholding reinforcement, not providing it. On the FTCE ESE exam, distinguishing between reinforcement types is essential.
Question 2: What is the primary purpose of a Functional Behavior Assessment (FBA)?
- To diagnose a student with a behavioral disorder
- To identify the function or purpose of a student's challenging behavior in order to develop effective interventions (Correct answer)
- To determine eligibility for special education services
- To document disciplinary incidents for legal purposes
Correct answer: To identify the function or purpose of a student's challenging behavior in order to develop effective interventions
An FBA identifies the antecedents, behaviors, and consequences (ABC) to understand the function of a behavior — what the student is getting or avoiding through the behavior.
A Functional Behavior Assessment (FBA) is a systematic process for understanding the purpose of challenging behavior. Behaviors typically serve one of four functions: access to attention, access to tangibles, escape/avoidance, or sensory stimulation. By identifying the function, the IEP team can develop a Behavior Intervention Plan (BIP) that addresses the underlying need rather than just suppressing the behavior. An FBA is required under IDEA when considering a disciplinary change of placement.
Question 3: In the ABC model of behavior analysis, what does 'A' stand for?
- Achievement
- Antecedent (Correct answer)
- Assessment
- Action
Correct answer: Antecedent
In behavior analysis, 'A' stands for Antecedent — the event, condition, or stimulus that precedes and may trigger the behavior.
The ABC model is foundational to applied behavior analysis (ABA) and behavioral observation in special education. 'A' = Antecedent (what happens immediately before the behavior), 'B' = Behavior (the observable, measurable behavior itself), 'C' = Consequence (what happens immediately after the behavior that may reinforce or punish it). Understanding antecedents allows teachers to modify the environment to prevent challenging behaviors from occurring.
Question 4: A Behavior Intervention Plan (BIP) should include all of the following EXCEPT:
- A description of the target behavior in observable, measurable terms
- Replacement behaviors that serve the same function as the problem behavior
- The student's diagnosis as the primary explanation for the behavior (Correct answer)
- Strategies for teaching and reinforcing the replacement behavior
Correct answer: The student's diagnosis as the primary explanation for the behavior
A BIP addresses behaviors functionally. A student's diagnosis does not explain the function of behavior and should not be used as the primary justification in a BIP.
A well-written BIP includes: a precise definition of the target behavior, the identified function (from the FBA), replacement behaviors that serve the same function, environmental modifications, teaching strategies for replacement behaviors, reinforcement procedures, and data collection methods. A diagnosis (e.g., ADHD, autism) does not explain WHY a specific behavior is occurring in a specific context — function-based intervention, not diagnostic labeling, is the core of effective BIPs.
Question 5: School-Wide Positive Behavior Interventions and Supports (SWPBIS) is organized around three tiers. Which description BEST represents Tier 1?
- Intensive, individualized interventions for students with chronic behavioral challenges
- Small-group interventions for students at risk for behavioral difficulties
- Universal, school-wide prevention strategies and expectations for all students (Correct answer)
- Functional behavior assessments for students with IEPs
Correct answer: Universal, school-wide prevention strategies and expectations for all students
Tier 1 in SWPBIS consists of universal prevention strategies — clear school-wide expectations, consistent routines, and positive recognition for all students.
SWPBIS (also called PBIS) uses a three-tiered framework. Tier 1 (universal) serves all students through proactive, school-wide systems: teaching expected behaviors, consistent classroom routines, and recognition systems. Tier 2 (targeted) serves students who need additional support through small-group interventions like Check-In/Check-Out. Tier 3 (intensive) provides individualized, function-based supports including FBAs and BIPs for students with significant behavioral challenges.
Question 6: A teacher uses a token economy system in her classroom. Which of the following BEST describes this system?
- Students earn tokens for demonstrating target behaviors, which they later exchange for preferred rewards (Correct answer)
- Students are given tokens randomly to encourage positive classroom culture
- Tokens are removed from students when they misbehave as a form of punishment
- Students earn tokens based on academic performance only
Correct answer: Students earn tokens for demonstrating target behaviors, which they later exchange for preferred rewards
In a token economy, students earn tokens (conditioned reinforcers) for target behaviors and later exchange them for backup reinforcers (preferred items, activities, or privileges).
A token economy is an evidence-based behavior management system widely used in special education. Tokens (stickers, points, chips) serve as conditioned reinforcers — they gain value because they can be exchanged for backup reinforcers the student finds meaningful. The system supports delayed gratification, self-regulation, and consistent behavior across settings. When tokens are removed as punishment, this is called 'response cost,' which is a different (though related) behavioral procedure.
FTCE ESE Behavior Intervention and Positive Behavior Support 1
A student frequently calls out in class without raising his hand.
A teacher decides to give him a sticker every time he raises his hand and waits to be called on.
This is an example of: