Section 9 BDS: Detail View

1)

__________include simultaneous schedules with one response or two responses, differential schedules (e.g., DRO, DRH, DRL), and sequences of simple schedules. FI, VI, FR, and VR are ___________Choices: Complex schedules simple schedules

Complex, Simple

2)

Which schedule of reinforcement has a post reinforcement pause, with high response rate at the end?a) FIb) FRc) VId) VR

FRReinforcemer delivered upon emission of nth response

3)

Which schedule of reinforcement has a high, steady rate of responding with no post reinforcement pausea) FRb) FIc) VRd) VI

VRReinforcement delivered after a varying number of responses are emitted.

4)

Which schedule of reinforcement has an increase in response rates as interval progresses and reinforcers becomes available, with a post reinforcement pause?a) FRb) VRc) VId) FI

FIReinforcer delivered contingent on first correct response after interval.

5)

Which schedule of reinforcement has a steady response rate, few if any post reinforcement pauses?a) FRb) FIc) VRd) VI

VIThe first correct response following varying intervals of time produces the reinforcer.

6)

Variables that influence the efficacy of reinforcement includea) timing, quality, quantity, duration, and varietyb) magnitude, quality, timing, variety, and densityc) quality, variety, duration, color, and timing.

ATIMING - often reinforcement needs to be immediateCONSISTENCY - reinforcement is delivered according to an established schedule; not randomQUALITY - a brownie is probably more reinforcing than a crackerQUANTITY/DURATION - reinforce generously, but do not satiateVARIETY - vary reinforcers to avoid satiationESTABLISHING OPERATION - event that alters effectiveness of a reinforcer (e.g., deprivation)

7)

Reinforcement is provided with the first response after a period of time, where the duration of the period of time varies around a specific average.a) FIb) FRc) VId) VR

VI

8)

Responding under which schedule of reinforcement is characterized by a high, steady rate, with a post-reinforcement pause?a) FRb) FIc) VRd) VI

FR

9)

Reinforcement after an average of a certain number of responses isa) FRb) FIc) VRd) VI

VR

10)

To obtain reinforcement, a response must be made within a certain amount of time following the end of an interval. This is aa) DROb) ratio strainc) limited holdd) DRL

Limited Hold

11)

A child always gets reinforced for the first correct response after an (average) of three minutes. Which schedule of reinforcement is this?a) FIb) VIc) VRd) FR

VI

12)

To increase the rate of responding the fastest, use aa) FI 1 min b) VI 1 minc) VR 2 schedule d) FR 1 schedule

D - FR 1

13)

A child always gets reinforced for the first correct response after a two-minute timer sounds. Which schedule of reinforcement is this?a) FI b) VIc) VR d) FR

FI

14)

Checking the mail when it is delivered promptly at 11:00 AM represents a _____ schedule of reinforcement, whereas delivery at approximately 11:00 AM represents a _____ schedules.a) FI, VIb) VI, FIc) FR, VR

A) FI, VI

15)

All-or-nothing responding is characteristic of which schedule of reinforcement?a) FIb) VIc) FRd) VR

FR

16)

Intermittent schedules of reinforcement (i.e., VR, VI) generallya) produce higher rates of respondingb) produce longer post-reinforcement pausesc) are less resistant to extinctiond) are more resistant to extinction

D

17)

With respect to reward as a side effect, response induction; refers to strengthening behaviors that may not be desireable, but are part of the same response class as the target behavior.True or False

True . For example, you offer someone a potato chip for the first time. They then say, “Another chip please.” You give them another one. Behaviors that also may be seen are grabbing chips and demand chips from people.

18)

The side effects of reward are elicited or emotional effects, aggression/ritualistic behavior, suppression of the target response, approach to the reinforcing agent, operant effects, generalization and discrimination, response induction, transient effects, and imitationTrue or False?

True

19)

With respect to a side effect of reward, elicited or emotional effects of reward refers toa) an increase in undesirable behaviors that are not intentionally targeted, but are nonetheless part of the same response classb) moving toward or otherwise accessing the individual who provides the reward.c) inappropriate and possibly interfering behaviors that result from termination of a program using reinforcement.

CWhen a reward program is terminated, undesirable emotional behavior (e.g., anger) may result. (

20)

With respect to reward as a side effect, imitationa) refers to incorrectly modeling others' use of reinforcementb) is exemplified by a child tipping the pizza delivery man after seeing his parents tip a waitress.c) refers to mocking a reinforcing agent when he attempts to deliver a rewardd) all of the above

AThe concern about imitation is that it will not be imitated correctly. Proper use of reward is not simple and can be either unintentionally misapplied or applied for the benefit of the implementer only.

21)

With respect to a side effect of reward, aggression and ritualistic behavior are most likely toa) result from termination of a program using reinforcementb) occur between presentations of the appetitive stimulus.c) be part of the same response class

B?

22)

A functional non-aversive procedure for addressing a problem behavior includesa) teaching appropriate alternative behaviors to serve the function of the alternative behaviorb) making the problem behavior no longer functionalc) identifying the function of the alternative behaviord) all of the above

B

23)

To reduce the chance of perpetuation of punishmenta) avoid getting positively reinforced for implementing the punishment procedureb) avoid getting negatively reinforced for implementing the punishment procedurec) set criterion for initiation and review data regularlyd) set criterion for termination and review data regularly

DImmediately stopping a problem behavior is negatively reinforcing for the care giver; perhaps even if the intervention doesn’t reduce the behavior. Therefore, it is important to set a criterion for termination of the punishment procedure and review it regularly to determine if that criterion has been met. (Kazdin, 2001, pp. 230-231; Martin & Pear, 2003, p. 157

24)

A possible disadvantage of punishment isa) individuals becoming conditioned punishersb) modeling proper use of punishment.c) prudent use of punishment.d) no establishment of an alternative behaviore) need for the absence of the punishing agent.f) presumed reinforcer is actually a punisherg) all of the above

A, DPossible disadvantages are emotional responses (e.g., crying, anger), escape/avoidance, aggression, modeling, perpetuation of punishment (i.e., continued use of an ineffective procedure due to negative reinforcement afforded the caregiver), individuals becoming conditioned punishers, no establishment of alternative behavior, need for the presence of the punishing agent, presumed punisher is actually a reinforcer, and withdrawal

25)

Aggression that occurs while punishment is being administered is best addressed bya) finding a punisher that doesn't occasion the same responseb) allowing a brief pause in the administration of punishmentc) not allowing the individual to delay or lessen the punishment.d) increasing the intensity of the aggression.

CIf you allow the individual to delay or lessen the punishment contingent upon aggression, you will reinforce aggression. However, if you do not allow it, the behavior should undergo extinction

26)

A teacher with whom you consult has used a reprimand to effectively decrease teasing of peers. No other program components were needed. You ask the teachera) how her relations are now among adultsb) if she has any other students who exhibit problem behaviorsc) how her relations are now among peersd) to consier a fading procedure

CPunishment doesn't teach new skills. You should be concerned that with the loss of one means of relating to peers (albeit an inappropriate one), what behaviors, if any, have replaced teasing. It may be that the child has become withdrawn or has adopted other inappropriate behaviors. It may also be that appropriate behaviors have increased in strength. If not, the child will need to be taught social skills

27)

A wife nags her husband to take out the garbage. The best extinction procedure for the husband to use on nagging isa) taking out garbage before she asks, when it is half fullb) never taking out the garbagec) not taking out the garbage when the wife asks him

CExtinction involves withholding reinforcement when the behavior occurs. If the reinforcement for the wife is the garbage being taken out, an extinction procedure would dictate that when nagging occurs, the husband doesn't take out the garbage

28)

Non-contingent reinforcement (NCR) is considered by some to be a problematic term becausea) the definition of reinforcement refers to a contingent application b) the definition of non-contingent implies an unscheduled delivery of reinforcement.c) non-contingent punishment would be more descriptive of the operation in effect.d) the definition of differential reinforcement is closer to the operation in effect

AThe definition of positive reinforcement is the strengthening of behavior due to the contingent application of a consequence. Hence, non-contingent reinforcement is a misnomer. Nonetheless, once a functional assessment has identified a consequent event as having reinforcing properties, that event can be provided noncontingently (independent of the target behavior) to possibly reduce the establishing operation, and hence, the motivation for the target behavior

29)

To successfully use extinction, you must be able to identify and control the maintaining reinforcer and be able to temporarily tolerate an increase in intensity and frequency of the behavior. For example, attention-maintained self-injury must be consistently ignored by everyone in the environment, even when the behavior increases in intensity and frequencyTrue or False?

True

30)

NCRa) stipulates the contingent relationship between a functionally equivalent behavior and its reinforcer.b) involves providing any reinforcer independent of behavior.c) stipulates the contingent relationship between a response class and its reinforcerd) involves providing a maintaining reinforcer independent of behavior

D

31)

Reinforcement provided contingent upon the behavior not exceeding a particular rate isa) DRLb) DROc) DRHd) DRI

A) DRLDRI (Incompatible behavior)--reinforcement is contingent upon behavior that cannot be done at the same time as the problem behaviorDRL (Low rates)--reinforcement only after responding below a predetermined rateDRO (Other [or Omission] of behavior)--reinforcement is provided contingent upon the non-occurrence of behaviorDRA (Alternative behaviors)--reinforcement of behaviors that are appropriate alternatives to the target behavior

32)

Subtypes of Differential Reinforcement of Alternative behavior (DRA) area) DRO and DR of functionally equivalent behavior.b) DRI and DR of functionally equivalent behavior.c) DRO and DRCd) DRI and DRL

BDRA is an umbrella term that refers to reinforcement of behaviors that are appropriate alternatives to a target behavior. DRI (Incompatible) is a subtype of DRA in that the alternative behavior is incompatible with (or cannot be done at the same time as) the problem behavior. More recently emphasis has been placed on selecting alternative behaviors that serve the same function as the problem behavior. Often these are communicative (i.e., DRC) behaviors (e.g., "May I have a cookie," as the alternative to stealing cookies

33)

Which of the following is an appropriate initial DRL interval when the IRT is 1 per minute?a) 2 minb) 50 secc) 10 secd) 70 sec

BThe DRL interval needs to be a little shorter than the IRT

34)

You want to increase a child’s rate of reading. Use aa) DRHb) DRIc) DRLd) DRO

A) DRHWith DRH (Differential Reinforcement of a HIGH rate), reinforcement is contingent upon responding meeting or exceeding a particular rate (e.g., reading 20 words per minute).

35)

Teaching a concept is fostered bya) enhancing control by extraneous stimuli that influence respondingb) having different teachers teach instructional sessionsc) elimination or control of all controlling stimuli except that which exemplifies the concept d) all of the above

CTeaching a concept is bringing responding under ONLY the broad set of stimuli that define the concept. For example, someone looks at a computer and calls it a typewriter. To teach the concept of computer, the individual needs to be reinforced for selecting the one with the hard drive, operating system, processor, and is attached to a monitor. Put on extinction or punish selections of the one you put paper in and the letters appear on the paper as you type.

36)

A concept requires:a) stimulus generalization between stimulus classes.b) stimulus class whose members should all occasion the same responsec) stimulus generalization within a stimulus classd) a stimulus class whose members should all occasion a unique responsee) all of the above

A and BSTIMULUS GENERALIZATION WITHIN A STIMULUS CLASS-e.g., a window has several properties (e.g., size, frame, type of glass, etc.) which, if varied, doesn't change the fact that it is a window.STIMULUS DISCRIMINATION BETWEEN STIMULUS CLASSES-e.g., Dogs share some properties with wolves (e.g., size, fur), but those extraneous stimuli do not define the stimulus classes. Both of the above are necessary to define a concept.

37)

Teaching concepts is fostered bya) having different teachers conduct instructional sessionsb) elimination or control of all controlling stimuli except that which exemplifies the concept.c) enhancing control by extraneous stimuli that influence respondingd) control of extraneous stimuli.

B and DHint Teaching a concept is bringing responding under ONLY the broad set of stimuli that define the concept. For example, someone looks at a computer and calls it a typewriter. To teach the concept of computer, the individual needs to be reinforced for selecting the one with the hard drive, operating system, processor, and is attached to a monitor. Put on extinction or punish selections of the one you put paper in and the letters appear on the paper as you type

38)

When developing multiple-choice items to teach fine discriminations, makea) all incorrect options almost correct.b) all incorrect options far from correct.c) two incorrect options almost correct and one far from correctd) two incorrect options far from correct and one almost correct

AWhen teaching fine discriminations to bring behavior under precise stimulus control, take advantage of each incorrect option as a learning opportunity to teach a discrimination. For example, in this item, you have to discriminate from "two incorrect" and "almost correct" from "far from correct

39)

A/an ____________ prompt is a supplemental stimulus added to the SD. A/an ____________ prompt alters the SD.a) within stimulus/extra stimulusb) extra stimulus/within stimulus

B

40)

Touch vs. motoring a person through a response is the same difference as betweena) tactual prompts and graduated guidance, respectivelyb) graduated guidance and least-to-most prompting, respectively.c) tactual and physical prompts, respectivelyd) least-to-most and most-to-least prompting, respectively

CTouch is sometimes subsumed under physical prompting. At other times a distinction is made between tactual (touch) and physically guiding a person's behavior (physical prompt).

41)

With respect to evoking behavior, prompting proceduresa) should always be faded graduallyb) supplement discriminative stimuli.c) are one type of modelingd) render it unnecessary to transfer control to naturally occurring stimuli

BPrompting procedures are antecedent stimuli which help to evoke a behavior. They supplement other antecedent stimuli that come to independently occasion the behavior

42)

Prompting a student to select an item by looking at it is aa) movement cueb) redundancy cuec) physical cued) position cue

ARather than conceptualizing prompts as response prompts, within-stimulus, and extra-stimulus, they could also be conceptualized as MOVEMENT CUES (touching, pointing to, or tapping the correct choice), POSITION CUES (placing the correct selection closest to the student), and REDUNDANCY CUES (pairing one or more dimensions of shape, color, size, or position with the correct selection (e.g., the correct selection is always bigger than incorrect selections

43)

You are using a most-to-least prompt method to teach a skill. Which would you do after presenting the natural stimulus?a) give a full-physical promptb) wait 5 seconds, give a verbal promptc) provide a physical prompt, then provide assistance as needed, evaluating moment-by-momentd) immediately give a verbal prompt

AMOST-TO-LEAST-initial complete physical guidance through the entire performance; progressive fading of the prompt follows after every few sessionsLEAST-TO-MOST-initial opportunity to respond independently; no response within, for example, 5 sec. or an error, results in immediate low level assistance; higher level assistance follows subsequent errorsGRADUATED GUIDANCE-full guidance is provided immediately, but faded immediately contingent upon correct responding

44)

Transfer of stimulus control is a means of moving control from a/ana) artificial stimulus (SD) to a natural stimulus (EO).b) natural stimulus (SD) to an artificial stimulus (EO).c) artificial stimulus (SD) to a natural stimulus (prompt).d) artificial stimulus (prompt) to a natural stimulus (SD).

DTransfer of stimulus control is movement of control by an artificial antecedent stimulus (i.e., a prompt) to the SD, which the learner will come in contact with in the natural environment

45)

Prompt fading that does not occur at the optimal rate could result ina) termination of the skillb) errorsc) permanent dependence of the prompt d) all of the above

A Transfer of stimulus control takes a lot of skill. Prompt fading that occurs too rapidly could result in termination of the skill and errors; too slow could result in prompt dependency.

46)

Prompt fading that does not occur at the optimal rate could result ina) termination of the skillb) errorsc) permanent dependence of the prompt d) all of the above

A Transfer of stimulus control takes a lot of skill. Prompt fading that occurs too rapidly could result in termination of the skill and errors; too slow could result in prompt dependency.

47)

A most-to-least prompting procedure is the same asa) time delayb) fading inc) fading outd) graduated guidance

Cleast-to-most = fading in; most-to-least = fading out

48)

Using a most-to-least prompting method, decrease assistancea) by fading the intensity of the prompt.b) gradually over trials or sessionsc) immediately, by re-evaluating on a moment-to-moment basis.d) all of the others

BMOST-TO-LEAST-initial complete physical guidance through the entire performance; progressive fading of the prompt follows after every few sessionsLEAST-TO-MOST-initial opportunity to respond independently; no response within, for example, 5 sec. or an error results in immediate low level assistance; higher level assistance follows subsequent errorsGRADUATED GUIDANCE-full guidance is provided immediately, but faded immediately contingent upon correct responding

49)

Which option is an element of a time delay protocol (after 0 delay sessions)?a) SD -> delay -> prompt; Reinforce only if the correct response occurred before the promptb) SD -> immediate prompt -> correct response -> reinforcec) SD -> delay -> prompt -> delay -> prompt, etc. until the correct response occursd) SD -> delay -> incorrect response -> error correction

DFor the initial session(s), the protocol is SD -> immediate prompt (0 sec delay) -> correct response -> reinforcement. For subsequent sessions, the protocol is SD -> delay -> prompt -> correct response -> reinforcement. Reinforce regardless of whether the correct response occurred before or after prompt. If an error occurs, it should be immediately interrupted and an error correction procedure implemented (e.g., model correct response and ask learner to do the same).

50)

With progressive time delay, a delay interval may begin ata) 5 seconds and decrease gradually to a predetermined minimum (e.g., 2 secondsb) 0 seconds and progress gradually to a predetermined maximum (e.g., 5 seconds).c) 2 seconds and progress gradually to a predetermined maximum (e.g., 5 seconds).d) 5 seconds and decrease gradually to a predetermined minimum (usually 0 seconds

BWith progressive time delay, the delay interval always begins at 0 and (over the course of several trials or a few sessions) increases to a predetermined maximum (usually about 4-7 seconds)

51)

Spatial Fadinga) and shadow fading are part of graduated guidanceb) involves increasing the space between the teacher and learner.c) involves moving the location of the prompt.d) all of the above

CShadowing and spatial fading are part of graduated guidance. Shadowing involves the teacher moving her hands near, but not touching, the learner. This enables the teacher to quickly interrupt an error and may serve as a visual guide for the learner. Similarly, spatial fading refers to where the shadowing prompt is provided. For example, initially it may need to be at the hand, later at the wrist, then elbow, then shoulder

52)

Which option is an element of a time delay protocol during the initial 0 delay sessions?a) SD -> immediate prompt -> correct response -> reinforceb) SD -> immediate prompt -> delay -> prompt, etc. until the correct response occursc) SD -> delay -> incorrect response -> error correctiond) SD -> delay -> prompt; Reinforce only if the correct response occurred before the prompt

AFor the initial session(s), the protocol is SD -> immediate prompt (0 sec delay) -> correct response -> reinforcement. For subsequent sessions, the protocol is SD -> delay -> prompt -> correct response -> reinforcement. Reinforce regardless of whether the correct response occurred before or after prompt. If an error occurs, it should be immediately interrupted and an error correction procedure implemented (e.g., model correct response and ask learner to do the same)

53)

When a teach uses shadowing she is:a) not touching the learnerb) not using graduated guidancec) following the movements of the learner from a safe distance.d) all of the above

AShadowing is following the movements of the learner's behavior in close proximity. Shadowing serves as a visual guide, but it doesn't involve touching the learner. Shadowing is part of graduated guidance. When shadowing is not exerting control over behavior, touch, partial, or full physical is used. The teacher changes prompting methods moment-by-moment, depending on the student's performance. The teacher continuously uses the least prompt necessary to get the student to respond with as few errors as possible

54)

Time delay involves transferring stimulus controla) by inserting a delay between the presentation of a discriminative stimulus and a controlling promptb) by providing progressively higher levels of assistance after unresponsiveness for a specific durationc) by providing progressively lower levels of assistance after unresponsiveness for a specific duration.d) by inserting a delay between a prompt and the next level of assistance.

DTime delay involves transferring stimulus control by inserting a delay between the presentation of a stimulus (potential SD) and a controlling prompt (i.e., a prompt that reliably occasions the correct response).

55)

One prerequisite for using a time delay procedure isa) having a prompt that reliably elicits the correct responseb) that the target behavior be a motor response.c) waiting for the promptd) all of the above

CBefore attempting a time delay procedure, make sure that you have a prompt that reliably evokes the target behavior and make sure the learner will wait for the prompt, when necessary

56)

Beginning with a natural stimulus and advancing through a hierarchy of increasingly intrusive prompts until a prompt is successful is which prompt method?a) most-to-leastb) graduated guidancec) least to mostd) time delay

CMOST-TO-LEAST-initial complete physical guidance through the entire performance; progressive fading of the prompt follows after every few sessionsLEAST-TO-MOST-initial opportunity to respond independently; no response within, for example, 5 sec. or an error results in immediate low level assistance; higher level assistance follows subsequent errorsGRADUATED GUIDANCE-full guidance is provided immediately, but faded immediately contingent upon correct responding

57)

An appropriate progression in progressive time delay would bea) sec, 5 sec, 10 sec, 15 sec with the progression occurring each day.b) sec, 2 sec, 4 sec, 6 sec, with the progression occurring each dayc) sec, 7 sec, with the progression occurring on the second dayd) sec, 2 sec, 4 sec, 6 sec, with the progression occurring each trial.

BWith constant time delay, the delay interval always begins at 0 and (after several trials or a few sessions) jumps to a predetermined maximum (usually about 4-7 seconds). With progressive time delay, the delay interval always begins at 0 and (over the course of several trials or a few sessions) increases to a predetermined maximum (usually about 4-7 seconds).

58)

Stimulus Fadinga) involves changing the topography of the physical stimulus.b) is exemplified by shadowing and spatial fading.c) involves highlighting one or more physical dimensions of the stimulus.d) transfers stimulus control from a prompt to a stimulus.

CStimulus shaping involves changing the topography of the physical stimulus. Stimulus fading involves highlighting one or more physical dimensions of the stimulus. Neither involves shaping the response.

59)

Stimulus shaping to teach reading "Coca Cola" is exemplified bya) giving increasing amounts of Coca Cola contingent upon reading the word "Coca Cola" correctly.b) a picture of a Coca Cola bottle next to the word "Coca Cola" and gradually fading the picture.c) adjusting the criterion for reinforcement as the learner improves reading the word "Coca Cola."d) gradually changing the word "Coca Cola" from the form of a bottle to a regular font.

DStimulus shaping involves manipulation of the SD along physical dimensions. Stimulus fading involves fading a controlling stimulus or highlighted physical dimension of the SD.

60)

Stimulus Fadinga) involves gradually diminishing an irrelevant feature of a stimulus.b) is exemplified by transforming a figure from an animal to a word.c) involves gradually diminishing an irrelevant feature of a stimulusd) must be implemented in conjunction with least-to-most, most-to-least, or graduated guidance

CStimulus fading involves highlighting an irrelevant feature of a stimulus and then gradually fading it to the natural stimulus. Examples include altering the size, color, or position of a stimulus

61)

To teach "Ball," the "B" is originally shaped like two balls-one atop the other. Over several sessions, the balls are transformed into a normal "B." This isa) response fadingb) graduated guidancec) stimulus shapingd) stimulus fading

CStimulus shaping involves changing the topography (or form) of the physical stimulus. Stimulus fading involves highlighting one or more physical dimensions of the stimulus. Neither involves shaping the response

62)

Which is the best rule?a) Receiving a speeding ticket will cost you at least $200 and you may not want to drive for a while.b) If you drive over the speed limit, you will definitely get a ticketc) If you drive over the speed limit, you may get a ticket.

CEffective rules include the behavior, the circumstances under which the behavior will occur, and the consequence. Where multiple consequences occur, the most significant should be emphasized. Also, rules presented by others should be given politely.

63)

One member of a response class is reinforced while other members are not reinforced definesa) fadingb) shapingc) differential reinforcement

C

64)

The form of the behavior remains constant when shaping aa) behavior across response classes.b) behavior within response classes.c) multi-step taskd) all of the others

BShaping a behavior within a response class means that differential reinforcement is applied with respect to a dimension of the response (e.g., intensity, duration, frequency, rate).

65)

The efficiency of shaping can be enhanced bya) using only differential reinforcement within or across response classes, but not bothb) using promptsc) training one skill at a timed) all of the above

BPrompts such as instructions, gestures, and other antecedent stimuli could increase the efficiency of shaping

66)

Your daughter wants to use shaping to improve her dancing. The first step is toa) determine the shaping steps.b) define her performance goal.c) identify the reinforcerd) model the desired Bx

B The first step is to determine precisely the performance goal

67)

A student learning to brush his teeth is first reinforced for picking up the toothbrush; then reinforcement is provided only if he also puts toothpaste on the toothbrush, etc. This isa) extinction.b) backward chainingc) differential reinforcement within response classes.d) differential reinforcement across response classes.

D

68)

Token economies could be removed or faded a) by gradually bringing the behaviors under control of naturally occurring reinforcers. b) after criterion levels of performance have been attained. c) by gradually increasing the number of responses that earn tokens d) (all of the others) .

DAfter a criterion level of performance has been attained, efforts should be made to fade out the token economy. Guidelines for doing so include pairing token presentation with praise, increasing the number of responses needed to earn tokens, decreasing the amount of time during the day in which the token economy is operative, increasing the number of activities and privileges used as reinforcers, increasing the cost of luxury reinforcers, and fading physical evidence of the tokens. Also, a token system could be replaced by a (less intrusive) level system.

69)

Which would be the most appropriate teacher response if a student says that he doesn't care about tokens? a) "Ok," and then walk away. b) Increase the number of items available for purchase. c) "Wait till you can't purchase anything; then you'll be sorry!" d) Increase the number of tokens the student earns.

AGive the token system an opportunity to work. Do not anger the child or change the economy of the system

70)

One disadvantage of a token economy is c) the possibility of unauthorized access to reinforcers is eliminated. Correct Option One disadvantage of a token economy is a) tokens tend to be weak reinforcers. b) the possibility of unauthorized access to reinforcers is eliminated. c) the substantial labor to setup and maintain the economy.d) all of the others

CToken economies have a few disadvantages: substantial labor to setup and maintain the economy; staff must be trained to implement consistently; some people object to unnatural contingencies; participants might receive unauthorized reinforcement; the cost of maintaining reinforcers for purchase (although, it is possible to use backup reinforcers that are very inexpensive or free-e.g., access to TV, other privileges).

71)

One advantage of a token economy is that a) delivery does not interrupt behavior. b) it eliminates need for large or expensive reinforcers. c) tokens are resistant to unauthorized access to reinforcers.d) (all of the others)

AToken economies have several advantages: they are potent reinforcers; they can bridge the delay between target response and delivery of a backup reinforcer; they are resistant to satiation; delivery does not interrupt behavior; the same reinforcer (tokens) can be delivered to individuals with different target behaviors; they enable large events (e.g., outings, expensive tangibles) to be used as backup reinforcers; response cost is easier to implement; it teaches delay of gratification.

72)

Token economies could be removed or faded a) by gradually decreasing the number of responses that earn tokens. b) within six months of implementation. c) by gradually bringing the behaviors under control of the reinforcers purchased with tokens. d) by decreasing the amount of time during the day in which the token economy is in effect.

DAfter a criterion level of performance has been attained, efforts should be made to fade out the token economy. Guidelines for doing so include pairing token presentation with praise, increasing the number of responses needed to earn tokens, decreasing the amount of time during the day in which the token economy is operative, increasing the number of activities and privileges used as reinforcers, increasing the cost of luxury reinforcers, and fading physical evidence of the tokens. Also, a token system could be replaced by a (less intrusive) level system

73)

In a token system that targets several behaviors, including low frequency aggression, it may be appropriate a) to change the token loss contingency with each occurrence of aggression. b) if aggressive behavior leads to a loss of most of the student's tokens. c) if aggressive behavior leads to a loss of tokens resulting in a negative token balance. d) to define aggression loosely to allow greater teacher judgment.

BTarget behaviors should always be well defined. To avoid a loss of reinforcing value, their occurrence should never result in a negative balance. If aggression is a low frequency behavior, a loss of most or even all tokens may be appropriate

74)

For tokens to acquire conditioned reinforcer properties for lower functioning individuals, initially a) have learners earn tokens by doing challenging, yet brief tasks, then have them exchange the tokens for reinforcers. b) explain to learners that they can purchase backup reinforcers with the tokens they earn. c) give learners tokens and reinforcers at the same time. d) give learners tokens and have them exchange them for reinforcers.

D

75)

Interest in earning tokens can be maintained by a)changing the form of the token (e.g., from points to poker chips). b) increasing the number of luxury items and the value of tokens. c) auctioning backup reinforcers. d) decreasing the number of luxury items and the value of tokens.

CIf a student wants to purchase one or more luxury items, he won't know how many tokens he will need if the items are sold by auction. Therefore, he is more likely to work to obtain as many tokens as possible

76)

A token economy is LEAST likely to be effective if the participant a) complains that the price of the backup reinforcers is too expensive.b) is easily satiated for a while by free access to the reinforcers c) does not want most of the items available for purchase. d) can gain access to the backup reinforcers by means other than token purchases.

DIf the participant gains access to the backup reinforcer(s) by stealing them, a sympathetic individual provides them, or other means, the participant is not going to be motivated to earn tokens; and hence, his behavior will not be affected

77)

As positive target behaviors that earn tokens increase, consider a) increasing the cost of backup reinforcers. And decreasing token valueb) fading out the use of backup reinforcers while fading in primary reinforcers. c) maintaining the cost of backup reinforcers. d) reducing the cost of backup reinforcers.

AWhen behaviors that earn tokens are low and few tokens are earned, few are available to be spent. Therefore, the cost should be low. Moreover, if the level of savings gets too high, additional token-earning behaviors becomes unnecessary; hence the price should be higher and the value of the tokens reduced.

78)

A student who has a large savings of tokens is no longer earning more. You should a) increase the number of luxury items and the value of tokens. b) decrease the number of luxury items.c) increase the number of luxury items d) decrease the number of luxury items and the value of tokens.

CInterest in tokens could be enhanced by increasing the number of luxury items, decreasing the value of tokens, and increasing the cost of backup reinforcers. Another strategy is to auction backup reinforcers.

79)

Contingency contracts may work through rule-governance. The You Selected a) contract manager states the rule, reminding the contractee of the behavior requirement. b) rule serves as an EO that increases the value of the consequences specified in the rule. c) rule evokes verbal behavior, which tacts compliance with the rule. d) the rule reinforces the contract manager and others to prompt the contractee to follow the rule.

BA rule can serve as an EO for the reinforcer specified in the rule. Consider the rule, "If I study for two hours, I will be happy with myself." If I state this rule to myself at a time when it is possible to work on module material, it may evoke the response of actually working on module material

80)

Which provides the best description of a behavior criterion for completion for a contingency contract? a) remain in own seat with buttocks on the chair for the entire 30 minute period b) sweep the kitchen floor by 6:00 PM each day for 3 consecutive days c) eat the meal in the dining room with the family

AThe behavior must be observable and a clear criterion for completion specified. How well does the floor need to be swept? Does all of the meal need to be eaten?

81)

Which describes the most appropriate reward and delivery criterion for a contingency contract? a) You will be given 50 cents immediately after cutting the grass and washing the car. b) You will be given 50 cents for cleaning the living room. c) You will be given $10 right after taking out the garbage.d) We will leave for the park within 10 minutes of your room being cleaned.

DThe reward needs to be of the appropriate quality and quantity and when it is to be delivered needs to be specified

82)

In discrete trial instruction, the intertrial interval is the time from the a) presentation of the SD for one trial to the presentation of the SD for the next trial. b) start of the target behavior to the time it ends. c) end of consequence to the presentation of the SD. d) presentation of the SD to the start of the behavior.

CThe intertrial interval is the time from the end of the consequence to the presentation of the SD. Generally, it should be about 1-3 seconds. That is, it should be long enough to be distinguishable from the last trial, but short enough so that interfering behaviors do not begin.

83)

A behavior chain is a sequence of a) behaviors, but a sequence of behaviors is not necessarily a behavior chain. b) behaviors, SDs, and tangible reinforcers, all interrelated.c) behaviors that have a single common SD. d) behaviors maintained by rules.

A A behavior chain is a sequence of behaviors in which the reinforcer for each step is the opportunity to do the next step and the SD for each step is the preceding step. Rules and verbal prompts may be part of teaching behavior chains, but they do not maintain them (as stated, it is the preceding and subsequent steps which are the SDs and reinforcers). Therefore, the maintaining reinforcers are not tangible, except possibly for the last step. Warming up the car, getting gas, and driving to work may be a sequence of behaviors, but they are not a behavior chain due to the lack of a controlling relation between the behaviors (i.e.., getting gas is not a reinforcer for warming up the car nor an SD for driving to work.

84)

PSI programs require learners to a) return to a previous level if they did not attain a certain level of mastery. b) achieve a level of mastery that they predetermine. c) score their own products, given answer keys. d) achieve a certain level of mastery before advancing to the next level.

DLearners must achieve a certain level of mastery before advancing to the next level. This criterion is determined for the curriculum-it is not determined for each individual. The "personalized" part of PSI is that the student learns at his own pace

85)

Breaking down a complex behavior into its component skills is You Selected a) a behavior chain. b) a task analysis.

B

86)

Attempts to teach a student to sign "bathroom" via modeling have failed. Immediate access to the bathroom was being used as a reinforcer. a) Try hand-over-hand prompting. b) Try using a reinforcer other than access to the bathroom. c) Give the student less fluids

AModeling is an ineffective prompt. Try a new prompt, deliver an additional prompt with the current prompt (e.g., add a physical prompt to the original verbal prompt), employ a prompt hierarchy, or select an easier communication response. Hand-over-hand assistance would be a new prompt. Note that you might want to supplement access to the bathroom with another reinforcer, but you wouldn't replace it. Also, make sure prompting takes only seconds, so that access to the bathroom is not significantly delayed. If this cannot be achieved, select another reinforcer.

87)

A DI strategy for ensuring that all students are learning and weak areas are addressed is to conduct a) individual lessons almost exclusively. b) frequent assessments. c) a brief placement test.

B

88)

PSI programs require learners to demonstrate mastery after a) an interval of time specified by their personalized criterion. b) studying about one or two weeks of material. c) studying about one or two days of material. d) they feel they've attainted the objective(s) of the course. Hint

B

89)

Students who are asked questions during DI instruction are a) those who raise their hands and wait patiently. b) teacher-selected, often the weak performers. c) teacher-selected, largely at random.d) teacher-selected, often the strong performers.

D Asking questions guidelines: (1) get attention of the group; (2) ask question before selecting student to answer; (3) before selecting, get 50% raised hands or eye contact; (4) do not rephrase responses; (5) don't ask students who you think will not answer correctly; (6) repeat question or give hints when given an incorrect answer. Aside from avoiding students you believe will not answer correctly, student selection is largely random. (www.humboldt.edu/~tha1/hunter-eei.html)

90)

In a Direct Instruction (DI) program, fast-paced, scripted lecturing and choral responding a) results in fluent responding. b) provides opportunities for fluent responding, but may compromise accuracy. c) provides an abundance of learning opportunities, but possible substantial achievement losses. d)results in fluid responding.

A

91)

During DI instruction, teachers ask questions a) before selecting the student to answer. b) of randomly selected students, but avoids those whom they believe will give a wrong answer. c) when at least 50% of the students raise their hands or make eye contact.d) all of the others

D Asking questions guidelines: (1) get attention of the group; (2) ask question before selecting student to answer; (3) do not rephrase responses; (4) before selecting, get 50% raised hands or eye contact; (5) don't ask students who you think will not answer correctly; (6) repeat question or give hints when given an incorrect answer. Asking the question first fosters attending because nobody knows if they will be asked to answer.

92)

According to Direct Instruction (DI) philosophy, practicing errors a) are learning opportunities that indicate learning is occurring. b) leads to more errors c) leads to correct responses. d) is as essential to learning as practicing correct responses

B

93)

Choral responding (i.e., all students responding in unison) You Selected a) promotes group cohesion. b) enables the teacher to frequently monitor the performance of each student. c) provides a high rate of practice for each student.d) all of the others

D Particularly relative to a traditional lecture format with occasional questions to individuals, choral responding promotes group cohesion. It enables teachers to frequently monitor the performance of each student and provides them with a high rate of practicing the correct behavior. (Kozloff & Martin, 2000)

94)

You want to use an interdependent GOC to decrease the time it takes for a class to come in from the playground. Select the best criterion for reinforcement. You collect several days of baseline data. Take thea) shortest time it takes for the last person to come in from the playground; subtract a short amount of time.b) longest time it takes for the first person to come in from the playground, add a short amount of time.c) average time it takes for the last person to come in from the playground; subtract a short amount of time.d) longest time it takes for the last person to come in from the playground; subtract a short amount of time.

C

95)

Using the good behavior game, the number of verbal aggressions has decreased on both teams. However, individual data indicate that one person may be sabotaging his team. Considera)using an independent group-oriented contingency.b) implementing an individual contingency for this individual.c) putting the individual on the other team.d) using a stronger reinforcer

BIf a single individual is sabotaging the team, he is probably doing it for negative attention. Remove that opportunity by adding an individual contingency or perhaps by removing him from the GOC

96)

You have a large group of elementary students who talk too loud at lunch. Which group-oriented contingency would you use?a) The entire group gets 5 extra minutes of recess if the noise level of the loudest students stays below a certain level.b) Each student who keeps his voice low gets 5 extra minutes of recess.c) The teacher selects students she sees talking quietly and awards them 5 extra minutes of recessd) The entire group gets 5 extra minutes of recess if the noise level stays below a certain level

DWith a large group of talkers, it is difficult to identify individual loud or quiet talkers. Therefore, a contingency which provides a reward contingent upon the collective behavior of everyone is most practical. Moreover, peers are likely to be a positive influence.

97)

Given a match-to-sample situation (and reflexivity has been established), symmetry is evident when givena) a ball, the learner picks a ball or says "Ball."b) a picture of a ball, the learner says, "Ball," and given the spoken "Ball," selects a picture of a ball.

B

98)

A toddler has learned that when he sees Grandma, he should say, "Grandma." One day you are talking about Grandma and the toddler points to Grandma. With respect to stimulus equivalence, this represents symmetry or transitivity?

Symmetry

99)

The following stimulus -> response relations have been learned: written "three" -> spoken "three;" spoken "three" -> point to written "three;" three items -> point to numeral "3;" numeral "3" -> points to three items. Stimulus equivalence is demonstrated if he can, without further training, givena) three items -> says "three."b) three different items, will point to the numeral "3".

A"Stimulus equivalence" implies that two antecedent stimuli occasion the same response. Therefore, one stimulus could be substituted for another stimulus

100)

If you teach a child to mand doll, can you assume that he can tact a doll?

No

101)

A child who has received extensive traditional language training almost never mands. You would suspect that he hasa) not received explicit instruction in manding.b) limited cognitive abilities

A

102)

The verbal behavior approacha) is supported by several long-term outcome studiesb) requires careful attention to ensure that EOs are in place.

B

103)

One initial strategy for teaching a child to echo or vocally imitate is toa) repeat any sound the student makes.b) pair teacher vocalizations with reinforcing activities.

BYou can pair teacher vocalizations with reinforcing activities. For example, if pushing a child on a swing, the teacher could say "Weeee" immediately before the push forward. This could establish "Weeee" as a conditioned reinforcer by being paired with the push. "Weeee" (or an approximation) may be automatically reinforced if the student makes this sound.

104)

Prompts, supplemental SDs, and supplemental reinforcersa) should be faded as soon as possible.b) should always be used during the first several sessions.

APrompts (e.g., "What do you want?"), supplemental SDs (e.g., a cookie, and supplemental reinforcers (e.g., "Good job saying cookie.") should be faded as soon as possible

105)

Tacting is probably necessary for a) having interesting conversation, such as talking about what you did today.b) identifying events and items that are likely to serve as potential reinforcers.

A pure tact is a verbal response under the control of a nonverbal stimulus (e.g., saying "ball" in the presence of a ball and no verbal prompt). An impure tact is under the control of a nonverbal stimulus (e.g., a ball) and a verbal stimulus (e.g., "What is this?"). Tacting is necessary for developing complex verbal responses

106)

For a student who can echo or imitate, your prompt might be toa) say the word you want the student to say.b) say, "What do you want?"c) hold up the reinforcerd) all of the above

D

107)

Mand training should be carried outa) by the therapist only.b) by the therapist until several mands are learned, then by the teacher, parents, and others.c) by everyone across settings.

C

108)

If you use words/objects for tact training other than those the student mands, usea) objects that are not associated with aversive eventsb) objects that are new to the studentc) words that have many of the same or similar soundsd) all of the above

DUse actual objects, rather than pictures; although there are some students for whom you could use pictures. Also, use items that are frequently in the student's environment, easy to say or are iconic (if signing), familiar, and are not associated with aversive events.

109)

Initial tact training trialsa) should be interspersed with mand, echoic, and imitation trials.b) should be continually interspersed with trials introducing new signs or words.

A

110)

One strategy for reducing the EO for the item being tacted is toa) allow the student to play with/consume the item/food before the training session.b) use pictures instead of the actual objectc) use a lesser quality sample of the object.d) all of the above

DYou do NOT want a strong EO for the item to be in place. That is, you want the item to have little, if any, reinforcing value. Instead, you want motivational control to transfer from the item to social reinforcement

111)

You have arrived at a pure tact whena) only the object or picture along with "What's this?" occasion the tact.b) only the object or picture alone ccasion the tact.

BA pure tact is a verbal label controlled exclusive by an object or event or event; i.e., in the absence of a verbal stimulus (such as "What's this?")

112)

What you would teach before receptive by function, feature, and class includesa )approximately 50 signs, words, or pictures as tacts and mands, plus about 25 intraverbals.b) approximately 50 signs, words, or pictures as tacts, mands, or receptive discriminations

B

113)

Receptive by function, feature, and class training trialsa) involve shaping and fading, similar to mand and tact trials.b) should be taught in isolation until mastered, then they should be intermixed with other VB trials, such as mand and tact trials.

A

114)

A learner likes doing dishes but hates taking out the garbage. A behavioral momentum procedure might include the following requests and times between requests.a) inse dish -> 10 sec -> tie garbage bag -> 10 sec -> dry dish -> 10 sec -> bag out of can -> 10 sec -> dish in cupboard -> 10 sec -> take bag outsideb) rinse dish -> 10 sec -> dry dish -> 10 sec -> dish in cupboard -> 10 sec -> tie garbage bag

BIssue three or four high probability requests followed by a low probability request. Requests should be spaced about 10 seconds apart.

115)

The matching law stipulates that in a concurrent situationa) the rate of responding tends to be maximized when the EO is maximized and the salience of the SD is maximized.b) individuals will tend to match the rates on different behaviors when the rates of reinforcement differ.c) the response rate for a behavior is inversely proportional to the rate of reinforcement for that behavior relative to the rate of reinforcement for other behaviors.d) the response rate for a behavior is proportional to the rate of reinforcement for that behavior relative to the rate of reinforcement for other behaviors.

DThe response rate for a behavior is proportional to the rate of reinforcement for that behavior relative to the rate of reinforcement for other behaviors. This means that if one behavior gets reinforced on a FI 2 schedule and another behavior gets reinforced on a FI 6 schedule, one could expect that the first behavior will occur at three times the rate of the second behavior (i.e., a FI 2 gets reinforced three times more often than an FI 6). This assumes a concurrent situation and variables such as response effort and immediacy, magnitude, and quality of reinforcement remain constant. (

116)

Before lunch and without anybody saying anything, the learner says, “I’m hungry.” This exemplifiesManding or Expressive Language

Expressive LanguageRECEPTIVE language-stimulus is verbal and the learner response is nonverbalEXPRESSIVE language-stimulus is nonverbal and the learner response is verbalCONVERSATIONAL language-stimulus and response are verbal.(Lovaas, 2003, pp. 107-108) "I'm hungry," is a tact and it is also expressive

117)

Behavioral momentum: the occurrence of some behaviorsa) momentarily increases the probability of other behaviors occurringb) momentarily decreases the probability of other behaviors occurring.c) increases the rate of reinforcement for other behaviorsd) alters the EO, thus increasing or decreasing the probability of other behaviors occurring.

AThe occurrence of some behaviors increases the probability of other behaviors of the same equivalence class occurring momentarily

118)

With respect to teaching two-part instructionsa) presentation of the SD is exemplified by "Point to nose," then as soon as he begins to point to his nose, "and stomp feet."b) presentation of the SD is exemplified by "Point to nose AND stomp feet," with emphasis placed on "and."

ACombine instructions already learned. For example, you've taught "Clap" and "Touch your nose" as separate instructions. Next teach "Clap and touch your nose" as a single instruction." Insert a delay between the parts. Say, "Clap," and then as he is clapping, say, "Touch your nose." (

119)

Verbal instructions to be taught in receptive language training shoulda) be of one or two words until about 20 receptive skills are learned, then varying length instructions should be taught.b) be similar in function (e.g., "Toy truck please," "Truck please.")c) be easily distinguishable for the first several skills, but later instructions taught should sound similar.d) be moderately difficult to distinguish so the student immediately learns that small differences are meaningful.

CEffective communication requires that fine distinctions be made between sounds. While initially instructions should be easily distinguishable (e.g., "Ball," and "Airplane"), the student must eventually learn to make fine-grained distinctions (e.g., "Stop now," and "Start now")

120)

During Phase I,a) a physical arrangement should be used that is conducive to occasioning vocalizations.b) the physical arrangement should require the student to sit facing the teacher.c) it is important to consistently use the same reinforcer.d) it is important that the reinforcement is something that will keep the child engaged for several minutes.

AHaving the student sit directly across from you has the advantage of making it easy to quickly deliver reinforcement. However, this arrangement is not required. It is more important that the setting be conducive to occasioning vocalizations. This could include floor play, bath time, sitting on a swing, etc. (as long as reinforcement can be delivered within 1 second).

121)

Prompts for vocalizations includea) "Hello" and holding up a food reinforcer.b) "Talk to me if you want this" and holding up a food reinforcer.c) Waving your hand as if saying "Hello" and "This is a chip. Say, 'Chip'."d) Singing and "If you want something, say so," while holding up a food reinforcer.

AVerbal prompts should be indirect and brief. Avoid requests. Instead think of stimuli that may occasion any vocalization. "Hello," holding up a reinforcer, physical activities (e.g., tickling), and singing all occasion vocalizations for some children. (Lovaas, 2003, p. 203

122)

The first two phases of vocal imitation training area) increasing vocalizations and imitation.b) increasing vocalizations and temporal control.c) temporal control and imitation.d) temporal control and consonant-vowel combinations.

BPhase 1 = increasing vocalizationsPhase 2 = temporal controlNote that these do NOT need to be taught in order.Temporal control means that the student's vocalization follows your vocalization (i.e., he "listens" before responding).(Lovaas, 2003, pp. 202-204)

123)

In order, the phases are sounds, consonant-vowel combinations, words, simple phrases, volume/pitch/speed.True or False?

True

124)

After the student learns about 15-20 instructions and several instructions that require him to leave his seata) promote maintenance by having others conduct training sessions.b) promote generalization by fading the schedule of reinforcement.c) teach two-part instructions, then three-part instructions.

CTeach two-part instructions, then three-part instructions to promote more functional and typical language skills. Initially, the instructions should be a combination of single instructions already learned

125)

Phase 3-imitating sounds-sessions are preferably conducted sitting face-to-facea) so the student can look at the teacher's face.b) to facilitate promptingc) so that immediate reinforcement is possible.d) all of the above

DDuring Phase 3, it is important that the student attend to the teacher's face. Furthermore, a face-to-face arrangement is necessary to make it easy for the teacher to prompt and it makes it easier to deliver reinforcement within 1 second. (Lovaas, 2003, pp. 202-206

126)

To teach “I see,” using forward chaining, use which sequence?a) (1) "I," (2) "see," (3) "I," followed by "see" as student begins to say "I," (4) "I see"b) (1) "I," (2) "I," (3) "I," (4) "see," (5) "see," (6) "see," (7) "I see"

APresent SD1 (e.g., "I"), given a correct imitation, reinforce; repeat with SD2 (e.g., "see"); present "I" followed quickly by "see." Given a correct imitation, reinforce. (Lovaas, 2003, pp. 216-217)

127)

Imitation of simple phrases and sentences (Phase 6)a) may employ backward chaining, but not forward chaining.b) may employ forward chaining, but not backward chaining.c) can be useful as a vehicle for prompting correct responses.d) can be useful as a vehicle for teaching higher order cognitive functioning

C

128)

Expressive labeling of behaviors can be done using physical actions or pictures depicting physical actions. Which is a valid statement?a) You may want to begin using physical actions and if the student is having difficulty, switch to pictures.b) Pictures promote generalization.c) Students sometimes learn from physical actions easier than pictures.d) all of the above

CPictures are easier to present, but students sometimes learn from physical actions easier than pictures. A practical strategy might be to begin using pictures and if the student is having difficulty, switch to physical actions. (Lovaas, 2003, p. 229)

129)

When selecting objects to teach to label, choose thosea) the student can clearly enunciate.b) that are highly discriminable from each otherc) that are likely to be used by the student.d) all of the above

DLabeling objects that are likely to be used will meet with natural reinforcement. Labels that are clearly enunciated will assure that those responses will get consistently reinforced. Using objects that are highly discriminable makes errors less likely because the responses are significantly different.

130)

Teach labeling by:a) saying, "What is it?" using a loud voice volume as you bring the object in front of the student, pause about 3 seconds, then say the object label.b) saying, "What is it?" using a low voice volume as you bring the object in front of the student, then within 3 seconds, say the object label.c) saying, "What is it?" using a loud voice volume as you bring the object in front of the student.d) saying, "What is it?" using a low voice volume as you bring the object in front of the student, then within 1 second, say the object label.

D

131)

Expressive labeling of behaviors can be done using physical actions or pictures depicting physical actions. Which is a valid statement?a) You may want to begin using pictures and if the student is having difficulty, switch to physical actions.b) pictures are easier to present c) Students sometimes learn from physical actions easier than pictures.d) all of the above

D

132)

In the first size discrimination task, a student has learned to point to the big or little bottle correctly when presented with both and asked “Big” or “Little?” Pointing to the big and little bottles correctly is probablya) under the control of the two bottles, but not their relative sizesb) generalizable to other types of objects.c) generalizable to other bottles of different sizes, but not other types of objectsd) under the control of the size relationship of the two bottles.

AUpon learning the first size discrimination task, the student has probably only learned to say "Big" when presented with the big bottle and "Little" when presented with the little bottle. It will take additional training for him to learn to actually compare the size of two objects and label them big or little based on that comparison

133)

After the learner has achieved criterion pointing to the correct item when you say, “Big” and “Small” in separate sessions, conduct sessions in whicha) the big and small objects are equidistant from the learner and alternate requests for each.b) you place the larger of two objects close to the learner and the smaller object barely in reach.c) the objects are equidistant from the learner and request "Big" or "Small" for one session; do the opposite in the next session.d) the objects used are opposite in size (i.e., the large object is now the size of the small object and visa versa).

A

134)

A self control strategy helpful in decreasing a problem behavior isa) identifying only the immediate antecedents to a target behaviorb) identifying the immediate and delayed consequences of engaging in the behavior.c) identifying only the immediate consequences of engaging in the behavior.d) observing the short-comings of the self-management programs of others.

BThe undesirable consequences of some behaviors are delayed and uncertain (e.g., cigarette smoking, eating unhealthy foods). As such, these consequences do not control behavior. Knowing this and then identifying the immediate (i.e., reinforcing) consequences is helpful.

135)

You want to increase your study time. Which may be a viable strategy?a) Record the time you spend studying and for every two hours you study, plot your progress on a graph.b) Set goals for yourself and after you have achieved them, determine specific rewards for achieving those goals.

AEvents that positively reinforce goal achievement are varied and can include tangibles or simply the opportunity to see one's progress on a graph. Keep your self-management plan simple. Determine your reward (or reward menu) before or at the time you determine your goal(s).

136)

Which definition of "study time" is least likely to contribute to relapse?a) Chapter 1-today 6-8 PM; Chapter 2-tomorrow 6-8 PM; Chapter 3-two days from now 4-6 PM, etc.b) reading class notes, textbook or talking to a classmate about class; breaks of less than two minutes once every 30 minutes do not have to be deductedc) reading class notes or textbook at home or library 6 - 8 PM Sunday through Thursday; breaks of less than two minutes once every 30 minutes do not have to be deducted

BRelapse could be caused by an inadequately defined target behavior (e.g., Does "study time" include bathroom breaks, phone calls, and e-mails to and from classmates?).

137)

Achieving generalization by conducting an examination of the range of stimuli to be learned and teaching to those stimulus variations isa) SEQUENTIAL MODIFICATIONb) MULTIPLE EXEMPLARS c) GENERAL CASE ANALYSISd) PROGRAM COMMON STIMULI

CSEQUENTIAL MODIFICATION - Implementation of a procedure sequentially across settings.MULTIPLE EXEMPLARS - Apply the procedure using one example, probe, apply to another example, probe, etc., until generalization is evident.GENERAL CASE ANALYSIS - Conduct an analysis of the range of stimuli to be learned and teach to those stimulus conditions.PROGRAM COMMON STIMULI - Bringing stimuli from the natural setting into the training setting fosters generalization to the natural setting.

138)

A self-management plan requires thata) the target behavior or outcome be operationally defined.b) the target behavior be observable by others.c) frequency data be collected.d) all of the above

ATo ensure that data are accurate and attainment of goals is declared only when they should be declared, it is essential that the target behavior or outcome (e.g., bed made, homework completed) be carefully operationalized. Data are essential, but not necessarily frequency data (e.g., duration data would be fine, such as time spent studying). Moreover, data could be on a target behavior or its outcome (e.g., number of times this week the bed was made).

139)

You need to teach a child that an “A” in different fonts is still an “A.” Of the following, which approach is best suited for achieving this?a)INDISCRIMINABLE CONTINGENCIES-b) PROGRAM COMMON STIMULIc) TRAIN LOOSELYd) MULTIPLE EXEMPLARSe) GENERAL CASE ANALYSIS

C-EMULTIPLE EXEMPLARS-Apply the procedure using one example, probe, apply to another example, probe, etc., until generalization is evident.GENERAL CASE ANALYSIS-Conduct an analysis of the range of stimuli to be learned and teach to those stimulus conditions.INDISCRIMINABLE CONTINGENCIES-varying schedules and immediacy of reinforcement.PROGRAM COMMON STIMULI-Bringing stimuli from the natural setting into the training setting fosters generalization to the natural setting.TRAIN LOOSELY-varying non-critical properties of the antecedent stimuli. For example, from the beginning train with different fonts.

140)

For a behavior to come under the control of natural contingencies, it musta) be initially reinforced at a consistent rate, volume, and magnitude.b) accurately identify the reinforcer being sought.c) contact reinforcement by occurring at a sufficient strength.d) initially be accompanied by contrived reinforcement.

Cmust occur at a sufficient strength (e.g., loud enough for others to hear, with enough force to open the door, often enough to compensate for a weak schedule of reinforcement)

141)

Natural contingenciesa) are provided during incidental teaching opportunities.b) produce primary reinforcers.c) exert control over behavior that does not have to be learned.d) produce reinforcers in the post-intervention environment.

DNatural contingencies are arrangements between behavior, antecedent, and consequent events that occur in the environments in which the behavior of interest is to be maintained (the target environment).

142)

Which exemplifies a natural contingency?a) A child gets a cookie from his teacher during speech class after he spontaneously signs for it.b) A child gets a cookie from his mother when he signs for it immediately after walking in the door.c) a child gets a cookie from his teacher after she prompts him to sign for it.d) A child properly models how to say "No" to drugs without any prompting in D.A.R.E. class.

BNatural contingencies are those that control behavior outside of the training environment. Any manipulation of the natural environment by a trainer constitutes an intervention

143)

Natural Contingenciesa) produce primary reinforcers in the post-intervention environment.b) involve the relation between behavior and its consequences outside of training.c) produce primary reinforcers in all environments.d) involve the relation between behavior, antecedents, and consequences in all environments

BNatural contingencies are arrangements between behavior, antecedent, and consequent events that occur in the environments in which the behavior of interest is to be maintained (the target environment

144)

Maintenance of operant behaviora) can only be evaluated if at least part of the intervention is withdrawnb) requires continued reinforcement of target behavior.c) involves continuance of treatment effects.d) all of the above

DMaintenance is the continuance of treatment effects after part or all of the intervention has been terminated. Maintenance of any operant behavior is going to require continued (most likely naturally occurring) reinforcement (with the possible exception of those instances in which behavior is resistant to extinction).

145)

Which exemplifies a natural contingency?a) Following social skills training, a child asserts himself with a teasing peer and the peer backs down.b) Following social skills training, a child asserts himself with a peer who was asked to tease him by the trainer. The peer backs down.c) During social studies, the teacher asks a child to name the capital of the United States.d) Following functional communication training, a student requests "drink" when a cup is strategically placed just out of reach.

ANatural contingencies are those that control behavior outside of the training environment. Any manipulation of the natural environment by a trainer constitutes an intervention

146)

You have successfully taught a child to request the bathroom in your classroom. However, he doesn’t make that request anywhere else. Which approach is best suited for extending generalization to other settings?a) sequential modificationb) train looselyc) indiscriminable contingenciesd) all of the above

ASEQUENTIAL MODIFICATION-Implementation of a procedure sequentially across settings.TRAIN LOOSELY-varying non-critical properties of the antecedent stimuli.INDISCRIMINABLE CONTINGENCIES-varying schedules and immediacy of reinforcement.

147)

A student has learned to read in his special education class. However, he has difficulty reading in his regular education class. Which approach is best suited for extending generalization to other settings?a) program common stimuli b) multiple exemplarsc) indiscriminable contingenciesd) all of the above

A INDISCRIMINABLE CONTINGENCIES-varying schedules and immediacy of reinforcement.MULTIPLE EXEMPLARS-Apply the procedure using one example, probe, apply to another example, probe, etc., until generalization is evident.PROGRAM COMMON STIMULI-Bringing stimuli from the natural setting into the training setting fosters generalization to the natural setting. You could also bring stimuli from the training setting into the natural setting, such as the special education teacher and materials.