CHH questions chapters 26 - 29
2. Self-management is best defined as the A. Personal application of behavior change tactics that produces a desired change in behavior B. Personal application of behavior change tactics that produces an increase in a desired behavior(s) C. Personal application of behavior change tactics that produces a decrease in a desired behavior(s) D. Application of behavior change tactics that causes changes to a particular behavior
A. Personal application of behavior change tactics that produces a desired change in behavior
7. Suggestions for making self-monitoring effective include: A. Self-monitor the most important dimension of the behavior B. Self-monitor only one aspect of the target behavior C. Self-monitor only when really necessary D. Never provide supplementary cues or prompts E. All of the above
A. Self-monitor the most important dimension of the behavior
2. Informed consent requires (mark all that apply): A. Explicit permission before any assessment or treatment begins. B. Full disclosure of the assessment and treatment procedures. C. That the person has the capacity to decide. D. Voluntary consent.
A. Explicit permission before any assessment or treatment begins. B. Full disclosure of the assessment and treatment procedures. C. That the person has the capacity to decide. D. Voluntary consent.
5. On what two sources should behavior analysts base their practices? (Mark 2) A. Peer-reviewed reports in reputable journals B. Direct and frequent measures of behavior C. Personal accounts of successful interventions presented at non-scientific conferences D. Television infomercials (e.g., Hooked on Phonics)
A. Peer-reviewed reports in reputable journals B. Direct and frequent measures of behavior
12. This is the extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting. A. Setting/situation maintenance B. Response generalization C. Setting/situation generalization D. Response maintenance
D. Response maintenance
3. In a token economy, the tokens: a. Should be a highly desirable item b. Should be something learners can easily find in other places (to aid with generalization of the token economy in other settings) c. Are generalized, conditioned reinforcers that are exchanged for backup reinforcers d. All of the above
c. Are generalized, conditioned reinforcers that are exchanged for backup reinforcers
13. When evaluating a group contingency, one must: a. Observe both individual and group performance b. Be mindful of potential saboteurs c. Be mindful of potential scapegoating d. All of the above
d. All of the above
10. TRUE or FALSE. Antecedent-based self-management tactics involve the manipulation of events of stimuli antecedent to the target behavior.
true
11. TRUE or FALSE. Manipulating motivating operations involves behaving in a way that creates a certain state of motivation that, in turn increases (or decreases as desired) the subsequent frequency of the target behavior.
true
12. TRUE or FALSE. Self-monitoring is a tactic that was originally conceived as a method of instructional assessment.
true
2. TRUE or FALSE. Faulty stimulus control is when a target behavior comes under the restricted control of an irrelevant antecedent stimulus
true
4. TRUE or FALSE. Changes in the behavior of people not directly treated by an intervention as a function of treatment contingencies applied to other people is known as generalization across subjects.
true
8. TRUE or FALSE. A desired change in the target behavior must occur for self-management to be demonstrated.
true
TRUE OR FALSE. Initially, token stores should be open frequently.
true
TRUE OR FALSE. Some practices may be legal but unethical.
true
5. When a learner doesn't earn tokens or tests the system, how should the behavior analyst handle the situation?
When a student doesn't earn tokens and becomes upset, it is important for the behavior analyst to remain calm and neutral. Avoid getting into confrontations, power struggles, and arguments over tokens. Similarly, when an individual tests the system, the behavior analyst should remain calm and neutral, responding with comments like, "That's your choice," rather than getting into a verbal exchange/debate over the matter.
4. Advantages of self-management include: A. Promoting the generalization & maintenance of behavior change B. Eliminating work for teachers and parents to do with students/children C. External change agents will always target all instances of the behavior D. A small repertoire of self-management skills can control many behaviors E. A & B F. A & D G. B & D
F. A & D
5. TRUE or FALSE. A generalization map involves the combination generalized treatment effects of across time, across settings, across behaviors, and across subjects.
true
9. TRUE or FALSE. A general case analysis is a systematic method for selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting.
true
TRUE OR FALSE There are some occasions where it is appropriate to proceed with treatment in the absence of consent.
true
TRUE OR FALSE. "Ethics" is a fluid concept in that what is "right" and "wrong" changes over time according to cultural shifts.
true
TRUE OR FALSE. A contract you write with yourself is a valid form of contingency contracting.
true
TRUE OR FALSE. Behavior analysts are especially at risk for conflicts of interest because they frequently provide treatment in individuals' homes and because they visit clients and families frequently.
true
TRUE OR FALSE. Contingency contracts are often combined with other procedures.
true
TRUE OR FALSE. Contingency contracts should be stored in a visible place.
true
TRUE OR FALSE. Good behavior analysts follow the Golden Rule.
true
TRUE OR FALSE. If set up correctly, a group contingency can facilitate positive social interactions with peers.
true
TRUE OR FALSE. The effectiveness of a token as a reinforcer depends largely on the variety of backup reinforcers for which they can be exchanged.
true
11. Performing an undesired behavior over and over again with the intention to decrease the future frequency of the target behavior. A. Habit reversal B. Massed practice C. Self-instruction D. Self directed systematic desensitization
B. Massed practice
14. This is the extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior. A. Setting/situation maintenance B. Response generalization C. Setting/situation generalization D. Response maintenance
B. Response generalization
6. This is a procedure whereby a person observes his/her behavior systematically & records the occurrence of nonoccurrence of a target behavior. A. Self-evaluation B. Self-monitoring C. Habit reversal D. Self-instruction
B. Self-monitoring
1. Explain what it means to be "self-regulating" in relation to ethics. What does one need to do to be self-regulating?
a. Good behavior analysts are self-regulating. This means he/she continually seeks ways to calibrate him/herself to ensure that values, contingencies, and rights and responsibilities are integrated and an informed combination of these is considered. Continuing to stay abreast of current research in the field through professional reading and attending conferences can help the practitioner be self-regulating.
15. This is a process by which a behavior that was initially selected and shaped under one set of conditions is recruited by a different set of contingencies and takes on a new function in a person's repertoire. A. Contingency adduction B. Stimulus equivalence C. Faulty stimulus control D. Overgeneralization
A. Contingency adduction
A. Independent group contingency B. Dependent group contingency C. Interdependent group contingency A contingency is presented to all members of a group, but reinforcement is delivered only to those individuals who meet the criterion
A. Independent group contingency
3. Professional standards are: A. Written guidelines and rules that give direction for conducting practice B. Provided by local boards C. Equivalent to "position statements" D. All of the above
A. Written guidelines and rules that give direction for conducting practice
16. One strategy for promoting generalized behavior change is to teach the full range of relevant stimulus conditions and response requirements. In doing this, a practitioner may: A. Teach sufficient stimulus examples B. Teach sufficient response examples C. Utilize general case analysis D. Use negative teaching examples E. All of the above F. None of the above
E. All of the above
2. Describe a situation for which a contingency contract might be useful. Write a sample contract that includes all the necessary components.
Answers will vary. Answers should include a description of the task (1) who will perform the task, 2) what the task is, 3) when the task must be completed, and 4) how well the task must be completed), a description of the reward (1) who will judge task completion, 2) what is the reward, 3) when the reward will be received, and 4) how much of the reward will be earned), and a task record.
3. You are consulting with a family. The parents are having difficulty managing their 10-year-old daughter's behavior. You recommend that they implement a contingency contract with their daughter. Describe the process you would go through with the family to help them develop the contingency contract.
Answers will vary. However, the process you describe should include the following: Hold a family meeting to discuss how contracts work. Next, ask family members to identify task he/she can perform within the contract and tasks he/she already performs in the home. Next, fill out a list of behaviors that could be included in the contract. Next, fill out a list of rewards people would like to earn. Finally, write the contract, and be sure to include all of the necessary components.
3. When an individual is deemed as incapacitated and cannot provide informed consent (mark all that apply): A. One may proceed with assessment or intervention without obtaining consent. B. Consent may be obtained from a surrogate or guardian. C. Consent may be obtained from staff with whom the individual works. D. The courts may appoint someone who can provide consent.
B. Consent may be obtained from a surrogate or guardian. D. The courts may appoint someone who can provide consent.
A. Independent group contingency B. Dependent group contingency C. Interdependent group contingency The reinforcer for the group is provided if a certain individual or small group of students meets the criterion
B. Dependent group contingency
4. Dave received a referral for behavioral treatment of an individual's self-injurious behavior. The individual has profound mental disabilities and is nonverbal. The staff who works with the client stated that the behavior emerged rather suddenly about a month ago, and has been getting increasingly worse. The staff haven't attempted any systematic intervention for the behavior yet because they've been taken by such surprise by it. What should Dave do? A. Proceed directly to behavioral intervention without obtaining consent because the behavior is self-injurious. B. Investigate whether the problem might have a medical cause by determining if a medical evaluation has been done recently. C. Refer the individual to another therapist for talk therapy, since it is wise to attempt solving the problem through other disciplines first. D. Implement a punishment procedure to immediately suppress the self-injurious behavior. It is unlikely that reinforcement-based interventions will be successful.
B. Investigate whether the problem might have a medical cause by determining if a medical evaluation has been done recently.
21. John was taught by his teacher to say, "Hello" when greeting people. Now when he meets people he not only says "hello," but also says: "hi," "good to see you" and "hey there." John's behavior change is an example of: A. Setting/situation generalization B. Response generalization C. Setting/situation maintenance D. Response maintenance
B. Response generalization
18. The general rule for teaching sufficient stimulus examples is: A. The less examples used during instruction, it is more likely the learner will respond correctly to untrained examples or situation. B. The more examples used during instruction, it is more likely the learner will respond correctly to untrained examples or situation. C. The more examples used during instruction, it is less likely the learner will respond correctly to untrained examples or situation. D. The less examples used during instruction, it is less likely the learner will respond correctly to untrained examples or situation.
B. The more examples used during instruction, it is more likely the learner will respond correctly to untrained examples or situation.
1. When considering what is worth doing, as far as an intervention is concerned, what is/are some important point(s) to consider? A. Whether the goals of intervention are closely aligned to staff goals. B. Whether the costs of implementing the intervention are balanced by the potential benefits to the client. C. Whether staff are motivated to do the intervention. D. Whether you are being paid enough to do the job.
B. Whether the costs of implementing the intervention are balanced by the potential benefits to the client.
2. Sometimes, a client is engaging in such significant problem behavior that the practitioner may feel the need to act quickly and implement an intervention that will result in rapid reductions of problem behavior. This may be acceptable in some situations, but one must guard against compromising full consideration of the long-term ramifications of that decision for expediency. In other words, the practitioner must guard against adopting: A. Lapses in judgment B. Being swayed by others too much C. "Situational ethics" D. Over-cautiousness
C. "Situational ethics"
A. Independent group contingency B. Dependent group contingency C. Interdependent group contingency All of the individuals in the group must meet the criterion for the reinforcer to be delivered
C. Interdependent group contingency
5. Which of the following is (are) antecedent based self-management tactics? A. Removing materials for a desired behavior B. Performing the final steps of a behavior chain C. Providing response prompts D. All of the above
C. Providing response prompts
10. Self-generated verbal responses, covert or overt, that functions as response prompts for a desire behavior is referred to as: A. Habit reversal B. Massed practice C. Self-instruction D. Self directed systematic desensitization
C. Self-instruction
A. The indiscriminability of the contingency. B. The learner understanding the relation between emitting the target behavior at an earlier time and receiving a reward later. C. The person delivering the reward. D. A and B only E. A and C only F. All of the above
D. A and B only
20. Generalization across subjects is also referred to as: A. Vicarious reinforcement B. Ripple effect C. Spillover effect D. All of the above E. None of the above
D. All of the above
9. Recommendations for self-administered consequences include: A. Keep it simple B. Select small, easy to deliver consequences C. Set a meaningful, but easy-to-meet criterion for reinforcement D. All of the above
D. All of the above
17. Making the instructional setting similar to the generalization setting involves: A. Teaching self-management skills B. Teaching loosely C. Programming common stimuli D. B & C only E. A & C only F. All of the above
D. B & C only
13. This is the extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behavior's initial appearance in the learner's repertoire has been terminated. A. Setting/situation maintenance B. Response generalization C. Setting/situation generalization D. Response maintenance
D. Response maintenance
4. Which of the following is NOT a right to effective behavioral treatment, as outlined by the Association for Behavior Analysis in 1989? A. The right to a therapeutic environment B. The right to treatment by a competent behavior analyst C. The right to the most effective treatment procedures available D. The right to treatments based on positive reinforcement
D. The right to treatments based on positive reinforcement
1. Skinner was the first to apply the philosophy and theory of radical behaviorism to self control and defined this as a two-response phenomenon involving: A. a controlling response B. a control response C. a controlled response D. A & B E. A & C
E. A & C
8. Self-administered consequences that increase behavior include: A. Self-management analogs of positive reinforcement B. Self-management analogs of positive punishment C. Self-management analogs of negative reinforcement D. Self-management analogs of negative punishment E. A & C only F. B & D only G. All of the above
E. A & C only
3. Self-management can help individuals to: A. Accomplish difficult tasks B. Break bad habits & replace with good ones C. Live a more effective & efficient daily life D. Achieve personal goals E. All of the above
E. All of the above
Which of the following people is practicing within his/her area of competence? E. José was trained as a behavior analyst at his local university. His training consisted primarily of working with children with autism. He is currently practicing behavior analysis in an adult facility for adults with mental retardation. F. Sally was trained as a behavior analyst working in organizational behavior management. Recently, she was offered and accepted a job as a behavior consultant in a local school district. G. Shu Lin was trained in experimental analysis of behavior. She examined canabanoids and how they interact with prenatal food restriction to affect choice making responding amongst different food alternatives. She was recently asked to consult on the food refusal behavior of a young child at risk for failure to thrive. H. Rahul earned his doctorate in special education and is a Board Certified Behavior Analyst. His doctoral studies focused on the assessment and treatment of severe problem behavior. He has worked with children and adults, ages 3 to 35 years. He was recently hired to serve as a behavior specialist in his local school district.
H. Rahul earned his doctorate in special education and is a Board Certified Behavior Analyst. His doctoral studies focused on the assessment and treatment of severe problem behavior. He has worked with children and adults, ages 3 to 35 years. He was recently hired to serve as a behavior specialist in his local school district.
4. Explain what a level system is and how it can be used with a token economy.
In a level system, students must acquire and achieve increasingly more refined behavior repertoires while the frequency of token reinforcement, social praise, or other desirable reinforcers are simultaneously decreased. As students advance through the levels, they earn more privileges, but their behavioral expectations also increase.
3. Explain the factors that go into making a determination as to whether an individual has the capacity to make an informed decision.
In order to be considered capable of making informed decisions, an individual must have (a) adequate mental process or faculty by which he or she acquires knowledge, (b) the ability to select or express his or her choices, and (d) the ability to engage in a rational process of decision making. Adequate mental process is only questioned if an individual has impaired or limited ability to reason, remember, make choices, see the consequences of his/her actions, or plan for the future. This can vary for each proposed procedure.
6. What factors should you consider when trying to determine whether a proposed intervention is likely to be successful? Name at least 4
Is the client willing to participate? Are caregivers surrounding the client willing or able to participate? Has the behavior been successfully treated in the research literature? Is public support likely? Does the behavior analyst have the appropriate experience to deal with the problem? Will those most likely to be involved in implementing the program have adequate control of the critical environmental contingencies?
5. What are at least 2 questions you should ask yourself to identify whether or not you treat clients with dignity?
Questions you can ask yourself regarding the dignity of clients are: Do I honor the person's choices? Do I provide adequate space for privacy? Do I look beyond the person's disability and treat him/her with respect?
1. When describing the task in a contingency contract, what are the 4 important things to include in the description?
The 4 important components of a task description are: 1) who will perform the task, 2) what the task is, 3) when the task must be completed, and 4) how well the task must be completed.
once you have decided to use a group contingency, how would you determine which type to use (independent, dependent, interdependent)?
The determination of which type of group contingency to use should be based on the programmatic goals of the practitioner. If one wants to change the behavior of one person or a small group of individuals, then a dependent group contingency is the best choice. If one wants to differentially reinforce individuals for appropriate behavior, then an independent group contingency may be the best choice. If the practitioner wants to change everyone's performance, than an interdependent group contingency may be best.
4. When informing an individual about a proposed treatment, what are the salient aspects of treatment that should be shared with that person?
The salient aspects of treatment that should be reviewed with an individual are: (a) all important aspects of the treatment, (b) all potential risk and benefits of the procedure, (c) all potential alternative treatments, and (d) the right to refuse continued treatment at any time.
6. If you decide to include a response cost component into a token economy, name at least 3 things you should consider.
Three things to consider when using a response cost system as part of a token economy are: (1) any behaviors subject to response cost should be clearly defined and stated in the rules, (2) more serious inappropriate behavior should result in greater token losses, and (3) a student should never lose more tokens than he/she possess (avoid having learners go "in the hole").
7. Name and explain at least 3 management issues you must consider when implementing a token economy.
Three things to consider when using a response cost system as part of a token economy are: (1) any behaviors subject to response cost should be clearly defined and stated in the rules, (2) more serious inappropriate behavior should result in greater token losses, and (3) a student should never lose more tokens than he/she possess (avoid having learners go "in the hole").
2. Name and explain at least 4 ways an individual can maintain and expand professional competence.
a. (1) Continuing Education Units are available by attending workshops and conferences. (2) Presenting at conferences or simply attending conferences, even if CEUs are not available. (3) Reading professional, high-quality, behavioral journals, such as the Journal of Applied Behavior Analysis and The Behavior Analyst. (4) Taking advantage of oversight and peer review opportunities, where you are required to present your data, discuss goals and outcomes, and explain why choices and decisions were made.
7. A group contingency is useful when: a. A practitioner wishes to change a large number of disruptive behaviors b. A practitioner suspects it will take a long time to change a behavior c. A practitioner fears that learners may place undue pressure on their peers d. A group contingency is useful under all these conditions
a. A practitioner wishes to change a large number of disruptive behaviors
3. List and briefly discuss (e.g. a rationale) recommended steps for conducting an effective self-management program.
a. Answers may vary slightly but should include the following six steps with a brief description/rationale for each: specify a goal and define the behavior to be changed, begin self-monitoring the behavior, contrive contingencies that will compete with natural contingencies, go public with your commitment to change your behavior, get a self-management partner, continually evaluate your self-management program and redesign it as necessary.
1. Name and discuss the importance of the three major types of generalized behavior change.
a. Answers will vary slightly. All answers should include the three major types of generalized behavior change: response maintenance, setting/situation generalization, and response generalization. Answers should provide a general definition of each with a brief discussion of the importance of each to a learner's behavior.
4. State and discuss/illustrate three guidelines for promoting the success and effectiveness of self-monitoring.
a. Answers will vary, but should include three of the following guidelines for self-monitoring with a description or illustration of each stated guideline: Provide materials that make self-monitoring easy, provide supplementary cues or prompts, self-monitor the most important dimension of the target behavior, self-monitor early & often, reinforce accurate self-monitoring.
1. State and discuss/illustrate two antecedent-based self-management tactics.
a. Answers will vary, but should include two of the following antecedent-based self-management tactics with a brief description/illustration of each: manipulating MO's to make a desired (or undesired) behavior more (or less) likely, providing response prompts, performing initial steps of a behavior chain, removing materials required for an undesired behavior, limiting undesired behavior to restricted stimulus conditions, dedicating a specific environment for a behavior.
3. A number of suggestions for teaching loosely were made by Baer (1999). Name five of these recommendations for teaching loosely and provide a rationale as to why each suggestion may be pertinent to a learner's performance of a target behavior(s).
a. Answers will vary. Answers should include five of the following suggestions as stated by Baer (1999) with a brief rationale for its importance in the performance of a target behavior: use two or more teachers, teach in two or more places, teach from a variety of positions, vary your tone of voice, vary your choice of words, show stimuli from a variety of angles, have others present sometimes, vary the reinforcers, teach in varying lighting conditions, teach in varying noise level conditions, vary decorations, furniture, & their locations, vary times of day for training sessions, vary the temperature of the training settings, vary the smells in the training settings, and vary the content of what's being taught (within limits possible).
4. When teaching sufficient stimulus examples, the actual number of examples needed varies as a function of a number of factors. List and discuss three of these factors.
a. Answers will vary. Answers should include three of the following factors that should be considered when teaching sufficient stimulus examples with a brief discussion of each: complexity of the target behavior, the teaching procedures employed, learner's opportunities to emit the target behavior under various conditions, naturally existing contingencies of reinforcement, and the learner's history of reinforcement for generalized responding.
2. List and discuss two potential advantages/benefits of programming common stimuli.
a. Answers will vary. Answers should include two of the following advantages/benefits of programming common stimuli and a brief explanation: conducting instruction in natural settings is not always possible or practical; community-based training may not expose learners to the full range of examples they are likely to encounter later in the same setting; instruction in natural settings may be less effective and efficient than classroom instruction because the trainer cannot halt natural flow of events to contrive variety of training trials; instruction in simulated settings can be safer.
9. A parent says to his/her children: For anyone who earns all As on his/her report card, I will pay you $50 at the end of the semester. What type of group contingency is this? a. Independent group contingency b. Dependent group contingency c. Interdependent group contingency
a. Independent group contingency
12. When selecting the performance criteria for a group contingency: a. It is important to consider the initial performance of the group; low performers may respond differentially to criteria as compared to high performers b. The criteria should always be set at the current mean performance of the group c. The criteria should always be set just below the current mean performance of the group d. The criteria should always be set just above the current mean performance of the group
a. It is important to consider the initial performance of the group; low performers may respond differentially to criteria as compared to high performers
2. What is the difference between self-monitoring and self-monitoring with self-evaluation?
a. Self monitoring is a procedure whereby a person observes his behavior systematically and records the occurrence of nonoccurrence of a target behavior. Self-monitoring with self-evaluation is a procedure whereby a person observes his behavior systematically & records the occurrence of nonoccurrence of a target behavior and the person's performance is compared by himself with a predetermined goal or standard.
5. When implementing a token economy, what consideration should be made in determining the ratio of exchange? a. The initial ratio between the number of tokens earned and the price of backup items should be small. b. The initial ratio between the number of tokens earned and the price of backup items should be large. c. As token earning increases, the cost of backup items should decrease. d. If token earning decreases, the cost of backup items should increase.
a. The initial ratio between the number of tokens earned and the price of backup items should be small.
8. An interdependent group contingency can be implemented in at least 3 different ways. Describe at least 2 of them and give a novel example of each.
a. When the group as a whole meets the criterion b. Based on the mean score of a group meeting criterion c. Based on the results of the Good Behavior/Good Student game. (examples of each will vary)
10. A teacher says: "Everyone, you have math homework tonight. Tomorrow, I will draw a name from a hat. If that person has completed his/her homework and remembered to bring it back to school, everyone will get extra recess." What type of group contingency is this? a. Independent group contingency b. Dependent group contingency c. Interdependent group contingency
b. Dependent group contingency
4. When setting up a token economy: a. One should define a large number of behaviors for which tokens will be delivered so that the economy has the broadest application. b. One must be certain that the learners possess the prerequisite skills for any target behaviors. c. The same criteria should apply to all learners in the environment. d. All of the above
b. One must be certain that the learners possess the prerequisite skills for any target behaviors.
8. A teacher uses a group contingency with her students. She states the following rule: If everyone gets 100% on their spelling test this week, I will turn cartwheels down the hall for you." What type of group contingency is this? a. Independent group contingency b. Dependent group contingency c. Interdependent group contingency
c. Interdependent group contingency
11. Problems with scapegoating in group contingencies can be avoided if: a. The behavior analyst sets the criteria low b. Delivering reinforcers, even if they weren't earned c. Making the contingency elements random d. All of the above
c. Making the contingency elements random
1. Which of the following is NOT a part of a contingency contract? a. A description of the reward b. A method of recording whether or not the learner has engaged in the required task c. A description of the required task d. A description of when tokens will be exchanged for backup reinforcers
d. A description of when tokens will be exchanged for backup reinforcers
2. The success of contingency contracts is probably due to: a. Positive reinforcement that results from the rewards provided b. Rule-governed behavior c. Response prompting d. All of these are things that factor into the success of contingency contracts.
d. All of these are things that factor into the success of contingency contracts.
6. A method for withdrawing a token system is: a. Gradually increase the number of responses required to earn a token b. Gradually decrease the length of time the token economy is in effect c. Gradually make more of activities and privileges used as backup items be those found in the untrained setting d. Increase the price of desirable items and keep the price of undesirable items low e. Gradually move from concrete tokens (such as poker chips) to something less visible (such as a point card the learner carries wit him/her f. All of these are methods for withdrawing a token system g. None of these methods should be used. Once implemented, a token system should not be withdrawn.
f. All of these are methods for withdrawing a token system
1. TRUE or FALSE. The total environment where instruction occurs, including any aspects of the environment, planned or unplanned, that may influence the learner's acquisition and generalization of the target behavior is referred to as the generalization setting.
false
10. TRUE or FALSE. The ripple effect and spillover effect refer to generalization across settings for an individual subject or participant.
false
13. TRUE or FALSE. Self-evaluation involves the comparison of a person's performance by himself/herself with goals or standards of other individuals.
false
3. TRUE or FALSE. Contingency adduction is the emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations.
false
6. TRUE or FALSE. A naturally occurring contingency includes any contingency of reinforcement (or punishment) designed and implemented by a behavior analyst or practitioner to achieve acquisition, maintenance, and/or generalization of a targeted behavior change.
false
7. TRUE or FALSE. An indiscriminable is a contingency in which the learner can discriminate whether the next response will produce reinforcement.
false
8. TRUE or FALSE. CRF should only be utilized during initial acquisition of a skill for a learner.
false
9. TRUE or FALSE. The term self-control can and should be used interchangeably with the term self-management because the two are synonymous.
false
TRUE OR FALSE. Contingency contracts are most effective in school settings. Their application in other settings is somewhat limited.
false
TRUE OR FALSE. It is acceptable to state that you have a license that you do not possess if you feel it will make you more credible with a family or client with whom you are working.
false
TRUE OR FALSE. Major violations of professional codes of conduct typically result in being "frowned on" by an organization but rarely result in expulsion from the organization or revocation of licenses.
false
TRUE OR FALSE. One should avoid combining token systems with other procedures, such as level systems. The procedure becomes too complicated and cumbersome to be effective when one does this.
false
TRUE OR FALSE. Tokens should be delivered at the end of the day rather than immediately following a target behavior. This teaches children to delay reinforcement.
false
TRUE OR FALSE. When writing a contingency contract, it is okay for the contract to be a verbal agreement and not written down anywhere
false
