B-04 Part 1 - Define & Provide Examples of Positive & Negative Reinforcement Contingencies

With respect to conditioning, a dependent relationship between two or more stimuli

**a. a prerequisite for respondent conditioning** b. a prerequisite for respondent extinction c. a prerequisite for operant conditioning **d. a respondent contingency** **e. a relationship between antecedent stimuli**

The preference for a reinforcer and the amount of a reinforcer are referred to, respectively, as the reinforcer's

a. features and EO b. quality and satiation **c. quality and magnitude** d. magnitude and quality

The magnitude of a reinforcer pertains to

a. how quickly the reinforcer is delivered after the target behavior **b. the number of reinforcers per unit time (reinforcer rate)** c. how much or how little of the reinforcer the learner has had recently

When two or more events occur simultaneously or very close in time, they can be said to have a _____ relationship

**a. contiguous** b. conditional c. contingent

An individual engages in escape-maintained self-injury. His teacher plans to teach him a functionally equivalent behavior of walking to a bulletin board, selecting an object that represents 'break,' returning to the workstation with it, then taking a break. You

**a. maintain that it might not work due to the response effort required** b. need to congratulate the team for basing their intervention on the function of the behavior c. maintain that it will probably work if combined with other interventions d. recommend that a pictorial representation be used rather than an object

A teacher takes away a point each time a student speaks out in class. This is a/an

**a. operant contingency** b. stimulus-stimulus contingency c. respondent contingency

The performance of learners with limited behavioral repertoires may be enhanced when target behaviors

**a. produce direct access to reinforcers** b. foster maintenance and generalization c. increase learner/teacher interactions

A respondent contingency includes

**a. the probability of a particular stimulus given another stimulus** b. the probability of a particular behavior given a stimulus c. the probability of a particular stimulus given a behavior

Superstitious behavior is established by

a. a dependent relationship between a behavior and reinforcing events that follow its occurrence **b. a contiguous relationship between a behavior and reinforcing events that coincidentally follow its occurrence** c. a functional relationship between a behavior and reinforcing events that follow its occurrence

A dependent relationship between a response class and one or more stimulus classes is

a. an antecedent, behavior, and consequence **b. a contingency** c. a contingency class d. usually necessary for operant conditioning

Generalized reinforcers are minimally affected by satiation, and therefore can be delivered

a. infrequently and paired with a primary reinforcer to maintain potency b. frequently to help prevent deprivation **c. frequently without compromising their potency** d. infrequently and paired with a secondary reinforcer to maintain potency

The quality of a reinforcer

a. is affected by the length of time it is available **b. is independent of the magnitude of a reinforcer** c. is related to intensity of a reinforcer d. requires that high reinforcer rate be established

To maintain potent establishing operations (EO) for reinforcers, you may

a. provide reinforcers more frequently b. use more primary reinforcers **c. use generalized reinforcers** d. provide more preferred reinforcers

A child is allowed to play with a ball when they repeat the word "ball" after a parent says the word. This is a/an

a. respondent contingency **b. operant contingency** c. stimulus-stimulus contingency

A dependent relationship between a response class and one or more stimulus classes, or between two or more stimuli

a. stimulus control b. a functional relationship **c. a contingency**

The magnitude of a reinforcer pertains to

a. the current motivating operation for the reinforcer **b. the duration of time for access to the reinforcer** c. how quickly the reinforcer is delivered after the target behavior

The magnitude of a reinforcer pertains to

a. the effort required to earn reinforcement b. the learner's interest in the reinforcer **c. the intensity of the reinforcer**

The "quality" of a reinforcer refers to

a. the evocative effect of the reinforcer on behavior b. the intensity of the reinforcer c. the preferable features of the reinforcer compared to similar reinforcers **d. the level of individual preference for that reinforcer relative to other reinforcers**

To maintain potent establishing operations (EO) for reinforcers, you may

a. use more primary reinforcers b. add a delay to the delivery of the reinforcer c. provide more preferred reinforcers **d. vary the properties of the reinforcer**

Initial criteria for reinforcement should be set

a. very low to make the task easy for the learner **b. so that the first responses are likely to contact reinforcement** c. at the maximum level of performance during baseline

When two or more events are functionally related to each other, they can be said to have a _____ relationship.

a.continguous b.conditional **c. contingent**