G-06

For nonreaders, young children, and individuals with severe learning disabilities, instructions *double ?*

*(all of the above)* - can be presented visually or orally - should be presented using stimulus-response relations present in the learner's repertoire - should be directly taught such as in role plays of situations to which they apply

Before using instructions to prompt behavior ("Put the toys in the box"), you should *double ?*

*(all of the above)* - determine whether the person responds to verbal antecedents - ensure that the target behavior is in the person's repertoire - ensure the environment is set up to support the target behavior

A person's behavior is less likely to be responsive to instructional control when

*(all of the above)* - instructions are inconsistent with natural contingencies - instructions are used too frequently or used .. - following instructions has historically resulted in undesirable outcomes ..

rules and instructions are more effective when they are

*(all of the above)* - stated positively - simple and short - written in objective terms

Which is the best rule? *double ?*

*- if you drive over the speed limit, you may get a ticket* - receiving a speeding ticket will cost you at least $200 and you may not want to drive for a while - a ticket will cost you at least $200 ... - if you drive over the speed limit, you will definitely ..

rules and instructions are most effective when they

*- include specific descriptions of behavior & specific circumstances under which the rules are to be followed* - include specific circumstances under which the rules are to be followed and small, cumulative consequences - do not include deadlines - include specific descriptions of behavior & when the consequences..

Which is the best rule?

*If I floss every morning, I'll keep my teeth for a very long time* - data indicate that flossing is good for ... - i should floss every morning ... - if i floss, i'll keep my teeth for a very ...

For nonreaders, young children, and individuals with severe learning disabilities, instructions *double ?*

*can be presented visually or orally* - must not be strictly enforced - are generally more effective than contingency management - (all of the above)

Which is the best rule? *double ?*

*children who put their toys in the box within the next 2 minutes will get a special snack* - children who put their toys in the box within the next 2 minutes will be reinforced - when the area is neat & everything is in its place, there are fewer accidents

Before using instructions to prompt behavior ("Put the toys in the box"), you should *double ?*

*determine whether the person responds to verbal antecedents* - gradually thin the reinforcement schedule to mimic the natural environment - determine which behaviors the person can't do that need to be instructed - (all of the above)

Rules and instructions that are stated negatively (that indicate what NOT to do)

*do not specify behavior that is likely to be reinforced* - are more likely to result in the desired behavior - are better for controlling behaviors targeted for reduction - (all of the above)

Rules and instructions are most effective when they

*include specific circumstances under which the rule is to be followed and the consequences are probable* - include specific descriptions of behavior and when the consequences are improbable - do not include deadlines - include specific descriptions of behavior & vague circumstances under which the rules are to be followed

a person is less likely to follow instructions when

*instructions are inconsistent with natural contingencies of reinforcement* - the person has a deficient mand repertoire - they are used occasionally as a means of restricting the person's behavior - (all of the above)

rules and instructions are most effective when

*other behavior in one's repertoire is under instructional control* - the individual has a history of contingency shaped behavior - they do not include deadlines - the instructions account for the universe of ...

Rules and instructions are most effective when

*they are presented at an optimal rate* - the instructions account for the universe of situations which the individual may .. - all of the other behavior in the person's repertoire is contingency .. - (all of the above)

A behavior may come under the control of a rule

*without having contacted the consequences specified by that rule* - regardless of whether the learner has a history of following rules - as long as the rule is not restrictive - only when it has contacted the consequences specified ..