ABA Final

independent group contingency.

A parent tells their children, "Anyone who earns all 'A's on his or her report card will get $50 at the end of the semester." This is an example of a(n): independent group contingency. dependent group contingency. interdependent group contingency.

fixed interval

A schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced. This describes which of the following? fixed interval conjunctive schedules of reinforcement fixed ratio variable interval

a contingency of reinforcement

A schedule of reinforcement is a rule that describes which of the following? the type of reinforcer that will yield the best results in terms of increasing or decreasing a behavior the strength of reinforcement to deliver a contingency of reinforcement the boundaries of reinforcement

non-discriminated compound

A student is assigned daily math worksheets always of the same color. Sometimes the student receives a reinforcer after 10 correct answers; sometimes reinforcement follows the first correct answer after a 1-min interval has elapsed from the preceding reinforcement. Which schedule of reinforcement does this describe? non-discriminated compound discriminated compound compound lag descriminated, chain-lagged

A. promoting the generalization and maintenance of behavior change. C. suitability for targeting private events. D. the fact that a small repertoire of self-management skills can control many behaviors.

Advantages of self-management include (select all that apply) A. promoting the generalization and maintenance of behavior change. B. reducing work for teachers and parents having to do with students/children. C. suitability for targeting private events. D. the fact that a small repertoire of self-management skills can control many behaviors. E. the fact that once in place, it requires little oversight or evaluation.

positive practice overcorrection

After dumping the contents of her vial of unicorn and stars glitter on the floor, Ariel must first *sweep up the glitter off the floor* and then practice carefully sprinkling glitter onto her art project three times in a row. The underlined portion exemplifies which of the following? positive practice overcorrection contingent exercise restitutional overcorrection response interruption and redirection

restitutional overcorrection

After dumping the contents of her vial of unicorn and stars glitter on the floor, Ariel must first sweep up the glitter off the floor and then practice carefully sprinkling glitter onto her art project three times in a row. The underlined portion exemplifies which of the following? restitutional overcorrection response interruption and redirection contingent exercise positive practice overcorrection

reinforcement and extinction

All differential reinforcement procedures use what two principles of behavior? reinforcement and punishment positive and negative reinforcement reinforcement and extinction punishment and extinction

Extinction burst

An adult with intellectual and developmental disabilities gets up frequently during the night to talk and check on awake overnight staff in the group home. When an extinction procedure is implemented and staff no longer talk with the individual during the night, the individual gets up even more frequently for the first three nights. This secondary effect of extinction is referred to as a/an: Spontaneous recovery Behavioral resurgence Extinction burst Extinction-induced variability

performs the final behavior that contacts the terminal reinforcer during every instructional trial.

An advantage of backward chaining is that the learner: All answers are correct. performs the final behavior that contacts the terminal reinforcer during every instructional trial. starts with the first step of the behavior chain during every instructional trial. gets to practice every step of the behavior chain during every instructional trial.

False

An extinction burst is the reoccurrence of a previously reinforced behavior when reinforcement for an alternative behavior is terminated.

Andrea can take a break and leave the table after one step of an art task is completed. Andrea must stay at the table if refusals occur.

Andrea, a 4-year-old nonverbal child, exhibits noncompliant behavior in the form of refusing to participate when asked to work on art activities at a table. You found that this is not a preferred activity and therefore, breaks from the task would be an effective reinforcer. Which of the following exemplifies an appropriate DRA procedure to use? Set a limit on the number of times Andrea is allowed to refuse. If refusals are at or below the limit, Andrea can leave the art table. When the limit is exceeded, Andrea must stay at the art table. Set a timer for 10 seconds. Andrea can leave the art table if any behavior other than noncompliance occurs. If noncompliance occurs, Andrea must stay at the art table. Andrea is taught to say "break". Andrea can leave the art table after she has completed the project and then says "break". Andrea can take a break and leave the table after one step of an art task is completed. Andrea must stay at the table if refusals occur.

Contrived contingency

Any contingency of reinforcement (or punishment) designed and implemented by a behavior analyst or practitioner to achieve the acquisition, maintenance, and/or generalization of a targeted behavior change

Naturally existing contingency

Any contingency of reinforcement (or punishment) that operates independent of the behavior analyst's or practitioner's efforts; include those that operate without social mediation and socially mediated contingencies contrived and implemented by other people in the generalization setting

generalization setting

Any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired.

Nonreinforcement of a response class results in the learner engaging in a topographically different response

Extinction-induced variability is likely to occur under which circumstances? Nonreinforcement of a response class results in the learner engaging in a topographically different response Response generalization results in the learner engaging in a topographically similar response Nonreinforcement of a response class results in the learner engaging in a topographically similar response Reinforcement of successive approximations of the terminal behavior results in the learner engaging in a topographically similar response

that produces a desired improvement in behavior

self-management is best defined as the personal application of behavior change tactics: A. that produces a desired improvement in behavior. B. that optimizes access to reinforcement. C. in order to replace bad habits with good ones. D. that improves self-control.

Automatic reinforcement

A child spent most of the classroom free time sitting on the floor rocking while waving a toy fan at eye level making the light coming from the window appear to "flicker". Which form of an extinction procedure would be the most appropriate to use in this circumstance? Extinction of behavior maintained by: Neutral reinforcement Automatic reinforcement Negative reinforcement Positive reinforcement

scalloped pattern

A fixed interval schedule typically produces which pattern of responding? moderate and steady slope high and steady slope scalloped pattern stair-step or rise and run pattern

fixed ratio

A schedule of reinforcement requiring a constant number of responses prior to receiving reinforcement describes: variable interval DRH fixed ratio DRL

FI 5-min schedule with a 30s limited hold

A subway train arrives every 5 minutes. Upon arrival, the doors open, and remain open for 30 seconds. If you miss the train, you have to wait the 5 minute interval to elapse before you can get on the train again. The arrival of the train is considered to be on which type of schedule? VR 5-min schedule with a 30s limited hold VI 5-min schedule with a 30s limited hold FI 5-min schedule with a 30s limited hold FR 5-min schedule with a 30s limited hold

General Case Analysis

A systematic method for selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting

dependent group contingency.

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." This is an example of a(n): independent group contingency. dependent group contingency. interdependent group contingency.

C. providing response prompts.

Antecedent based self-management tactics include 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.)

method of recording whether or not the learner has engaged in the required task. description of the reward(s). criterion for the required task.

Important features of a contingency contract include (mark all that apply): method of recording whether or not the learner has engaged in the required task. procedure for exchanging tokens for backup reinforcers. description of the reward(s). criterion for the required task.

be generalized, conditioned reinforcers.

In a token economy, the tokens should: be generalized, conditioned reinforcers. be tangible items like coupons or poker chips. possess intrinsic value to a learner. All answers are correct.

True

It is possible for problem behaviors to be learned by shaping.

compound; combining number of responses and time

Marita receives a worksheet with geography identification problems. After 15 problems have been answered correctly, the first correct answer after an elapse of 2 min produces reinforcement. This describes which kind of schedule of reinforcement? lag compound; combining number of responses and time compound; contingent upon number of responses compound; contingent upon time

False

TRUE or FALSE. The process of differential reinforcement during shaping results in response generalization.

Johannes mands for candy frequently in the presence of her grandma and also in the presence of her friends' grandmothers.

Which of the following describe stimulus generalization? Johannes mands for candy frequently in the presence of her grandma and also in the presence of her friends' grandmothers. Johannes mands for candy frequently in the presence of her grandma, but rarely mands for candy in the presence of her mother. While in the presence of Grandma, Johannes mands for candy, popcorn, and chips. Johannes mands for candy frequently in the presence of her grandma, and she mands for chips when in the presence of her mother.

instructional setting

-Denotes the environment where teaching occurs ▪Including all planned or unplanned aspects of the environment that may influence the learner's acquisition and generalization of the target behavior

nonexclusion time-out, planned ignoring.

A BCBA was coaching a mother through a clean-up activity with her son. At one point, the mother instructed the son to give her an item and the son dropped to the floor and began crying. The BCBA asked the mother to get up, walk a few steps away from her son, and water the plants without looking or saying anything to her son. The mother did as asked and resumed interacting with her son after her son got up from the floor and stopped crying. This procedure most closely exemplifies: nonexclusion time-out, select space time-out. exclusion time-out, time-out room. exclusion time-out, planned ignoring nonexclusion time-out, planned ignoring.

exclusion time-out in time-out room.

A BCBA was recruited to work with a young girl who climbed on top of all the furniture at his home. This behavior had led to two trips to the emergency room due to falls from high furniture. The BCBA trained the young girls's mother on the following procedure. When the girl climbs on top of any piece of furniture, immediately pull her down. Tell her, "No climbing" and gently lead him to the room next door and place her in a booster seat attached to a chair for 2 min. Use the mounted baby cam in that room to monitor her for safety while she is sitting in the chair. Do not allow her siblings or others to interact with her. Also, turn off the television in the main room while she is in the chair. When 2 minutes have passed, the child may get up from the chair and resume her previous activities. The girl's rate of furniture climbing decreased shortly after her mother began implementing the procedure. This procedure most closely exemplifies exclusion time-out and contingent observation in time-out room nonexclusion time-out, select space time-out. nonexclusion time-out, planned ignoring. exclusion time-out in time-out room.

compound

A _________schedule of reinforcement consists of two or more basic schedules of reinforcement. The schedules can occur successively or simultaneously and with or without discriminative stimuli. Reinforcement may be contingent on meeting the requirements of each component schedule independently or in combination. compound lag progressive chained

VI 75s schedule with a 45s limited hold

A man is crossing the street. He presses the pedestrian crossing button. He could wait 30 seconds or 2 minutes for the sign to turn, but on average, the wait is 75 seconds. When the pedestrian crossing sign turns, the man has 45 seconds to cross the street, or he has to wait for the interval an average of 75 sec to elapse again before having access to the reinforcement (being able to cross the street) Which schedule of reinforcement is described? VI 75s schedule with a 45s limited hold FI 75s schedule with a 45s limited hold VR 75s schedule with a 45s limited hold FR 75s schedule with a 45s limited hold

All answers are correct.

A method for withdrawing a token system is to gradually make more of activities and privileges used as backup items be those found in the untrained setting. All answers are correct. decrease the length of time the token economy is in effect. increase the number of responses required to earn a token.

variable ratio

A schedule of reinforcement requiring an average number of responses prior to receiving reinforcement. conjunctive schedules of reinforcement describes: variable ratio fixed ratio mixed schedules conjunctive schedules of reinforcement

interdependent group contingency.

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." This is an example of a(n): dependent group contingency. interdependent group contingency. independent group contingency.

shaping within response topography

A wrestling coach gradually decreases the amount of time wrestlers must take to perform 20 push-ups. This is an example of behavior chaining shaping across response topographies. stimulus fading. shaping within response topography

A = an example of interval DRH to increase behaviors B = an example of full-session DRH to increase behaviors

A: Sarah's baseline rate of raising her hand to ask the teacher questions is 1x per 1hr. To receive a sticker, she must raise her hand at least 1x per 20-min interval, and the intervals are gradually reduced until she raises her hand at least 1x per 10min. B: Antwone's baseline rate of raising his hand to ask the teacher questions is 3x per 1hr. To receive a sticker, he must raise her hand at least 6x per 1hr. A = an example of _____________ to ____________ behaviors B = an example of _____________ to ____________ behaviors A = an example of interval DRH to decrease behaviors B = an example of full-session DRH to decrease behaviors A = an example of interval DRH to increase behaviors B = an example of full-session DRH to increase behaviors A = an example of full-session DRH to increase behaviors B = an example of interval DRH to increase behaviors A = an example of full-session DRH to decrease behaviors B = an example of interval DRH to decrease behaviors

a phenomenon in which the change in one component of a multiple schedule that increases or decreases the rate of responding on that component is accompanied by the response rate changing in the opposite direction on the other, unaltered component of the schedule

Behavioral contrast is best defined by which of the following: the rationale for using interventions that feature unconditioned punishers as default technologies contingent on each occurrence of the problem behavior, the learner is required to engage in effortful behavior that is directly or logically related to the problem behavior a phenomenon in which the change in one component of a multiple schedule that increases or decreases the rate of responding on that component is accompanied by the response rate changing in the opposite direction on the other, unaltered component of the schedule the rationale which explains why punishment may evoke aggressive behavior with respondent and operant components

backward chaining.

Christoph is teaching Sandie to make boxed macaroni and cheese. Christoph helps Sandie perform all steps of the task, except the last one: serve the macaroni and cheese on a plate. Christoph prompts this last step until Sandie can do it independently. Once Sandie has mastered serving the macaroni and cheese on a plate, Christoph helps Sandie peform all steps of the task, except stirring and serving the macaroni and cheese (the last two steps). Christoph is teaching Sandie via shaping. backward chaining. forward chaining. total-task chaining.

four-term; Conditional sample → Discriminative stimulus → Response → Reinforcement

Conditional discriminations operate at the level of a ______________ contingency, which includes ____________________. four-term; Conditional sample → Discriminative stimulus → Response → Reinforcement three-term; Conditional stimulus → Response → Reinforcement two-term; Conditional Stimulus → Reinforcement four-term; An instructional task → Discriminative stimulus → Response → Reinforcement

multiple

During a daily reading practice activity, Christiano is given a pink worksheet or a yellow worksheet. Which color worksheet is assigned each day varies randomly. Regardless of color, each worksheet contains a mix of 20 vocabulary items. On pink worksheet days, the student earns a reinforcer for each 10 correct answers. On yellow worksheet days, the student receives a reinforcer each time he correctly answers a variable number—on average, 5—of the items. Which compound schedule of reinforcement does this describe? multiple chained progressive fixed

forward chaining.

During an aerobics class, the instructor introduces the class to a new routine. He has everyone perform one step of the routine multiple times and asks, "Has everyone got it?" The students yell, "Yeah!" The instructor responds, "Adding on!" and shows the class another step. Once they have learned that step, the instructor has the class perform the first step, followed by the second step, and "adds on" again. The instructor repeats this process until the class is performing a long, complex routine at the end of the hour. The instructor's procedure exemplifies forward chaining. total task presentation. backward chaining. stimulus shaping.

VR 2: Johnny receives a sticker after the 2nd, 3rd, and 6th correct responses.

For every, on average, 2 times that Johnny correctly answers a reading comprehension question, his teacher gives him a sticker. Which one of the following describes this schedule of reinforcement? VR 2: Johnny receives a sticker after the 3rd, 5th, and 7th correct responses. FI 2: Johnny receives a sticker after the 2nd, 4th, and 7th correct responses. FI 4: Johnny receives a sticker after the 4th, 8th, and 12th correct responses. VR 2: Johnny receives a sticker after the 2nd, 3rd, and 6th correct responses.

D. are not fully implementing the procedure.

If self-instruction among children is not producing desirable results, it may be because they A. already possess the target response in their repertoire. B. have a history of being reinforced for following self-instructions. C. are focusing on behavior most subject to consequences. D. are not fully implementing the procedure.

keeping hands in pockets.

If using DRI to decrease Melinda's hitting other children in the hallway, which behavior would be reinforced as Melinda walks down the hall? doing anything other than hitting peers. keeping hands in pockets. smiling at peers. saying "hi" to peers.

brief periods of non-exclusion

In general, therapists should consider using which form of time-out before all others? long periods of non-exclusion brief periods of exclusion brief periods of non-exclusion long periods of exclusion

Automatic

Joey engages in repetitive play that involves lining up toy trucks according to color and size. He will engage in this play for over thirty minutes when he is alone in his room and his mother is working virtually from home. He does appear to enjoy this toy play. In fact, he grumbles sometimes during this play. He does not receive any praise or feedback from his mother about this toy play, and as he engages in the toy play, the future likelihood of the toy play frequency increases. What type of reinforcement is likely maintaining Joey's toy play? Positive Negative Automatic Arbitrary

SD for reinforcement

Johannes has learned that when he is at Grandma's house, when he mands for candy, she nearly always gives him one gummy bear. However, when home with his mother, manding for candy always results in a polite offer, "How about a carrot, sweetie?" and Johannes typically declines the carrot. In this case, what does Grandma likely serve as? Punisher Reinforcer SD for reinforcement SDelta for reinforcement

SDelta for reinforcement

Johannes has learned that when he is at Grandma's house, when he mands for candy, she nearly always gives him one gummy bear. However, when home with his mother, manding for candy always results in a polite offer, "How about a carrot, sweetie?" and Johannes typically declines the carrot. In this case, what does Mom likely serve as? Punisher SD for reinforcement SDelta for reinforcement Reinforcer

The sheet of stickers was not provided right after Josephina's period of engaged time on Monday. Josephina did not perceive that getting a sheet of stickers was contingent upon engagement with academic tasks.

Mr. Mau wants to increase Josephina's amount of time engaged in academic tasks and use a sheet of stickers to reinforce that class of behavior. On Monday, Josephina was is observed engaged in her spelling practice (Cover-copy-compare) for a full 20 minutes from 9-9:20 am. At 12pm, Mr. Mau hands her a sheet of stickers to put in her desk, and Josephina smiles. However, on Tuesday and Wednesday, Josephina only spends 5 minutes each day on spelling practice. In terms of the sheet of stickers as a potential reinforcer for engaging in academic tasks, what aspect of Mr. Mau's practice make it unlikely that the sheet of stickers will serve to reinforce Josephina's engagement with tasks? Select all that apply. The sheet of stickers was not provided right after Josephina's period of engaged time on Monday. Josephina did not perceive that getting a sheet of stickers was contingent upon engagement with academic tasks. Mr. Mau should have provided mutliple stickers as reinforcement. Mr. Mau provided a reinforcer that few children enjoy.

(a) verbal response prompt (b) = information that indicates a non-controlling prompt

Mr. Pei is teaching Zheng-yun to write the letters in her first name in Chinese script. Each learning trial to teach the word "Zheng" involves: 1.Antecedent stimulus: Mr. Pei says, "Write Zheng.'" 2.Opportunity for Zheng-yun to respond: If after 3s, Zheng-yun does nothing, Mr. Pei (a) says, remember, the first stroke goes down, and the next stroke goes across - which is (b) assistance that may or may not be enough help for Zheng to demonstrate the skill accurately (i.e., she may need more intrusive prompts to achieve the correct response). 3.Consequence: Praise for correct writing or error correction for mistakes. The underlined portions (a and b) represent which of the following? (a) verbal response prompt (b) = information that indicates a non-controlling prompt (a) verbal response prompt (b) = information that indicates a controlling prompt (a) verbal stimulus prompt (b) = information that indicates a non-controlling prompt (a) verbal stimulus prompt (b) = information that indicates a non-controlling prompt

post the contract near the areas of the chores and raise the reward.

Ms. Aguilera developed a contingency contract with the intention of helping her teenager to complete his chores. After a week he has only met the criterion twice. Of the following changes she could make, the one most likely to remedy this problem would be to: add a performance record to the contract and post it near the areas of the chores. post the contract near the areas of the chores and raise the reward. add a performance record to the contract and raise the criterion. post the contract near the areas of the chores and reduce the reward for each missed chore.

(a) gestural response prompt (b) = information that indicates a controlling prompt

Ms. Nguyen is teaching Carol To write the letters in her first name. Each learning trial to teach the letter "C" involves: 1.Antecedent stimulus: Ms. Nguyen says, "Write capital 'C'" 2.Opportunity for Carol to respond: If after 3s, Carol does nothing, Ms. Nguyen (a) uses her pointer finger to trace a capital "C" in the air - which is (b) assistance that nearly guarantees that Carol will demonstrate the skill accurately. 3.Consequence: Praise for correct writing or error correction for mistakes. The underlined portions (a and b) represent which of the following? (a) gestural stimulus prompt (b) = information that indicates a non-controlling prompt (a) gestural response prompt (b) = information that indicates a non-controlling prompt (a) gestural stimulus prompt (b) = information that indicates a non-controlling prompt (a) gestural response prompt (b) = information that indicates a controlling prompt

consequence of the model; model

Observational learning can be differentiated from imitation because observational learning includes observing the _____________, but imitation requires observing a _____________. model; consequence of the model model: prompt consequence of the model; model MO of the model; consequence of the model

An establishing operation for negative reinforcement.

Patrick is the father of twin toddlers. He's currently working from home but has an ear infection that cause extreme irritation when he hears loud noise. When Patrick joins professional zoom meetings with his headphones on, one of his toddlers, Ahmed, has noticed the sound of the zoom meetings and recently figured out how to open his father's office door and then starts dancing and giggling. Each time this happens, Patrick turns off his zoom camera, mutes his speaker, and then delivers are gentle reprimand: "Ahmed, please leave the room." Ahmed dances and giggles more loudly. Then, Patrick allows Ahmed to stay in his office, saying, "Ok, you can stay. Just sit on my lap and be quiet." Ahmed then usually climbs onto Patrick's lap and stops giggling and dancing. Thus, when Ahmed says, "Ok, you can stay. Just sit on my lap and be quiet" (i.e., allows Patrick to stay in the room), in the future, during the beginning of Patrick's zoom meeetings, Ahmed is more likely to open the door, giggle, and dance. In reference to the negative reinforcement that occurs when Ahmed stops giggling and dancing, what does the pain from Patrick's ear infection serve as? An establishing operation for negative reinforcement. An establishing operation for positive reinforcement. An abolishing operation for positive reinforcement. An abolishing operation for negative reinforcement.

Patrick's saying (e.g., "Ok, you can stay. Just be quiet,") has been negatively reinforced when Ahmed climbs onto Patrick's lap and stops giggling and dancing.

Patrick is the father of twin toddlers. He's currently working from home. When Patrick joins professional zoom meetings with his headphones on, one of his toddlers, Ahmed, has noticed the sound of the zoom meetings and recently figured out how to open his father's office door and then starts dancing and giggling. Each time this happens, Patrick turns off his zoom camera, mutes his speaker, and then delivers are gentle reprimand: "Ahmed, please leave the room." Ahmed dances and giggles more loudly. Then, Patrick allows Ahmed to stay in his office, saying, "Ok, you can stay. Just sit on my lap and be quiet." Ahmed then usually climbs onto Patrick's lap and stops giggling and dancing. Thus, when Ahmed says, "Ok, you can stay. Just sit on my lap and be quiet" (i.e., allows Patrick to stay in the room), in the future, during the beginning of Patrick's zoom meeetings, Ahmed is more likely to open the door, giggle, and dance. In reference to Patrick's behavior allowing Ahmed to stay and sit on his lap (e.g., "Ok, you can stay. Just be quiet,") what appears to have occurred in this situation? Patrick's saying (e.g., "Ok, you can stay. Just be quiet,") has been positively reinforced when Ahmed climbs onto Patrick's lap and stops giggling and dancing. There is not enough information to answer this question. Patrick's saying (e.g., "Ok, you can stay. Just be quiet,") has been negatively reinforced when Ahmed climbs onto Patrick's lap and stops giggling and dancing. Patrick's saying (e.g., "Ok, you can stay. Just be quiet,") has been positively punished when Ahmed climbs onto Patrick's lap and stops giggling and dancing.

B. rule-governed analogs of reinforcement and punishment contingencies.

Performance-management contingencies are best viewed as A. primarily a function of self-administered operant reinforcement. B. rule-governed analogs of reinforcement and punishment contingencies. C. largely a matter of negatively reinforced guilt avoidance. D. simple and well-understood.

antecedent exercise

Prior to working on counting skills with a Eric, a young student who engaged in self-stimulatory hand flapping, Mrs. Garcia, his behavior technician, would vigorously run down the sidewalk and back for 10 minutes with him. After finishing 10 minutes of running back and forth, Mrs. Garcia would start his instructional session. This is an example of using which strategy? enriched environment antecedent exercise high-p instructional sequence contingent exercise

implements contingency elements randomly.

Problems with scapegoating in group contingencies may be avoided if the behavior analyst: implements contingency elements randomly. provides noncontingent reinforcement to the victim. sets high performance criteria for all students. uses interdependent contingencies.

Overgeneralization

Refers to an outcome in which the behavior has come under the control of an overly broad stimulus class.

A. by monitoring the most important dimension of the target behavior. B. if it is easy to do.

Self-monitoring can be made more effective (select all that apply) A. by monitoring the most important dimension of the target behavior. B. if it is easy to do. C. if monitoring responses occurs as little as possible. D. when the need for supplementary cues or prompts can be avoided. E. when accurate self-recording is guaranteed.

all of the above

Self-monitoring is often part of an intervention package that may include A. self-assessment. B. reinforcement delivered by others. C. self-administered consequences. D. (all of the above.)

False

TRUE or FALSE. A behavior chain with a limited hold results in performance that is highly accurate, but not necessarily fluent.

True

TRUE or FALSE. A decrease in the frequency of the behavior must be observed before a consequence-based intervention qualifies as a punishment procedure.

true

TRUE or FALSE. A desired change in the target behavior must occur for self-management to be demonstrated

True

TRUE or FALSE. A post-reinforcement pause is typically associated with fixed interval and fixed ratio schedules of reinforcement.

True

TRUE or FALSE. An imitative repertoire is required for modelling to be an effective prompt.

FALSE. Antecedent-based self-management tactics include provision of response prompts and bringing challenging work under the control of a narrow set of stimulus conditions, among other tactics.

TRUE or FALSE. Antecedent-based self-management tactics include provision of stimulus prompts and bringing challenging work under an array of stimulus conditions.

False

TRUE or FALSE. Contingency independent antecedent interventions rely on differential consequences for the target or alternative behavior.

FALSE. Quite the opposite: the steeper the discounting, the greater the impulsivity or inability to "delay gratification."

TRUE or FALSE. Discounting the value of delayed rewards is a phenomenon associated with greater impulse control.

False

TRUE or FALSE. Each stimulus change in a behavior chain serves as an SD for the subsequent response and as a conditioned reinforcer for the preceding response.

False

TRUE or FALSE. For reinforcement to work, the individuals involved must be aware that reinforcement has occurred.

False

TRUE or FALSE. Functional communication training establishes an appropriate communication behavior to compete with problem behaviors evoked by an abolishing operation.

True

TRUE or FALSE. If a learner already has a number of behaviors within their repertoire, one might use chaining to teach new skills by arranging those behaviors into unique sequences.

False

TRUE or FALSE. If the reinforcing value of time-in is diminished, timeout procedures will likely be more effective.

True

TRUE or FALSE. In the early stages of imitation training, practitioners should reinforce occurrences of either a prompted or true imitation on an intermittent schedule.

true

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.

False

TRUE or FALSE. Once you have developed a task analysis, it is not recommended to change the sequence of steps, add steps, or remove steps within the TA, as this may invalidate the TA.

FALSE. Self-evaluation involves the comparison of a person's performance by himself/herself with a predetermined goal or standard.

TRUE or FALSE. Self-evaluation involves the comparison of a person's performance by himself/herself with goals or standards of other individuals.

FALSE. Self-monitoring is a tactic that was originally conceived as a method of clinical assessment.

TRUE or FALSE. Self-monitoring is a tactic that was originally conceived as a method of instructional assessment.

False

TRUE or FALSE. Stimulus generalization and stimulus discrimination are similar operations.

False

TRUE or FALSE. Task analyses should break up the skill into the smallest increments possible (resulting in an increased number of steps). This ensures the TA will be complete and increase the likelihood of the learner's success.

False

TRUE or FALSE. The behavior that occurs temporally farthest from the presentation of a reinforcer will be strengthened by its presentation.

False

TRUE or FALSE. The research literature has repeatedly shown that the total-task chaining procedure is the most effective method of chaining.

False

TRUE or FALSE. Typically developing children and children with developmental disabilities initially acquire many skills by imitating planned and unplanned models.

True

TRUE or FALSE. When the topography of a previous imitation occurs in the absence of the model it is not imitative behavior.

False

TRUE or FALSE. When using a high-p instructional sequence, behaviors should be selected from any new behaviors meant for acquisition, and the inter-request interval should be fairly long to allow wait time to respond.

False

TRUE or FALSE. With shaping, behavior is changed by gradually changing the antecedent stimulus. Whereas with fading, behavior is changed by gradually changing the response requirement.

wishes to avoid developing multiple individual plans.

The Good Behavior Game could be useful when a practitioner: wishes to avoid developing multiple individual plans. isn't interested in social behavior. suspects it will take a long time to change a behavior. fears that learners may place undue pressure on their peers.

matching law

The allocation of behavior with concurrent schedules of reinforcements, where rates of responding across choices are distributed in proportions that match the rates of reinforcement received when each schedule is independently in place or in a manner that produces the maximum amount of reinforcement. This describes: matching law ratio strain behavioral contrast schedule thinning

the learner gets equal practice with every step of the behavior chain during every instructional trial.

The most significant advantage of total-task chaining is that: the learner performs the final behavior that contacts the terminal reinforcer during every instructional trial. it is easier to link smaller behavior chains together, forming the larger behavior chains necessary to perform a new skill. it may require fewer total responses during some instructional trials due to passive engagement in earlier steps of the behavior chain. the learner gets equal practice with every step of the behavior chain during every instructional trial.

A. habit reversal.

The self-management tactic to which Skinner referred to as "doing something else" is a key element of A. habit reversal. B. massed practice. C. self-instruction. D. self-directed systematic desensitization.

Faulty stimulus control

The target behavior comes under the restricted control of an irrelevant antecedent stimulus

C. reduce delay discounting.

The use of progressive delay, intervening activities, or commitments can A. reduce the likelihood of choosing a larger, later reward. B. increase the likelihood of choosing a smaller, sooner reward. C. reduce delay discounting. D. increase delay discounting.

Abative effects of an abolishing operation Establishing effects of an establishing operation Behavioral momentum

Through what processes does a high-probability instructional sequence reduce problem behavior? Select all that apply. Abative effects of an abolishing operation Reducing the potency of reinforcement for noncompliance Establishing effects of an establishing operation Behavioral momentum

unwanted behaviors may be inadvertently reinforced. it can be very labor intensive for very frequent behaviors. it does not teach any new skills.

What are/is the disadvantage(s) of using DRO is that (mark all that apply): incompatible behaviors may not be in the learner's repertoire. unwanted behaviors may be inadvertently reinforced. it can be very labor intensive for very frequent behaviors. it does not teach any new skills. there is an initial increase in problem behavior.

DRI involves reinforcing a behavior that is incompatible with the problem behavior, whereas DRA involves reinforcing an alternative behavior that may not be incompatible.

What is the difference between DRI and DRA? There is no difference between DRI and DRA. DRA involves reinforcing anything other than the problem behavior, whereas DRI involves reinforcing any behavior that is incompatible with the problem behavior. DRI involves reinforcing an alternative behavior that may not be incompatible with the problem behavior, whereas DRA involves reinforcing a behavior that is incompatible with the problem behavior. DRI involves reinforcing a behavior that is incompatible with the problem behavior, whereas DRA involves reinforcing an alternative behavior that may not be incompatible.

In a momentary DRO, the observer looks for the behavior at the moment the interval ends, and in an interval DRO, the observer looks for the behavior throughout the entire interval.

What is the difference between momentary DRO and interval DRO?. In a momentary DRO, the individual is required to engage in an incompatible behavior at the moment the interval ends, and in an interval DRO the target behavior must be absent throughout the whole interval. A momentary DRO is usually conducted for shorter time intervals than an interval DRO. In a momentary DRO, the observer looks for the behavior at the moment the interval ends, and in an interval DRO, the observer looks for the behavior throughout the entire interval. A momentary DRO is usually more effective early on in its implementation, and an interval DRO is more effective later in its implementation.

Negative reinforcement

When a student was given a work sheet in class, the child whined and crawled under the desk. The student remained under the desk until the teacher removed the work sheet and provided no other work. Which form of an extinction procedure would be the most appropriate to use in this circumstance? Extinction of behavior maintained by: Neutral reinforcement Automatic reinforcement Positive reinforcement Negative reinforcement

A. a possible outcome of self-management, not the means by which it is achieved. D. impulse control as a target of intervention.

When behavior analysts discuss "self-control," the term refers to (select all that apply) A. a possible outcome of self-management, not the means by which it is achieved. B. self-management, with which it is interchangeable. C. the independent variable in a self-management program, not the dependent variable. D. impulse control as a target of intervention.

document whether or not the procedures results in a rapid suppression of problem behavior

When considering using exclusion time-out procedures, it is important to collect behavioral data before, during, and after the procedure in order to (select the appropriate): document whether or not the procedures are acceptable to paraprofessionals who are working with the child document whether or not the procedures results in a rapid suppression of problem behavior document the expected, large collateral decrease in non-targeted problem behaviors document whether or not the procedures are easy to implement

the initial ratio between the number of tokens earned and the price of backup items should be small.

When determining exchange ratio in a token economy, one guideline is that: if token earning decreases, the cost of backup items should increase. the initial ratio between the number of tokens earned and the price of backup items should be large. the initial ratio between the number of tokens earned and the price of backup items should be small. as token earning increases, the cost of backup items should decrease.

monitor both individual and group performance.

When implementing a group contingency, one should: suspend individual behavior change programs. focus on problem behavior. avoid the use of feedback. monitor both individual and group performance.

If the performance criterion is set too low, an excessive number of behaviors at the same behavior-performance level will be reinforced, stalling progress. If the performance criterion is set too high, extinction may occur, which will hamper progress

When reinforcing successive approximations of responses that approach the terminal behavior, behavior anaylists should consider which of the following? If the performance criterion is set too low, an excessive number of behaviors at the same behavior-performance level will be reinforced, stalling progress. If the performance criterion is set too high, extinction may occur, which will hamper progress. If the performance criterion is set too low, extinction occurs, and progress is thwarted. If the performance criterion is set too low, too few behaviors at the same behavior-performance level will be reinforced, stalling progress.

be certain that the learners possess the prerequisite skills for any target behaviors.

When setting up a token economy, it is best to: define a large number of behaviors for which tokens will be delivered so that the economy has the broadest application. apply the same criteria to all learners in the environment. be certain that the learners possess the prerequisite skills for any target behaviors. avoid luxury backup items because they evoke counter-control.

longer; no

Whereas a fixed ratio of schedule of reinforcement tends to produce ____________ post-reinforcement pauses, a variable ratio schedule of reinforcement tends to produce _____________ post-reinforcement pauses. longer; no no; longer multiple; longer longer; multiple

The teacher asked the child to "touch your nose" and allowed a break from the activity if the child complied. The teacher gave simple requests to the child throughout circle time at random intervals and reinforced the child for compliance. The teacher asked the child to count the blocks and after the child complied, gave three simple rapid requests.

Which is/are NOT example(s) of a high-p procedure? A. The teacher asked the child to "touch your nose" and allowed a break from the activity if the child complied. B. The teacher asked the child to count the blocks and after the child complied, gave three simple rapid requests. C. The teacher asked the child to touch three different body parts in rapid succession, and after the child complied, asked the child to sit in a chair. D. The teacher gave simple requests to the child throughout circle time at random intervals and reinforced the child for compliance. The teacher asked the child to "touch your nose" and allowed a break from the activity if the child complied. The teacher gave simple requests to the child throughout circle time at random intervals and reinforced the child for compliance. The teacher asked the child to touch three different body parts in rapid succession, and after the child complied, asked the child to sit in a chair. The teacher asked the child to count the blocks and after the child complied, gave three simple rapid requests.

With shaping, the antecedent stimulus for the terminal behavior stays the same, but the response progressively becomes more differentiated. With stimulus fading, the antecedent stimulus changes gradually, but the response stays essentially the same

Which of the following best describes the difference between shaping and stimulus fading? With stimulus fading, the antecedent stimulus for the terminal behavior stays the same, but the response progressively becomes less differentiated. With shaping, the antecedent stimulus changes gradually, but the response progressively becomes more differentiated. With stimulus fading, the antecedent stimulus for the terminal behavior stays the same, but the response progressively becomes more differentiated. With shaping, the antecedent stimulus changes gradually, but the response stays essentially the same. With shaping, the antecedent stimulus for the terminal behavior changes successively, and the response progressively becomes more differentiated. With stimulus fading, the antecedent stimulus remains the same, and the response progressively becomes more differentiated. With shaping, the antecedent stimulus for the terminal behavior stays the same, but the response progressively becomes more differentiated. With stimulus fading, the antecedent stimulus changes gradually, but the response stays essentially the same.

DRH

Which of the following describes a schedule of reinforcement in which reinforcement is provided at the end of an interval contingent on the number of responses emitted during the interval being greater than a predetermined criterion? DRH DRL DRO DRD

depend on differential consequences (i.e., reinforcement or punishment) for the problem behavior.

Which of the following is true about contingency dependent antecedent strategies? Contingency dependent antecedent strategies: are equivalent to default antecedent interventions. do not depend on differential consequences for the problem behavior. depend on differential consequences (i.e., reinforcement or punishment) for the problem behavior. depend on stimulus control procedures.

do not depend on differential consequences for the problem behavior.

Which of the following is true about contingency independent antecedent strategies? Contingency independent antecedent strategies: depend on differential consequences (i.e., reinforcement or punishment) for the problem behavior. depend on stimulus control procedures. are equivalent to default antecedent interventions. do not depend on differential consequences for the problem behavior.

The stimulus must be a reinforcer.

Which of the following is true in order for the withdrawal of a stimulus to successfully suppress an individual's behavior? Select all that apply: The stimulus must be a reinforcer. Rules regarding withdrawal and access must be explicitly stated. The individual must never be allowed to regain access to the stimulus at a later time. The stimulus must be presented before the behavior occurs.

The alternative communicative response should produce reinforcers that maintain the problem behavior on a dense schedule of reinforcement during the early stages of FCT Treatment should be individualized within a treatment package consisting of extinction or time-out

Which of the following reflect effective use of functional communication training (FCT)? Select all that apply. The alternative communicative response should produce reinforcers that maintain the problem behavior on a dense schedule of reinforcement during the early stages of FCT Gradually increase the density of the FI schedule to maintain the contingency between responding and reinforcement Treatment should be individualized within a treatment package consisting of extinction or time-out After the communicative response is established, the trainer should increase the frequency of deliverhing verbal prompts

The trainer gives the learner an opportunity to complete the first step of the task (getting two slices of bread). If the learner performs the first step correctly, they move on to the next step. If the learner errors, the instructor prompts the response at the necessary level and moves on to the next step. This continues until the learner performs all steps in the chain.

Which represents total-task chaining? The trainer completes all steps, except the last one (putting the bread together). The learner is taught to put the bread together. Once the learner has mastered that step, the trainer completes all but the last two steps and teaches the learner to complete them. This continues until the learner has mastered all steps in the chain. The trainer gives the learner an opportunity to complete the first step of the task (getting two slices of bread). If the learner performs the first step correctly, they move on to the next step. If the learner errors, the instructor prompts the response at the necessary level and moves on to the next step. This continues until the learner performs all steps in the chain. The learner is taught to complete the first step (getting two slices of bread) and the trainer completes the remaining steps. Once the student has mastered that step, the trainer teaches the learner how to complete the first two steps and the trainer completes the remaining steps. This continues until the learner has mastered all steps in the chain. The trainer gives the learner an opportunity to complete the first step of the task (getting two slices of bread). If the learner performs the first step correctly, they move on to the next step. This continues until the learner makes an error. After the learner makes an error, the trainer ends the task.

Use the highest intensity of punishment that is effective.

Which statement is NOT included in the procedural guidelines for the use of punishment? Consider using varied punishers. Conduct a punisher assessment. Use the highest intensity of punishment that is effective. Record, graph, and evaluate the data daily.

an appropriate behavior that is an alternative to the disruptive behaviors.

You are teaching a large group of students who are disrupting class by talking out of turn, laughing, and throwing things at each other. You want to improve their behavior, so you decide to implement a DRA intervention. To do this, you will reinforce: any behavior other than disruption. a rate of behavior that is lower than what is currently occurring. an appropriate behavior that is an alternative to the disruptive behaviors. an appropriate behavior that is incompatible with disruption.

DRI

You are working with a student who frequently gets out of the desk seat. You decide to provide reinforcement every time the student is in the desk seat for 5 consecutive minutes and to withhold the reinforcer if the student gets out of seat at any time during the 5 minutes. What type of intervention have you implemented? DRL DRI FI-DRO FM-DRO

Set a timer for 5 seconds. At the end of 5 seconds, the child can play with mom and toys if there is not finger picking, hair pulling, or face scratching at the that exact moment.

You are working with a young child with Rett syndrome who engages in very frequent self-injurious finger picking, hair pulling, and face scratching. You have observed that sitting on mom's lap while playing with toys is reinforcing, so you decide to use this as the reinforcer. You implement a fixed-momentary DRO using a 5 second interval based on baseline data. Which of the following describes a fixed-momentary DRO procedure most accurately? Set a timer for 5 seconds. At the end of 5 seconds, the child can play with mom if there has been no finger picking, hair pulling, or face scratching during the 5 seconds. Set a timer for 5 seconds. At the end of 5 seconds the child can play with mom if there were very few instances of finger picking, hair pulling, or face scratching. Set a timer for 5 seconds. At the end of 5 seconds, the child can play with mom and toys if there is not finger picking, hair pulling, or face scratching at the that exact moment. Teach the child to respond to a "fold hands" cue. Set a timer for 5 seconds and at the end of 5 seconds, prompt this response. If the child engages in "folds hands" correctly, allow play time with mom and toys. Teach the child to mand for "mom". Set a timer for 5 seconds and at the end of 5 seconds, prompt this response. If the child says "mom", allow play time with mom and toys.

True

You believe that chocolate is maintaining a child's tantrum throwing behavior, but in reality it is the attention the child receives from his mother. In this case, withholding chocolate will not extinguish the child's tantrums.

DRL

You would like to decrease the number of times a student sharpens pencils during class. However, you do not want to completely eliminate this behavior. Which type of reinforcement procedure should you use? DRA DRL DRI DRO

1 minute, 45 seconds

You would like to implement an interval DRO procedure with a student with autism to decrease hand flapping so that you can get the student to attend to work more consistently. You conduct baseline observations and find that the student stops hand flapping for about 2 minutes on average. What would an appropriate initial DRO interval be? 1 minute, 45 seconds 1 minute 2 minutes, 30 seconds 4 minutes

generalized behavior change

a behavior change that proves durable over time, appears in a wide variety of possible environments, or if it spreads to a wide variety of related behaviors

response maintenance

the extent to which a learner continues to perform a 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

Setting/situation generalization

the extent to which a learner emits a target behavior in a setting or stimulus situation that differs from the instructional setting in any meaningful way

generalized behavior change

the occurrence of relevant behavior under different, nontraining conditions (across subjects, settings, people, behaviors, and/or time) without the scheduling of the same events in those conditions

generalized behavior change

when a learner emits a trained behavior in places or at times without having to be retrained completely in those places or times, or emits functionally related behaviors that were not taught directly

Response Generalization

•The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior -Useful variations of the target behavior appear for which no instructional contingencies have been applied