ABA- III

Indicate which of the following are true (there can be multiple answers). -Only a FA can produce a functional hypothesis. -You should not worry about data quality when conducting observations during a FBA in a 'real' setting; only if research is involved. -An indirect FBA can be used to generate a functional hypothesis and design a functional intervention. -Any form of FBA should begin with an interview. -In the Umbreit article, the FA was a 'brief' FA vs. a classical or full FA.

-An indirect FBA can be used to generate a functional hypothesis and design a functional intervention. -Any form of FBA should begin with an interview. -In the Umbreit article, the FA was a 'brief' FA vs. a classical or full FA. All forms of FBA are designed to produce functional hypotheses; they differ in the types and intensity of of assessment. All FBA's should begin with interviews (how else would you know how to observe or construct FA conditions?). In Umbreit, a brief FA was conducted (few replications; see Steege and Watson). Data quality are always of concern in applied settings as well as research.

Look at the following graph from a functional analysis of Michael's head hitting. What would you conclude is the function of Michael's head hitting? (click on link FA example graphto see graph) -social positive reinforcement -social negative reinforcement -automatic reinforcement -social positive and social negative reinforcement -undifferentiated pattern

-social positive reinforcement

On the left, a brief description of one of the 'classic' conditions in functional analysis is provided. Match it with the appropriate name of the condition on the right. Student is alone, no materials available, staff member is present but does not interact; problem behaviors ignored

-test for automatic reinforcement

On the left, a brief description of one of the 'classic' conditions in functional analysis is provided. Match it with the appropriate name of the condition on the right. A relatively difficult task is provided, and the teacher frequently instructs the student to do the tasks. When problem occurs, materials are removed for 30 sec. then returned and the task instructions begin again

-test for negative reinforcement

On the left, a brief description of one of the 'classic' conditions in functional analysis is provided. Match it with the appropriate name of the condition on the right. Student is given a reasonably easy activity to do, teacher is present but neutral until a misbehavior occurs, then a mild reprimand or admonishment is provided

-test for social positive reinforcement

If we have a defective mand repertoire what are some strategies (select three that apply) to teach this verbal operant. Find a strong reinforcer that has a high motivating operation All kids learn to mand eventually, some just take longer than others Use a value altering procedure (playing with an item or adding an additional step to access an item) Using an existing mastered verbal operant like an echoic prompt and transferring control the the relevant motivating operation Avoid teaching the mand because it only requires others to do more work on behalf of someone else Use escape from aversives as the primary source of control for all mands.

Find a strong reinforcer that has a high motivating operation Use a value altering procedure (playing with an item or adding an additional step to access an item) Using an existing mastered verbal operant like an echoic prompt and transferring control the the relevant motivating operation

Match the description of an intervention (on the left) with the correct name on the right. Assume the interventions are successful. Andrea is 4 years old and nonverbal. She often becomes noncompliant (she says 'no', pulls away, or pouts in a corner) when she is told to sit at the table to work on art activities. You, as her teacher, believe that Andrea is trying to escape the task and that breaks from tasks will be an effective reinforcer for her. You divide the art period (25 minutes) into 5 minute intervals and set a limit on the number of times Andrea is allowed to say 'No'. If she exceeds the limit during any interval, she must stay at the art table. If she says 'no' fewer times than the limit during an interval, she can take a break and leave the art table for 1 minute.

Interval DRL

Program common stimuli.

Make the intervention and generalization setting similar.

teaching loosely

Make the intervention and generalization setting similar.

Match the description on the left with the most appropriate term on the right (all ultimately related to what might serve as a reinforcer and/or how powerful a reinforcer might be). Answers may be used more than once. comparing response rates when some consequence is made contingent on a behavior to when the same consequence is provided independent of any behavior (non contingent time based schedule)

Multiple schedule reinforcer assessment

Match the description on the left with the most appropriate term on the right (all ultimately related to what might serve as a reinforcer and/or how powerful a reinforcer might be). Answers may be used more than once. Keeping data on which items and activities a child engages during open and play periods in a classroom without having first provided non-contingent exposure to these items

Naturalistic free operant observation

What were the targeted behaviors (multiple possible answers)? (from white and bailey article) off task talking back noncompliance aggression throwing objects running away

Non compliance aggression throwing objects

Which of the below describes an autoshaping procedure? - It is a manual operant shaping procedure to evoke pecking. - A light cue repeatedly paired with food elicits a conditioned response on the cue. - Operant behavior that becomes respondent behavior. - Links behavioral capability and instinctive drift within a singular process.

A light cue repeatedly paired with food elicits a conditioned response on the cue.

what is a school wide program to reduce bullying by decreasing reinforcement for bullies

BP-PBS

A child in a special classroom works with the teacher sometimes and with the aide others. After consultation with a psychologist, misbehavior exhibited when the child is with the aide is immediately reprimanded and after the intervention the misbehavior decreases. Unfortunately, misbehavior when the child is with with the teacher increases.

Behavioral contrast

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: Setting/situation generalization Response generalization Setting/situation maintenance None of the above

Response generalization

What do you think the following phrase "listener responding becomes fused together" refers to from the below options The self as the listener and responder (e.g. talking to oneself) When we become our mental thoughts Where parents and caregivers know what their kids want before they do When echoic repertoires are the strongest verbal operant it guarantees that all others will be acquired

The self as the listener and responder (e.g. talking to oneself)

Match the description on the left with the most appropriate term on the right (all ultimately related to what might serve as a reinforcer and/or how powerful a reinforcer might be). Answers may be used more than once. Choosing a group of potential reinforcer and presenting them by pair until all have been paired asking the child to pick the one she likes best. Then ranking them in order of least to best.

Trail based methods

A teacher involved in a twice weekly social skills group from middle school children was concerned that skills taught and rehearsed during the group were not being utilized by group members in their regular class settings. At the end of every social skills group, she reviewed all skills that she addressed during the group, asking all students to describe one of them and describe how they would use the new skill during the same day. At the very end, she reminded all students to use their plan in their classrooms.

Train to generalize

There are interactive effects of respondent and operant conditioning which allow both to be operative in many real-world scenarios. True/False

True

Match the description of an intervention (on the left) with the correct name on the right. Assume the interventions are successful. Freddie (a 7-yr old autistic boy) often screams and yells. To reduce this the teacher sets a clock for times from 5 to 15 minutes. If he does not scream during an interval he earns a reward, if he does the clock is reset and the new interval begins.

Variable interval DRO

Match the description of an intervention (on the left) with the correct name on the right. Assume the interventions are successful. Bob often talks to his neighbors instead of working. His teacher decides to provide some rewards as follows. She uses an electric programmable timer to generate a tone at random intervals (from 1 minute to 10 minutes). If, when the tone rings, he is not talking to a neighbor he earns an extra minute of time to play with his gameboy during the freetime period at the end of the day. Variable interval Momentary DRO

Variable interval momentary DRO

John is teaching Bobby the word apple. Here is how his instructional trial is constructed:1) he puts out an apple, orange, and plum;2) he says 'touch the apple'3) If Bobby correctly touches the apple, he says "Way to go!' You touched the apple'Each time he uses this trial, which of the following should he do to minimize the chance of developing inappropriate stimulus control change the order of the three items substitute other fruit for the two distractors Change the words he uses as contingent praise Change his instructions to make them less specific none of the above

change the order of the three items

a process where a behavior shaped/selected under one set of contingencies comes under control of different contingencies and has a new function for the behaver

contingency adduction

A document specifying a relationship between completion of some task or reaching specific behavior goals and access to some specified reward

contingency contract

Match the description with the appropriate type of group contingency. Each morning the teacher randomly chooses a student and puts their name in an envelope. At the end of the day if this student has no more than one warning for misbehavior all students get 15 minutes of free time.

dependent group contingency

This question, and all questions in this HW assignment, are based on Umbreit (1995). This article describes the assessment of problem behaviors exhibited by a five year old boy with cognitive disabilities. Part of the assessment procedures discussed in this article are contained in this attached file. Umbreit file 1 Which level of FBA below was conducted as described in this document? -indirect FBA -direct descriptive FBA -functional analysis -structural analysis

direct descriptive FBA This is a direct descriptive FBA because it contains structured interviews and a survey (indirect) as well as direct observations of problem situations.

Match the given descriptions/names with the correct type of timeout hallway time-out

exclusion time out

Match the given descriptions/names with the correct type of timeout time out room

exclusion time out

A functional analysis could not be done in a classroom setting. true/false

false

Accuracy of student self monitoring is critical for the most positive outcomes true false

false

Behavioral effects of high-p sequences suggest the abative effects of an abolishing operation by increasing the value of reinforcement for non-compliance to low-p requests and reducing the aggression and self-injury typically associated with low-p requests. True False

false

Contrived contingencies are always undesirable true false

false

DRA was the appropriate intervention because increasing academic accuracy was important. true/false

false

Discrete trial teaching can only be used for simple things like labeling objects. true false

false

Engagement methods of preference assessment are best for stimuli that can be consumed (like edibles) true/false

false

For TO, the difference between the time-in and time-out situations does not need to be great. true false

false

For interventions teaching social skills to be effective, it is not particularly critical that new social behaviors result in reinforcement in natural settings true false

false

For many reasons, exclusionary TO would be preferable to nonexclusion TO. true false

false

Functional interviews are not needed for a functional analysis true/false

false

In a group contingency system, you can only randomize one of the following: target, reward, criteria true false

false

Incidental teaching and other naturalistic methods are not really methods based on ABA. true false

false

Indirect methods of preference assessment are too inaccurate to be of use. true/false

false

Initially it should require more tokens to earn a backup than when the token economy has been in place for a while true false

false

It is clear from the research that the more an intervention is self-managed, the more effective it is. true false

false

It is favorable for echoic prompts to be used without fading so that the client is prompt dependent. true false

false

It is not possible for negatively reinforced behaviors to be put under extinction, only positively reinforced behaviors. True False

false

It is not very important to produce behavior changes that contact natural communities of reinforcement true false

false

It is only important to maximize the difference between rates of reinforcement for problem and alternative behaviors when using DRA, not the other types of DR true false

false

It would be rare for a token economy to include a response cost component true false

false

Latency to respond to a question is not a relevant fluency measure to a socially appropriate interaction. true false

false

Persons with disabilities cannot be taught to self-manage true false

false

Planning for generalization should occur after you have decided that the intervention is successful. true false

false

Reinforcer assessment and preference assessment are really the same thing. true/false

false

Self management is not a very useful tool when promoting maintenance of behavior change. true false

false

Social Stories have been more effective at enhancing the acquisition of social skills than in reducing misbehavior. true false

false

Studies have consistently supported the effectiveness of using Social Stories with children on the autism spectrum. true false

false

TO is a contingent loss of the ability to earn specified reinforcers for a discrete time. Thus, response cost and TO are the same true/false

false

Teaching target persons to recruit reinforcement in the natural setting is artificial and not ultimately a good strategy. true false

false

The 'back up contingencies' were the same in the alternative class and the regular 4th grade class. True False

false

The procedure was faded by decreasing the behavior/reinforcer ratio. true/false

false

The use of video modeling has proven ineffective at improving social skill problems of children with autism. true false

false

Under extinction, there may be an immediate increase in behavior called spontaneous recovery. true/false

false

Using NCR with extinction might increase extinction induced response bursts. true/false

false

We have an excellent idea of the exact nature of which important social behaviors to target in social skill interventions. true false

false

When setting a behavior trap, you should set very high behavioral criteria for 'entering' the trap or you risk failure. true false

false

When there are behaviors interfering with the acquisition of social skills, it is almost never necessary to directly intervene by using reductive procedures. true false

false

When training social skills in a small group, it is not a good idea to ask significant others in the natural setting to reinforce behaviors taught in the group because that is an intrusive and artificial strategy. true false

false

When using high-p sequences effectively, behaviors should be selected from the current repertiore and requests should be presented at a very slow, even pace. True False

false

When using positive punishment, you should initially use a thin schedule to see if it works. true false

false

While video modeling has been effective in helping people acquire new skills, it has not been shown to be effective in decreasing problem behaviors. true false

false

t is acceptable initially to use a punishment based procedure as the first intervention with a problem true f;ase

false

What measurement procedure was used to measure target behaviors? partial interval time sampling whole interval time sampling frequency count momentary time sampling latency

frequency count

Match the description with the appropriate type of group contingency. Every student who earns 10 'being good' points (for good behavior) during the week gets to participate in the Friday pizza party.

independent group contingency

each group member earns a reward based on his/her own behavior

independent group contingency

This question is based on the same file.Umbreit file 1. If observations had NOT been conducted, which type of assessment would this have been and could it still have produced a hypothesis? -indirect FBA; could not produce a hypothesis -direct descriptive FBA; could not produce a hypothesis -functional analysis; could not produce a hypothesis -structural analysis; could not produce a hypothesis -indirect FBA; could produce a hypothesis -direct descriptive FBA; could produce a hypothesis -functional analysis; could produce a hypothesis -structural analysis; could produce a hypothesis

indirect FBA; could produce a hypothesis Without direct observation this would have been the 'simplest' form of FBA--'indirect FBA'. Yes, a hypothesis could have been generated at this point since any of the types of FBA produces a hypothesis.

Good Behavior Game

interdependent group contingency

Match the description with the appropriate type of group contingency. A teacher provides an extra 30 minutes of free time on Friday afternoon if every student makes at least 90% on the weekly spelling test.

interdependent group contingency

Match the description with the appropriate type of group contingency. The Good Behavior Game

interdependent group contingency

Fill in the blank or finishing the last word to a song is a good example of the ________ which is one of the verbal operants proposed by B. F. Skinner.

intraverbal

can be multiple answers) Relating to the idea of a learning trial, choose which of the following is correct: it involves presenting a task to a student it is an antecedent-response-consequence cycle without any prompts it is an antecedent-response-consequence cycle it includes antecedent stimuli including materials meant to be an Sd and prompts use of learning trials should be limited to blocks of massed trials learning trials are part of a strategy moving from teaching simple skills to complex skills

it is an antecedent-response-consequence cycle it includes antecedent stimuli including materials meant to be an Sd and prompts learning trials are part of a strategy moving from teaching simple skills to complex skills

What was a training method mentioned in the lecture to facilitate generative language/ instruction? Facilitated communication training or the rapid prompting method Deep brain stimuluation Using neuro linguistic programming Matrix Training

matrix training

Match the description with the appropriate generalization category. Establish behavior traps

maximize contact between desired behaviors and reinforcement

Match the description with the appropriate generalization category. Gradually delaying reinforcement for target responses until later, or even waiting to reinforce a behavior in a setting where it did not originally occur.

maximize contact between desired behaviors and reinforcement

Match the description with the appropriate generalization category. Making it difficult for target persons to discriminate which responses will be reinforced.

maximize contact between desired behaviors and reinforcement

Match the description with the appropriate generalization category. Teach the subject to recruit reinforcement.

maximize contact between desired behaviors and reinforcement

All students in a high school social skills group for withdrawn students had either a smart phone or an Ipod which they often used (with earphones) during parts of the school day when they could freely associate with friends (hallway, school bus, lunchtime, etc.). She prepared a set of audio files with prompts to initiate social interactions, and even guides for approaching other students. They used these when practicing in the group, and were asked to use them out of the group.

mediate generalization

In order to assist students in being independent from adult (teacher) prompts, a teacher taught three boys with autism to independently use a photographic based schedule of household activities, self help activities, and leisure activities. They were able to use the schedule successfully for blocks of time of more than an hour in their homes.

mediate generalization

Several students with autism had high rates of disruptive behaviors in her resource room and in general education classrooms where they spent most of the day. The teacher initially used a fixed interval DRO (5 minutes) in her classroom and was successful in reducing their problem behaviors there. Once behavior was at a successful level, she begin to rate their behavior at the end of each interval from 1-4 (one being poor behavior and 4 being excellent behavior) and providing positive contingencies for ratings of 3-4. Once this was established she taught the students to rate themselves, and if they matched her, they earned rewards. Finally, she stopped rating and let them rate themselves every 10 minutes for rewards. She then had them rate themselves in the general education classroom, and match the teacher there (reinforcement occurred in the special class). Finally, she just had them rate themselves in the general setting without contingencies. She was successful in reducing behavior problems in both settings. In regards to generalization strategies, which of the following is the category to which this intervention belongs. teach the full range of stimulus examples make the instructional setting similar to the generalization setting maximize contact with reinforcement in the generalization setting mediate generalization train to generalize

mediate generalization

What is the research design used in this article (White and Bailey)? There is only one 'best' answer. multiple baseline across settings multiple baseline across subjects multiple baseline across behaviors reversal design

multiple baseline across subjects

Match the given descriptions/names with the correct type of timeout planned ignoring

non exclusionary time out

Match the given descriptions/names with the correct type of timeout time-out ribbon

non exclusionary time out

Susie disrupts her reading group by making noises and calling out. As an intervention, when she does this she is asked to move her chair behind the group and 'watch' for two minutes. During this time she is ignored

non exclusionary time out

Assume you are teaching a large group of students, and they are very disruptive during your class. For example, the students talk out of turn, laugh, and throw things at each other. You want to improve their behavior, so you decide to implement a DRA intervention. This means you will reinforce: -a behavior incompatible with disruption -a rate of misbehavior lower than the current rate -any behavior other than disruption -being nondisruptive at the end of random intervals -none of these

none of these

Which of the following statements accurately describes the methods used for data reliability. -interobserver agreement was computed for each 2 min. period by dividing the smaller total by the larger total (and multiplying by 100 to produce a percent), and then the mean was taken across all 2 minute periods -interobserver agreement was computed by dividing the smaller number of violations by the larger and multiplying by 100 (producing a percent) -interobserver agreement was computed by dividing agreements by (agreements plus disagreements)

nterobserver agreement was computed for each 2 min. period by dividing the smaller total by the larger total (and multiplying by 100 to produce a percent), and then the mean was taken across all 2 minute periods

Which of the below is a good example of a non-equivalence relation? Opposites Sameness A is always B and B is always C All stimuli are different

opposities

what is predicated on the notion that peer confederates, often working in natural settings, are effective and cost effective

peer mediated training

what is teaching selected skills to students that are critical for supporting development of appropriate social interactions by using scripts, cues in natural settings, often by peer trainers

pivotal response training

Match the description with the appropriate generalization category. Choosing a stimulus to make functional in both the instructional and the generalization setting.

plan for mediating generalization

Match the description with the appropriate generalization category. Planning to shift reinforcement control of new behaviors from external change agents, to the target person him/herself.

plan for mediating generalization

Bob is always getting out of his seat without permission. As an intervention, whenever he gets out of his seat, his teacher makes him sit down, then stand up, then sit down 10 times.

positive practice overcorrection

A kid says "shoe" in the presence of a toy car after being asked "what is this", and the therapist says "No" which decreases the likelihood the kid says shoe in the presence of the car. The stimulus "No" serves as an example of.... Augmentative Communication Errorless Learning Extinction Punishment

punishment

Extent to which a student exhibits untrained behaviors that are functionally equivalent to the target behavior

response generalization

Extent to which levels of behavior created during intervention are durable across time.

response maintenance

Johnny was often disruptive in class, even defacing or destroying property. Mrs. Moody decided that each time he caused property damage he would have to not only 'fix' things, but make the original better. For example, when Johnny dumped the contents of his glue container on the floor that he would not only have to clean up his work space, but clean the entire classroom floor. This intervention procedure that Mrs. Moody is using is called: -positive practice overcorrection -negative reinforcement -behavioral contrast -restitutional overcorrection -negative punishment

restitutional overcorrection

Extent to which a learner exhibits the target behavior in a place different from the intervention setting

setting/situation generalization

what is a highly structured scenarios written from either a first or third person format and read by adults or problem students prior to problem situations

social stories

This question is based on the Umbreit article--you need to have a copy available. Look at the part of 'Phase two' (Phase 2 begins on page 21) that relates to 'Hypotheses testing' (begins on page 23). Which of the following types of assessment is represented by this 'hypothesis testing'? -indirect FBA -direct, descriptive FBA -functional analysis -structural analysis

structural analysis These procedures are a structural analysis. Note that no consequences were manipulated, only the situation (providing help and manipulations of difficulty). While the authors describe this as hypothesis testing (and it is), it is also a way to determine what might make the tasks aversive (so that escaping from the task serves as negative reinforcement). Remember, that a functional analysis was already done and the conclusion was that the function of the problem behavior was escape.

Extent to which nontargeted students exhibit the targeted behavior

subject/person generalization

A special education teacher targeting various academic skills in her resource room taught students, when assigned individual desk work in the regular classroom, to take their work to the regular classroom teacher and ask 'How did I do?' or 'does this look right?'.

teach to recruit reinforcement

John is teaching Bobby the word orange. Here is how his instructional trial is constructed:1) he puts out an apple, orange, and plum;2) he says 'touch the orange'3) If Bobby touches the orange he says, 'Way to go! You touched the orange'What is the conditional SD the orange the apple the plum the oral words 'touch the orange' The oral words, 'Way to go!', you touched the orange

the oral words 'touch the orange'

Always requires specifying 'back-up' reinforcers

token economy

'Errorless learning' really refers to 'reduced errors' learning; some errors will likely occur. True False

true

A dependent group contingency has been referred to as a 'hero' procedure true false

true

A descriptive FBA and a functional analysis require direct observation of behavior. true/false

true

A level system is a type of token economy true false

true

A multiple stimulus without replacement has advantages over a multiple assessment with replacement. true/false

true

According to the review you read, self-observation and self-recording appear to be the cornerstone of self-management interventions. true false

true

All levels/methods of FBA produce a functional hypothesis related to problem behavior true/false

true

At least three of the variables supported in the Matching Law (immediacy, frequency, magnitude) will impact the effectiveness of punishment. true flase

true

Availability of reinforcement for alternative behaviors can impact the effectiveness of punishment. true false

true

Because of the relative inaccuracy of indirect preference assessment, the Hagopian et al review did not recommend them to be used as the only method of preference assessment. true/false

true

Behaviors that have been on a thin schedule of reinforcement may be more difficult to extinguish. true/false

true

Children can know how to perform a particular social skill, but fail to do so because of lack of appropriate cues (or discriminative stimuli) in natural settings. true false

true

Children with autism may have social skill acquisition deficits because social interactions are not reinforcing to them true false

true

Countercontrol is often an effect of the use of aversives in interventions.

true

DRL was an appropriate choice because a zero rate of the target behaviors was not desirable. true/false

true

DRO is essentially a DRL with a criteria of zero occurrences. true/false

true

Distractor trials help with increasing tolerance to delays in reinforcement but also check fluency with language skills. true false

true

If a student is not taught the correct component skills (pointing, sitting quietly, making observing responses, etc.) first, errors during matching to sample teaching might be misinterpreted. True False

true

In a descriptive FBA, direct observation is intended to help verify (or not) the initial hypotheses about the problem behavior. true/false

true

In general it is probably more advantageous for language acquisition if verbal skills are balanced across many types of verbal operants or behaviors where they are heavily utilized rather than being good at just one (e.g. mand, tact, echoic, intraverbal, listener responding, motor imitation, and visual perception match-to-sample, play, social etc.) true false

true

It is important to match the type of social skill problem (acquisition, performance, fluency) with appropriate interventions. true false

true

It is often best to identify stimuli first through an indirect method and then conduct a preference assessment to identify likely reinforcers. True/false

true

It is possible that using NCR might reduce motivation for engaging in appropriate behavior. true/false

true

Noncontingent reinforcement can involve either positive or negative reinforcement depending on the function of the problem behavior. true/false

true

Noncontingent reinforcement is an intervention in which stimuli with known reinforcing properties are delivered on a fixed-time or variable-time schedule independent of the learner's behavior. true/false

true

Of the 3 types of FBA, an indirect functional assessment is most likely to produce erroneous conclusions true/false

true

Often children learn to Mand first, but that does not mean we cannot use other verbal operants to teach a child to Mand e.g. echoic to manding repertoire. true false

true

Once self monitoring has been successfully implemented, it is important to fade the use of self monitoring materials true false

true

One finding in the review of classroom based self management, is that less than half of the components that could be self managed across published studies, were actually fully managed by the student. true false

true

One of the most important guidelines for generalization is to involve what Baer called 'active supporters'. true false

true

One problem with interpreting the research on self management is the wide difference across studies in the number of intervention components that were actually managed by students. true false

true

One way to fade a token economy is to include more and more 'natural' activities or privileges true false

true

Peer mediation strategies based on proximity alone may not be as effective as those based on peer initiation and peer prompt/reinforce strategies true false

true

Pointing could be an example of verbal behavior when used in a listener-responder interaction tue false

true

Poor imitation skills can easily interfere with remediation of social skill acquisition problems true false

true

Prompt hierarchies could begin with either the most intrusive or the least intrusive sort of prompt. true false

true

Randomly varying noncritical aspects of the instructional setting during and among teaching sessions is a tactic in the category of making the instructional setting like the generalization setting. true false

true

Reinforcement of social skills in natural settings is important for interventions with both social skill deficits and social performance deficits. true false

true

Reprimands can serve as a punisher; however, reprimands could also serve as a reinforcer. true false

true

Resetting the interval during DRO is essentially a form of punishment true/false

true

Schoenfeld (1976) indicated that the distinction between operant and respondent can be challenging because there are always antecedent stimuli preceding behavior and behavior does not occur on a trial-to-trial basis. True/False

true

Self control is a misleading term because it implies that the ultimate control of behavior lies within the person and ignores the multitude of external variables that will influence any behavior true false

true

Since the checklist was implemented by the classroom teacher (not by researcher) it was considered part of the baseline for that class as far as the design is concerned. True False

true

Social skill performance problems ultimately require manipulation of antecedent stimuli (discriminative stimuli) or reinforcement contingencies true false

true

Social stories read immediately before a problem situation are more likely to be effective. true false

true

The purpose of stimulus control shaping and most-to-least prompts is to transfer stimulus control of a response(s) to the appropriate naturally occurring stimulus. true false

true

The reinforcer of the problem behavior is often the most effective reinforcer to use for the DR procedure. true/false

true

The use of a behavioral checklist where students were rated in four categories with loss of a free-play period, with checklist sent home to parents was not used in both classrooms, only in the alternative education class. True False

true

There are major advantages to non-equivelence training such as the free learning from teaching a quarter is larger than a dime, and a dime is larger than a nickel, we also learn the reverse that a nickel is smaller than a dime, and a dime is smaller than a quarter, as well as the transitive relation that the quarter is bigger than the nickel. true false

true

There are many reasons students may fail to acquire social skills, including presence of an interfering behavior and lack of practice. true false

true

Ultimately, unless the environment in the generalization settings provides necessary reinforcement, generalization efforts will fail. true false

true

Verbal behavior and rule-governance is heavily relied upon in self-management and problem solving. true false

true

Video modeling can fail if behaviors that initially increase following viewing decline over time because they fail to contact appropriate contingencies true false

true

Videos used in video modeling should have extraneous material to help foster generalization. true false

true

When a differential reinforcement procedure is based on an interval it is important to use the current IRT for the problem behavior in establishing initial interval lengths. true/false

true

When selecting a preference assessment, characteristics of the individual for whom you are choosing consequences must be considered, and the assessment method tailored to issues like degree of disability true/false

true

When teaching self monitoring it is important to continue teaching until the student has demonstrated that he/she can do all steps independently 2 or 3 times in a row. true false

true

When teaching someone to recruit reinforcement it is important to structure rehearsal, and included specific feedback and contingent positive attention for accuracy. true false

true

While fading did not occur, this type of intervention could be faded by changing the criterion response level. true/false

true

While reinforcer assessment might not be widely used in clinical practice, it is the ultimate method to judge the accuracy of preference assessment procedures. true/false

true

While research has generally shown that TO is acceptable to practitioners, one should always insure that it does not violate agency policy or rules. true/false

true

eaching sufficient exemplars can refer to either discriminative stimuli or to desired responses. true false

true

n a matching to sample teaching trial, the stimulus (among the ones to choose from) that is correct is specified by the conditional stimulus (the conditional SD) True False

true

social skill acquisition problems and social skill performance problems require different types of interventions. True false

true

Students in the alternative class had a response cost (RC) contingency consisting of the following RC components (in addition to the TO): a) RC for going to 'sit and watch'; b) RC for going more than once c) RC for being disruptive during 'sit and watch'. Specific response costs included loss of daily computer time, loss of free play time later that day, and loss of free play time period once every 2 weeks. True False

ture

what is a structured process of showing edited videos of peers or adults performing a desirable behavior to reduce misbehavior or increase desirable behaviors

video modeling

what is a structured process of showing edited videos of a particular target student performing a desirable behavior to him/herself to reduce misbehavior or increase desirable behaviors

video self modeling

Which of the below are barriers to learning functional communication training (select the three that apply)? Weak motivators Using sign language Scrolling An established mand repertoire Defective Scanning

weak motivation scrolling defective scanning

According to the Matching Law, which of the following variables will influence the relative rate of two behaviors in a problem situation? Latency of reinforcement

will impact behavior

According to the Matching Law, which of the following variables will influence the relative rate of two behaviors in a problem situation? relative rate of reinforcement

will impact behavior

According to the Matching Law, which of the following variables will influence the relative rate of two behaviors in a problem situation? Correct!the relative effort required for each behavior

will impact rate of behavior

According to the Matching Law, which of the following variables will influence the relative rate of two behaviors in a problem situation? how much a reinforcer is available when reinforcement occurs

will impact rate of behavior

According to the Matching Law, which of the following variables will influence the relative rate of two behaviors in a problem situation? whether it is socially mediated or not

will not impact behavior

Match the description of an intervention (on the left) with the correct name on the right. Assume the interventions are successful. John is disruptive during one class period where he must practice his math (he has the skills). He is apparently very influenced by teacher attention. The teacher begins to provide contingent attention to John frequently when he is clearly working on his assignment and she ignores minor disruptions

DRA

Match the description of an intervention (on the left) with the correct name on the right. Assume the interventions are successful. Mandy has a problem hitting other children in the hallway. You decide to give her an extra minute of time at the computer (highly desirable) each time she walks down the hall with her hands in her pockets or folded across her chest.

DRI

Which of the following strategies of differential reinforcement could involve a form of punishment by contingently delaying reinforcement when a target behavior occurs. -DRA -DRO -DRL -DRI -DRH

DRO

You are trying to reduce the out-of-seat behavior of a student during independent seatwork. Your plan involves dividing each 30 minute seatwork period into five minute intervals, and providing a point (points are exchangeable at the end of the period for time with a desirable activity) for each five minute interval he does not get out of his seat. If he gets out of his seat at any point, nothing is said, but he does not earn a point for that five minute period. What type of intervention is this? -DRL -DRI -DRA -DRO-interval -DRO-momentary

DRO-interval

Here is a description of the intervention in the Umbreit article. As you can see it was successful. Now you need to consider why this intervention could be considered 'functional'. Indicate which of the following statements are true in regards to describing why the intervention was functional. Umbreit article.pdfActions This question covers pages 25-28 of the article. There may be multiple answers. -It is functional because it was successful. -It is functional because it used information from the assessment about the function of the problem behavior to design the intervention. -It is functional because it used the information about the function of the problem behavior (escape) to reinforce a desirable alternative behavior. -It is functional because it used the information about what made the tasks aversive (and thus escape reinforcing) to reduce the aversiveness, and thus reduce the likelihood of the problem behavior. -it is functional because it did not use punishment.

-It is functional because it used information from the assessment about the function of the problem behavior to design the intervention. - is functional because it used the information about the function of the problem behavior (escape) to reinforce a desirable alternative behavior. - It is functional because it used the information about what made the tasks aversive (and thus escape reinforcing) to reduce the aversiveness, and thus reduce the likelihood of the problem behavior. It is functional because: a) it used information about the function of misbehavior to reduce problems; b) because it used the function of the problem behavior to effectively reinforce a desirable alternative (if the boy asked for a break or for help, it was given; in other words resulted in a reduction of difficulty (less aversive) or escape (break)); and c) it used the information about what made the tasks aversive to reduce aversiveness (identified difficult tasks and made sure assistance was always available).

Which of the following statements is true about using DRA to reduce misbehavior? -It uses principles based in the matching law to reduce misbehavior -It is clearly superior to DRO or DRL. -It should not be combined with response cost for the targeted misbehavior -When using DRA, reducing the reinforcement for misbehavior is not important. -none of these

-It uses principles based in the matching law to reduce misbehavior

This question is also related to the brief FA (see description here umbreit FA). Although this is not directly stated in the article, why did they conduct a 'replication' and then a 'contingency reversal' (look at your reading assignment in Steege and Watson)? -They did it in order to provide additional information supporting that the conclusions from the original comparison of conditions was correct. -These are required. -The conclusions from the first part were not clear.

-They did it in order to provide additional information supporting that the conclusions from the original comparison of conditions was correct. Well, the first part did have pretty clear results, but the replication and the contingency reversal add more, and important, information that supports the initial conclusions. Since there was only one time for each condition, it is possible that the results were a 'fluke' or just due to chance. With a full FA, you have multiple replications to do this

Look at the following graph from a functional analysis of Michael's biting. What would you conclude is the function of Michael's biting? (click on link to see graph) fa_Biting graph.pdf social positive reinforcement --social negative reinforcement -automatic reinforcement -both social positive and social negative reinforcement -both social negative and automatic reinforcement

-both social positive and social negative reinforcement

The functions for antecedent stimuli can be classified as (can be multiple answers)? -contingency dependent -contingency co-dependent -contingency independent -contingency correlated

-contingency dependent -contingency independent

On the left, a brief description of one of the 'classic' conditions in functional analysis is provided. Match it with the appropriate name of the condition on the right. Preferred activities are available continuously, no demands, problem behaviors are ignored or neutrally redirected.

-control condition

This question relates to the brief FA conducted in the Umbreit article (this part of the article is attached here umbreit FA). Indicate which of the following were conditions represented in the brief FA. There may be multiple answers. -control condition -positive reinforcement--attention -positive reinforcement-access to a book -positive reinforcement--access to a computer -negative reinforcement--removed task materials -alone

-control condition -positive reinforcement--attention -positive reinforcement-access to a book -negative reinforcement--removed task materials -alone There was a play control condition; an alone condition; a condition where misbehavior resulted in access to a book; a condition where misbehavior resulted in removing materials (escape); a condition where misbehavior resulted in attention (reprimand).

This question is related to the assigned article by White and Bailey. What components are included in the intervention package? (there is only one correct answer) -exclusion TO -nonexclusion TO -exclusion TO and extinction -nonexclusion TO and response cost -response cost -exclusion TO and response cos

-nonexclusion TO and response cost The intervention package is an example of non-exclusion time-out and involves response cost.

In the following example there are 7 phrases/descriptions, numbered and in italics. Match each one with the most appropriate term. John is a student who has serious problems with disruption in the classroom (talking to others, calling out loudly, wandering around the room, dropping books) when he is supposed to be working at his desk. His teacher implements the following intervention: He is first taught to discriminate when he is engaged in appropriate academic work or not (during any work period). Next he is taught, when he hears a low tone (a small device is given to him with an earphone; on a variable schedule averaging 2 minutes a tone sounds) to (1) mark on a recording sheet (numbers from 1-20, with Y N beside each number) whether he is, at that moment working on his academic assignment. Each day he is given a list of activities/items for which (2) he has previously indicated that he would work for and (3) he chooses one activity that he will get if he reaches his goal. (4) Each day he and the teacher negotiate a target for the day. At the end of the period he counts the number of 'Y' he has checked and (5) determines if he has reached his goal. (6) If he has, he goes and gets his activity/item and is given 10 minutes to use it. This works and drastically reduces his misbehavior. This is an example of ______(7) {label this particular differential reinforcement procedure.}

1- self-recording 2- preference assessment 3- self selection of reinforcer 4- self selection of goal 5- self evaluation 6- self administration of reinforcer 7- DRA/I

Operant stimulus control has been achieved when A response occurs frequently throughout the day under a variety of stimulus conditions A response occurs in the presence of a conditioned stimulus A response occurs more frequently in the presence of a specific stimulus, but rarely occurs in the absence of the stimulus A response occurs more frequently in the absence of a specific stimulus and in its presence

A response occurs more frequently in the presence of a specific stimulus, but rarely occurs in the absence of the stimulus

A discriminative stimulus is: A stimulus in the presence of which a response is more likely to be reinforced A stimulus in the presence of which a response is less likely to be reinforced A stimulus in the presence of which a response will be placed on extinction. A stimulus that cues respondent behaviors to occur

A stimulus in the presence of which a response is more likely to be reinforced

Middle school children were involved in a social skill group, taught by the school psychologist in her office, where they were learning to effectively initiate social interactions with peers, to respond to other's initiations, and to negotiate mutual play activities. Each week the psychologist sent cards to the student's teachers with a description of the weekly skill goal, and request for the teacher to attend to student behavior during recess and provide positive attention to students who initiated that weeks goal.

Ask those in generalization setting to reinforce new skills

Match the description on the left with the most appropriate term on the right (all ultimately related to what might serve as a reinforcer and/or how powerful a reinforcer might be). Answers may be used more than once. Before an activity asking a child which of 2 or 3 alternatives he wishes to work for that day.

Asking about preferences

General case analysis

Teach the full range of relevant stimulus and/or response requirements.

Which of the following is a stimulus prompt? Mary is trying to do laundry, but has forgotten the next step. Ashley says to Mary, "Remember, next you need to put the soap in the washing machine" Mary puts the soap in the machine but does not begin putting the clothes in the washing machine. Ashley picks up an article of clothing and puts in the washer, saying "Do this next." After putting the clothes in the washer, Mary attempts to close the lid to the washer. Due to her limited vision, she keeps missing the lid when she reaches for it. Ashley physically guides her hand to the washer lid and puts her hand on the lid After closing the lid, Mary turns the dial to the correct cycle Prior to the training session, Ashley painted a red arrow to the correct setting to help Mary remember where to set the dial. Mary successful sets the dial to the correct setting without any additional assistance

Prior to the training session, Ashley painted a red arrow to the correct setting to help Mary remember where to set the dial. Mary successful sets the dial to the correct setting without any additional assistance

Match the description on the left with the most appropriate term on the right (all ultimately related to what might serve as a reinforcer and/or how powerful a reinforcer might be). Answers may be used more than once. Gradually increasing the response requirement to earn some stimulus to determine if a stimulus is powerful enough as a reinforcer to sustain rate on very this schedules and comparing different stimuli under the same schedules.

Progressive-ratio schedule reinforcer assessment

Including negative teaching examples.

Teach the full range of relevant stimulus and/or response requirements.

Please select an accurate description of conditioned suppression from the below written examples. -When there is an inability to respondently condition a stimulus due to overshadowing. -A process whereby reflexes are suppressed. -It involves the transfer of stimulus control leading to latent learning delays. -When stimulus that has been paired with an aversive stimulus reduces ongoing operant behavior.

When stimulus that has been paired with an aversive stimulus reduces ongoing operant behavior.

What is a good evidence of when generative language may have taken effect for a learner? When there is a defective mand repertoire, and the individual has to use an augmented communication device When there is evidence that Chomsky's generative grammar is in effect. Where the speaking/ writing is reinforcing in of itself and the individual enjoys writing the self-editing process to saying words or telling stories/ poetry etc. All the above

Where the speaking/ writing is reinforcing in of itself and the individual enjoys writing the self-editing process to saying words or telling stories/ poetry etc.

In Mr. Jones class, students who misbehave (there are clear expectancies and descriptions of misbehavior) lose 5 minutes of recess. At the beginning of each day all students are given 15 extra minutes of recess.

bones response cost

Noncontigent reinforcement functions as ______? Establishing operation Abolishing operation Setting event Punishment strategy None of the above

abolishing operation

Teaching all the verbal operants in a mixed verbal behavior acquisition program helps with which of the following? Concept class formation Appropriate listener-responder interactions Being able to use a words in multiple contexts and settings All the above

all the above

What are some factors that impact the ability for a stimuli to be respondently conditioned? -Previous history with that stimuli -Salience of the stimuli -Novelty of the stimuli -All the above

all the above

What are the reasons that developing a mand repertoire is a high priority in a verbal behavior acquisition progra?. Pairs caregiver with reinforcer delivery It often decreases challenging behaviors Allows for specific reinforcers to be requested based on an active MO All the above

all the above