D-01 Part 3

A functional relation

May be defined as relation between 2 variables such that a change in the independent variable causes significant and predictable change in behavior (dependent variable) Can only be demonstrated with a well designed experiment May be definded as a statement which summarizes the result of an experiment that demonstrates the predictable effect if the independent variable on a dependent variable *(all of the above)*

If experimental data indicate that an antecedent stimulus consistently evokes a behavior and this behavior doesn't occur in the absence of that antecedent stimulus,

Stimulus control is demonstrated A functional relationship is demonstrated A motivating operation must be in effect *(all of the above)*

A teacher says that there is a functional relation between a student's seat location and on-task behavior. The teacher says the student predictably completes his worksheets and stays on-task when sitting in the first row of the class, and does not complete worksheets and often talks to peers when sitting in the last row of the class.

The teacher demonstrated a function a relationship Tell the teacher you observe the childand determine what is and what is not a functional relation The teacher has likely identified a causal relationship *The teacher has likely identified a functional relationship*

When the experimenter manipulates the probability of attention for slapping, probability of attention is an example of the

*Dependent variable* Extraneous variable Confounding variable

When the experimenter manipulates the probability of attention for slapping, frequency of slapping is an example of the

*Independent variable* Dependent variable Extraneous variable

A Functional Relation

*May be defined as a relation between 2 variables, such that a change in the independent variable causes significant and predictable change in behavior (dependent variable).* is not defined as the result of an experiment that demonstrates a predictable effect of an independent variable on a dependent variable. will be demonstrated by any well-designed experiment. (all of the above)

A graduate student conducts an experiment using a reversal design. A conditioned response is taught during the intervention, but during return-to-baseline, the conditioned response continues.

*The student has not demonstrated a functional relation.* .Because this is a respondent behavior, the concept of a functional relation does not apply. The student has demonstrated a functional relation. Confounding variables were not adequately controlled.

When the experimenter does not manipulate the probability of attention for slapping, probability of attention is an example of the

*confounding variable* Extraordinary variable Dependent variable Independent variable

To be a functional relationship, changes in antecedent or consequent events must alter the response class

*consistently, but not necessarily each time.* Along all dimensions On each occasion

When the experimenter does not manipulate the probability of attention for slapping oneself, probability of attention is an example of the

*extraneous variable* Dependent variable Constructing variable Independent variable

Experimental data indicating that changes in an antecedent or consequent stimulus class consistently alter the dimension of a response class defines

*functional relationship* A discriminative stimulus A contingency All of the above

When the experimenter manipulates the response rate requirement to earn points for typing numbers that match numbers on the screen, response rate requirement is an example of the

*independent variable* Dependent variable Extraneous variable

When we experimentally demonstrate that an intervention consistently leads to a certain outcome, we have

*not demonstrated a cause, because to do so we would have to show that no other intervention can have that same outcome, which is almost impossible.* Demonstrated a functional relation but only if we could demonstrate that no other intervention can have the same outcome* not demonstrated a functional relation, because to do so we would have to conduct multiple replications and get the same outcome. demonstrated a cause, because we have ruled out alternative explanations by using an experimental design.

When the experimenter manipulates the response rate requirement to earn points for typing letters that match letters on the screen, the number of letters typed per minute is an example of the

Confounding variable Extraneous variable *Independent variable* *Dependent variable*

When the experimenter does not manipulate the response rate requirement to earn points for typing numbers that match numbers on the screen, response rate requirement is an example of the

Independent variable *Extraneous variable* Extraordinary variable Dependent variable

Experimental data repeatedly indicate that every time the teacher walks into the room, on-task behavior increases.

*A functional relationship is demonstrated* A casual relationship is demonstrated Extinction is demonstrated