Cooper QuestionsAn example of unconditioned reinforcer(s) is: Open Hint for Question 3 in a new window. Food Water Oxygen Warmth Sexual stimulation All of these

What are the common misuses of the term extinction? - Confusing forgetting and extinction - Confusing response blocking and sensory extinction - Confusing noncontingent reinforcement and extinction - All of these

All of these

The functional properties of language involve: - Causes of the verbal response - Topography of the verbal response - Language properties do not have functional components. - Unobservable psychic antecedents.

Causes of the verbal response

Ms. Anita Response wants to increase the number of words Sophie writes in her stories during creative writing time. She uses shaping to do so. What dimension of behavior is she shaping? - Amplitude - Frequency - Duration - Latency

Frequency

Operant behavior is selected by its: - Consequences - Antecedents - Conditioners - Respondent

Consequences

This is the branch of behavior analysis that focuses on basic research: - Applied behavior analysis - Behaviorism - Experimental analysis of behavior - Radical behaviorism

Experimental analysis of behavior

What is the probability of reinforcement when utilizing an extinction procedure? - 0% - 15% - 50% - Variable

0%

The level of investigation that involves the collection of facts about observed events that can be quantified, classified, and examined for possible relations with other known facts, and often suggests hypotheses or questions for additional research is: - Prediction - Experimentation - Description - Control

Description

This is the most commonly used graph in applied behavior analysis. - Line graph - Scatterplot - Cumulative Record - Bar graph

Line graph

In this DRO system the learner cannot engage in the target behavioral a SPECIFIC MOMENT IN TIME to be reinforced. A. Interval DRO B. Momentary DRO

Momentary DRO

Which of the following is considered a property of behavior amenable to measurement? - Temporal Weight - Temporal Locus - Temporal Displacement - Temporal Size

Temporal Locus

Which of the following is considered to be a reason for using a B-A-B design instead of an A-B-A-B design? - Irreversibility - Unlimited time in which to demonstrate practical and social significance - Sequence effects - When treatment is already in place

When treatment is already in place

The learner completes all steps, with the necessary level of assistance from the trainer on each step. A. Foward Chaining B. Backward Chaining C. Total-task Chaining

total-task chaining

Punishment contingencies have a _________________ effect on subsequent behavior.

weakening

Which schedule of reinforcement produces a post-reinforcement pause? - Fixed ratio - Continuous reinforcement schedule - Tandem schedules of reinforcement - Variable-interval schedules of reinforcement

Fixed ratio

When a child picks up a fork immediately after observing her father pick up a fork, this imitative behavior has: - Planned similarity - Unplanned similarity - Formal similarity - Informal similarity

Formal similarity (When the modeled behavior and learner-demonstrated behavior physically resemble each other, this is referred to as formal similarity.)

The controlling variable for an imitative behavior is: - An operative behavior - An imitative response chain - A model - A pre-task

A model

Many of the recommendations for punishment are derived from basic research conducted more than _____ years ago. - 5 - 20 - 10 - 40

40

A description of the task should include which of the following when writing a contingency contract? - A description of the reward - A description of when the reward will be delivered - A method of tracking progress - A description of when the task should be performed

A description of when the task should be performed (All of these should be described in the contract, but only a description of when the task should be performed is part of the description of the task.)

Self-monitoring is best defined as: - A procedure whereby persons observe their own behavior and record only the occurrence of the target behavior - A procedure whereby persons observe the behavior of someone else and systematically record the occurrence or nonoccurrence of the target behavior - A procedure whereby persons observe their behavior systematically and record the occurrence or nonoccurrence of the target behavior - A procedure whereby persons observe their behavior and someone else systematically records the occurrence or nonoccurrence of the target behavior.

A procedure whereby persons observe their behavior systematically and record the occurrence or nonoccurrence of the target behavior

A well-planned experiment begins with - A research question - Selection of participants - Selection of a setting - Selection of an experimental design

A research question

The difference between a response prompt and a stimulus prompt is: - A response prompt operates directly on the response, while a stimulus prompt operates on the antecedent task stimuli. - Stimulus prompts are easier to fade than response prompts. - A response prompt involves changing the required response, while a stimulus prompt requires changing the antecedent task stimuli. - Response prompts are verbal, while stimulus prompts are nonverbal.

A response prompt operates directly on the response, while a stimulus prompt operates on the antecedent task stimuli. (Response prompts operate directly on the response and consist of verbal instructions, modeling, and physical guidance. Stimulus prompts operate directly on the antecedent task stimuli; for example, the therapist may move the correct coin closer to the learner when asking "Which one is the quarter?" Both types of response should be faded to transfer stimulus control from the prompt to the natural cue. Little data exist to suggest that one form of prompt is more difficult to fade than another.)

All of the following are appropriate situations to use a delayed multiple baseline except: - A planned reversal design is no longer possible - The researcher has limited resources to conduct data collection - A reversal design is too challenging to implement - Additional subjects become available after the start of the study

A reversal design is too challenging to implement

When a group of stimuli all evoke the same response (for example, when one sees a picture of a Border collie, a Doberman pinscher, and a Labrador retriever, one says "that's a dog"), the group of stimuli is referred to as: - A response class - A stimulus class - An arbitrary class - A response class

A stimulus class (A stimulus class is, by definition, a set of stimuli that share a common relationship and all members of the stimulus class evoke the same operant response class.)

This design is considered the most "straightforward" and generally most powerful within-subject design for demonstrating a functional relationship. - Alternating treatments design - Multiple baseline design - AB design - A-B-A-B reversal design

A-B-A-B reversal design

This experimental tactic entails repeated measures of behavior in a given setting that require at least three consecutive phases: baseline, introduction of the independent variable, and a return to baseline. - Alternating treatments design - Multiple baseline design - Repeated multiple measures design - ABA reversal design

ABA reversal design

Which of the following behaviors could be maintained by negative reinforcement? - Completing school work. - Cleaning a bedroom - Tantrums - All of these

All of these

Ms. Frieder, who teaches fifth grade at Franklin Elementary School, decides to conduct a descriptive FBA for Amelia. Amelia has been refusing to do her schoolwork lately and has been ripping up her worksheets on a daily basis. Ms. Frieder creates a form on which she will mark specific antecedents and consequences that precede and follow Amelia's work refusals. For antecedents, she will mark one of the following: Math work given, reading work given, spelling work given, error correction given, work that requires writing given. For consequences, she will mark one of the following: verbal reprimand, another worksheet (same worksheet) provided, another worksheet (different worksheet) provided, time out, ignore. She will record these environmental events, whether or not a problem behavior occurs. What kind of descriptive assessment is Ms. Frieder conducting? - Scatterplot recording - ABC continuous recording - ABC narrative recording -Conditional probability recording

ABC continuous recording

A decrease in the current frequency of the behavior that's been reinforced by the stimulus that's increasing in reinforcing effectiveness by the same MO. EX: Eating food decreases the current frequency of the behavior that's been reinforced by food. A. Establishing Operation B. Evocative Effect C. Abolishing Operation D. Abative Effect

Abative Effect

All of the following are competencies of a behavior analyst except: - Knowledge of socially important behavior - Technical skills - Ability to conduct statistical analyses of data - Ability to match assessment data with intervention strategies

Ability to conduct statistical analyses of data (Competencies include knowledge of what constitutes socially important behavior, technical skills to use appropriate assessment methods and/or instruments, ability to match assessment data with an intervention strategy, or ability to understand the context of behavior and role of controlling variables.)

An MO that decreases the reinforcing effectiveness of a stimulus, object, or event. EX: the reinforcing effectiveness of food is abolished as a result of food ingestion A. Establishing Operation B. Evocative Effect C. Abolishing Operation D. Abative Effect

Abolishing Operation

Reliable data are not necessarily _______ data. - Complete - Direct - Accurate - Real

Accurate (Accuracy is checked by calculating the correspondence of each measure, or datum, assessed to its true value. Reliability is assessed using various methods of agreement.)

Which statement best describes recovery from punishment? - After punishment is discontinued, sometimes the behavior that experienced the punishment contingency will recover. - When the punishment contingency is implemented, the behavior of interest may initially increase in rate, followed by a rapid decline in frequency. - After punishment is discontinued, the behavior of interest may gradually reappear, only to disappear on its own, regardless of existing environmental contingencies - .The period of time the implementer of the punishment contingency requires to "recover" from the emotional side effects of using punishment.

After punishment is discontinued, sometimes the behavior that experienced the punishment contingency will recover.

Explicit behavior definitions are important in research of applied behavior analysis for all of the following except: - Replication by other scientists - Accurate and reliable measurement of behavior - Comparison of data across studies - Agreement between assessment and intervention data

Agreement between assessment and intervention data (It is important for behavior definitions to be defined explicitly so that other behavior analysts can replicate your work, in order to achieve accurate and reliable measurement, and to compare data across studies. However, explicit behavior definitions are not relevant to agreement between assessment and intervention data. Typically, these data do not agree because the purpose of intervention is to change the behavior.)

Stimulus preference assessment refers to a variety of procedures to determine: - The stimulus a person prefers - The relative preference values of those stimuli - The conditions under which those preference values hold - All of these

All of the above

The qualifications to be considered when utilizing positive reinforcement are: - Delay between response and consequence - Stimulus conditions when response was emitted - Strength of motivation - All of the above

All of the above

Which are examples of unconditioned reinforcer(s) is: - Food - Water - Oxygen - Warmth - Sexual stimulation - All of these

All of the above

A guiding principle for promoting generalized behavior change includes: - Involving significant others whenever possible - Promoting generalization with the least intrusive, least costly tactics possible - Contriving intervention tactics as needed to achieve important generalized outcomes - All of these

All of these

An example of a motivating operation is: - Hunger - Hay fever - Argument with significant other - All of these - None of these

All of these

Antecedent interventions are also known as: - Antecedent procedures - Antecedent control - Antecedent manipulations - All of these

All of these

Behavior chains and chaining procedures are important because: - There are many behaviors that are considered behavior chains, and these behaviors lead to more independence in life. - Chaining can be combined with many other teaching procedures so that behaviors can be taught in a variety of contexts. - Chaining is an efficient training procedure-it can be used to combine already existing repertoires of behavior into new behaviors. - All of these

All of these

Group contingencies can: - Lighten the workload for the practitioner - Save time - Create problems with learners - All of these

All of these

If you want to create a task analysis for a behavior you have no idea how to do yourself, how could you construct it? - You could find people who are good at the behavior and ask them how to do it. - You could watch people who know how to do the task and observe what they do. - You could go to the literature to see if there are any published task analyses of the behavior. - All of these.

All of these

In addition to a control condition, a functional analysis typically consists of what test conditions? - Contingent attention - Contingent escape - Alone - All of these

All of these

Practitioners increase the effectiveness of positive reinforcement when they attend to the ________ of stimulus presentation. - Arrangement - Management - Administration - All of these - None of these

All of these

Reinforcers in a token economy might include: - Naturally occurring activities such as classroom jobs, games, etc. - Privileges - Tangible items, such as candy, pencils, etc. - All of these

All of these

Self-management can help individuals to: - Break bad habits and replace with good ones - Accomplish difficult tasks - Achieve personal goals - All of these

All of these

Shaping involves: - Reinforcing successive approximations to a terminal behavior - Creating response differentiation between responses that are closer to the terminal behavior and those that are not - Placing responses that are not a closer approximation of the terminal behavior on extinction - All of these

All of these

Shifting from intervention to post-intervention conditions can be accomplished by modifying: - Antecedents, prompts, or cue-related stimuli - Task requirements and criteria - Consequences or reinforcement variables - All of these

All of these

The actual amount of examples needed to be taught when teaching sufficient stimulus examples to a learner will depend on: - The learner's opportunities to emit the target behavior under various conditions - Naturally existing contingencies of reinforcement - The learner's history of reinforcement for generalized responding - All of these

All of these

Which could be used as a control condition when evaluating the effects of a reinforcement-based procedure? - Noncontingent reinforcement - Differential reinforcement of other behavior - Differential reinforcement of alternative behavior - All of these - None of these

All of these

Which of the following is an example of free-operant avoidance? - Jackie crosses the street when she sees Donna come around the corner on the next block so that she doesn't have to talk to her. - Lavonda puts on a bicycle helmet when she rides her bike so that she doesn't hurt her head in the event that she falls off her bike. - Nathaniel puts down the hurricane shutters on his Florida home when he hears that a tropical storm is approaching so that his windows do not get broken. - All of these

All of these

Which of the following is a concept that can be taught using stimulus discrimination and generalization procedures? - Fruit - Under - Integrity - All of these

All of these (All of these concepts can be taught using stimulus discrimination and stimulus generalization procedures. At first glance, one might think that such concepts as "integrity" cannot be taught because they are not as concrete as some of the other examples. However, such concepts can be taught (the example in your text uses children's literature to teach such concepts).

What is meant by the statement that progress in shaping is rarely linear and often erratic? - Most individuals are unsuccessful in shaping new responses. - The amount of time it may take to shape a behavior is often unpredictable. - Sometimes individuals may exceed your criteria for reinforcement, making closer approximations than you had expected. - Sometimes individuals may get "stuck" on a response and have to "back up" to a previously-learned approximation before making process. This can slow the process down more than expected. - All of these - None of these

All of these (Rarely does shaping progress in a straightforward manner. Often, individuals skip approximations we expected them to make, thereby moving through the shaping process more quickly than we expected. And sometimes, individuals will get stuck on a step and have difficulty moving forward. This makes it difficult to predict how long the shaping process will take and is one reason why it takes a skilled behavior analyst to shape behaviors effectively.)

What suggestions did the authors give for assuring the effectiveness of extinction? - Increasing the number of extinction trials - Withholding all reinforcers maintaining the problem behavior - Withholding reinforcement consistently - Using instruction - All of these

All of these (The author presents 10 guidelines to follow before and during the application of extinction. They are (1) withholding all reinforcers maintaining the problem behavior, (2) withholding reinforcement consistently, (3) combining extinction with other procedures, (4) using instructions, (5) planning for extinction-produced aggression, (6) increasing the number of extinction trials, (7) including significant others in extinction, (8) guarding against unintentional extinction, (9) maintaining extinction-decreased behavior, and (10) knowing when not to use extinction.

The textbook describes a study by Ahearn and colleagues (1996), in which negative reinforcement was used to increase food acceptance in children. In this example, during baseline, bite acceptances produced access to toys and bite refusals produced removal of the spoon (negative reinforcement). During the intervention, bite refusals no longer produced removal of the spoon. Instead, the spoon was only removed if a bite was accepted. As soon as a bite was accepted and every time a bite was accepted, the spoon was briefly removed. Which factors that are important to consider for effectively changing behavior with negative reinforcement are illustrated in this example? - The stimulus change following the occurrence of the target behavior was immediate. - The difference in stimulation prior to and after the response occurred was large. - The occurrence of the target response consistently produced escape. - Reinforcement was unavailable for competing responses. - All of these - None of these

All of these (This example clearly illustrates all of the characteristics of an effective negative reinforcement intervention. The acceptance of a bite immediately and consistently produced negative reinforcement. The spoon was never removed if the bite was not accepted, ensuring that negative reinforcement was not available for competing responses. And the magnitude of stimulus change before and after the target behavior was large and clear (i.e., the spoon was present prior to the target behavior and was removed following the target behavior).)

Experimental control when evaluating positive reinforcement is demonstrated by comparing: - Response rates in the presence of a contingency - Response rates in the absence of a contingency - Fixed time reinforcement to differential reinforcement - Differential reinforcement of other behavior to another reinforcement schedule, such as differential reinforcement of alternate behavior - All of these - None of these

All of these (To establish experimental control, the common procedure is to compare response rates in the presence of a contingency to response rates in the absence of a contingency (e.g., extinction). However, Thompson and Iwata (2005) have suggested that fixed time reinforcement (noncontingent reinforcement) and differential reinforcement of other behavior may be even more effective control-or comparison-conditions than an absence-of-contingency condition.)

In DRA, a practitioner: - Reinforces a desirable alternative to the problem behavior - Places the problem behavior on extinction - May choose to reinforce a behavior that is incompatible with the problem behavior - All of these are correct

All of these are correct (In DRA, one reinforces a desirable alternative to the problem behavior. This desirable alternative may be incompatible with the problem behavior as well. In addition, problem behavior is placed on extinction.)

An example of shaping within a response topography is: - Increasing the number of math problems an individual needs to complete during math class - Increasing the duration of in-seat behavior during seatwork time - Increasing the force of a tennis swing - All of these are examples of shaping within a response topography

All of these are examples of shaping within a response topography

Which statement is not a reason for the slow appreciation of Skinner's work Verbal Behavior? - It was met with immediate challenges from the field of linguistics and psycholinguistics - Skinner not responding to Noam Chomsky's negative review - Lack of research and data supporting his theory - Disinterest and negative reactions from the field of behavior analysis - All of these were reasons for the slow appreciation of Verbal Analysis

All of these were reasons for the slow appreciation of Verbal Analysis

Devonia's one-on-one assistant (see Question 1) decides that he will no longer leave Devonia's side to interact with other children as an intervention for her problem behavior. This is an example of what form of intervention? - Altering antecedent variables - Altering consequent variables - Teaching alternative behaviors - All of these

Altering antecedent variables

One disadvantage to the use of an __________________________________ in an applied setting is that it may be "unnatural" and too contrived to rapidly changing between two different treatments. A. Reversal Design B. Alternating Treatment Design

Alternating Treatment Design

You are interested in comparing the effects of two distinctly different schedules of reinforcement on students' academic engagement. Select an appropriate experimental tactic and describe its implementation. A. Reversal Design B. Alternating Treatment Design C. Changing Criterion Design

Alternating Treatment Design

This design is predicated on the behavioral principle of stimulus discrimination and allows for the comparison of two or more different treatments. - Multiple baseline design - Alternating treatments design A-B-A-B reversal design - Single-subject design

Alternating treatments design

Limiting an undesired behavior to restructure stimulus conditions is - A consequent self-management tactic - An antecedent-based self-management tactic - Always used when possible to produce an effective self-management program - None of these

An antecedent-based self-management tactic

Public accompaniment occurs when: - A stimulus property that is only indirectly related to the tact relation avoids substandard verbal behavior - An observable stimulus accompanies a private stimulus - A stimulus that follows the behavior of interest decreases its rate of occurrence - Two people move together in sync

An observable stimulus accompanies a private stimulus (Public accompaniment occurs when an observable stimulus accompanies a private stimulus.)

Transitivity is demonstrated when: - In the absence of training and reinforcement a learner will select a stimulus that is matched to itself. - The sample stimulus and comparison stimulus can be reversed. - An untrained stimulus-stimulus relation emerges as a product of training two other stimulus-stimulus relations. - An individual can match to sample.

An untrained stimulus-stimulus relation emerges as a product of training two other stimulus-stimulus relations. (The first item is the definition of reflexivity. The second item is the definition of symmetry. The third item is the definition of transitivity. Matching to sample means that an individual can select a comparison that matches a sample shown. This is the procedure often used to test for stimulus equivalence, which may or may not include transitivity.)

An ________ of behavior has been achieved when a reliable functional relation between the behavior and the independent variable has been demonstrated convincingly. - Application - Investigation - Analysis - Experimental design

Analysis

This is the defining characteristic of applied behavior analysis that demonstrates experimental control over the occurrence and non-occurrence of the behavior. - Effective - Analytic - Applied - Experimentation

Analytic

A descriptive and temporally sequenced account of behavior in the natural environment is called a(n): - Anecdotal observation - Behavioral assessment - Ecological assessment - Real time observation

Anecdotal observation

Behavior is affected by stimulus changes that occur prior to and immediately after the behavior. The term _____ refers to environmental conditions or stimulus changes that exist or occur prior to the behavior of interest. - Consequence - Stimulus - Event - Antecedent

Antecedent

Functional communication training is considered to be: - Consequent intervention - Punishment strategy - Antecedent intervention - Behavioral momentum technique

Antecedent intervention

Motivating operations (MOs) and SDs are both - Antecedent variables that alter the future frequency of some behavior - Consequent variables that alter the current frequency of some behavior - Antecedent variables that alter the current frequency of some behavior - Consequent variables that alter the future frequency of some behavior

Antecedent variables that alter the current frequency of some behavior

The three-term contingency is made of these three terms: - Attitude, behavior, reinforcement - Antecedent, reinforcement, punishment - Antecedent, behavior, consequence - Antecedent, stimulus, control

Antecedent, behavior, consequence

This is the defining characteristic of behavior analysis that focuses on investigating socially significant behaviors with immediate importance to the participant(s). - Effective - Applied - Behavioral - Analytical

Applied

Establishing a baseline level of responding allows the experimenter an opportunity to look at and note environmental events that occur just before and just after the behavior, which may lead to an effective intervention (e.g., antecedent-behavior-consequence data collection may reveal a pattern of low attention, display of inappropriate behavior, followed by attention). In addition, establishing a baseline can also provide guidance in setting the initial reinforcement criteria and provides an objective versus subjective measure of the behavior of interest. A. Scientific benefit when establishing a baseline level of responding B. Applied benefit when establishing a baseline level of responding

Applied benefit when establishing a baseline level of responding

When data give an unwarranted or misleading picture of the behavior because of the way measurement was conducted, the data are called a(n): - Bias - Artifact - Drift - Variable

Artifact (Discontinuous measurement, poorly scheduled measurement periods, and using insensitive or limiting measurement scales are common causes of measurement artifacts.)

All of the following are methods for assessing the social validity of outcomes except: - Comparing participants' performance to the performance of a normative sample - Using standardized assessment instruments - Asking consumers to rate the social validity of participant outcomes - Asking the researchers to rate the social validity of participant outcomes

Asking the researchers to rate the social validity of participant outcomes (Asking researchers to rate the social validity of participant outcomes is not a measure of social validity because researchers are not clients of those receiving treatment. Evaluation of client perceptions of outcomes and procedures is the purpose of social validation.)

A mand is a type of verbal operant in which a speaker: - Differentially responds to the verbal behavior of others - Asks for (or states, demands, implies, etc.) what he or she needs or wants - Repeats the verbal behavior of another speaker Names things and actions that the speaker has direct contact with through any of the sense modes

Asks for (or states, demands, implies, etc.) what he or she needs or wants

Which of the following is not considered to be an essential component of experiments in applied behavior analysis? - At least one subject - At least one setting - At least one large group for statistical comparisons - At least one independent variable

At least one large group for statistical comparisons

Potential learners cannot imitate if they do not have this prerequisite skill: - The behavior in their repertoire - Attending to the model - Decrease in problem behavior - Ability to define the behavior

Attending to the model

Devonia hits her head with a closed fist when her one-on-one teaching assistant leaves her side to interact with another student. Usually, when Devonia does this, her teaching assistant returns to her side, asks her to stop hitting herself, and soothes her. She rarely engages in head hitting when her assistant works directly with her. What is the most likely function of Devonia's problem behavior? - Escape - Attention - Automatic reinforcement - Tangible - Escape and/or tangible

Attention

This person is considered to be the founder of experimental analysis of behavior. - John B. Watson - B.F. Skinner - Ivan Pavlov - Don Baer

B.F. Skinner

This type of graph is also known as a histogram and is useful in summarizing behavioral data allowing for a quick comparison of performance across participants and/or conditions. - Line graph - Scatterplot - Cumulative Record - Bar graph

Bar graph

You are interested in displaying the mean score for both your baseline and experimental condition. For this summary, you are willing to sacrifice the presentation and detection of variability and trends. - Line graph - Scatterplot - Cumulative Record - Bar graph

Bar graph

Behaviors selected for a high-p request sequence should: - Be a part of the learner's current repertoire - Be new behavior(s) the learner has to acquire - Have a very long duration of occurrence - Be those behaviors with which the learner is not compliant

Be a part of the learner's current repertoire

A____________ Altering Effect has an Evocative Effect and an Abative Effect A. Value B. Behavior

Behavior

_________ is the interaction between an organism and its environment - Measurement - Independent variable - Behavior - Science

Behavior

A specific sequence of discrete responses, each associated with a particular stimulus condition. A. Stimulus Control B. Antisident Manipulation C. Response Cost D. Behavior Chain/ Task Analysis

Behavior Chain/ Task Analysis

____________ is a research-based, technologically consistent method for changing behavior that possesses sufficient generality across subjects, settings, and/or behaviors to warrant its codification and dissemination. - Principles of Behavior - Behavior Change Tactic

Behavior Change Tactic

Behavior that exposes an individual to new contingencies, reinforcers, and stimulus controls is called: - Pivotal behavior - Access behavior - Behavior cusp - Contingent behavior

Behavior cusp

What is the main effect of an extinction procedure? - Increase in behavior - No change in behavior - Behavior decreases and/or stops entirely - The effects are unknown

Behavior decreases and/or stops entirely

Applied behavior analysis research has identified effective interventions for socially significant behavior by focusing on the - Behavior of individuals with cognitive delays - Common behavior of groups of individuals - Behavior of individual subjects - Behavior of professionals

Behavior of individual subjects

The effect that can produce either an increase or decrease in the current frequency of behavior that has been reinforced by some stimulus, object, or event is the: - Behavior-altering effect - Abative effect - Evocative effect - Value-altering effect

Behavior-altering effect (Only behavior-altering effects as a collective whole have the ability to produce either an increase or decrease in the current frequency of behavior that has been reinforced by some stimulus, object, or event).

Potential target behaviors should not be selected if the primary reason for selection is the: - Benefit of others - Safety of the person - Safety of family members - Potential to increase independence

Benefit of others

1. Combing different tactics could show a more convincing demonstration of experimental effects 2. Could be the most effective way of investigating the question of interest 3. Can compare the effects of two or more independent variables OR conducting a component analysis of a treatment package 4. A combination of analytic tactics might be needed in order to obtain the most complete evaluation of data from subjects These are _____________ of building experimental design using a combinations of analytic tactics A. Benefits B. Cons

Benefits

Each of the following is an example of a behavior except: - Mowing the lawn' - Brushing your teeth - Blinking your eye - Writing your name

Blinking your eye

Juan is a six-year-old boy with a developmental disability who attends an integrated kindergarten class. Assessments have identified four target behaviors. Which behavior should be the first target for intervention? - Flicking his fingers in front of his eyes - Bolting from the playground - Toilet training - Humming loudly during group activities

Bolting from the playground

In addition to using a response cost with an entire group Mr. Marley is also using which procedure? - Direct fines - Bonus response cost - Using a response cost with a group - Combining with positive reinforcement

Bonus response cost (Because he gives the class extra recess time, Mr. Marley is also using a bonus response cost.)

When is it not appropriate to utilize an extinction procedure? - When inappropriate behaviors are likely to be imitated by others - When behaviors are harmful to self or others - Both of these - None of these

Both of these

One of the guidelines for effective shaping is to carefully define the terminal behavior and the criteria for successfully engaging in the terminal behavior. Effective ways for deciding what the criteria for success are: - Read the research literature to see if there are published norms and guidelines available for the behavior you are trying to shape. - Observe competent peers to see how well they perform the task, and set your criteria according to their performance level. - Both of these are ways to determine the criteria for success. - Neither of these are appropriate ways to determine criteria for success.

Both of these are ways to determine the criteria for success.

When using multiple exemplar training, - Only stimulus variations should be used - Only response variations should be used - Both stimulus and response variations should be used - Neither stimulus nor response variations should be used

Both stimulus and response variations should be used

How could a learner sabotage a group contingency? - By purposefully not meeting the performance criterion so that no one gets the reinforcer - By not showing up for school on a given day - By urging peers to participate in the program - By congratulating peers who are meeting the criterion

By purposefully not meeting the performance criterion so that no one gets the reinforce

Computer-assisted measurement of behavior allows the observer to do all of the following except: - Collect permanent products - Record multiple behaviors simultaneously - Aggregate data easily - Analyze data from different perspectives

Collect permanent products

Mrs. Salkey used tokens for waiting along with a contingent observation program. This approach best exemplifies: - Rapid suppression of behavior - Combined approaches - Ease of application - Acceptability

Combined approach

The research tactic for examining two or more elements of a treatment package is called a(n) - Alternating treatment design - Multiple baseline across interventions - Multiple treatments - Component analysis

Component analysis

one subject, at least one behavior, at least one setting, a system for measuring the behavior, ongoing visual analysis of the data, and experimental design. These are the A. The highest level of scientific understanding B. Components of experiments in behavior analysis.

Components of experiments in behavior analysis

When two or more contingencies of reinforcement operate independently and simultaneously for two or more behaviors, what schedule of reinforcement is in effect? - Multiple - Mixed - Progressive-Ratio - Concurrent - All of these - None of these

Concurrent

_______________________ Reinforcer Assessment is where two or more contingencies of reinforcement operate independently and simultaneously for two or more behaviors. When used as a reinforcer assessment a _____________________________ of reinforcement pits two stimuli against each other to see which stimulus will produce a larger increase in the rate of responding when presented as a consequence for responding. - Concurrent Schedule - Multiple Schedule - Progressive Ration Schedule

Concurrent Schedule

After identifying possible reinforcers how can you determine if the stimulus is a reinforcer?

Concurrent Schedule Multiple Schedule Progressive Ration Schedule

Which schedule of reinforcement occurs when two or more contingencies of reinforcement operate independently and simultaneously for two or more behaviors? - Variable-ratio schedules of reinforcement - Concurrent schedules of reinforcement - Fixed-interval schedules of reinforcement - Multiple schedules of reinforcement

Concurrent schedules of reinforcement

A previously neutral stimulus change that is now able to function as a reinforcer through stimulus stimulus pairing with one or more unconditioned reinforcers or _________________ reinforcer A. Unconditioned Reinforcer B. Conditioned Reinforcer C. Conditioned Stimulus

Conditioned Reinforcer

When a tone is paired with food; the tone will function as a reinforcer when an establishing operation has made the food a currently effective reinforcer. What is this an example of? A. Unconditioned Reinforcer B. =Uncoditioned Stimulus C. Conditioned Reinforcer

Conditioned Reinforcer

An uncontrolled factor that is known or suspected to have exerted influence on the dependent variable is called a(n) - Extraneous factor - Confounding variable - Behavioral control - Maintaining event

Confounding variable

________ are variables known or suspected to exert an uncontrolled influence on the dependent variable. - Independent variables - Investigated variables - Confounding variables - Specified variables

Confounding variables

In order to produce a visual representation of an overall rate on a cumulative graph, the first and last data points of a given series of observations should be: - Plotted bilaterally - Plotted using different symbols - Drawn simultaneously - Connected with a straight line

Connected with a straight line

Visual analysis is considered a(n) ________ method for determining the social significance of behavior change. - Subjective - Conservative - Obsolete - Over-utilized

Conservative (Visual analysis of graphed data reveals the range, variability, trends, and overlaps in the data within and across experimental treatment conditions. Visual analysis does not rely on mathematical probabilities to calculate significance.)

When selecting backup reinforcers: - Consider ethical and legal issues - It is a good idea to use basic need items (e.g., lunch) as a reinforcer - Keep the pool of backup reinforcers small - Never use edibles

Consider ethical and legal issues

(1) who will judge task completion, (2) what is the reward, (3) when the reward will be received, and (4) how much of the reward will be earned. These are the four important things to include in the description of a ____________? A. Self Monitoring Contract B. Contingency Contract

Contingency Contract

During a math game every time a student shouted out an answer before being called on that student was placed in the penalty box and not allowed to participate for two questions. This is an example of which time-out procedure? - Hallway time-out - Contingent observation - Planned ignoring - Bonus response cost - Time-out ribbon

Contingent observation

Every time Baxter raised his hand in class, Mrs. Tulley called on him. What schedule of reinforcement is Baxter's hand raising on? - Intermittent reinforcement - Fixed-interval - Continuous reinforcement - Fixed-ratio 2

Continuous reinforcement

Timmy has just recently begun clearing his plate after he finishes his meal. Timmy's mother really likes this new behavior and would like to see more of it. Which schedule of reinforcement should Timmy's mother use to strengthen Timmy's new behavior of clearing his plate? - Variable-ratio 8 - Intermittent reinforcement - Fixed-ratio 10 - Continuous reinforcement

Continuous reinforcement

The level of investigation in which functional relations can be derived is: - Prediction - Experimentation - Description - Control

Control

_____________ is used to identify when the occurrence of a single verbal response is a function of more than one variable A. Convergent Multiple Control B. Divergent Multiple Control

Convergent Multiple Control

You are interested in the total number of sight words accurately read since your data collection began last week. Which graphing convention allows you to most efficiently answer your inquiry? - Line graph - Scatterplot - Cumulative Record - Bar graph

Cumulative Record

These examples are useful in a ________________. When the total number of responses over time or progress toward a goal is of interest; when the graph is used as a source of feedback for a personal management system; if the target behavior is one that can occur or not occur only once per observation session.

Cumulative record

You are interested in beginning a self-management program to help you save money for a new car. Which type of graph would provide the most appropriate feedback and display your progress toward your goal? - Cumulative record - Line graph - Bar graph - Scatterplot

Cumulative record

One advantage of using computer-based observation and measurement systems is - Many practitioners are familiar with it - Data can be clustered and analyzed easily - It is less expensive - It is less intrusive than traditional methods

Data can be clustered and analyzed easily (A distinct advantage of computer-based observation and measurement systems is that when aggregating rates, time-series analyses, conditional probabilities, sequential dependencies, interrelationships, and combinations of events, these data can be clustered and analyzed.)

A DRL intervention is useful when the practitioner wants to: - Get rid of a target behavior all together - Teach a new response to replace the problem behavior - Decrease the overall rate of a problem behavior, but not get rid of it all together - Increase the overall rate of a target behavior

Decrease the overall rate of a problem behavior, but not get rid of it all together

The use of a punishment procedure may cause unwanted side effects to appear. The chapter presents several side effects associated with the use of punishment. Which of the following is not a side effect listed in the chapter? - Undesirable emotional responses - Avoidance and escape - Increased rate of problem behavior - Decreased self-esteem

Decreased self-esteem (Possible side effects and problems with punishment as listed in the chapter include elicitation of undesirable emotional responses and aggression, escape and avoidance, and an increased rate of the problem behavior under non-punishment conditions.)

A teacher says to his class: "Melissa is working on remembering to follow instructions when I give them. Melissa is going to keep track of whether or not she follows my instructions. If she follows 90% of my instructions today (or better), our whole class will watch a movie at the end of the day." What type of group contingency is this? - Independent - Dependent - Interdependent - None of these

Dependent

What are the three levels of investigation

Description, prediction, and control

The three levels of scientific understanding include: - Empiricism, determinism, and philosophic doubt - Verification, prediction, and replication - Group designs, single-subject designs, and correlations - Description, prediction, control

Description, prediction, control

____ science yields a collection of facts about the observed events-facts that can be quantified and classified. - Replicated - Experimental - Predictive - Descriptive

Descriptive (The three levels of scientific understanding are description, prediction, and control.)

The assumption that the universe is a lawful and orderly place and that natural phenomena occur in relation to other events describes which assumption underlying the analysis of behavior? - Empiricism - Determinism - Parsimony - Philosophic doubt

Determinism

This is the assumption upon which science is predicated, the idea that the universe is a lawful and orderly place in which all phenomena occur as the result of other events. - Mentalism - Determinism - Empiricism - Philosophic Doubt

Determinism

What are the scientific attitudes

Determinism empiricism experimentation replication parsimony philosophic doubt.

Behavior analysts believe behavioral variability is ________ to the organism. - Internal - External - Inevitable - Confined

External

Functional communication training: - Develops alternative behaviors that are sensitive to abolishing operations - Develops alternative behaviors that create changes in motivating operations - Develops alternative behaviors that are sensitive to establishing operations - Develops alternative behaviors that produce punishing effects

Develops alternative behaviors that are sensitive to establishing operations (Functional communication training develops alternative behaviors that are sensitive to establishing operations.)

Shaping involves the process of _________________________. Behaviors that are successively closer to the terminal behavior are reinforced, and reinforcement is withheld for behaviors that are not successively closer to the terminal behavior (i.e., extinction is implemented for these behaviors). A. SD B. Stimulus C. Anticedent Manipulation D. Differential Reinforcement

Differential Reinforcement

Response differentiation involves what two components? - Differential reinforcement and changing the criterion for reinforcement - Punishment and extinction - Prompting and differential reinforcement - Extinction and changing the criterion for reinforcement

Differential reinforcement and changing the criterion for reinforcement

To gradually reduce a high-frequency behavior, which schedule of reinforcement is the most appropriate? - Differential reinforcement of high rates of responding - Differential reinforcement of low rates of responding - Fixed-ratio schedules of reinforcement - Concurrent schedules of reinforcement

Differential reinforcement of low rates of responding

An intraverbal response is a type of verbal operant in which a speaker: - Differentially responds to the verbal behavior of others - Asks for (or states, demands, implies, etc.) what he needs or wants - Repeats the verbal behavior of another speaker - Names things and actions that the speaker has direct contact with through any of the sense modes

Differentially responds to the verbal behavior of others (An intraverbal is a type of verbal operant in which a speaker differentially responds to the verbal behavior of others.)

Which of the following describes a descriptive functional behavior assessment? - An analog analysis in which consequences representing those in the natural routine are systematically arranged. - Direct observation of behavior made under naturally occurring conditions - Structured checklists that caregivers fill out to identify events that correlate with problem behavior - Behavior rating scales that caregivers fill out to identify events that correlate with problem behavior

Direct observation of behavior made under naturally occurring conditions (A descriptive assessment is direct observations of behavior under naturally occurring conditions. It may consist of ABC continuous recording, ABC narrative recording, or scatterplots. An analog analysis in which consequences representing those in the natural routine are systematically arranged describes a functional analysis. Structured checklists and behavior rating scales are examples of indirect assessment.)

_______________________ is when the researcher makes every effort to duplicate exactly the conditions of an earlier experiment. _____________________________ demonstrates the reliability of earlier findings. A. Direct replication B. Systematic replication

Direct replication

A(n) _______ measure of the actual behavior of interest will always possess more validity than a(n) _______ measure. - Indirect, direct - Direct, indirect - Discontinuous, continuous - Reliable, accurate

Direct, indirect

In order to form the concept of "vehicles," an individual must be able to: - Have an IQ of at least 100 - Have a strong grasp of concrete operations first - Discriminate vehicles from nonvehicles and generalize across all motorized methods of transporting people - Discriminate vehicles from nonvehicles

Discriminate vehicles from nonvehicles and generalize across all motorized methods of transporting people (Concept development is often thought of as a mentalistic construct. However, behavior analysts typically look at concept formation as a complex example of stimulus control that involves both stimulus generalization within the class (i.e., that all motorized forms of transporting people are vehicles) and stimulus discrimination between classes (i.e., that nonmotorized forms of transporting people, such as bicycles, are not vehicles).

A behavior that occurs more frequently under some antecedent conditions than it does in others is called a(n): - Stimulus control - Operant behavior - Discriminative stimulus - Discriminated operant

Discriminated operant

_________ control(s) a type of behavior because it has been related to the differential availability or an effective reinforcer for that type of behavior. - Motivating operations (MOs) - Unconditioned motivating operations (UMOs) - Conditioned motivating operations (CMOs) - Discriminative stimulus (SD)

Discriminative stimulus (SD) (An SD is a stimulus that controls a type of behavior because that stimulus has been related to the differential availability of an effective reinforcer for that type of behavior.)

_____________________ happens when a single antecedent variable affects the strength of many responses and can also occur among many and tact responses. A. Convergent Multiple Control B. Divergent Multiple Control

Divergent Multiple Control

Whats the first question a BCBA should ask when prioritizing target behaviors?

Does the behavior pose any danger to the client or to others?

The primary reason one might consider using a level system with a token system is that: - Doing so can foster self-management - Doing so makes it easier to withdraw the token economy - Level systems are more preferred for all learners - Level systems are easier to manage

Doing so can foster self-management (Adding a level system does not make the token economy easier to withdraw or easier to manage. Also, no one system is more preferred for all learners.)

You are preparing to observe Jennifer, a second grade student who has difficulty following teacher direction and frequently wanders around the classroom. The target behavior for Jennifer is being out of her seat. What is the most appropriate method for measuring this target behavior? - Event recording - Interresponse time - Duration - Planned activity check

Duration

The study by Rodgers and Iwata (1991) that analyzed the effects of positive reinforcement, error correction procedures, and an avoidance procedure demonstrated that: - Error correction procedures may produce learning, at least in part, due to an avoidance contingency. - Positive reinforcement was the most effective procedure for producing correct performance. - Error correction procedures and avoidance procedures produced the most correct responding. - All of these - None of these

Error correction procedures and avoidance procedures produced the most correct responding.

________ refers to the degree to which a study's results are generalizable to other subjects, settings, and/or behaviors. - Internal validity - External validity - Experimental control - Prediction

External validity

Charles spits on his teacher when he prompts him to complete a toothbrushing task. For obvious reasons, this behavior really grosses out the teacher, who refuses to work with him when he behaves like this. When Charles spits on him, the teacher walks away and allows Charles to leave the toothbrushing task and go to the computer to calm down. As long as he is playing on the computer, he rarely spits on his teacher. What is the most likely function of Charles' behavior? - Escape - Automatic reinforcement - Tangible - Escape and/or tangible - Escape and/or attention

Escape and/or tangible

An MO that increases the effectiveness of a stimulus, object, or event as a reinforcer. EX: Food deprivation establishes food as an effective reinforcer A. Establishing Operation B. Evocative Effect C. Abolishing Operation D. Abative Effect

Establishing Operation

_________ alters the effectiveness of some object or event as a reinforcer and the current frequency of all behavior that has been reinforced by that stimulus, object, or event. - Discriminative stimulus - Establishing operation - Behavior-altering effects - Value-altering effects

Establishing operation (Establishing operations (EOs) possess the characteristics described in the questions. EOs have both the ability to alter the effectiveness of some object or event as a reinforcer and the ability to alter the current frequency of all behavior that has been reinforced by that stimulus, object, or event.)

When an intervention that is known to be effective is withheld from a subject for the purposes of achieving a multiple baseline design, this presents a(n) ________ challenge for researchers. - Practical - Ethical - Experimental - Logical

Ethical

When implementing the contingent observation program, Mrs. Salkey kept a record of each student who cut in line every day for one week. By Friday there were no students who cut in line. Which part of using time-out effectively does this example best exemplify? - Reinforce and enrich the time-in environment - Define the behaviors leading to time-out. - Define the procedures for the duration of time-out. - Explain the time-out rules. - Evaluate effectiveness - Obtain permission

Evaluate effectiveness

Devices such as wrist counters, masking tape, buttons, and calculators are all useful when using ________ recording procedures. - Event - Timing - Rate - Duration

Event

An increase in the current frequency of behavior that has been reinforced by the stimulus that's increased in reinforcing effectiveness by the same MO. EX: Food deprivation increases the current frequency of the behavior that has been reinforced by food A. Establishing Operation B. Evocative Effect C. Abolishing Operation D. Abative Effect

Evocative Effect

With an understanding of the imitation process, applied behavior analysts can use imitation as an intervention to: - Eliminate old behaviors - Evoke new behaviors - Create teaching sequences - Reinforce appropriate behaviors

Evoke new behaviors

The highest level of scientific understanding results from establishing: - Experimental control - Prediction - Replication - Analysis

Experimental control (Experimental control is achieved when a predictable change in behavior can be reliably produced by systematic manipulation of some aspect of the environment.)

Which of the following is not a suggested training method for potential observers? - Select observers carefully - Train observers to an objective standard of competency - Use a systematic approach to training - Explicit feedback about data collection as it relates to the hypothesis

Explicit feedback about data collection as it relates to the hypothesis (Data collectors should be naive to the study's purpose and experimental conditions.)

The degree to which a functional relationship can be demonstrated in circumstances that are different from the experimental conditions is called: - Internal validity - Treatment acceptability - Replication - External validity

External validity (External validity refers to the degree to which a functional relation found reliable and socially valid in a given experiment will hold under different conditions.)

A procedure in which reinforcement of a previously reinforced behavior is discontinued and as a result, occurrences of that behavior decrease in the future is: - Punishment - Extinction - Reinforcement - Establishing Operation

Extinction

These are the 10 guidlines to? (1) withholding all reinforcers maintaining the problem behavior, (2) withholding reinforcement consistently, (3) combining extinction with other procedures, (4) using instructions, (5) planning for extinction-produced aggression, (6) increasing the number of extinction trials, (7) including significant others in extinction, (8) guarding against unintentional extinction, (9) maintaining extinction-decreased behavior, and (10) knowing when not to use extinction.

Extinction

An immediate increase in frequency and/or amplitude of the response after the removal of the maintaining reinforcer is called - Extinction burst - Reinforcement - Noncontingent reinforcement - Punishment

Extinction burst

________________________ the target behavior comes under the restricted control of an irrelevant antecedent stimulus. A. Overgeneralization B. Faulty Stimulus Control

Faulty Stimulus Control

When a target behavior comes under the restricted control of an irrelevant antecedent stimulus, it is an example of: - Overgeneralization - Faulty stimulus control - Undesirable outcome of response maintenance - Undesirable outcome of response generalization

Faulty stimulus control

This part of a line graph is printed below the graph and gives a concise but complete description of the figure. - Figure caption - Data set - Scale break - Condition label

Figure caption

Breaking down longer chains into smaller chains and/or skill clusters, teaching each skill cluster, and then chaining each skill cluster is a variation of which form of behavior chaining? - Forward chaining - Backward chaining - Total task chaining - Backward chaining with leap aheads

Forward chaining (This is most typically done with forward chaining. In backward chaining, this would be difficult to do.)

How are forward and backward chaining different? - Forward chaining means the learner learns the steps to the skill in the correct order and backward chaining means the learner learns the steps in the reverse order. - Forward chaining means the learner learns the first step first in the sequence and backward chaining means the learner learns the last behavior in the sequence first (but the steps are still learned in the correct sequence). - Forward chaining is a much quicker way to learn a task than backward chaining. - None of these answer choices accurately differentiates between forward and backward chaining.

Forward chaining means the learner learns the first step first in the sequence and backward chaining means the learner learns the last behavior in the sequence first (but the steps are still learned in the correct sequence).

In general, artifacts can be limited by scheduling ________ observations. - Indirect - Infrequent - Frequent - Mini

Frequent (Infrequent measurement, no matter how accurate and reliable it is, often yields artifactual results.)

Behavior assessment seeks to determine the ______ of a behavior. - Function - Replacement - Importance - Structure

Function

Compare effectiveness of interventions, determine when to start or stop treatment, verify the legitimacy of a treatment, identify ineffective treatments, accountability, or achieve ethical standards. These are the ___________ of meaurement

Function

A(n) ________ definition designates responses in terms of their effect on the environment. - Observable - Function-based - Topography-based - Ecological

Function-based (A function-based behavior encompasses all relevant forms of a response class in terms of their effect on the environment.)

What form of extinction is used when the reinforcer (or reinforcers) maintaining a behavior is withheld? - Procedural - Functional - Standard - Respondent

Functional (Historically, some applied behavior analysts have emphasized the procedural form of extinction rather than the functional form (i.e., withholding the maintaining reinforcers)

Which methods of FBA allow you to confirm hypotheses regarding the function of problem behavior? - Functional analysis - Descriptive assessment - Indirect assessment - All of these

Functional analysis

There are at least three forms of FBA. They are: - Functional analysis, standardized assessment, and descriptive assessment - Indirect assessment, descriptive assessment, and behavioral observation - Functional analysis, descriptive assessment, and indirect assessment - Behavioral observation, standardized assessment, and curriculum-based assessment

Functional analysis, descriptive assessment, and indirect assessment

Motivating operations and discriminative stimuli: - Have similar evocative effects on behavior - Are considered synonymous - Occur after the behavior of interest - All of these

Have similar evocative effects on behavior

________ means that a level of behavior observed in an earlier phase cannot be reproduced even though experimental conditions return to preintervention conditions. - Sequence effects - Irreversibility - Order effects - Reliability

Irreversibility

After you complete a descriptive assessment, you should write hypothesis statements that reflect your interpretation of the data. Which of the following is a hypothesis statement that contains all of the important elements? - Gain peer attention: When Valerie is playing alone on the playground, she bear hugs her peers. - Gain peer attention: Valerie bear hugs her peers, which is followed by attention in the form of teasing from her peers. - When Valerie is playing alone on the playground, she bear hugs her peers, which is followed by attention in the form of teasing from her peers. - Gain peer attention: When Valerie is playing alone on the playground, she bear hugs her peers, which is followed by attention in the form of teasing from her peers.

Gain peer attention: When Valerie is playing alone on the playground, she bear hugs her peers, which is followed by attention in the form of teasing from her peers. (The required elements of a good hypothesis statement are the hypothesized function, the antecedent, the behavior, and the consequence.)

1. Response maintenance 2. Setting/situation generalization 3. Response generalization. These are the three major types of _____________ behavior change A. Faulty B. Generalized C. Contrived

Generalized

Most-to-least prompt fading involves: -Gradually decreasing the time between the presence of the antecedent cue to the prompt from most time to least time. - Gradually changing the form or intensity of the prompt from most intense to least intense. - Gradually decreasing exaggerated dimensions of the stimulus prompt. - Gradually changing the shape of the prompt to look more like the natural antecedent cue.

Gradually changing the form or intensity of the prompt from most intense to least intense. (The first answer is the use of time delay, but most time delay procedures would actually go the other direction (i.e., least time delay to more time delay). The third example is of stimulus fading, and the fourth example is stimulus shaping. The correct answer is the second answer, changing the form or intensity of the prompt from most to least intense. This would consist of moving from physical prompts to modeled prompts to verbal instructions.)

Schedule thinning refers to: - Gradually decreasing the response ratio or the duration of the time interval - Quickly increasing the response ratio or the duration of the time interval - Gradually increasing the response ratio or the duration of the time interval - Moving gradually from an intermittent schedule to a continuous reinforcement schedule.

Gradually increasing the response ratio or the duration of the time interval

1. Select powerful reinforcers 2. Determine the behaviors that need to be changed 3. Set appropriate performance criteria 4. Use other appropriate procedures along with group contingencies 5. Select the most appropriate group contingency 6. Monitor the individual and group performances These are the six guidelines when implementing _______________? A. Group Contingencies B. Interdependent Contingencies C. Self Monitoring Contingencies

Group Contingencies

Which of the following research designs have contributed the least in terms of effective technology for behavior change? - Group comparison designs - Multiple baseline across settings - Reversal designs - Component analyses

Group comparison designs (Group comparison designs are necessary and effective tools for certain types of research questions but have contributed little to an effective technology of behavior change.)

The ultimate purpose of social validity assessment is to - Guide behavior change program development and application - Improve researchers' chances of publication - Improve the relationship between researchers and clients - Increase the magnitude of behavior change

Guide behavior change program development and application

The principle of ________ determines the degree to which a person's behavior repertoire maximizes short and long term reinforcers for that individual and for others, and minimizes short and long term punishers. - Normalization - Habilitation - Functionality - Justification

Habilitation

A type of self-management tactic that typically involves the use of self-awareness training, competing response training, and motivation techniques is: - Self-Instruction - Habit Reversal - Massed Practice - None of these

Habit Reversal

Mr. Moon is conducting a functional analysis with Ira, who kicks his teachers frequently. Mr. Moon is implementing a contingent escape condition. He prompts Ira to engage in a difficult task. Ira kicks Mr. Moon in the shin. How should Mr. Moon respond if he is to implement the contingent escape condition correctly? - He should continue prompting Ira to do the task, but he should provide a mild reprimand, such as, "Ira, don't kick me. That hurts. Come on, it's time to work." - He should remove the task materials and turn away from Ira for a short period of time. - He should ignore Ira's kicking and continue with the task. - He should provide Ira with a more preferred activity for a short period of time.

He should remove the task materials and turn away from Ira for a short period of time.

Heather hears a phone ring, then picks up the phone. Her husband talks with her over the phone. What is the behavior in this three-term contingency? - Husband talking - Heather picks up the phone - Phone ringing - None of these

Heather picks up the phone

Resistance to extinction is greater when carried out under: - Low motivation - High motivation - No motivation - None of these

High motivation (Resistance to extinction is greater when extinction is carried out under high motivation than under low.)

Which of the following is not a reason that applied behavior analysts favor visual analysis of data over statistical methods? - Statistical significance is not the target outcome for behavior analysts. - Visual analysis is well suited for demonstrating strong effects. - Highly variable data may not be statistically significant. - Predetermined criteria of statistical tests offer less flexibility in experimental design.

Highly variable data may not be statistically significant. (A problem with using statistical methods occurs with borderline data sets that contain a lot of variability. Such a set may produce a statistically significant result but it should motivate additional experimentation to identify the sources of variability and achieve a more consistent experimental control.)

The key difference between an escape contingency and an avoidance contingency is: - In an escape contingency the future probability of the target behavior increases, while the future probability of the target behavior decreases with an avoidance contingency. - In an escape contingency the EO is present prior to the occurrence of the target behavior, while in an avoidance contingency, the EO is not present prior to the occurrence of the target behavior. - In an escape contingency the EO is not present prior to the occurrence of the target behavior, while in an avoidance contingency, the EO is present prior to the occurrence of the target behavior. - In an escape contingency, there is a warning stimulus that signals an aversive stimulus is imminent, while in an avoidance contingency there is no such warning stimulus.

In an escape contingency the EO is present prior to the occurrence of the target behavior, while in an avoidance contingency, the EO is not present prior to the occurrence of the target behavior. (The key difference between the escape and avoidance contingencies is the presence and absence, respectively, of the EO prior to the occurrence of the target behavior. Both escape and avoidance contingencies produce an increase in future responding. A warning stimulus is often associated with an avoidance contingency rather than an escape contingency.)

The behavior chain interruption strategy (BCIS) can be used to: - Teach a complex new behavior chain. - Increase speech, picture communication, and microswitch activation. - Replace the initial SDs in a chain. - All of these.

Increase speech, picture communication, and microswitch activation. (The behavior chain interruption strategy has been used to teach children speech, picture communication, and microswitch activation. It relies on an already established behavior chain and does not teach a new chain. Rather, it teaches a new step in an already-existing chain. It doesn't replace the initial SD in a chain, however, because the new step is inserted somewhere in the middle of the chain.)

Which statement regarding the strength of applied behavior analysis is not supported in the punishment chapter? - Recognize and appreciate punishment's natural role and contributions to survival and learning - Increase the use of punishment procedures over the use of reinforcement-based interventions. - Increase basic and applied research on punishment. - View treatments featuring positive punishment as default technologies

Increase the use of punishment procedures over the use of reinforcement-based interventions.

The most useful level to understand the effect of a treatment is the: - Group level - Individual level - Procedural level - Implementation level

Individual level (To be most useful, a treatment must be understood at the level at which people come into contact with it and are affected by it: the individual level.)

Token economies often need to be: - Complex - Individualized - Maintained forever - All of these

Individualized

Cumbersome and difficult to use measurement ________ can lead to inaccurate and unreliable measurements. - Agreement - Instruments - Observers - Rulers

Instruments

An experiment has a high degree of _______ when the experiment shows convincingly that changes in behavior are a function of the independent variable and not the result of uncontrolled or unknown variables. - Internal validity - External validity - Replication - Prediction

Internal validity

Experiments that demonstrate a clear functional relationship between the independent variable and the observed behavior are said to have a high degree of - Internal validity - External validity - Social validity - Reliability

Internal validity

This DRO system is when the individual cannot engage in the target behavior for the ENTIRE interval of time in order to get reinforced A. Interval DRO B. Momentary DRO

Interval DRO

When starting a DRO intervention what is more useful to begin with and then move to? Start with an ___________ DRO and move to a _____________ A. Interval B. Momentary

Interval Momentary

What are the four major assessment methods in ABA?

Interviews Checklists Tests Direct Observation

A teacher makes a request of a student. The student emits aggressive behavior immediately following the request. The teacher removes the request in order to avoid getting hit. The teacher's request: - Was clearly inappropriate - Is a discriminative stimulus for the problem behavior - Is a motivating operation for the problem behavior - Is a stimulus delta for problem behavior

Is a motivating operation for the problem behavior (The request is not a discriminative stimulus because there are no times when the same response from the child (hitting) produces the same response (escape). In fact, unless the request is present (i.e., a demand is present), then escape cannot occur. Thus, it makes no sense to view the request as a discriminative stimulus. Instead, the request should be viewed as a motivating operation that makes aggression a more probable response.)

Combining analytic tactics in an experimental design is a good idea when - It allows for a more convincing demonstration of experimental effect - The research question is too broad for a single design - The procedures are quite complex - None of these is a justification for combining tactics

It allows for a more convincing demonstration of experimental effect (Combining multiple experimental designs may allow for a more convincing demonstration of experimental effect.)

Carr and Lovaas (1983) recommended that practitioners experience any punisher personally before the treatment begins for what reason? - It reminds the practitioner that it is a sadistic procedure - It reminds the practitioner that the technique produces physical discomfort. - It reminds the practitioner that the technique is designed to increase the appropriate behavior of the student. - It allows the practitioner to determine a baseline of discomfort which he/she then increases rapidly as it is administered to the student.

It reminds the practitioner that the technique produces physical discomfort.

Which of the following is an example of a negative reinforcement contingency? - Jo is sitting near a window at Starbucks having a cup of coffee. The sun is streaming in the window, and it is too warm for Jo-she is beginning to perspire. Jo moves to another chair away from the window, where it is shady. The next time Jo goes to Starbucks, she sees the sun shining in the window again and sits in the chair in the shade instead. - Frank often goes to Starbucks for coffee as well. After receiving his coffee, he sits down in his seat. It is 9:00 am, and Starbucks is very busy. Most of the tables are full. As a result, a smart woman approaches Frank and asks if she can share his table. Frank agrees, and the woman sits down and has coffee with Frank. Frank decides he will come to Starbucks at 9:00 am for coffee more often in the future. - Cheryl loves coffee. She orders a coffee at Starbucks but burns her mouth on it because it is too hot. After a couple of occurrences of this, Cheryl stops coming to Starbucks for coffee. - Sam was walking to Starbucks for coffee. On his way, he lost his wallet to a pickpocket. Sam no longer walks to that Starbucks for coffee.

Jo is sitting near a window at Starbucks having a cup of coffee. The sun is streaming in the window, and it is too warm for Jo-she is beginning to perspire. Jo moves to another chair away from the window, where it is shady. The next time Jo goes to Starbucks, she sees the sun shining in the window again and sits in the chair in the shade instead.

Which of the following illustrates an example of stimulus control? - Joanne occasionally runs the stop sign near her house because there are rarely any cars at the intersection - Frank flaps his hands almost constantly all day long. - Joe hits his teacher every time and only when she asks him to wash his hands. - Molly uses a Kleenex to wipe her nose when it is running and often when it is not running. It is a bad habit she has.

Joe hits his teacher every time and only when she asks him to wash his hands.

Sean was responsible for designing an intervention for a fifth grade student who engaged in severe problem behavior consisting of throwing chairs at the teacher when an assignment was given. Sean decided to utilize a contingent physical restraint every time the child threw a chair. Sean is violating the ethical consideration of: - Right to safe and humane treatment - Least restrictive alternative - Right to effective treatment - Sean is not violating any ethical considerations

Least restrictive alternative

You are interested in comparing the effects of two different interventions on a single target behavior. You have decided to present each of the interventions in an alternating fashion and measure the changes in the value of your dependent variable. You would like to plot the results of both interventions on one graph. Which would be the best format to display your results? - Cumulative record - Line graph - Bar graph - Scatterplot

Line graph (The line graph allows you to plot the values of the same dependent variable on one graph under different intervention conditions without sacrificing the detection of variability, trends, and level changes.)

All of the following are assessment methods used in applied behavior analysis except: - Direct observation - Interview - Medical evaluations - Checklists

Medical evaluations

This is the approach to understanding behavior that assumes that a mental or "inner" dimension exists that differs from a behavioral dimension and that phenomena in this dimension either directly cause or at least mediate some forms of behavior. - Radical behaviorism - Methodological behaviorism - Structuralism - Mentalism

Mentalism

Interview questions should avoid "why" questions because these tend to encourage _______ explanations of behavior. - Defensive - Mentalistic - Lengthy - Direct

Mentalistic

Which schedule of reinforcement presents two or more basic schedules of reinforcement in an alternating (usually random) sequence usually occurring successively and independently with no correlated discriminative stimuli? - Multiple schedules of reinforcement - Alternative schedules of reinforcement - Variable-interval schedules of reinforcement - Mixed schedules of reinforcement

Mixed schedules of reinforcement

Shaping can be a slow, time-consuming process. What is one way to effectively speed up the process? -Add a punishment contingency for incorrect responses. - Each time you increase the criteria for reinforcement, do so by larger increments. - Model the desired response for the individual. - All of these are effective ways to make shaping more efficient.

Model the desired response for the individual. (The most effective way to make shaping more efficient is to add a prompt of some sort (e.g., a model, a verbal prompt, or physical guidance). Adding a punishment contingency will not necessarily speed up the process and may suppress responding all together. Increasing the criteria by larger and larger increments will likely lead to increases in incorrect responding, thereby slowing the process rather than speeding it up.)

What are the four behavior environment relations that functionally define imitation? A. behavior in repertoire, able to define the behavior, decrease in problem behavior, and attending to model B. Model, immediate imitative behavior, formal similarity, and model must be the imitative behavior C. Planned similarity, unplanned similarity, formal similarity, and informal similarity

Model, immediate imitative behavior, formal similarity, and model must be the imitative behavior

Which of the following is a reason not to use permanent product measurement? - Moment-to-moment decisions must be made - The behavior has a direct effect on the environment - The product can only be produced by the target behavior - Each behavior occurrence results in the same product

Moment-to-moment decisions must be made

Which of the following is not listed in the chapter as an ethical consideration regarding the use of punishment? - Right to safe and humane treatment - Least restrictive alternative - Right to effective treatment - Most restrictive alternative

Most restrictive alternative

During imitation training, if a learner does not respond what should a trainer do? A. Most to least physical prompting B. Least to most physical prompting

Most to least physical prompting

Food deprivation may alter the momentary effectiveness of food as a reinforcer. Food deprivation is an example of a(n): - Satiation trial - Motivating operation - Operant behavior - Experimental control

Motivating operation

The term _________ has been suggested to replace the term establishing operation (EO). - Motivating operation - Evocative effect - Abative effect - Abolishing operation

Motivating operation

_________ is (are) related to the differential reinforcing effectiveness of a particular type of environmental event. - Motivating operations - Discriminative stimulus - Motivating variables - Discriminative operations

Motivating operations (Motivating operations (MOs) are related to the differential reinforcing effectiveness of a particular type of environmental event. This is the critical distinction between MOs and SDs.)

Which schedule reinforcer assessment consists of two or more component schedules of reinforcement for a single response with only one component schedule in effect at any given time? - Progressive-Ratio - Multiple - Mixed - Concurrent - All of these - None of these

Multiple

__________________________ Reinforcer Assessments consist of two or more component schedules of reinforcement for a single response with only one component schedule in effect at any given time. This schedule can be used as a reinforcement assessment when presenting the same stimulus event contingent (response dependent) on each occurrence of the target behavior in one component of the ______________________ and on a fixed time schedule (response independent) in the other component. - Concurrent Schedule - Multiple Schedule - Progressive Ration Schedule

Multiple Schedule

Simultaneous measurement of two or more behaviors of a single participant describes which type of experimental design? - Multiple baseline across behaviors - Multiple baseline across settings - Multiple baseline across subjects - Multiple baseline across probes

Multiple baseline across behaviors

Which experimental design is most appropriate for evaluating the effect of video modeling on the acquisition of the skills for preparing a meal by adults with developmental disabilities? - Multiple baseline across behaviors - Changing criterion - Multiple probe - Delayed multiple baseline

Multiple probe

All things being equal, an experiment that incorporates ________ reversal(s) presents a more convincing and compelling demonstration of experimental control than an experiment with _______ reversal(s). - Multiple, one - One, four - Several, multiple - Five, seven

Multiple, one

A tact is a type of verbal operant in which a speaker: - Differentially responds to the verbal behavior of others - Asks for (or states, demands, implies, etc.) what he needs or wants - Repeats the verbal behavior of another speaker - Names things and actions that the speaker has direct contact with through any of the sense modes

Names things and actions that the speaker has direct contact with through any of the sense modes

A contingency that operates without social mediation is referred to as: - Natural contingency - Contrived contingency - Unplanned contingency - Generalized contingency

Natural contingency

(a) the stimulus change must follow the occurrence of the target response immediately, (b) the magnitude of the reinforcement must be large, (c) the negative reinforcer must be provided consistently when the target behavior occurs, and (d) reinforcement should be unavailable for competing (nontarget) responses. These are four things to increase the effectiveness of? A. Positive Reinforcement B. Negative Reinforcement C. Positive Punishment D. Negative Punishment

Negative Reinforcement

EO --> SD--> Response --> SR- Whats this an example of?

Negative Reinforcement

If the mean interresponse time (IRT) of a target problem behavior is 12 responses per hour, and you are implementing a DRL procedure, what should the initial DRL criterion be? - More than 12 responses per hour - No more than 11 responses per hour - No more than 1 response per hour - No more than 4 responses per hour

No more than 11 responses per hour

The presentation of a potential reinforcer on a fixed or variable schedule independent of the occurrence of the target behavior is also referred to as: - Contingent reinforcement - Noncontingent reinforcement - Contingent punishment - Noncontingent punishment - None of these - All of these

Noncontingent reinforcement

_________ control conditions might be used as a variation of the reversal design when it is not possible or when it is deemed inappropriate to completely eliminate an event or activity as a reinforcer. - Difference - Noncontingent reinforcement - Sequenced - Temporal

Noncontingent reinforcement (An experimenter might consider using an NCR control condition when the setting/situation does not allow for the complete elimination of an event or activity that serves as a reinforcer.)

Delivering a stimulus with known reinforcing properties to an individual on a fixed time or variable time schedule independently of responding is known as which procedure? - Extinction - Noncontingent reinforcement (NCR) - Differential reinforcement - Punishment

Noncontingent reinforcement (NCR)

Which of the following are guidelines for effective reinforcement? - Choosing reinforcers that are not relevant to the target behavior - Using reinforcers of low magnitude - Delaying the delivery of a reinforcer - Using the same reinforcers over and over again - None of these

None of these

All of the following are procedures for measuring behavior except - Event recording - Timing - Time sampling - Observation

Observation

In a multiple baseline design, the functional relationship between the independent variable and the change in the subject's behavior is determined by: - Systematic introduction and withdrawal across phases - Observation of unchanged behaviors in other tiers - Observation of behavior change in the treated tier - Replication of behavior change with each new criterion

Observation of unchanged behaviors in other tiers (In a multiple baseline design, the independent variable's function in changing a given behavior is inferred by the lack of change in untreated behaviors.)

Before implementing a contingent observation program for cutting in line at the drinking fountain, Mrs. Salkey made sure to send a note home to guardians telling them about the program and asking the guardians to contact her if there were any objections. In addition she checked with her principal to make sure she was following the schoolwide behavior management program. Which part of using time-out effectively does this example best exemplify? - Reinforce and enrich the time-in environment. - Define the behaviors leading to time-out. - Define the procedures for the duration of time-out. - Explain the time-out rules. - Evaluate effectiveness. - Obtain permission.

Obtain permission.

For most investigations it is suggested that you only change _______ variable(s) at a time. - One - Two - Three - Four

One

An interdependent group contingency is most useful if: - One wants to change the behavior of one person or a small group of individuals - One wants to differentially reinforce individuals for appropriate behavior - One wants to change everyone's performance - All of these

One wants to change everyone's performance

Practitioners need measurement in order to do all of the following except - Operationalize empiricism - Identify current behavior levels - Evaluate treatment - Make accurate decisions

Operationalize empiricism

A limitation of DRO is: - Other inappropriate behaviors may be reinforced accidentally. - One may accidentally punish all responding in the individual. - It often produces an extinction burst effect. - The effects have been shown to be slow and gradual.

Other inappropriate behaviors may be reinforced accidentally.

_______________________________ is an undesirable form of setting/situation generalization in which the behavior has come under the control of a stimulus class that is too broad. With __________________________ the learner emits the target behavior in the presence of stimuli that, although similar in some way to the instructional examples or situation, are inappropriate occasions for the behavior. A. Overgeneralization B. Faulty Stimulus Control

Overgeneralization

A neutral stimulus can be made into a reinforcer by: - Pairing it with an unconditioned stimulus - Pairing it with an unconditioned response - Presenting it individually after a response multiple times - A neutral stimulus cannot be utilized as a reinforcer

Pairing it with an unconditioned stimulus (This is known as classical conditioning. When a neutral stimulus is consistently paired with a stimulus that already functions as a reinforcer (an unconditioned reinforcer), it begins to take on reinforcing qualities and becomes a conditioned reinforcer.)

This is the idea that simple, logical explanations must be ruled out, experimentally or conceptually, before more complex or abstract explanations are considered. - Philosophic - DoubtExperimentation - Replication - Parsimony

Parsimony

What are three time sampling procedures when measuring behavior?

Partial Interval Whole Interval Momentary Time Sampling

John, a fourth grade teacher, wants to collect data on task completion for seven of his students. John has 34 students and does not have access to an aide or teaching assistant. Identify the most appropriate recording procedure for John to use and explain why it is the best choice.

Permanent Product (Can be done after class while allowing John to teach and provide an accurate count of the target behavior)

The procedure that measures behavior after it has occurred by measuring its effect on the environment is called: - Measurement artifact - Planned activity check - Permanent product - Time sampling

Permanent product

Marco is learning to assemble computer components as part of his new job at a factory. Speed and accuracy are critical skills for him to learn in assembling his component. What is the most appropriate method for measuring his behavior? - Whole interval recording - Duration - Permanent product - Response latency

Permanent product (This behavior is appropriate for permanent product measurement because each correct task sequence will produce the same product and only the correct task sequence can produce the permanent product.)

Which statement best describes the procedure of response blocking? - Blocking the occurrence of the antecedent stimulus associated with the occurrence of the problem behavior - Delivering a wood block to the student prior to the occurrence of a behavioral response - Physically intervening as soon as the student begins to emit a problem behavior to prevent the completion of the response - The interventionist closing his or her eyes to deny the student pleasure after engaging in the problem behavior

Physically intervening as soon as the student begins to emit a problem behavior to prevent the completion of the response

Which of the following is not an appropriate way to identify potential reinforcers? - Pick a stimulus that is reinforcing for someone else - Ask the person or significant other what is reinforcing - Observe the person - Measure the person's responses to trial-based tests

Pick a stimulus that is reinforcing for someone else (Just because a stimulus is reinforcing to one person does not mean it will be reinforcing for another person. Reinforcers are highly idiosyncratic.)

A textual operant has - Point-to-point correspondence but not formal similarity - Point-to-point correspondence and formal similarity - No point-to-point correspondence and no formal similarity - None of these

Point-to-point correspondence but not formal similarity

Little Peter was walking along the fence of his uncle's dairy farm. Peter reached up and grabbed the wire along the fence, not realizing it was electrified. After recovering from the pain caused by the shock, Peter never again touched the fence wires. Which statement best describes the shock stimulus felt by Peter? - Negative Reinforcement - Negative Punishment - Bad Judgment - Positive Punishment

Positive Punishment

______________________ is the procedure of delivering a stimulus immediately after a response that increases the future probability of the response occurring more in the future. A. Positive reinforcement B. Positive reinforcer

Positive reinforcement

A _____________________ is the stimulus delivered after a response that is responsible for the increase in responding. A. Positive reinforcement B. Positive reinforcer

Positive reinforcer

The level of investigation that demonstrates correlation between events and is based on repeated observations is: - Prediction - Experimentation - Description - Control

Prediction

The three elements of baseline logic include the following: - Prediction, verification, and replication - Ascending, descending, and stable - Internal validity, external validity, and reliability - Dependent variable, independent variable, baseline

Prediction, verification, and replication

How the reversal design incorporates the elements of baseline logic After a stable baseline is obtained, the independent variable is introduced. When the intervention data are obtained they are compared to the baseline data. ______________ are made based on the initial baseline responding; that is, if intervention were not introduced, the "_________" is no change to the data path. After steady state is attained during the initial introduction of the independent variable, the independent variable is withdrawn. If the level of responding in baseline 2 is the same or closely approximates baseline level 1, _____________ of the prediction is confirmed. ______________ occurs each and every time the independent is implemented and withdrawn with similar results.

Predictions verification Replication

The response-deprivation hypothesis was built on whose concept? - Premack - Skinner - Watson - Pavlov - None of these

Premack

To effectively implement a high-p request sequence, it is important to: - Select behaviors not in the learner's current behavior repertoire - Not acknowledge compliance - Use reinforcers with limited reinforcing value - Present requests in a rapid sequence

Present requests in a rapid sequence

_____________ describes a functional relation between behavior and one or more of its controlling variables that has thorough generality across individual organisms, species, settings, and behaviors. ____________ describe how behavior works. - Principles of Behavior - Behavior Change Tactic

Principles of Behavior

Including typical features of the generalization setting into the instructional setting is referred to as: - Teaching loosely - Teaching negative examples - General case analysis - Programming common stimuli

Programming common stimuli

____________________________________ Reinforcer Assessments, the response requirements for reinforcement are systematically increased over time independent of the participant's behavior. In a _________________________ reinforcer assessment, the practitioner gradually requires more responses per presentation of the preferred stimulus until a breaking point is reached and the response rate declines. - Concurrent Schedule - Multiple Schedule - Progressive Ration Schedule

Progressive-Ratio Schedule

Logarithmic scales are an appropriate graphing format when _______ change is of particular interest. - Cumulative - Rate - Rapid - Proportional

Proportional (On a logarithmic scale equal relative changes in the variable being measured are represented by equal distances. On a semilogarithmic chart behavior changes of equal proportion are shown by equal vertical distances on the vertical axis.

Which of the following is an example of shaping an individual to swing a golf club correctly (i.e., take the appropriate backswing, swing the club down to the ball, and follow through with the swing)? - Stand behind the person and physically help make the correct golf swing. Over time, slowly provide less physical assistance until the individual makes a correct swing independently. - Start with verbal prompts to do each step. If this is not effective, provide a model. If this is not effective, provide some physical assistance. If this is not effective, stand behind the person and help the person make the correct golf swing. - Provide positive reinforcement for any swing that resembles a golf swing. Then, provide reinforcement for closer and closer approximations of a correct golf swing and withhold reinforcement for poorer approximations of a correct golf swing. - None of these is an example of shaping.

Provide positive reinforcement for any swing that resembles a golf swing. Then, provide reinforcement for closer and closer approximations of a correct golf swing and withhold reinforcement for poorer approximations of a correct golf swing.

DRO interventions: - Provide reinforcement for a specific alternative behavior. - Provide reinforcement for slowly increasing occurrences of a behavior. - Provide reinforcement for incompatible behaviors. - Provide reinforcement for not responding.

Provide reinforcement for not responding.

Stimulus equivalence: - Is a theoretical construct and not studied much in behavior analysis. - Provides a methodology for efficient teaching-expanding learners' skills far beyond what is directly taught. - Describes the emergence of accurate responding to stimulus-response relations that have not been trained. - Establishes feature stimulus classes.

Provides a methodology for efficient teaching-expanding learners' skills far beyond what is directly taught. (Stimulus equivalence should probably be the goal of all instruction. That is, if we can teach learners a few related stimulus-stimulus relations (not stimulus-response relations) and learners can put those together to broaden their learning well beyond that of what was directly taught, then this is a very efficient form of teaching and should be viewed as the "big prize" of education. This procedure has been studied in many areas of complex verbal relations, including reading, language arts, and math. It is hardly a "theoretical construct that has not been studied much.")

Which of the following is a limitation of total count IOA? - Provides no assurance that the two observers recorded the same instances of behavior - Useful for event recording - Is expressed as percentage of agreement - Is calculated by dividing the smaller of the counts by the larger count and multiplying by 100

Provides no assurance that the two observers recorded the same instances of behavior

This type of motivating operation alters a relation to itself by acquiring MO effectiveness by preceding a worsening or improvement. - Surrogate CMO - Transitive CMO - Reflexive CMO - Substantive CMO

Reflexive CMO

Joni works in a group home with a group of men with disabilities. She has a good relationship with each of the men, but one of the residents continues to make sexually-inappropriate comments to her. Joni typically replies, "Frank, stop calling me that! You know I don't like it and it's not appropriate," as she turns red in the face. An informal functional behavior assessment indicates this behavior is maintained by Joni's attention. The group home staff decides to implement a DRA intervention. Which of the following would be an appropriate example of DRA in this case? - Providing enthusiastic attention whenever Frank says anything appropriate to Joni, while ignoring him if he makes inappropriate remarks - Providing enthusiastic attention whenever Frank makes an appropriate greeting to Joni (such as "You look nice today, Joni."), while ignoring Frank if he uses inappropriate greetings - Providing increased enthusiastic attention to Frank throughout the day. - Ignoring all of Frank's inappropriate verbalizations.

Providing enthusiastic attention whenever Frank makes an appropriate greeting to Joni (such as "You look nice today, Joni."), while ignoring Frank if he uses inappropriate greetings

Which of the following is not an assumption underlying the analysis of behavior? - Determinism - Empiricism - Philosophic doubt - Pseudoscience

Pseudoscience

A response is followed by a stimulus change, the effect of which is a decrease in the future frequency of behavior. Which type of stimulus-change operation most likely occurred? - Reinforcement - Punishment - Negative Reinforcement - Positive Reinforcement

Punishment

The potential negative side effects (e.g., crying, running away) of negative reinforcement are similar to the side effects associated with: - Positive Reinforcement - Punishment - Stimulus Control - All of these - None of these

Punishment (The potential side effects of negative reinforcement contingencies are similar to the potential side effects of punishment. Positive reinforcement often does not have negative side effects. Side effects are irrelevant to stimulus control procedures.)

_________ is obtained by combining observation time with a tally of the number of occurrences of behavior. - Response latency - Rate - Celeration - Whole interval

Rate

Common behavioral characteristics associated with ________ include avoidance, aggression, and unpredictable pauses in responding. - Ratio strain - Post-reinforcement pause - Scallop effect - Fixed interval

Ratio strain

Conditioned _______ are the product of respondent conditioning. - Antecedents - Stimuli - Punishers - Reflexes

Reflexes

When implementing a contingent observation program for cutting in line at the drinking fountain, Mrs. Salkey made sure to provide lots of tokens for students who waited their turn. Which part of using time-out effectively does this example best exemplify? - Reinforce and enrich the time-in environment. - Define the behaviors leading to time-out. - Define the procedures for the duration of time-out. - Explain the time-out rules. - Evaluate effectiveness. - Obtain permission.

Reinforce and enrich the time-in environment.

A response is followed by a stimulus change, the effect of which is an increase in the future frequency of behavior. Which type of stimulus-change operation most likely occurred? - Reinforcement - Punishment - Extinction - Positive Punishment

Reinforcement

Stimulus discrimination involves the behavioral principles of: - Prompts and extinction - Reinforcement and extinction - Form and function of behavior - Concepts and stimulus equivalence

Reinforcement and extinction

Differential reinforcement always includes what two principles of behavior? - Reinforcement and punishment - Reinforcement and stimulus control - Reinforcement and extinction - Positive and negative reinforcement

Reinforcement and extinction (Differential reinforcement always uses reinforcement for one response (an alternative or incompatible behavior, other behavior, lower rates of behavior) and extinction for the problem behavior. It does not necessarily use punishment. Stimulus control is not a principle of behavior.)

Operant conditioning encompasses: - Time and stimuli - Antecedents and phylogeny - Conditioned and unconditioned - Reinforcement and punishment

Reinforcement and punishment

What is the stimulus presented in the reinforcement procedure considered? A. Reinforcer B. Reinforcement

Reinforcer

Noncontingent reinforcement may effectively decrease problem behavior because: - Reinforcers that maintain the problem behavior are available freely and frequently. - Reinforcers that maintain the problem behavior are withheld and made contingent upon the occurrence of alternative behaviors. - Reinforcers that maintain the problem behavior are presented only when the problem behavior occurs. - Reinforcers do not maintain the problem behavior presented regardless of the behaviors.

Reinforcers that maintain the problem behavior are available freely and frequently.

Stimulus discrimination is acquired by: - Reinforcing responses in the presence of a stimulus delta and withholding reinforcement in the presence of the discriminative stimulus. - Reinforcing responses in the presence of both discriminative stimuli and stimulus deltas. - Reinforcing responses in the presence of the discriminative stimulus and withholding reinforcement in the presence of the stimulus deltas. - Thinning reinforcement so that no reinforcement is required for any antecedent stimuli.

Reinforcing responses in the presence of the discriminative stimulus and withholding reinforcement in the presence of the stimulus deltas.

Graphic displays of behavioral data are considered simple formats for visually displaying ________ among and between a series of measurements and relevant variables. - Time series - Arrangements - Relationships - Peaks

Relationships

A scatterplot shows the _________ distribution of individual measures in a data set with respect to the variables depicted by the both the x- and y-axes. - Exact - Scattered - Relative - Standard

Relative

The ________ of behavior rule states that a target behavior should only be selected when it can be determined that the behavior will produce natural reinforcement. - Functionality - Validity - Relevance - Importance

Relevance

Choosing only those behaviors to change that will produce reinforcers in the post-intervention environment is referred to as: - Teaching loosely - Contrived contingency planning - Programming common stimuli - Relevance-of-behavior rule

Relevance-of-behavior rule (The relevance-of-behavior rule refers to choosing only those behaviors to change that will produce reinforcers in the post-intervention environment.)

________ measurement is consistent measurement. - Reliable - Valid -Accurate - Discontinuous

Reliable (To be most useful for science, measurement must be valid, accurate, and reliable. The closer the values obtained by repeated measurement of the same event are to one another, the greater the reliability.)

An investigator who ________ turns the target behavior on and off by presenting and withdrawing a specific variable makes a clear and convincing demonstration of experimental control. - Conditionally - Haphazardly - Covertly - Reliably

Reliably

Negative reinforcement can be defined as: Stimulus _______________, contingent upon a response, which _______________ the future probability of that response. - Presented, increases - Presented, decreases - Removed, increases - Removed, decreases

Removed, increases

A _____ denotes a set or collection of knowledge and skills a person has learned that are relevant to particular settings or tasks. - Repertoire - Behavior - Skill - Response

Repertoire

When a problem behavior has been targeted for reduction or elimination, the behavior analyst must always include a(n) ________ in the intervention plan. - Replacement behavior - Appropriate response - Pivotal behavior - Performance criterion

Replacement behavior

When a subject's behavior changes each time a new criterion is introduced, this is an example of - Prediction - Function - Replication - Systematic manipulation

Replication (Replication occurs each time the level of the behavior changes in a systematic way when the criterion is changed.)

Continued responding during the extinction process is known as: - Resistance to extinction - Extinction burst - Reinforcement - Spontaneous recovery

Resistance to extinction

A behavior that is elicited by antecedent stimuli and is "brought about" by a stimulus that precedes it is: - Operant - Learned - Respondent - New

Respondent

_______ behavior is elicited by antecedent stimuli. - Operant - Temporal - Respondent - All

Respondent

Two functionally distinct types of behavior important to behavior analysis include: - Learned and operant behavior - - Reflexive and respondent behavior - Respondent and operant behavior - Operant and conditioned behavior

Respondent and operant behavior

________________________________ is the extent to which a learner continues to perform the 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. 1. Response maintenance 2. Setting/situation generalization 3. Response generalization.

Response Maintenance

This is the extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior - Setting/situation maintenance - Response generalization - Setting/situation generalization - Response maintenance

Response generalization

__________________________ is the extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior. 1. Response maintenance 2. Setting/situation generalization 3. Response generalization.

Response generalization.

The model for predicting whether (a) access to one behavior will function as reinforcement for another behavior based on the relative baseline rates at which each behavior occurs and (b) whether contingent access to one of the behaviors represents a restriction compared to the baseline level of engagement is known as the: - Response-satiation hypothesis - Response-contingency hypothesis - The Premack Principle - Response-deprivation hypothesis - None of these

Response-deprivation hypothesis (The response-deprivation hypothesis predicts whether access to one behavior (the contingent behavior) will function as reinforcement for another behavior (the instrumental response) based on the relative baseline rates at which each behavior occurs and whether access to the contingent behavior represents a restriction compared to the baseline levels of engagement. Restricting access to a behavior may make it more valuable, and therefore more effective, as a reinforcer.)

One disadvantage to the use of a ___________________ in applied settings is that the behavior under investigation (dependent variable) may be irreversible. A. Reversal Design B. Alternating Treatment Design

Reversal Design

A ________ is depicted on a line graph by an open spot in the axis with a squiggly line at each end. - Condition line - Data set - Scale break - Horizontal axis

Scale break

Mr. Peterson has been struggling with Arnold, a boy with severe disabilities who hums and rocks back and forth intermittently throughout the day. Mr. Peterson wants to see if these behaviors are associated with any specific activities during the school day so that he can then more closely analyze what occurs during those time periods. Which descriptive assessment method would be the best choice for what he wants to accomplish? - Scatterplot recording - ABC continuous recording - ABC narrative recording - Functional analysis

Scatterplot recording

When the frequency of a time-filling behavior increases as a side effect of other behavior maintained by a schedule of reinforcement, this is referred to as: - Ratio strain - Post-reinforcement pause - Schedule induced - Schedule thinning

Schedule induced

A rule that specifies the environmental arrangement and response requirements for reinforcement. A description of contingency of reinforcement A. Rule of Reinforcement B. Schedule of Reinforcement C. Contingency of Reinforcement

Schedule of Reinforcement

The overall goal of _______ is to achieve a thorough understanding of the phenomenon under study. - Behavior Analysis - Science - Experimentation - Functional relationships

Science

Establish a level of responding in the absence of the independent variable as an objective basis for detecting the effects of the independent variable once it is introduced. A. Scientific benefit when establishing a baseline level of responding B. Applied benefit when establishing a baseline level of responding

Scientific benefit when establishing a baseline level of responding

Which of the following is not a requisite for obtaining valid IOA measures? - Use the same observation code and measurement system - Observe and measure the same participant(s) and events - Observe and record the behavior independent of any influence from one another - Score all IOA while sitting side-by-side with another observer

Score all IOA while sitting side-by-side with another observer (Valid IOA measures are obtained when observers record the behavior independent of any influence from one another. Observers should be separated in some way.)

Ethical concerns about the use of negative reinforcement stem from: - Having to deprive the individual of positive reinforcement for an extended period of time. - The presence of antecedent aversive stimuli in the individual's environment. - The potential for creating a context that generates undesired behaviors. - The presentation of aversive stimuli contingent upon a target behavior displayed by an individual. - Second and third choices.

Second and third choices. (The use of negative reinforcement is concerning to some because it requires the presentation of aversive stimuli as an antecedent (EO) to a target behavior. In some cases, this may involve presenting stimuli that are particularly noxious to individuals in order to motivate them to engage in the target behavior. The presentation of these noxious stimuli can also generate undesired behaviors, such as running away and crying. Negative reinforcement contingencies do not require one to deprive an individual of positive reinforcement over time-this is required, however, for positive reinforcement contingencies, which creates its own ethical dilemmas. Negative reinforcement contingencies do not require the presentation of an aversive stimulus following a target behavior. This is associated with punishment procedures, however, assuming that such procedures produce a decrease in the future probability of the target behavior.)

1. Specify the goal and define the behavior to be changed 2. Begin self monitoring the B 3. Contrive contingencies that will compete with natural contingencies 4. Publicize your commitment to change behavior 5. Get a self management partner 6. Continually evaluate your self management program and redesign it as necessary These are the steps when conducting an effective A. Self Monitoring Strategy B. Self Management Strategy

Self Management Strategy

This type of self-management tactic involves self-generated verbal responses, covert or overt, that function as response prompts for a desired behavior. - Self-instruction - Self-directed systematic desensitization - Habit reversal - None of these

Self-instruction

The personal application of behavior change tactics that produces a desired change in behavior is: - Self-management - Managing behaviors - Behavior management - Behavior modification

Self-management

If you wanted to decrease a desired behavior, what type of self-administered consequence would be most useful? - Self-management analogs of positive reinforcement - Self-management analogs of negative reinforcement - Self-management analogs of positive punishment - None of these

Self-management analogs of positive punishment

Self-administered consequences that increase desired behavior include: - Self-management analogs of positive reinforcement - Self-management analogs of positive punishment - Self-management analogs of negative punishment - None of these

Self-management analogs of positive reinforcement

Suggested guidelines for effective and efficient self-monitoring include: - Make materials cumbersome and sophisticated - Never provide supplementary cues or prompts; this will make the individual become dependent on the prompts or cues rather than the target behavior - Self-monitor the most important dimension of the target behavior - Do not reinforce accurate self-monitoring

Self-monitor the most important dimension of the target behavior

This term is used to describe the effects on a subject's behavior in a given condition that may be a result of the subject's experience with a prior condition. - Sequence - Irreversible - Temporal - Variable

Sequence

This is the extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting. - Setting/situation maintenance - Response generalization - Setting/situation generalization - Response maintenance

Setting/situation generalization

_________________________ is the extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting. 1. Response maintenance 2. Setting/situation generalization 3. Response generalization.

Setting/situation generalization

What is this an example of? EX: When shaping an individual to say a word, you might first shape lip movement, then any vocalization, and then vocalization paired with appropriate lip movements. In this case, the form of the response changes with each step. A. Shaping Across Response Topographies B. Shaping Within a Response Topographies

Shaping Across Response Topographies

What is this an example of? EX: If a person already says words, but he says them too softly to be heard, one could shape the magnitude of the response by requiring successively louder vocalizations. In this case, the form stays the same (vocalizations) but another dimension of the behavior (magnitude) changes. A. Shaping Across Response Topographies B. Shaping Within a Response Topographies

Shaping Within a Response Topographies

The text gives an example of shaping gum chewing, where first lip movement received reinforcement, then lip movements with sound, then saying the word "gum," and finally, saying "Gum please." This is an example of: - Shaping within a response topography. - Shaping across different response topographies. - Shaping the magnitude of a response. - Shaping the duration of a response.

Shaping across different response topographies. (This is an example of shaping across different response topographies because the form of the behavior required changes each time. All of the other answers involve shaping within a response topography.)

The behavior selected as an alternative behavior in a DRA: - Should already be in the learner's repertoire. - Should require more effort than the problem behavior. - Should be emitted at a very low rate prior to intervention. - Should require extensive training for practitioners to learn how to reinforce it.

Should already be in the learner's repertoire.

Which of the following is an example of a UMO as it relates to humans? - Getting paid for a job every 2 weeks - Putting on a sweater to go outside - Sleeping after a week of not getting any sleep - Playing with your children after they have been in school all day

Sleeping after a week of not getting any sleep

The _______ of each data path on a cumulative record represents the different rates of acquisition. - Position - Slope - Scatter - Slant

Slope

Behaviors have ________ if they affect a person's life in a positive and meaningful manner. - Social validity - Functional application - Observable benefit - Normalized outcomes

Social validity

In determining the likelihood of success in changing a behavior, all of the following should be considered except: - Research on changing this behavior - Experience of the behavior analyst - Social validity of the behavior - Available resources

Social validity of the behavior

Amanda, a typically developing two-year-old girl, has a father who is in the Marines. The last time her father was home, he was in uniform. Now, every time she sees a man in uniform, she says, "Daddy!" This is an example of: - Stimulus control - Stimulus equivalence - A response class - Stimulus generalization

Stimulus generalization

A functional relation means that: - Specific change in the independent variable can reliably be produced by specific manipulations in the dependent variable, and the change in the independent variable was unlikely to be the result of confounding variables. - Specific change in the dependent variable can reliably be produced by specific manipulations in the independent variable, and the change in the independent variable was unlikely to be the result of confounding variables. - Specific change in the dependent variable can reliably be produced by specific manipulations in the independent variable, and the change in the dependent variable was unlikely to be the result of confounding variables. - Specific change in the dependent variable can reliably be produced by specific manipulations in the confounding variable, and the change in the dependent variable was unlikely to be the result of the independent variable.

Specific change in the dependent variable can reliably be produced by specific manipulations in the independent variable, and the change in the dependent variable was unlikely to be the result of confounding variables.

A contingency contract: - Is a verbal agreement among two individuals - Specifies how two people will behave toward each other - Often causes scapegoating among learners and peers - Depends largely on the use of punishment for its effectiveness

Specifies how two people will behave toward each other

The first step in conducting an effective self-management program is: - Begin self-monitoring the behavior - Contrive contingencies that will compete with natural contingencies - Continually evaluate your self-management program and redesign it as necessary - Specify a goal and define the behavior to be changed

Specify a goal and define the behavior to be changed

The reappearance of a behavior after it has diminished to its pre-reinforced level and/or stopped entirely is called: - Extinction burst - Spontaneous recovery - Differential reinforcement - Procedural extinction

Spontaneous recovery

As a general rule the independent variable should be introduced when ________ baseline responding has been achieved. - Variable - Replicable - Stable - Complete

Stable

When the data show no evidence of an upward or downward trend and all the measures fall within a small range of values, the data pattern is referred to as - Ascending - Descending - Level - Stable

Stable

A ________ chart is a type of semilogarithmic chart useful for charting accelerating and decelerating performances over time. - Cumulative time - Standard celeration - Scatter plot - Bar graph

Standard celeration (The standard celeration chart consistently displays celeration, which is a linear measure of frequency change across time, a factor by which frequency multiplies or divides per unit of time.)

Noncontingent reinforcement involves the presentation of: - Stimuli with unknown reinforcing properties that are delivered on a fixed-time or variable time schedule independent of the learner's behavior - Stimuli with known reinforcing properties that are delivered on a fixed-time or variable-time schedule independent of the learner's behavior - Stimuli with known reinforcing properties that are delivered on a fixed-ratio or variable-ratio schedule independent of the learner's behavior - Stimuli with known reinforcing properties that are delivered on a fixed-time or variable-time schedule dependent on the learner's behavior

Stimuli with known reinforcing properties that are delivered on a fixed-time or variable-time schedule independent of the learner's behavior

What are these examples of?Traffic light turns red, step on the brake; phone rings, answer it; door bell rings, answer it; someone says for us to come over, we walk over.

Stimulus Control

Answering the door when you hear the door bell and not when it is silent is an example of behavior being under: - Simultaneous prompting - Equivalence - Stimulus control - Premack principle

Stimulus control

The dimensional quantity of duration is described as: - Temporal locus - Repeatability - Temporal extent - Count

Temporal extent

________________________ occurs when a stimulus that is similar to training stimuli, but has never been used in training itself, evokes the same response that the training stimuli evoked. _________________________ occurs when different stimuli do not evoke the same response. A. Stimulus discrimination, Stimulus generalization B. Stimulus generalization, Stimulus discrimination

Stimulus generalization, Stimulus discrimination

The type of motivating operation that accomplishes what the original motivating operation it was paired with did is a - Surrogate CMO - Transitive CMO - Reflexive CMO - Substantive CMO

Surrogate CMO

_________ is the "hallmark of applied behavior analysis." - Internal and external validity - Replication, prediction, and control - Single-measurement - Systematic repeated measurement of behavior

Systematic repeated measurement of behavior (Behavior is a dynamic, continuous phenomenon. Single measures or multiple measures sporadically dispersed over time cannot provide an adequate description of behavior.)

__________________________ is when the researcher purposefully varies one or more aspects of an earlier experiment. ____________________________ demonstrates reliability and adds to the external validity by showing the same effect under different conditions. A. Direct replication B. Systematic replication

Systematic replication

Which of the following is a factor not to consider when determining whether or not a functional relation has been demonstrated in an experiment? - The degree to which the researcher controlled potential confounds - An examination of the measurement system - Visual analysis and interpretation of the data - Systematic replication of effects

Systematic replication of effects (In order to determine whether or not a functional relation can be said to exist, careful consideration must be given to the following factors. First, the degree to which the researcher controlled potential confounds must be determined. Second, a careful examination of the measurement system and experimental design must be done. Third, the degree to which the researcher controlled all potentially confounding variables must be considered. Fourth, a careful and complete visual analysis and interpretation of the data must be completed.)

All of the following are advantages of the multiple baseline design except: - Easy to conceptualize - Lack of treatment withdrawal - Mimics common practice of practitioners - Takes less time to implement

Takes less time to implement

Which schedule of reinforcement is identical to the chained schedule except it does not use discriminative stimuli with the elements in the chain? - Mixed schedule of reinforcement - Fixed-ratio schedule of reinforcement - Tandem schedule of reinforcement - Chained schedule of reinforcement

Tandem schedule of reinforcement

Scatterplots are useful when applied behavior analysts are interested in finding out the ________ distribution of the target behavior. In other words, a scatterplot illustrates whether the behavior's occurrence is typically associated with certain time periods. - Temporal - Amount of - Standard - Simple

Temporal

The term "contingent" as used in behavior analysis refers to the dependent relationship of a particular consequence on the occurrence of behavior and is also used in reference to the _________ contiguity of behavior and its consequences. - Temporal - Independent - Dependent - False

Temporal (Behavior is selected by the consequences that immediately follow it, irrespective of whether those consequences were produced or depended upon the behavior- "the only important property of the contingency is temporal.")

What are the three fundamental dimensional qualities of behavior?

Temporal Locus Temporal Extent Repeatability/Countability

Which statement is not recommended as a guideline for the use of punishment? - Test punisher on your pet prior to implementing it with your student - Conduct punisher assessment - Use the least intensity of punishment that is effective - Deliver the punisher immediately

Test punisher on your pet prior to implementing it with your student

Unlike assessments for identifying positive reinforcers, assessments for negative reinforcers must place equal emphasis on _______________ as well as the consequence events for target behavior. - The EO or antecedent event - The future occurrence of the target behavior - The stimulus - Punishment

The EO or antecedent event (It is important to place emphasis on the EO when evaluating negative reinforcers because once the target behavior occurs, the negative reinforcer is gone and cannot be observed. It is important to observe the antecedent presence of the negative reinforcer, the target behavior, and the contingent removal of the negative reinforcer.)

These events marked the formal beginning of contemporary applied behavior analysis. - "Some Current Dimensions of Applied Behavior Analysis," by Baer, Wolf, and Risley, was published and "The Psychiatric Nurse as a Behavioral Engineer," by Ayllon and Michael, was published. - "The Psychiatric Nurse as a Behavioral Engineer," by Ayllon and Michael, was published and Fuller conducted a study in which human application of operant behavior occurred - The Journal of Applied Behavior Analysis began publication and "Some Current Dimensions of Applied Behavior Analysis," by Baer, Wolf, and Risley, was published. - The Journal of Applied Behavior Analysis began publication and "The Psychiatric Nurse as a Behavioral Engineer," by Ayllon and Michael, was published.

The Journal of Applied Behavior Analysis began publication and "Some Current Dimensions of Applied Behavior Analysis," by Baer, Wolf, and Risley, was published.

A teacher wants to deliver a sticker to Johnny every time he says "Please." This would be considered positive reinforcement if: - The behavior of saying "Please" increases over time. - The behavior of saying "Please" decreases over time. - The behavior of saying "Please" does not change over time. - The behavior of sticker giving decreases over time.

The behavior of saying "Please" increases over time.

All of the following are limitations of the multiple baseline design except: - It may not reveal the functional relationship, even if one exists - Verification of predicted behavior change must be inferred from other behaviors. - The behavior under study must be within the subject's repertoire already - It is weaker than the reversal design

The behavior under study must be within the subject's repertoire already

Which statement best describes positive punishment? - The delivery of a stimulus, following a behavior, which increases the likelihood that the behavior will occur again - The delivery of a stimulus, following a behavior, which decreases the likelihood that the behavior will occur again - A stimulus delivered with good intentions - The removal of a stimulus, following a behavior, which decreases the likelihood that the behavior will occur again

The delivery of a stimulus, following a behavior, which decreases the likelihood that the behavior will occur again

A behavior chain with a limited hold means: - The number of steps in the chain is limited. - The learner must "hold" his/her responses for a specified period of time. - The entire chain or steps within the chain must be completed in a given period of time. - Accuracy of the performance of steps is not important.

The entire chain or steps within the chain must be completed in a given period of time.

The controlling variables of primary importance in applied behavior analysis are located in - The environment - Consequences - The mental states - Reinforcement

The environment

A limitation of descriptive assessment is: - It may be misleading in that it can identify environmental variables that occur in close proximity to the problem behavior but that are not causally related to the problem behavior. - It may not be a very reliable measure of problem behavior and environmental events - .It is extremely difficult and time-consuming to perform. - The first two answer choices are correct.

The first two answer choices are correct.

Which of the following statements is true? - When a dog has been trained to salivate when a bell rings by repeatedly pairing meat powder and a bell, this is an example of stimulus control. - When an individual has been trained to say the word "red" when he is shown a card that says RED (but not when he has been shown a card that says GREEN), this is an example of stimulus control. - Antecedent stimuli rarely acquire control over human behavior. - The first two statements are true.

The first two statements are true

Which of the following is an example of an arbitrary stimulus class? - The following women's restroom signs: the word woman, a pictogram of a woman, and a painting of a mermaid - A picture of a brick house, a stick built house, and a log cabin - A picture of a chair with no arms, a chair with arms, and a rocking chair - A picture of a bus, a car, and a motorcycle

The following women's restroom signs: the word woman, a pictogram of a woman, and a painting of a mermaid

Ms. Carmichael is conducting a FBA for Jamal, a boy in her class who runs away from activities and teachers. Ms. Carmichael began by interviewing her teaching assistants and by participating in the conversation with them to define the target behavior and to determine what antecedents and consequences she would watch for during her ABC assessment. Ms. Carmichael completes her ABC assessment and finds that running away from tasks and materials occurs most frequently when difficult tasks are presented and that the most common consequence for this behavior is a teacher chasing after him and returning him to the classroom. Sometimes he is required to return to the task and sometimes he is allowed to do a different activity when he comes back to the classroom. What can be concluded from this descriptive assessment? - The problem behavior most likely occurs to get attention from teachers - The problem behavior most likely occurs to escape from nonpreferred tasks. - The problem behavior most likely occurs to get access to more preferred activities. - The function of the problem behavior remains unclear.

The function of the problem behavior remains unclear. (The function of the problem behavior remains unclear because the problem behavior occurs when difficult tasks are presented (suggesting an escape function), and because the problem behavior results in adult attention (suggesting an attention function) as well as occasional access to more preferred activities (suggesting a tangible function). All three hypotheses are equally likely. This is not uncommon with ABC assessments and is one reason why it is often important to follow up the assessment with a functional analysis.)

Rahul keeps forgetting to push the Total button on the cash register at his place of employment. His job coach wants to insert a prompt to help him remember to total customers' orders. She wants to use a stimulus prompt. Which of the following is an example of a stimulus prompt? - When Rahul reaches the end of the order, the job coach gives him a nudge on the elbow to get his hand moving toward the Total button. - When Rahul reaches the end of the order, the job coach says, "Don't forget to push Total." - The job coach places a sign on the cash register that says "Don't forget to push Total." - The job coach places a bright pink sticker on the total button.

The job coach places a bright pink sticker on the total button.

Mrs. Webb uses a response-cost procedure in which a student loses all points toward participation in a monthly pizza party any time he or she says "shut up" to another student. As a result, whenever students lose their points, they say "shut up" more often. What is the problem? - The magnitude of the fine is too great. - The points weren't functioning as reinforcers. - The students became more aggressive. - The fine should have been larger.

The magnitude of the fine is too great.

Which of the following statements describes the definition of positive punishment? - The presentation of a stimulus that increases the rate of occurrence of the target behavior - The presentation of a stimulus that decreases the rate of occurrence of the target behavior - The removal of a stimulus that decreases the rate of occurrence of the target behavior - The removal of a stimulus that increases the rate of occurrence of the target behavior

The presentation of a stimulus that decreases the rate of occurrence of the target behavior

Which of the following statements describes the definition of negative punishment? - The presentation of a stimulus that increases the rate of occurrence of the target behavior - The presentation of a stimulus that decreases the rate of occurrence of the target behavior - The removal of a stimulus that decreases the rate of occurrence of the target behavior - The removal of a stimulus that increases the rate of occurrence of the target behavior

The removal of a stimulus that decreases the rate of occurrence of the target behavior

Mary Jo decides to implement a negative reinforcement intervention with one of her students, Anjali, to increase the amount of work Anjali completes. Mary Jo tells Anjali, if you complete 15 math problems today (Monday), you don't have to do your math worksheet on Friday. What is one problem that might arise with this intervention? - Reinforcement is available for a competing behavior. - There is little difference in the stimulus conditions before the response (completing work) occurs and after the response occurs. - The stimulus change following the occurrence of target behavior is not immediate. - Mary Jo is being inconsistent in her delivery of reinforcement.

The stimulus change following the occurrence of target behavior is not immediate.

The continued study of motivating operations is most important to understanding in what field of applied behavior analysis? - The three-term contingency - How people learn - Why people learn - How to best refine the terminology

The three-term contingency (The three-term contingency (stimulus, response, and consequence) is well known in the behavior analysis field. Without the continued study of motivating operations we cannot continue to understand this contingency under which behavior operates.)

Mr. Hendry uses a time-out ribbon for any students who are not in their seats before the bell rings. They have to wear the ribbon for two minutes, during which time they cannot earn extra-credit points. What is wrong with Mr. Hendry's application of the time-out ribbon? - The fine should be longer. - The time-out ribbon should not be used for social behaviors. - Students should have free access to recess. - The time-out ribbon should be paired with the opportunity to earn reinforcement.

The time-out ribbon should not be used for social behaviors. (According to the authors the time-out ribbon is used to signal the availability to earn reinforcement.)

A punishment procedure has been put in place for Carlos. Whenever he swears in class his teacher says, "Carlos, swearing is not allowed in this classroom," and he is escorted to the time-out room where he has to stay for at least five minutes. His teacher has used the procedure for three weeks and his swearing has not decreased at all. What is the problem in this example? - The time-out room is not functioning as punishment. - Carlos should be placed in the time-out room for a longer period of time. - His teacher needs to explain to him why he is being placed in time-out. - His teacher has not done enough to reinforce the time-in setting.

The time-out room is not functioning as punishment. (In order for any procedure to be considered punishment the procedure must produce a decreased probability in the future occurrences of the behavior.)

Kara has been learning to board a public bus, put money in the slot, and sit in her seat, waiting for her stop. Then, she pushes the button to indicate when she wants to get off. She has practiced this skill in her small hometown, where there are rarely more than 5 people on the bus. She traveled to Chicago with her parents to visit her aunt. She rode the bus with her parents in Chicago and was unable to do many steps in the chain. For example, she wasn't able to put her money in the slot, and she had difficulty choosing a seat. Her parents noticed that she was very distracted by all the people on the bus, as compared to the few people who are on the bus at home. Which of the following is the most likely reason that Kara wasn't able to perform steps in the chain she had learned so well at home? - The SDs on the bus were too similar to SDs on the bus at home, and so they triggered different responses. - The steps of the task were different on this bus than on the one at home. - There were novel stimuli present in Chicago that weren't present at home and that interfered with Kara's chain. - All of these are reasonable explanations for Kara's trouble.

There were novel stimuli present in Chicago that weren't present at home and that interfered with Kara's chain.

Stimulus and response prompt fading is used to: - Transfer stimulus control from the prompt to the natural antecedent cue. - Thin the reinforcement schedule for responding correctly. - Establish stimulus equivalence. - Promote stimulus generalization.

Transfer stimulus control from the prompt to the natural antecedent cue. (Prompts are supplementary cues that one uses during the acquisition phase of learning to minimize errors and promote correct responding. It is important to fade these prompts as quickly as possible so that the prompts do not become the discriminative stimuli for the response to occur. It is important that the natural antecedent cues acquire stimulus control over responding or the individual will become "prompt dependent.")

Characteristics of functional analysis include: - They are conducted within naturally occurring routines. - They are conducted within analog conditions that represent naturally occurring routines. - They utilize interviews and rating scales rather than direct observation of problem behavior. - They are conducted in clinical settings only.

They are conducted within analog conditions that represent naturally occurring routines. (Functional analyses consist of analog conditions that are designed to represent naturally occurring routines. Naturally occurring routines are not used because often many variables change at one time in such situations. The purpose of a functional analysis is to isolate the variable of interest so that only one variable changes at a time, and the effects of this variable on target behavior can be observed. Thus, direct observation of the target problem behavior is a required element of a functional analysis. Functional analyses may be conducted in natural settings; a functional analysis refers to the analog arrangement of conditions, not the setting in which it occurs.)

An unconditioned negative reinforcer: - Is one that began as a neutral stimulus. - Acquired its aversive qualities by being paired with another aversive stimulus. - Is one that strengthens behavior in the absence of prior learning. - Can be thought of as an inherited negative reinforcer. - Third and fourth choices .

Third and fourth choices .

The S-R-S model of psychology is also known as: - Three-term contingency - Watsonian psychology - Respondent behavior model - Reflexive behavior model

Three-term contingency

Outcome criteria should be established before intervention commences for all of the following reasons except: - To establish the target performance level - To know when to terminate intervention - To ensure accurate data collection - To ensure agreement on outcomes among stakeholders

To ensure accurate data collection (Target behaviors are selected for intervention because of their importance to the people involved. Therefore, it is important to set outcome criteria to establish the desired performance level and to ensure there is agreement among stakeholders on these desired outcomes. When these outcomes are determined, then it will be clear when intervention can be terminated. Determining outcomes is not relevant to accurate data collection.)

The primary reason for conducting a functional analysis is: - To test hypotheses generated via indirect and descriptive assessments. - To generate hypotheses that can be further evaluated via indirect and descriptive assessments. - To observe problem behavior within the naturally occurring routine. - To identify any temporal patterns in problem behavior.

To test hypotheses generated via indirect and descriptive assessments.

The formal properties of language involve the: - Cause of the verbal response - Topography of the verbal response - Unseen forces of verbal language - Language properties are not formal

Topography of the verbal response

Peer models have been used to teach children with disabilities to perform complex tasks using which form of chaining? - Forward chaining - Backward chaining - Total task chaining - Backward chaining with leap aheads

Total task chaining

This type of motivating operation makes something else effective as a reinforcer because of its relation or association with an unconditioned reinforcer. - Surrogate CMO - Transitive CMO - Reflexive CMO - Substantive CMO

Transitive CMO

This type of motivating operation has particular implications for the training of language in individuals with little or no speech. - Surrogate CMO - Transitive CMO - Reflexive CMO - Substantive CMO

Transitive CMO (CMO-T has particular importance for future research in the training of language development due to its ability to make something else as effective as a reinforcer because of the relation or association with an unconditioned reinforcer.)

The extent to which the independent variable is implemented or carried out as planned. Important to know if _______________________ is being carried out correctly in order to correctly interpret the results. Data with low _______________________ are more likely to lead to conclusions with a false positive or false negative result since you can't be sure if the results are due to the independent variable being applied OR other activities by the experimenter. A. Treatment Fidelity B. False Negative C. Component Analysis D. Treatment Integrity

Treatment Integrity

T/F: Once learned can a pivitol behavior be considered a replacement behavior by producing corresponding changes in other adaptive, untrained behaviors?

True

In order to be understood by everyone, measurement units must be: - Analysis - Subjective - Labeled - Unambiguous

Unambiguous

Electric shock, loud noises, intense light, extreme temperatures. These might function as _____________ A. Conditioned Negative Reinforcers B. Unconditioned Negative Reinforcers C. Unconditioned Reinforcers

Unconditioned Negative Reinforcers

What are these examples of: Food, water, oxygen, warmth, and sexual stimulation.

Unconditioned Reinforcer

When a stimulus change functions as reinforcement even though the learner has no particular learning history with the stimulus. A. Unconditioned Reinforcer B. =Uncoditioned Stimulus C. Conditioned Reinforcer

Unconditioned Reinforcer

This type of motivating operation has value-altering effects that are not learned. - Conditioned motivating operations - Unconditioned motivating operations - Surrogate motivating operations - Reflexive motivating operations

Unconditioned motivating operations

Water is an example of a ______ reinforcer, while money is an example of a _______ reinforcer. - Conditioned, unconditioned - Secondary, primary - Unconditioned, conditioned - Powerful, ineffective

Unconditioned, conditioned

A learner's untrained but functionally equivalent responses result in poor performance. This would be an example of: - Overgeneralization - Faulty stimulus control - Undesirable outcome of setting/situation generalization - Undesirable outcome of response generalization

Undesirable outcome of response generalization (When a learner uses a functionally equivalent response, but it results in poor performance of the behavior, this would be considered an undesirable outcome of response generalization)

Learning to purchase a soda from a vending machine by first watching someone else purchase a soda would be an example of: - Planned echoic stimuli - Unplanned echoic stimuli - Planned models - Unplanned models

Unplanned models (Many behaviors may be learned by just happening to see someone else demonstrate the behavior. These are called unplanned models because no one planned to demonstrate the behavior to another individual for the purposes of learning.)

Which of the following is the most stringent method for calculating IOA for behaviors that occur at relatively high rates and obtained by interval recording? - Total Count IOA - Unscored-interval IOA - Scored-interval IOA - Mean Count-per-Interval IOA

Unscored-interval IOA (When behaviors occur at relatively high rates it is suggested that unscored-interval methods of IOA calculation be conducted.)

One method of addressing the practical concern of costly measurement when using a multiple baseline design across settings is to: - Include only one setting in the study - Reduce the number of baseline data points - Use intermittent probes during baseline - Use a changing criterion design instead of the multiple baseline

Use intermittent probes during baseline

Mr. Marley docks the class one minute of extra recess time every time he has to say, "people quiet down please." This best exemplifies which response cost method? - Direct fines - Bonus response cost - Using a response cost with a group - Combining with positive reinforcement

Using a response cost with a group (Because the fine was for the entire class this application is a group contingency.)

A ______________ Altering Effect has an Establishing Operation and Abolishing Operation A. Value B. Behavior

Value

Unconditioned motivating operations (UMOs) are motivating operations with ________________________ effects that are unlearned or do not depend on the organism's learning history. Examples of unconditioned motivating operations (UMOs) for the human organism include: deprivation and satiation UMOs, UMOs relevant to sexual reinforcement, temperature changes, and painful stimulation. A. Behavior-Altering B. Value-Altering

Value-Altering

The effect that can produce either an increase or decrease in the reinforcing effectiveness of some stimulus, object, or event is the: - Behavior-altering effect - Abative effect - Evocative effect - Value-altering effect

Value-altering effect (Only value-altering effects as a collective whole have the ability to produce either an increase or decrease in the reinforcing effectiveness of some stimulus, object, or event.)

Which of the following is not a factor that influences the effectiveness of punishment listed in the chapter? - Immediacy - Intensity - Variation - Schedule

Variation (Factors that influence the effectiveness of punishment, as listed in the chapter, includes immediacy, intensity, schedule, reinforcement for the target behavior, and reinforcement for the alternative behavior.)

Which of the following is not a design factor to be considered when using a changing criterion design? - Length of phase - Magnitude of behavior change - Number of criterion changes - Verification of behavior change

Verification of behavior change

Regardless of the behavior modeled, the objective of imitation training is for the learner to do what? - What the model does - What the trainer asked or commanded - What behavior best fits the situation - What behavior will receive reinforcement

What the model does

Stimulus generalization is more likely to occur: - When stimuli share more similar properties than when stimuli are very different from one another. - When the practitioner tightly controls the training procedures and stimuli used during training (i.e., using few different stimuli during training). - If time delay is used as part of the training procedure. - If reflexivity is observed.

When stimuli share more similar properties than when stimuli are very different from one another.

On a practical level, FBA is important for prevention of and intervention for problem behavior because: - When the cause-and-effect relation between environmental effects and behavior can be determined, that relation can be altered to improve behavior. - It meets the federal guidelines for best practices in treating problem behavior. - It will tell a teacher exactly what to do for intervention. - None of these

When the cause-and-effect relation between environmental effects and behavior can be determined, that relation can be altered to improve behavior.

When is adding a prompt to the shaping process something to consider? - When the individual is progressing through the shaping procedure quickly. - When the individual has mastered the terminal behavior. - When the individual's repertoire is weak and the likelihood of making a successive approximation is low. - When you have limited staff and resources to implement the shaping procedure.

When the individual's repertoire is weak and the likelihood of making a successive approximation is low.

What information does a concurrent schedule reinforcer assessment provide? - A rank order of preference for a variety of stimuli. - How often children will select one stimulus versus another to indicate preference - Whether or not a stimulus functions as a reinforcer and how effective that stimulus is as a reinforcer compared to other stimuli - All of these - None of these

Whether or not a stimulus functions as a reinforcer and how effective that stimulus is as a reinforcer compared to other stimuli (The first two choices are what preference assessments tell us. Only the third option is what a reinforcer assessment tells us. A concurrent schedule reinforcer assessment also tells us how "reinforcing" a stimulus is, relative to other stimuli.)

1. Decide if the social significance of the target behavior is beneficial to the consumer 2. How appropriate the procedure is. This evaluates if the treatment was acceptable to the consumer 3. The social importance of the results. This determines if the outcomes of the study were socially important to the consumer These are the 3 ways _______________ believed social validity should be assessed A. Wolf 1978 B. Skinner 1978 C. Watson 1978 D. Pavlov 1978

Wolf 1978

Transcription consists of - A discriminative stimulus evoked by a verbal response that does not have point-to-point correspondence - Reading without any implications that the reader understands what is being read. - Writing and spelling words that are spoken - None of these

Writing and spelling words that are spoken (Transcription consists of writing and spelling words that are spoken.)

What is a risk of choosing the single-opportunity method of assessment for assessing mastery of a task analysis? - You may underestimate the learner's abilities. - You may inadvertently be teaching the individual the behavior during assessment. - You may frustrate the learner because of the time consuming nature of this form of assessment. - All of these.

You may underestimate the learner's abilities. (Because you don't assess all steps to the task analysis with the single-opportunity method of assessment, you may underestimate the learner's performance. Inadvertently teaching the individual during assessment and frustrating the learner because of the time-consuming nature of the assessment are limitations of the multiple-opportunity method of assessment.)

The learner begins by completing the last step, then the last two steps, and so on. A. Foward Chaining B. Backward Chaining C. Total-task Chaining

backward chaining

The relevance of _____________ means that the target behavior is likely to produce reinforcement in the person's natural environment. These behaviors have social significance because they will be meaningful after intervention ends and have potential long-term benefits. This rule can be used to establish whether a behavior will primarily benefit the individual or someone else.

behavior rule

Knowledge of what constitutes socially important behavior, technical skills to use appropriate assessment methods and/or instruments, ability to match assessment data with an intervention strategy, or ability to understand the context of behavior and role of controlling variables. These are the _____________ of ABA

competencies

The learner begins by completing Step 1, then 2 and 3, and so on. A. Foward Chaining B. Backward Chaining C. Total-task Chaining

forward chaining

1. Knowledge of group averages does not provide information on individual performance 2. Mean data may conceal that some subjects deteriorated and that others experienced no change 3. General effectiveness is not sufficient information to adopt a practice with individuals in dire need of help 4. Group average data provide insufficient information about what happens when individuals come into contact with it. These are reasons knowledge of __________________________ is inadequate information for the behavior analyst to evaluate the effectiveness of a treatment. A. Individual performance B. Dependent performance C. Group performance

group performance

Antecedents acquire control over ____________________________ by the behavior resulting in reinforcement in the presence of specific stimuli. A. respondent behavior B. operant behaviors

operant behaviors

Antecedents acquire control over ____________________________ by repeated pairings of an unconditioned stimulus (that elicits the behavior) and a neutral stimulus. A. respondent behavior B. operant behaviors

respondent behavior