B-04 Part 1 - Define & Provide Examples of Positive & Negative Reinforcement Contingencies

With respect to conditioning, a dependent relationship between two or more stimuli

**a. a prerequisite for respondent conditioning** b. a prerequisite for respondent extinction c. a prerequisite for operant conditioning **d. a respondent contingency** **e. a relationship between antecedent stimuli**

When two or more events occur simultaneously or very close in time, they can be said to have a _____ relationship

**a. contiguous** b. conditional c. contingent

An individual engages in escape-maintained self-injury. His teacher plans to teach him a functionally equivalent behavior of walking to a bulletin board, selecting an object that represents 'break,' returning to the workstation with it, then taking a break. You

**a. maintain that it might not work due to the response effort required** b. need to congratulate the team for basing their intervention on the function of the behavior c. maintain that it will probably work if combined with other interventions d. recommend that a pictorial representation be used rather than an object

A teacher takes away a point each time a student speaks out in class. This is a/an

**a. operant contingency** b. stimulus-stimulus contingency c. respondent contingency

The performance of learners with limited behavioral repertoires may be enhanced when target behaviors

**a. produce direct access to reinforcers** b. foster maintenance and generalization c. increase learner/teacher interactions

A respondent contingency includes

**a. the probability of a particular stimulus given another stimulus** b. the probability of a particular behavior given a stimulus c. the probability of a particular stimulus given a behavior

Superstitious behavior is established by

a. a dependent relationship between a behavior and reinforcing events that follow its occurrence **b. a contiguous relationship between a behavior and reinforcing events that coincidentally follow its occurrence** c. a functional relationship between a behavior and reinforcing events that follow its occurrence

A dependent relationship between a response class and one or more stimulus classes is

a. an antecedent, behavior, and consequence **b. a contingency** c. a contingency class d. usually necessary for operant conditioning

The preference for a reinforcer and the amount of a reinforcer are referred to, respectively, as the reinforcer's

a. features and EO b. quality and satiation **c. quality and magnitude** d. magnitude and quality

The magnitude of a reinforcer pertains to

a. how quickly the reinforcer is delivered after the target behavior **b. the number of reinforcers per unit time (reinforcer rate)** c. how much or how little of the reinforcer the learner has had recently

Generalized reinforcers are minimally affected by satiation, and therefore can be delivered

a. infrequently and paired with a primary reinforcer to maintain potency b. frequently to help prevent deprivation **c. frequently without compromising their potency** d. infrequently and paired with a secondary reinforcer to maintain potency

The quality of a reinforcer

a. is affected by the length of time it is available **b. is independent of the magnitude of a reinforcer** c. is related to intensity of a reinforcer d. requires that high reinforcer rate be established

To maintain potent establishing operations (EO) for reinforcers, you may

a. provide reinforcers more frequently b. use more primary reinforcers **c. use generalized reinforcers** d. provide more preferred reinforcers

A child is allowed to play with a ball when they repeat the word "ball" after a parent says the word. This is a/an

a. respondent contingency **b. operant contingency** c. stimulus-stimulus contingency

A dependent relationship between a response class and one or more stimulus classes, or between two or more stimuli

a. stimulus control b. a functional relationship **c. a contingency**

The magnitude of a reinforcer pertains to

a. the current motivating operation for the reinforcer **b. the duration of time for access to the reinforcer** c. how quickly the reinforcer is delivered after the target behavior

The magnitude of a reinforcer pertains to

a. the effort required to earn reinforcement b. the learner's interest in the reinforcer **c. the intensity of the reinforcer**

The "quality" of a reinforcer refers to

a. the evocative effect of the reinforcer on behavior b. the intensity of the reinforcer c. the preferable features of the reinforcer compared to similar reinforcers **d. the level of individual preference for that reinforcer relative to other reinforcers**

To maintain potent establishing operations (EO) for reinforcers, you may

a. use more primary reinforcers b. add a delay to the delivery of the reinforcer c. provide more preferred reinforcers **d. vary the properties of the reinforcer**

Initial criteria for reinforcement should be set

a. very low to make the task easy for the learner **b. so that the first responses are likely to contact reinforcement** c. at the maximum level of performance during baseline

When two or more events are functionally related to each other, they can be said to have a _____ relationship.

a.continguous b.conditional **c. contingent**