BEHV 5622 - Practice: Experimental Question
The principal reported that a 14-year-old boy was not performing in math with the same success as he had last year, due to the presence of crickets and taunts about crickets by classmates. The behavior analyst conducted the following assessments: presentation of three crickets in view while the boy was completing a math worksheet, presentation of a verbal stimulus (e.g., "There are bugs somewhere around here!") indicating the Avoidpresence of crickets, and presentation of a verbal stimulus (e.g., "There are no bugs in this room.") indicating the absence of crickets. Then a program using graduated exposure to the crickets during times where a math worksheet was presented was implemented. After an initial phase of only graduated exposure, a new phase was implemented that included graduated exposure and tokens for completing math problems. Avoid Extraneous Words and Include Clarifying Information: What are the effects of a treatment package on academic performance of people with insect phobia? How does graduated exposure and contingent reward affect the rate of math calculations for a boy with insect phobia? The experiment will seek to determine the effects of multiple interventions on th
How does graduated exposure and contingent reward affect the rate of math calculations for a boy with insect phobia?
Sue, a behavior analyst, is hired to observe an adolescent boy in his inclusive classroom because his teacher reports that he is verbally aggressive toward his peers. Sue conducts a functional assessment (descriptive analysis) and a modified functional analysis. She determines that the behavior is primarily escape-maintained. She decides to implement a DRI procedure whereby reinforcement (minutes that can be "banked" so that the client can go home early) is delivered contingent on verbal compliments and appropriate requests to escape tasks. She takes data on the number of aggressive and appropriate verbal statements. Include IV and DV. How will a DRI procedure on appropriate verbal statements affect rates of an adolescent's verbal aggression toward peers? What are the effects of a DRI procedure on both appropriate and aggressive verbal statements? How will a treatment derived from functional assessment and analysis data affect an adolescent boy's rate of verbal aggression toward peers? How will escape from school contingent on appropriate verbal statements affect the rate of aggressive statements?
How will escape from school contingent on appropriate verbal statements affect the rate of aggressive statements?
A 40-year-old man with mental retardation lives in a state institution and engages in pica. Institution staff reported an increase in the behavior that appeared to be dangerous. Though the Surgeon General has not stated as much, it is likely that eating tobacco is not healthy. The resident behavior analyst implemented the following treatment. First, she conducted an analog functional analysis that showed cigarette pica was not maintained by social attention and occurred at highest rates when alone. Therefore, a treatment was implemented to reduce access to cigarettes and opportunities for pica during alone time. Ask open-ended questions: How will reduced access to cigarettes affect rates of cigarette pica in a man with mental retardation? Will a treatment derived from the results of an analog functional analysis decrease cigarette consumption in a man with pica? Do antecedent manipulations decrease rates of cigarette pica in one man with mental retardation? Do functional assessments and analyses lead to effective treatment of cigarette pica in a man with mental retardation?
How will reduced access to cigarettes affect rates of cigarette pica in a man with mental retardation?
A 10-year-old girl with attention deficit disorder and her mom have come to a feeding clinic because the girl will not eat vegetables. A feeding expert conducts an analysis and determines that the child is mildly selective, since she eats fruits, proteins, and carbohydrates such as breads and cereals. Mom reports that her daughter's favorite foods are pasta salads, eggs and ketchup, and ketchup on white bread. Preferring not to implement consequence manipulations (i.e., escape extinction or positive reinforcement for food acceptance), the feeding expert decided to conduct a multiple baseline (across 3 vegetables) to determine whether presenting condiments on a plate beside the nonpreferred food could increase the rate of vegetable consumption. Ask Open-ended Questions and Include DVs and IVs: Can presentation of condiments and nonpreferred foods affect vegetable consumption in the absence of consequence manipulations for a child? How will simultaneous presentation of nonpreferred foods and condiments affect rate of vegetable consumption for a child with mildly selective eating habits? What are the effects of simultaneously presenting vegetables (e.g., broccoli, carrots, and corn) and p
How will simultaneous presentation of nonpreferred foods and condiments affect rate of vegetable consumption for a child with mildly selective eating habits?
Three 11-year-old boys answer math questions correctly only 50-70% of the time. Their teachers want to find out the best way to increase the rate of accurate problem-solving responses to math problems. They assess the effects of having the boys write answers to math problems versus having the students verbalize the problem aloud before making a written response. Using an A-B-A design, they find that saying the problems aloud before making a written response is more effective in increasing the rate of accurate answers. Ask Open-ended Questions and Include DVs and IVs What are the differential effects of writing math problems and verbalizing the problem aloud prior to writing the math problem in increasing 3 students' percentage of correct answers? Which of the two procedures, writing math problems and verbalizing the problem aloud prior to writing the math problem, will be more effective in increasing 3 students' percentage of correct answers? How will verbalizing a math problem aloud affect rates of correct responding to math problems? How will verbalizing a math problem affect rates of correct responding to math problems compared to not verbalizing the math problem aloud first?
How will verbalizing a math problem aloud affect rates of correct responding to math problems?
Behavioral researchers assessed the function of a 19-year-old woman's hair pulling. They found that the woman pulled hair only with her right hand and the rate of hair pulling was highest when the woman was alone. The researchers then wrote a program and obtained informed consent from both participant and legal guardian directing the woman to wear a rubber glove on her right hand from 6:00 pm to 10:00 pm every evening. Partial interval data were to be taken and the researchers planned on doing a B-A-B design. Avoid extraneous words: What will happen to a woman who pulls hair when she wears a rubber glove on her right hand? How will wearing a rubber glove on her right hand between 6 and 10 pm (a treatment determined following a functional analysis) affect rates of self-hair-pulling? How will wearing a rubber glove affect a woman's rate of hair pulling? What effect will wearing a rubber glove on her right hand between 6 and 10 pm have on a woman's rate of pulling her hair?
How will wearing a rubber glove affect a woman's rate of hair pulling?
A consultant noticed that a few of his clients seemed to respond differently during academic tasks depending upon the way stimulus preference was determined before beginning the trial/program. He decided to compare methods of stimulus preference assessment for 4 verbal children of pre-school age (Thomas, 2.6 yrs; Jake, 2.7; Anna, 3; and Julie, 3.3). The three methods of stimulus selection were: a reinforcer survey, a verbal stimulus-choice questionnaire, and a pictorial stimulus-choice procedure. Results showed that the verbal and pictorial stimulus-choice assessments accurately identified high- and low-preference categories for 3 or 4 clients. Results of the survey were less likely to identify low-preference categories, and were less likely to correspond with the results of a reinforcer assessment. Include clarifying information: What are the differences between a reinforcer survey, a verbal stimulus-choice questionnaire, and a pictorial stimulus-choice procedure in determining reinforcers for two 2-year-olds and two 3-year-olds? What are the differences between a reinforcer survey, a verbal stimulus-choice questionnaire, and a pictorial stimulus-choice procedure in determining reinfo
What are the differences between a reinforcer survey, a verbal stimulus-choice questionnaire, and a pictorial stimulus-choice procedure in determining reinforcers for verbal pre-schoolers?
Eighteen undergraduate psychology students were taught to respond to verbal instructions and nonverbal instructions, six students under each of 3 schedules of reinforcement: FR-1, FR-2, and FR-3. Tokens were contingent on following verbal instructions and nonverbal instructions, which were presented on colored cards. The study reported that the FR-1 schedule was most effective with verbal instructions and FR-2 and FR-3 schedules were more sensitive to nonverbal instructions. Include Clarifying Information and Include DV/IV: How will 3 schedules of reinforcement affect instruction-following in college students What are the effects of FR-1, FR-2, and FR-3 schedules of reinforcement on compliance of college students with verbal and nonverbal instructions? What are the effects of FR-1, FR-2, and FR-3 schedules of reinforcement on compliance with verbal and nonverbal instructions? Will FR-1, FR-2, and FR-3 schedules of reinforcement have differential effects on compliance with verbal and nonverbal instructions in college students?
What are the effects of FR-1, FR-2, and FR-3 schedules of reinforcement on compliance of college students with verbal and nonverbal instructions?
Littering in public places is generally against the law. However, it is difficult to monitor littering behavior or even trace the litter back to its source, which makes enforcing the law difficult. Three behavior analysts undertook a pilot study to determine if littering could be reduced in two neighborhood theaters. They counted the amount of litter in each trash can in two neighborhood theaters. To encourage "anti-littering," they prompted patrons to pick up litter and deposit it in trash cans by providing litter bags, instructions on how to use the litter bags, and added the following incentives: for each bag of litter a patron turned in , he/she received 10 cents and a free ticket to a special children's movie. Include IV and DV. What effects will combining environmental prompts and contingent reinforcement have on the amount of total litter deposited in theater trash containers? What effects will combining trash bag and instruction delivery plus contingent money and movie ticket delivery have on the amount of total litter deposited in theater trash containers? What effects will prompts and reinforcement have on the amount of money and movie tickets received by patrons who pick up
What effects will combining trash bag and instruction delivery plus contingent money and movie ticket delivery have on the amount of total litter deposited in theater trash containers?
A behavior analyst, who is also a mom, was trying to teach her typically developing 4-year-old son to pump his legs on a swing. After a long day at the park with no luck, she decided to implement a treatment. At night, she worked on imitation games involving the component skills required for pumping (i.e., leaning back, sticking legs straight out and holding them in the air). Each day, they went to the park and they both sat on a swing. The behavior analyst pumped her own legs and provided contingent praise when her son imitated the action. Within 2 days, the boy was pumping without the model. Ask open-ended questions: Can practicing component skills outside of a park environment speed acquisition of a 4-year-old boy's leg pumping on a swing? What will modeling component skills and contingent praise do to affect the acquisition of a child's pumping legs on a swing? What method of teaching pumping legs on a swing results in faster rates of acquisition: teaching in the natural environment or practicing component skills with opportunity for practice in the natural environment? How will an imitation game that includes models of component skills for swinging affect the speed of acquisition
What will modeling component skills and contingent praise do to affect the acquisition of a child's pumping legs on a swing?
