K-L Exam #1

Rule-governed behavior influences the target behavior in a behavioral contract by ____________ the target behavior. punishing positively reinforcing cuing B and C

Cuing

On weekends, Laura comes home on time so that she is not grounded by her parents. Coming home on time in order to not be grounded is an example of:​ positive reinforcement avoidance behavior escape behavior punishment

avoidance behavior

Beth has been hiking in the desert all day and, as a result, is dying for a glass of water. The increase in the reinforcing value of water due to hiking in the desert is referred to as:​ satiation conditioning deprivation reinforcement

deprivation

- differential reinforcement - reinforce behavior that's similar to inappropriate behavior but that's considered more appropriate - EX: reinforce hand raising for a student who often talks out of turn

differential reinforcement of: alternative behavior (DRA)

- differential reinforcement - reinforce appropriate behavior incompatible with inappropriate behavior - can't happen at the same time - reinforce student sitting at desk instead of walking around the classroom

differential reinforcement of: incompatible behavior (DRI)

- differential reinforcement - reinforce lower rates of the inappropriate behavior

differential reinforcement of: lower rates of behavior (DRL)

Which of the following components is NOT always used in a token economy? identifying backup reinforcers determining the reinforcement schedule establishing the token exchange rate implementing response cost

implementing response cost

- exaggerated correction of negative outcomes of inappropriate behavior - make matter of fact and move on - EX: making students turn around and walk again when they run

overcorrection

- adds aversive stimulus to decrease behavior - add something person DOESN'T want to decrease behavior - EX:

positive punishment

- adding desired stimulus to INCREASE behavior - GIVING something - EX:

positive reinforcement

Nikki interrupts her parents when they are talking and her parents scold her and explain why interrupting is rude. As a result, Nikki continues to interrupt her parents when they are talking. This is an example of: positive punishment negative reinforcement positive reinforcement none of these

positive reinforcement

- present the discriminative stimulus; wait X number of seconds, then present the prompt again (if needed)

delaying prompt

​Which of the following is true concerning backup reinforcers? they may include activity reinforcers and privileges they cannot involve things that an individual has a basic right to access they should only include one or two powerfully reinforcing items A and B

A and B

In which of the following situations would it be appropriate to use prompting and transfer of stimulus control?​ the person has not learned the behavior the person has learned the behavior but refuses to do it the person does not do the behavior in the correct situation A and C

A and C

Which of the following is an example of negative punishment?​ time-out from positive reinforcement time-out from negative reinforcement response cost A and C

A and C

Which of the following may function as a motivating operation? deprivation satiation instructions All of these

All of these

In BST, modeling will have the greatest influence if it occurs in isolation so that it is salient in the context of a role play that simulates the real situation in conjunction with instructions that describe the desirable behavior B and C

B and C

Matthew frequently screams when he wants attention from his Mom. In order to decrease Matthew's screaming behavior, his Mom does not pay attention to him when he screams. When Matthew quietly asks for attention, his behavior is reinforced with attention from his Mom. Which differential reinforcement procedure is Matthew's Mom using? DRL DRO DRH DRA

DRA

A parent is trying to decrease a child's swearing behavior. For every hour that the child goes without swearing, the parent reinforces the absence of swearing by reading to the child. If the child swears, the parent does not give the child attention and the child has to wait another hour for a story. Which differential reinforcement procedure is the parent using?​ DRA DRO DRL DRI

DRO

How do the procedures of whole-interval DRO and spaced-responding DRL differ? DRO reinforces absence of behavior and DRL reinforces decreased rate of behavior DRO resets the interval if the behavior occurs but DRL does not DRO is used to decrease behavior and DRL is used to eliminate behavior A and B

DRO reinforces absence of behavior and DRL reinforces decreased rate of behavior

When Marcos' teacher asks him to stop playing in his desk he ignores her. When she asks him a second, third, and fourth time in a louder voice Marcos continues to ignore her. By the fifth time, Marcos' teacher screams at him to stop playing in his desk, and he finally stops. Eventually, Marcos' teacher has to yell at him ten times before he quits playing in his desk. In this example, whose behavior has been shaped?​ Teacher's Marcos' and Teacher's neither Marcos' nor Teacher's Marcos'

Marco's and Teacher's

A prompt should be delivered ____________ the discriminative stimulus and ____________ the behavior. after; after before; before before; after after; before

after; before

- written agreement identifying specific level of target behavior and consequences for behavior - makes contingency between behavior and reinforcer more salient

behavioral contracts

- schedule of reinforcement - to establish behavior/teach new skill - must be intentional - each target behavior is immediately reinforced

continuous schedule of reinforcement

​At the beginning of a token economy a (an) ____________ reinforcement schedule is often used, and when the desirable behavior begins to occur more frequently a(an) ____________ schedule of reinforcement is used to maintain the behavior. variable interval; fixed interval continuous; intermittent intermittent; continuous continuous; fixed interval

continuous; intermittent

What is the first thing that should be done before implementing shaping? choose the shaping steps choose the reinforcer define the target behavior identify the starting behavior

define the target behavior

- differential reinforcement - contingent on behavior not occurring for a specified period of time; gradually increase time behavior does not happen - reinforce the absence of the behavior I want to decrease - "obsense" or ZERO (0) - EX: 3 minutes with no swearing, then 5, 10...

differential reinforcement of: other of behavior (DRO)

- something in environment that says, "hey behavior- happen!" - EX: traffic light; tells you to slow down - EX: raise hand and called on

discriminative stimulus S^D

- student removed from instructional/activity area - EX: student is sent to principal's office

exclusionary time-out

- reduces inappropriate behavior by withholding all reinforcer(s) maintaining it - doesn't teach/reinforce something else

extinction

- adding another prompt to the current one - EX: instead of just singing the 'clean up' song, add flickering lights (extra)

extra stimulus prompt

- gradual removal of prompt while behavior occurs in presence of discriminative stimulus - decrease how often you provide prompt

fading prompt

- occurrence of behavior in settings/situations similar to one where behavior was established - won't happen automatically - must be intentional on your part

generalization

Sara wants to teach her cat Fluffy to use his paw to turn on the television. Sara differentially reinforces Fluffy's behavior of being within one foot of the television, being within one foot and facing the television, when Fluffy touches the television with his paw, when he touches the on button with his paw, and finally when Fluffy hits the on button with his paw. This is an example of using shaping to:​ generate a novel behavior change a dimension of an existing behavior increase an existing behavior reinstate a previous behavior

generate a novel behavior

​Matthew's baseball coach is helping him improve his hitting. During practice the coach has the pitcher throw fast balls, curve balls, and sliders so that Matthew experiences a variety of pitches, and will be more likely to hit the ball successfully during a game. Which strategy for promoting generalization is the coach using? incorporating a variety of relevant stimulus situations in training incorporating self-generated mediators of generalization teaching a range of functionally equivalent responses reinforcing occurrences of generalization

incorporating a variety of relevant stimulus situations in training

- influence on reinforcer effectiveness - so behavior and and reinforcement are linked

influences on reinforcer effectiveness: contigency

- influence on reinforcer effectiveness - to help students know what they're being reinforced for

influences on reinforcer effectiveness: immediacy

- influence on reinforcer effectiveness - not everyone is reinforced by the same thing EX: some people like cheetos and others don't - can ask student what motivates them

influences on reinforcer effectiveness: individual differences

- influence on reinforcer effectiveness - don't have huge reinforcement for small behavior

influences on reinforcer effectiveness: magnitude of reinforcers

- influence on reinforcer effectiveness - something that happens before a behavior to make reinforcement after more effective - EX: "If you do XY, then Z reinforcement will occur."

influences on reinforcer effectiveness: motivating operations

An intermittent schedule of reinforcement is most effective for _____________ a behavior. learning maintaining changing all of these

maintaining

​A teacher is helping a withdrawn child to increase his interaction with other students. The teacher has the other children in the classroom smile and compliment the child when he talks to them. The teacher also instructs the other children not to laugh when the withdrawn child has problems speaking. Which strategy for promoting generalization is the teacher using? training skills that contact natural contingencies of reinforcement modifying contingencies of reinforcement and punishment in the natural environment incorporating a variety of relevant stimulus situations in training teaching a range of functionally equivalent responses

modifying contingencies of reinforcement and punishment in the natural environment

- removes desired stimulus to decrease behavior - take away something person DOES want to decrease behavior

negative punishment

Nicole is caught lying to her parents and loses her driving privileges. As a result, Nicole no longer lies to her parents. This is an example of:​ negative punishment negative reinforcement extinction positive punishment

negative punishment

- removing aversive stimulus to INCREASE behavior - TAKING AWAY something - EX:

negative reinforcement

- student remains in instructional/activity area, but reinforcement is taken away through temporary manipulation of envuornremnt - EX: removed from group activity

non-exclusionary time-out

Which of the following is used in a behavioral contract to determine whether the target behavior occurred or did not occur? subjective evidence objective evidence verbal reports by the student all of these

objective evidence

In behavior modification, if a stimulus is presented following the behavior and it influences the future probability of the behavior, the process is either ____________ or ____________. negative reinforcement ; negative punishment positive reinforcement ; positive punishment positive reinforcement ; negative reinforcement positive punishment ; negative punishment

positive reinforcement ; positive punishment

- used to develop stimulus control - gets desired behavior to occur following presentation of a discriminative stimulus so the behavior can be reinforced - focus on students' attention on discriminative stimulus - EX: want girl to see yield sign and know to slow down/stop

prompting

Which of the following is the best way to provide feedback during BST? Immediately after the learner rehearses the behavior: correct any behavior that was incorrect provide praise for correct behavior and criticism for errors provide praise for correct behavior and correct any behavior that was incorrect provide praise for correct behavior

provide praise for correct behavior and correct any behavior that was incorrect

Jerry is a professional football player who injured his knee while running during a game. Jerry has had surgery and his knee is fully healed, but he is afraid to put pressure on it because he doesn't want to re-injure it. The trainer implements a plan in which he first differentially reinforces standing, then walking, then jogging, and finally running at full speed. This is an example of using shaping to:​ change a dimension of an existing behavior increase an existing behavior generate a novel behavior​ reinstate a previous behavior

reinstate a previous behavior

- taking away specific amounts of reinforcer that was earned for absence of inappropriate behavior - contingent on occurrence of inappropriate behavior - can gain tokens, but can also lose - ensure students have a way to earn the tokens back

response cost

Which of the following is NOT a strategy used in identifying the reinforcer to use in the DRO procedure?​ observing individuals to determine their preferences experimental manipulation of potential reinforcers selecting a stimulus that is reinforcing for most people choosing the reinforcer that is maintaining the problem behavior

selecting a stimulus that is reinforcing for most people

- differential reinforcement of successive approximations of a target behavior - develop new topographies of a behavior - develop new dimensions of a behavior - reestablish old behaviors that are not currently happening - reinforce in steps - think about modeling, prompting, teaching, etc.

shaping

- stimulus that doesn't lead to a behavior - EX: raising hand, but not called on (behavior DOESN'T HAPPEN)

stimulus delta

- identified behavior of concern - behavior to be changed - must be objective, clearly stated, and complete

target behavior

Differential reinforcement of a low probability behavior with the opportunity to engage in a high probability behavior is referred to as: conditioning the Premack principle an establishing operation characteristics of the consequence

the Premack principle

In order for prompting and fading to lead to stimulus control, the prompts must be presented in the presence of:​ the reinforcer the S-delta the target behavior the discriminative stimulus

the discriminative stimulus

- takes away all reinforcement for fixed period of time

time-out

- systematic use of conditioned reinforcers (tokens) - used to increase desired behaviors - no worth in itself, but tied to back-up reinforcers

token economies

- natural stimuli that causes physical pain or discomfort to student - EX: student must stand at desk instead of sitting

unconditioned aversive stimuli

Behavioral skills training procedures will be more effective if you: provide instructions and modeling separately from rehearsal and feedback use instructions, modeling, rehearsal, and feedback together in each training session begin with the most difficult skill start with rehearsal and feedback and use modeling and instructions only as necessary

use instructions, modeling, rehearsal, and feedback together in each training session

- changing the prompt - EX: making clapping prompt shorter

within stimulus prompt