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Question
Laura would like to shape the tidiness of her husband, who always leaves his clothes in a pile on the floor at the end of the day instead of throwing them in the clothes hamper, which is in the laundry room. She begins by providing him with lavish praise and offering to make him a nice dinner when he puts his clothes in a heap in the laundry room rather than in a heap on the bedroom floor. Now, he is consistently putting his clothes in a heap in the laundry room. Next, she plans to provide praise and a nice dinner only if her husband sorts his laundry into whites and colors and puts his laundry into the appropriate laundry basket. What do you think about her plan?
a. Given how well Lauras plan has worked to date, this should work fine.
b. Laura should proceed in more gradual steps to increase the likelihood of her husbands success.
c. Lauras husband is likely to become frustrated and receive little or no reinforcement for quite some time.
d. Laura should stop the intervention and be pleased that she has gotten her husband to come this far.
e. B & C
Answer
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Related questions
Q:
Name and describe four ways to transfer stimulus control from prompts to natural stimuli.
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Transfer of stimulus control from prompts to naturally occurring stimuli is accomplished through stimulus equivalence training.
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Which of the following is an example of stimulus fading?
A. Taking a line drawing of a bed and slowly changing it into the letters b-e-d to help a child learn to read the word bed.
B. Most-to-least prompting.
C. Printing a childs name on a piece of paper and having him trace his name. Over time, slowly remove one letter of his name, thus requiring him to trace the first letters but to print the last letters himself.
D. All of these are examples of stimulus fading.
Q:
Stimulus equivalence:
A. Means that two stimuli share a number of common features.
B. Is important to the development of stimulus discrimination.
C. Means that a person responds accurately to untrained and nonreinforced stimulus-stimulus relations following training on different stimulus-stimulus relations.
D. Requires testing of reflexivity, symmetry, and commonality.
Q:
A discriminative stimulus is:
A. A stimulus in the presence of which a response will be reinforced.
B. A stimulus in the presence of which a response will not be reinforced.
C. A stimulus in the presence of which a response will be placed on extinction.
D. A stimulus that cues respondent behaviors to occur.
Q:
Conditioned motivating operations (CMOs) have:
A. Value-altering motivating effects that are unlearned
B. Behavior-altering motivating effects that are a function of a learning history
C. Behavior-altering effects that are unlearned
D. Value-altering motivating effects that are a function of a learning history
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Dimensions of value altering effects are:
A. Limited to frequency
B. Includes frequency, magnitude, & latency
C. Includes frequency & magnitude but not latency
D. Includes frequency & latency but not magnitude
Q:
An abative effect refers to:
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B. An increase in the current frequency of behavior that has been reinforced by some stimulus, object, or event
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Q:
_____ A necessary component of the fair pair rule.
Matching
Choose the corresponding answer that best completes the following statements.
A. Bonus Response cost F. Withdrawal of a specific reinforcer
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D. Obtaining permission I. Partition time-out
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Q:
______ Reinforcers that can be lost during a response cost procedure.
Matching
Choose the corresponding answer that best completes the following statements.
A. Bonus Response cost F. Withdrawal of a specific reinforcer
B. Contingent observation G. Group time-out
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Q:
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Punishment by contingent removal of a stimulus is also known as:
E. Negative reinforcement.
F. Negative punishment.
G. Type II punishment.
H. Positive punishment.
I. All of the above.
J. A,B,C only.
K. B and C only.
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_____ A phenomenon in which the change in one component of a
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D. Positive punishment
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F. Behavioral contrast
multiple schedule that increases or decreases the rate of responding on that component is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the schedule.
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_____ Reinforcement for the target behavior
Matching
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D. All the above
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Give a novel example of an unconditioned negative reinforcer and of a conditioned negative reinforcer.
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Compare and contrast negative reinforcement and punishment.
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Give an example of an escape contingency. In your answer, be sure to identify all 4 components of the contingency.
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TRUE or FALSE. To maximize the effectiveness of negative reinforcement for a given response, it is important that there is a great difference in the level of stimulation present before the response as compared to after the response.
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TRUE or FALSE. Joey forgot to clean his room before leaving for school. When he returned from school in the afternoon, he quickly cleaned his room before his mother came home to avoid a reprimand from her. A reprimand, in this case, can be considered an unconditioned negative reinforcer.
Q:
Negative reinforcement can be differentiated from punishment by carefully attending to the role of the aversive stimulus. In a negative reinforcement contingency, the aversive stimulus , whereas in a punishment contingency, the aversive stimulus .
A. Is presented following the target behavior; is removed following the target behavior.
B. Is removed following the target behavior; is present before the target behavior occurs.
C. Is present prior to the occurrence of the target behavior; is removed following the target behavior.
D. Is present prior to the occurrence of the target behavior; is presented following the target behavior.
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What is the difference between a preference assessment and a reinforcer assessment?
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Explain automatic reinforcement and provide a novel example of it.
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If one wants to determine the effectiveness of a stimulus as a reinforcer as the requirements to earn that reinforcer change over time, which assessment method would be most appropriate?a) Concurrent schedule assessmentb) Multiple schedule assessmentc) Progressive-ratio schedule assessmentd) Paired stimulus assessment
Q:
If one compares the effects of response dependent delivery of a stimulus to a response independent schedule delivery of a stimulus to analyze whether or not the stimulus serves as a reinforcer, which assessment method is one using?
a) Concurrent schedule assessment
b) Multiple schedule assessment
c) Progressive-ratio schedule assessment
d) Paired stimulus assessment