Q&A Hero

Q: When a teacher requires a student to perform all the steps in sequence until the entire task is mastered, she is using what instructional technique?a. Backward chainingb. Forward chainingc. Total task presentationd. Behavioral chaining

Q: The measurement of a behavior before intervention begins is called: a. preliminary data b. variable data c. baseline data d. confounding data

Q: In explaining behavior, a useful theory must be: a. inclusive and justifiable b. inclusive, verifiable, and justifiable c. verifiable, exclusive, and predictable d. inclusive, verifiable, have predictive utility, and be parsimonious

Q: Components of a chain are acquired in sequential order. This is known as: a. Backward chaining b. Forward chaining c. Total task presentation d. Behavioral chaining

Q: An example of an independent variable is: a. numbers of minutes it takes to complete 20 math problems b. use of a number line for addition problems c. how long it takes a student to return from the bathroom d. how often a student asks for teacher assistance.

Q: Applied behavior analysis may be defined as the process of applying behavioral principles to improve behaviors while simultaneously evaluating whether noted changes may be attributed to the application of those principles.

Q: A task analysis should be used when a. The needs exists to systematically introduce various prompts b. A teacher wants to decrease a student's inappropriate behaviors c. A teacher wants a student to acquire a complex behavioral chain d. All of the above

Q: A multiple baseline design is appropriate to use when the target behavior calls for immediate action.

Q: Behaviors that are voluntary in nature rather than reflexive are usually associated with operant conditioning.

Q: A form of decreasing assistance called errorless learning is also known as: a. Time Delay b. Graduated Guidance c. Backward Chaining d. Stimulus shaping

Q: With the changing criterion design, a functional relation is demonstrated if the individual's performance level occasionally matches the continually changing criterion for performance.

Q: Reflexive behaviors that are not under voluntary control are associated with operant conditioning.

Q: Systematically fading a combination of prompts is an example of: a. Increasing assistance b. Time delay c. Decreasing assistance d. Graduated guidance

Q: Miss Hoffman wants to gradually decrease her caffeine intake from an average of 8 cups of coffee or soda per day to no more than one serving per day. An appropriate research design for Miss Hoffman to use would be the changing criterion design.

Q: Gestalt psychology emphasizes that learning is a process of imposing structure on perceived information.

Q: When using ___________ for fading prompts, the teacher begins with a level of prompting that virtually assures that the student will produce the appropriate response.a. Increasing assistanceb. Graduated guidancec. Time delayd. Decreasing assistance

Q: Using an AB design, a teacher can make a confident assumption of the existence of a functional relation.

Q: Developmental theories are difficult to verify and prove that the causes of behavior may be attributed to passage through a certain developmental stage.

Q: Gradual removing of prompts is known as __________. a. Fading b. Backward chaining c. Shaping d. All of the above

Q: The basic AB design does not provide for the replication within an experiment that establishes a functional relation between the independent and dependent variables.

Q: Freud's Psychoanalytic Theory provides a strong cognitive explanation of behavior.

Q: What kind of prompt is being used in the following example: Miss Elkhart physically demonstrates for Brandon how to open the microwave oven.a. Visual Promptb. Modelingc. Verbal Promptd. Physical Guidance

Q: The amount of time Terrell remains on task has consistently decreased over the last three days. At this point, it would be appropriate for his teacher to initiate and intervention to increase his time on task.

Q: Biophysical explanations of behavior include theories based on genetic or hereditary factors.

Q: Which symbol is associated with a lack of reinforcement?a. Sb. SDc. SR+d. SR-

Q: It is appropriate to end the baseline phase if two stable data points are collected and plotted.

Q: The Gestalt psychology cognitive explanation for behavior meets the criterion of inclusiveness, predictive utility, and parsimony for explaining behavior.

Q: Shaping should be used when: a. combinations of reinforcement, prompting, or chaining have failed b. students are highly resistant to behavioral change c. the terminal behavior is not in the student's repertoire d. a shaping procedure is always the first choice

Q: A drug company wants to test the effectiveness of a new flue prevention drug on 500"1000 people. For this study, a single-subject experimental design would be used.

Q: A parsimonious explanation of behavior includes explanations distant from observed behavior and its relationship to the environment.

Q: A procedure described as the use of differential reinforcement of successive approximations of a target behavior is called:a. modelingb. fadingc. chainingd. shaping

Q: Winning the jackpot at the slot machine is an example of a dependent variable.

Q: John Watson first distinguished operant from respondent conditioning.

Q: A backwards chaining procedure is used to teach a student to remove her coat. Instruction has involved:a. presenting the whole task on each occasionb. beginning with the last step first for instructionc. beginning with the first step only for instructiond. using a combination of the above three methods

Q: A traffic ticket for speeding is an example of an independent variable.

Q: Gestalt psychology's emphasizes humans imposing structure on their environment and seeing relationships rather than individual objects or events as separate entities.

Q: A student acquires a sequence of behaviors, all of which must be done in order to gain a reinforcer. He has learned:a. a fading procedureb. a backward chainc. a behavioral chaind. a forward chain

Q: A temper tantrum is an example of a dependent variable.

Q: According to the psychoanalytic theory, most people fixate at a certain stage thus becoming overeaters, smokers, verbally abusive and/or anal-retentive.

Q: By making prompts used as "weak" as possible, the teacher has: a. increased the power of S deltas present b. increased the amount of time a prompt will be needed c. guarded against delay of development of stimulus control d. done nothing to affect the instructional program

Q: An unexpected event is often referred to as a confounding variable.

Q: Certain genetic characteristics may increase the probability of certain behavioral characteristics.

Q: Graduated guidance is a fading procedure that: a. begins with whatever prompt level is necessary for performance of behavior b. is used to fade physical prompts c. is concerned with the time the prompt is given d. increases the amount of assistance within a trial

Q: In research, the goal is to control for the presence or absence of variables that may affect outcomes.

Q: Developmental theories verify and prove that inappropriate and maladaptive behavior can be explained by a failure to reach or pass a particular stage.

Q: A model's effectiveness may be positively influenced by: a. high status b. differences between model and students c. behavior modeled without reinforcement d. none of the above

Q: Use of a reversal design is appropriate for monitoring intervention effects on fighting behavior.

Q: Focusing on three strategies for teaching generalization, discuss how a teacher might use these strategies for promoting generalized reading skills.

Q: Which of the following would NOT be considered a communicative function of inappropriate behavior? a. Lying in the floor instead of sitting in the desk b. Refusing to answer when called upon c. Painting finger nails during English class d. Feeling angry as the result of a request

Q: A statement of the conditions under which the target behavior is to be performed is not part of a traditional behavioral objective.

Q: Describe some opportunities for teaching generalization during community-based instruction. Provide examples.

Q: To determine the most effective intervention for a behavior, it is necessary to analyze: a. Antecedents and Behaviors b. Behaviors and Consequences c. Consequences and Antecedents d. Antecedents only

Q: A measure of response accuracy (e.g., 8 out of 10 correct) represents the acquisition level of response competence.

Q: Briefly describe how trapping is used to promote generalization.

Q: The stimuli that occasion or signal the opportunity to perform a behavior are known as: a. Antecedents b. Behaviors c. Consequences d. Preceding variables

Q: A statement of conditions lists antecedent stimuli, including instructions, materials, and setting.

Q: Give a brief explanation of the rationale involved in providing generalization training. Who should provide it?

Q: Every time the teacher asks a question, an overly eager student raises and waves his hands in front of her. In order to get him to stop this behavior, the teacher calls on him for the answer. The probability of the student raising and waving his hands again is: a. increased b. decreased c. not likely d. a or b

Q: Behavioral objectives improve communication among professionals.

Q: Briefly explain the differences between stimulus generalization, response maintenance, and response generalization.

Q: Teachers often miss the function of a behavior because they are preoccupied with a behavior's ____________. a. Frequency b. Topography c. Latency d. Rate

Q: Agree or disagree with the following statement, "Carr (1996) suggested that we modify our language even more drastically when addressing the general public, including parents and educators who are not behavior analysis" (p. 388). Provide examples to support your viewpoint.

Q: Ms. Wilson's class went two days a week to work at a local grocery store. To assist with generalization, such as sorting, she created a simulation of the grocery store in their classroom. This is an example of teaching generalization using :a. indiscriminable contingenciesb. programming common stimulic. training looselyd. general case programming

Q: Factors affecting the efficiency of a response do NOT include: a. physical effort required to perform the response b. schedule of reinforcement c. delay between discriminative stimulus and delivery of reinforcer d. degree of student's disability

Q: For students with disabilities, IDEA requires that students receive services in the least restrictive environment (LRE). What is meant by least restrictive environment? Explain how LRE fits into a therapeutic environment.

Q: This schedule of reinforcement leads to increased maintenance of the behavior. a. CRF b. intermittent c. noncontingent d. none of the above

Q: Which of the following is NOT a limitation of informant assessment? a. informant's memory b. informant's potential bias c. informant's ability to analyze behavior d. informant's ability to verbalize what was seen

Q: Differentiate between informed consent and voluntary consent.

Q: Cheryl was learning to place a food order when at a local restaurant. During her training period, Cheryl was taught to make her selection when asked, "May I take your order." However, when at the local restaurant Cheryl did not respond with her food order when asked, "What can I get you." Cheryl demonstrated a lack of ______________________.a. response generalizationb. stimulus generalizationc. response maintenanced. A and B only

Q: When parents or teachers react to inappropriate behavior by offering a student various items or activities until the inappropriate behavior stops, they risk maintaining the inappropriate behavior with: a. positive reinforcement b. negative reinforcement c. extinction d. punishment

Q: Discuss the possible conflict(s) between the philosophy of full inclusion and the ethical use of applied behavior analysis procedures.

Q: The process of trapping a behavior is used when teaching generalization under conditions of____________________.a. sequential modificationb. train and hopec. natural maintaining contingenciesd. none of the above

Q: Quantitative measures of topography include all EXCEPT: a. frequency b. duration c. percentage of intervals during which a behavior occurs d. degree of malice involved

Q: Describe how teachers should be held accountable.

Q: When teaching students to generalize, this procedure provides that the teacher delivers reinforcement only for responses that are different from previous responses to the cue.a. stimulus generalizationb. lag schedule of reinforcementc. differential reinforcementd. response generalization

Q: When an intervention like a token system works for all but one or two students in a group, it is likely that: a. those students are too seriously disturbed to respond b. there is powerful competing reinforcers available outside the token system c. the students' home situation is so poor that their behavior is essentially unchangeable d. those students will respond only to punishment

Q: Briefly discuss the importance of adequate training for persons who implement applied behavior analysis procedures.

Q: All of the following refer to maintenance EXCEPT: a. resistance to extinction b. behavioral perspective c. durability d. transfer of training

Q: When students escape from a task or environment by performing an inappropriate behavior that behavior is likely to be maintained by:a. positive reinforcementb. negative reinforcementc. extinctiond. punishment

Q: List and explain three rights of individuals who are recipients of behavioral change programs as proposed by the American Association for Behavior Analysis.