Q&A Hero

Q: Compare and contrast Bloom's taxonomy with the four levels of learning (acquisition, fluency, maintenance, generalization).

Q: Using a homework assignment check list, Dakota checks off each homework assignment he completes. What self-management procedure is Dakota using? a. Self-recording b. Self-instruction c. Self-evaluation d. Self-reinforcement

Q: A reinforcer that has been associated with a variety of behaviors or with access to a variety of other reinforcers is known as an activity reinforcer.

Q: A measurement of accuracy is only one dimension for evaluating performance. It represents the acquisition level of performance. Briefly describe the other 3 levels of performance.

Q: John has a tendency to yell at his classmates when he doesn"t get his way during recess. Mrs. Cobb taught John that when he demonstrates inappropriate behavior during recess, he must sit on the playground bench for five minutes. Overtime, John has begun to independently sit on the bench without being prompted by his teacher, when he yells at his peers during recess. What self-management procedure is John using? a. Self-instruction b. Self-monitoring c. Self-evaluation d. Self-punishment

Q: The Premack Principle states that any activity a student voluntarily performs frequently may be used as a reinforcer for any activity he seldom performs voluntarily.

Q: The four components of a behavioral objective are:

Q: In science lab, students are provided with a list of questions to answer as well as a detailed lab manual outlining the step-by-step experimental procedures to be completed. In this class, what self-management procedure is the teacher using?a. Self-monitoringb. Self-evaluationc. Self-instructiond. Self-reinforcement

Q: Tangible reinforcers include things like extra time at recess or free time using the computer.

Q: Educational goals for individual students must be developed on the basis of evaluation data and other factors.Briefly list 3 of these other factors.

Q: Which is NOT a way in which students may be involved in contingency management? a. Choosing reinforcers b. Determining the cost of reinforcers in relation to behavior c. Choose behaviors to be modified d. Evaluating peer behaviors

Q: The more effective reinforcers are those selected by the target student.

Q: This level of learning requires students to use a concept in various settings or situations. a. generalization b. application c. acquisition d. analysis

Q: Following the practice spelling test, students are asked to check their own results. This is a form of: a. Self-monitoring b. Self-evaluation c. Self-instruction d. Self-punishment

Q: The opposite of deprivation is satiation.

Q: Which of the following is NOT one of Bloom's levels of learning? a. analysis b. generalization c. synthesis d. comprehension

Q: Self-recording appears to be most effective in: a. identifying necessary variations in intervention b. maintaining behavior changes resulting from traditional, teacher-managed strategies c. determining antecedents to behavior change d. increasing task fluency and the rate at which reinforcers are delivered

Q: Primary reinforcers are almost always effective.

Q: When selecting a criterion for mastery, the teacher should consider: a. nature of the content b. ability of the student c. number of learning opportunities to be provided d. all of the above

Q: Which of the following is NOT true? When setting goals, students... a. should set goals that are long-term b. should set goals that are specific c. should set goals that are short-term d. should set goals that are challenging

Q: A positive reinforcer is also an antecedent stimulus.

Q: Which of the following would be an example of a long-term educational goal for a student with a severe disability?a. demonstrate knowledge of how to solve an algebraic equationb. decrease out-of-seat behaviorc. point to the largest item in an array for three consecutive sessionsd. both b and c

Q: Which of the following is NOT a reason for teaching students to self-manage? a. Teachers may miss certain instances of behavior. b. External change agents are not always available. c. Teachers may inadvertently become an environmental cue for the performance or lack of performance of a behavior. d. Allows students to teach themselves thus providing teachers the time to work with others.

Q: Negative reinforcement is the contingent removal of some unpleasant stimulus that increases behavior.

Q: All of the following are reasons for identifying the target behavior in the behavioral objective EXCEPT: a. consistency in behavior observation b. required by law c. facilitates continuity of instruction d. confirmation by a third party

Q: The best person to manage a student's behavior is: a. The teacher b. The student c. A school administrator d. A peer

Q: Tokens are not appropriate for lower functioning students.

Q: Mike's job coach was concerned with his production on the job site. Mike had mastered the assembly skills but was having difficulty keeping up with the competitive job production of his coworkers. Mike's job coach should work on which of the following? a. Acquisition b. Fluency c. Generalization d. None of the above

Q: The change agent who is available across all times and settings is: a. the teacher b. the student's parent c. the student d. none of the above

Q: Token reinforcement systems allow a student to become accustomed to delayed gratification.

Q: During the third grade, John learned his multiplication facts. Upon returning to school after the summer break, his fourth grade teacher tested his ability to recite his multiplication facts. John's fourth grade teacher was assessing which skill level? a. Maintenance b. Generalization c. Fluency d. Overlearning

Q: The person who knows best what kind of reinforcement a student desires at any one time is: a. the teacher b. the student's parent c. the student d. none of the above

Q: Deprivation is a necessity if primary reinforcers are to be effective.

Q: ____________ is the ability to perform a behavior under conditions different from those in place during acquisition.a. Generalizationb. Fluencyc. Overlearningd. Distributed Practice

Q: Differential effects of self instruction may be due to: a. age b. cognitive style c. attributional style d. all of the above

Q: Negative reinforcement is the removal of a desired stimulus to decrease behavior.

Q: When presented with a fast food menu at Burger Barn, Brooke will place her order within 30 seconds, 8 out of 10 trials over 3 consecutive weeks. This objective represents the _____________ level of response competence.a. Generalizationb. Fluencyc. Acquisitiond. Maintenance

Q: Teaching students to engage in self instruction: a. helps them in problem solving b. may facilitate generalization to other settings c. may facilitate generalization to other tasks d. all of the above

Q: Contracting is placing the contingency for reinforcement into written or verbal agreement.

Q: Which of the following is not an appropriate target behavior for an objective?a. Understand the value of coinsb. Point to the correct algebraic formulac. Increase the number of times student raises her hand during a 30-minute lessond. Independently operate a microwave oven

Q: Student selected performance standards are often: a. more lenient than teacher selected b. more stringent than teacher selected c. totally unreasonable d. none of the above

Q: Generalized reinforcers may be exchangeable for something of value.

Q: It is important for a behavior to be operationally defined because a. It ensures that the teacher is consistently observing the same behavior b. It allows for confirmation by a third party c. It facilitates continuity of instruction d. All of the above

Q: Self reinforcement procedures can include: a. students choosing reinforcers b. students determining the cost of reinforcers c. students choosing behaviors to be modified d. all of the above

Q: Compare and contrast functional analysis and a brief functional analysis. Which provides the most precise data?

Q: "Point to the correct answer" is an example of which component of a behavioral objective?a. Target behaviorb. Learnerc. Conditionsd. Criteria for acceptable performance

Q: Components needed for teaching students to self record include: a. operationally defining the target behavior b. instructing the student in the use of the data collection system c. monitoring at least one practice session d. all of the above

Q: Explain and give examples of the three-tier model of the Positive Behavioral Supports program.

Q: Which component is missing from the following objective? "When presented with a textbook and the verbal directive to read a specific page, Allison will open her book and begin reading."a. Learnerb. Target behaviorc. Criteria for acceptable performanced. Conditions under which the behavior is to be displayed

Q: Types of data collection procedures that have been successfully used by students as means for self recording are:a. eventb. latencyc. anecdotal recordsd. all of the above

Q: Describe the difference between functional assessment and functional analysis. List and discuss the components of each.

Q: Refining broad generalizations into specific, observable, measurable behaviors is known asa. Pinpointingb. Specificationc. Individualizationd. Modification

Q: A reactive effect is: a. a behavior change in the desired direction simply as a result of self recording b. an allergic reaction to a stimulus c. a behavior change in the opposite direction d. none of the above

Q: A student engages in several inappropriate and destructive behaviors. Discuss the procedures a teacher might initiate to identify the functions of these behaviors.

Q: Requiring a student to use a method, concept, or theory in various concrete situations require what level of learning? a. Comprehension b. Synthesis c. Application d. Evaluation

Q: When preparing students to take the responsibility for managing their own behaviors, teachers should: a. make no verbal comments when delivering reinforcement b. always choose the reinforcer themselves c. ask the student to restate contingencies d. all of the above

Q: Discuss the reasons a functional analysis would be conducted after completing a functional assessment.

Q: An optimum number of overlearning opportunities is approximately_____% of the number of trials required for acquisition of the behavior.a. 50%b. 25%c. 33%d. 75%

Q: Reasons for preferring self management to control by external change agents include: a. increased consistency b. ability to carry out a program in any setting c. commitment of a student to a program through involvement d. all of the above

Q: Describe the sequence for developing a Behavior Support Plan.

Q: _____________ refers to repeated practice after an objective has been initially accomplished. a. Response Prompting b. Fluency c. Overlearning d. Distributed practice

Q: The necessity for continued teacher support can be minimized through the use of: a. self reinforcement b. self recording c. self instruction d. all of the above

Q: Describe the use of scatter plot assessment in determining the function of behaviors.

Q: Which component is missing from the following objective? "Jason will fill the ice cube tray independently during 4 out of 5 sessions." a. Learner b. Target behavior c. Condition d. Criteria for acceptable performance

Q: While both self reinforcement and self punishment strategies have been successfully used, self reinforcement may be preferred because: a. reinforcement is only for increasing behaviors b. reinforcement is an easier concept for children to understand c. punishment may concentrate children's' awareness on their failure and may maximize fear of failure d. all of the above

Q: What are the components of a functional assessment?

Q: Behavioral objectives are a. statements of annual program intent b. statements of actual instructional intent c. long term in nature d. generically defined

Q: For students to learn self instructional strategies effectively and completely, during the modeling of the strategies the teacher should include skills of: a. problem definition b. focusing attention c. self reinforcement d. all of the above

Q: Differentiate form (or topography) from function when describing inappropriate behavior.

Q: Educational goals are a. Statements of actual instructional intent b. Statements of annual program intent c. Usually 3 to 4 months long d. The length of a grading period for students with mild disabilities

Q: Self instruction is a strategy of providing oneself verbal prompts for: a. academic content b. answer correction c. task completion d. reinforcer selection

Q: Mr. Williams has noticed that student in his fourth period class has been exhibiting some inappropriate behaviors. Mr. Williams has attempted to correct the behavior using evidence based behavior management programs, but Joseph continues to exhibit the behaviors. Mr. Williams and the IEP committee have decided to develop a Behavior Support Plan for Joseph. What is the next step in developing a Behavior Support Plan? a. conduct a functional assessment b. screening c. conduct a functional analysis d. identify the target behavior

Q: To write effective objectives, the applied behavior analyst must a. Broadly identify a target behavior for instruction b. Define the instructional procedures to use for behavior change c. Refine broad generalizations into specific, observable, measurable objectives d. b & c only

Q: Response-coast may maximize a student's fear of failure.

Q: Willis Middle School participates in a school wide positive behavior supports program. Several students have been identified with repeated office referrals and suspensions. These students would fall into which level of the three-tiered model of intervention? a. universal b. intensive c. targeted d. none of the above

Q: Objectives on the IEP include: a. short term objective, person responsible, criteria for mastery, and review date b. person responsible, parent's responsibility, and latency period c. short term objective, student's name, and review date d. long term goals, short term objective, and criteria for mastery

Q: Self-punishment is more effective that self-reinforcement.

Q: After completing a functional assessment, Ms. Jones hypothesizes that Chris' behavior functions as a means of escaping disliked tasks. Which of the following conditions should Ms. Jones test during the functional analysis? a. attention b. demand c. play d. alone

Q: A hierarchy of levels of learning is helpful in writing objectives because: a. they are written for cognitive, affective, and psychomotor areas b. focus on a knowledge base c. they suggest observable, measurable behaviors that may occur as the result of both simple and complex learning d. all of the above

Q: Aversives are acceptable when used by students who are using the self-punishment technique.