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Psychology
Q:
TRUE or FALSE. A desired change in the target behavior must occur for self-management to be demonstrated.
Q:
Performing an undesired behavior over and over again with the intention to decrease the future frequency of the target behavior.
A. Habit reversal
B. Massed practice
C. Self-instruction
D. Self directed systematic desensitization
Q:
Self-generated verbal responses, covert or overt, that functions as response prompts for a desire behavior is referred to as:
A. Habit reversal
B. Massed practice
C. Self-instruction
D. Self directed systematic desensitization
Q:
Recommendations for self-administered consequences include:
A. Keep it simple
B. Select small, easy to deliver consequences
C. Set a meaningful, but easy-to-meet criterion for reinforcement
D. All of the above
Q:
Self-administered consequences that increase behavior include:
A. Self-management analogs of positive reinforcement
B. Self-management analogs of positive punishment
C. Self-management analogs of negative reinforcement
D. Self-management analogs of negative punishment
E. A & C only
F. B & D only
G. All of the above
Q:
Suggestions for making self-monitoring effective include:
A. Self-monitor the most important dimension of the behavior
B. Self-monitor only one aspect of the target behavior
C. Self-monitor only when really necessary
D. Never provide supplementary cues or prompts
E. All of the above
Q:
This is a procedure whereby a person observes his/her behavior systematically & records the occurrence of nonoccurrence of a target behavior.
A. Self-evaluation
B. Self-monitoring
C. Habit reversal
D. Self-instruction
Q:
Which of the following is (are) antecedent based self-management tactics?
A. Removing materials for a desired behavior
B. Performing the final steps of a behavior chain
C. Providing response prompts
D. All of the above
Q:
Advantages of self-management include:
A. Promoting the generalization & maintenance of behavior change
B. Eliminating work for teachers and parents to do with students/children
C. External change agents will always target all instances of the behavior
D. A small repertoire of self-management skills can control many behaviors
E. A & B
F. A & D
G. B & D
Q:
Self-management can help individuals to:
A. Accomplish difficult tasks
B. Break bad habits & replace with good ones
C. Live a more effective & efficient daily life
D. Achieve personal goals
E. All of the above
Q:
Self-management is best defined as the
A. Personal application of behavior change tactics that produces a desired change in behavior
B. Personal application of behavior change tactics that produces an increase in a desired behavior(s)
C. Personal application of behavior change tactics that produces a decrease in a desired behavior(s)
D. Application of behavior change tactics that causes changes to a particular behavior
Q:
Skinner was the first to apply the philosophy and theory of radical behaviorism to self control and defined this as a two-response phenomenon involving:
A. a controlling response
B. a control response
C. a controlled response
D. A & B
E. A & C
Q:
Once you have decided to use a group contingency, how would you determine which type to use (independent, dependent, interdependent)?
Q:
An interdependent group contingency can be implemented in at least 3 different ways. Describe at least 2 of them and give a novel example of each.
Q:
Name and explain at least 3 management issues you must consider when implementing a token economy.
Q:
If you decide to include a response cost component into a token economy, name at least 3 things you should consider.
Q:
When a learner doesnt earn tokens or tests the system, how should the behavior analyst handle the situation?
Q:
Explain what a level system is and how it can be used with a token economy.
Q:
You are consulting with a family. The parents are having difficulty managing their 10-year-old daughters behavior. You recommend that they implement a contingency contract with their daughter. Describe the process you would go through with the family to help them develop the contingency contract.
Q:
Describe a situation for which a contingency contract might be useful. Write a sample contract that includes all the necessary components.
Q:
When describing the task in a contingency contract, what are the 4 important things to include in the description?
Q:
If set up correctly, a group contingency can facilitate positive social interactions with peers.
Q:
Initially, token stores should be open frequently.
Q:
Tokens should be delivered at the end of the day rather than immediately following a target behavior. This teaches children to delay reinforcement.
Q:
One should avoid combining token systems with other procedures, such as level systems. The procedure becomes too complicated and cumbersome to be effective when one does this.
Q:
The effectiveness of a token as a reinforcer depends largely on the variety of backup reinforcers for which they can be exchanged.
Q:
Contingency contracts should be stored in a visible place.
Q:
A contract you write with yourself is a valid form of contingency contracting.
Q:
Contingency contracts are most effective in school settings. Their application in other settings is somewhat limited.
Q:
Contingency contracts are often combined with other procedures.
Q:
When writing a contingency contract, it is okay for the contract to be a verbal agreement and not written down anywhere.
Q:
MatchingMatch the following terms to the correct description:A. Independent group contingencyB. Dependent group contingencyC. Interdependent group contingency__________A contingency is presented to all members of a group, but reinforcement is delivered only to those individuals who meet the criterion__________All of the individuals in the group must meet the criterion for the reinforcer to be delivered__________The reinforcer for the group is provided if a certain individual or small group of students meets the criterion
Q:
When evaluating a group contingency, one must:
a. Observe both individual and group performance
b. Be mindful of potential saboteurs
c. Be mindful of potential scapegoating
d. All of the above
Q:
When selecting the performance criteria for a group contingency:
a. It is important to consider the initial performance of the group; low performers may respond differentially to criteria as compared to high performers
b. The criteria should always be set at the current mean performance of the group
c. The criteria should always be set just below the current mean performance of the group
d. The criteria should always be set just above the current mean performance of the group
Q:
Problems with scapegoating in group contingencies can be avoided if:
a. The behavior analyst sets the criteria low
b. Delivering reinforcers, even if they werent earned
c. Making the contingency elements random
d. All of the above
Q:
A teacher says: Everyone, you have math homework tonight. Tomorrow, I will draw a name from a hat. If that person has completed his/her homework and remembered to bring it back to school, everyone will get extra recess. What type of group contingency is this?
a. Independent group contingency
b. Dependent group contingency
c. Interdependent group contingency
Q:
A parent says to his/her children: For anyone who earns all As on his/her report card, I will pay you $50 at the end of the semester. What type of group contingency is this?
a. Independent group contingency
b. Dependent group contingency
c. Interdependent group contingency
Q:
A teacher uses a group contingency with her students. She states the following rule: If everyone gets 100% on their spelling test this week, I will turn cartwheels down the hall for you. What type of group contingency is this?
a. Independent group contingency
b. Dependent group contingency
c. Interdependent group contingency
Q:
A group contingency is useful when:
a. A practitioner wishes to change a large number of disruptive behaviors
b. A practitioner suspects it will take a long time to change a behavior
c. A practitioner fears that learners may place undue pressure on their peers
d. A group contingency is useful under all these conditions
Q:
A method for withdrawing a token system is:
a. Gradually increase the number of responses required to earn a token
b. Gradually decrease the length of time the token economy is in effect
c. Gradually make more of activities and privileges used as backup items be those found in the untrained setting
d. Increase the price of desirable items and keep the price of undesirable items low
e. Gradually move from concrete tokens (such as poker chips) to something less visible (such as a point card the learner carries wit him/her
f. All of these are methods for withdrawing a token system
g. None of these methods should be used. Once implemented, a token system should not be withdrawn.
Q:
When implementing a token economy, what consideration should be made in determining the ratio of exchange?
a. The initial ratio between the number of tokens earned and the price of backup items should be small.
b. The initial ratio between the number of tokens earned and the price of backup items should be large.
c. As token earning increases, the cost of backup items should decrease.
d. If token earning decreases, the cost of backup items should increase.
Q:
When setting up a token economy:
a. One should define a large number of behaviors for which tokens will be delivered so that the economy has the broadest application.
b. One must be certain that the learners possess the prerequisite skills for any target behaviors.
c. The same criteria should apply to all learners in the environment.
d. All of the above
Q:
In a token economy, the tokens:
a. Should be a highly desirable item
b. Should be something learners can easily find in other places (to aid with generalization of the token economy in other settings)
c. Are generalized, conditioned reinforcers that are exchanged for backup reinforcers
d. All of the above
Q:
The success of contingency contracts is probably due to:
a. Positive reinforcement that results from the rewards provided
b. Rule-governed behavior
c. Response prompting
d. All of these are things that factor into the success of contingency contracts.
Q:
Which of the following is NOT a part of a contingency contract?
a. A description of the reward
b. A method of recording whether or not the learner has engaged in the required task
c. A description of the required task
d. A description of when tokens will be exchanged for backup reinforcers
Q:
_____ A verbal operant in which a speaker asks for (or states, demands, implies, etc.) what he needs or wantsMatching Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all. A. MandB. TactC. EchoicD. Copying a TextE. IntraverbalF. Textual G. Transcription
Q:
_____ Writing and spelling words that are spoken.Matching Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all. A. MandB. TactC. EchoicD. Copying a TextE. IntraverbalF. Textual G. Transcription
Q:
_____ Behavior of reading, without any implications that the reader understands what is being read.Matching Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all. A. MandB. TactC. EchoicD. Copying a TextE. IntraverbalF. Textual G. Transcription
Q:
_____ A type of verbal operant in which a speaker differentially responds to the verbal behavior of others.Matching Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all. A. MandB. TactC. EchoicD. Copying a TextE. IntraverbalF. Textual G. Transcription
Q:
_____ A type of verbal behavior in which a written verbal stimulus has point-to-point correspondence and formal similarity with a written verbal response.Matching Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all. A. MandB. TactC. EchoicD. Copying a TextE. IntraverbalF. Textual G. Transcription
Q:
Define and discuss the term autoclitic relation.
Q:
Discuss some of the variables associated with slow appreciation of Skinners Verbal Behavior.
Q:
_____ The textual operant has point-to-point correspondence but not formal similarity between the stimulus and the response product.
Q:
_____ The tact repertoire is extensive and often the primary focus of many language programs.
Q:
_____ Public accompaniment occurs when two public stimuli occur together.
Q:
_____ Verbal behavior makes a clear distinction between the behavior of the speaker and that of the listener.
Q:
_____ Formal properties of language involve the topography of the verbal response whereas the functional properties involve the causes of the response.
Q:
An tact is a type of verbal operant in which a speaker:
A. differentially responds to the verbal behavior of others.
B. asks for (or states, demands, implies, etc.) what he needs or wants
C. repeats the verbal behavior of another speaker.
D. names things and actions that the speaker has direct contact with
through any of the sense modes.
Q:
An intraverbal response is a type of verbal operant in which a speaker:
A. differentially responds to the verbal behavior of others.
B. asks for (or states, demands, implies, etc.) what he needs or wants
C. repeats the verbal behavior of another speaker.
D. names things and actions that the speaker has direct contact with
through any of the sense modes.
Q:
A mand is a type of verbal operant in which a speaker:
A. differentially responds to the verbal behavior of others.
B. asks for (or states, demands, implies, etc.) what he needs or wants
C. repeats the verbal behavior of another speaker.
D. names things and actions that the speaker has direct contact with
through any of the sense modes.
Q:
Which statement is not a reason for the slow appreciation of Skinners work; Verbal Behavior?
A. it was met with immediate challenges from the field of linguistics and
psycholinguistics.
B. Skinner not responding to Norm Chomskys negative review.
C. lack of research and data supporting his theory.
D. Disinterest and negative reactions from the field of behavior analysis.
E. All of these were reasons for the slow appreciation of Verbal Analysis.
Q:
The functional properties of language involve:
A. causes of the verbal response
B. topography of the verbal response
C. language properties do not have functional components.
D. unobservable psychic antecedents.
Q:
The formal properties of language involve the:
A. cause of the verbal response
B. topography of the verbal response
C. unseen forces of verbal language
D. language properties are not formal.
Q:
_____ A type of verbal operant in which a speaker names things and actions that the speaker has direct contact with through any of the sense modes.Matching Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all. A. MandB. TactC. EchoicD. Copying a TextE. IntraverbalF. Textual G. Transcription
Q:
_____ A type of verbal operant that occurs when a speaker repeats the verbal behavior of another speaker.Matching Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all. A. MandB. TactC. EchoicD. Copying a TextE. IntraverbalF. Textual G. Transcription
Q:
Discuss the advantages and limitations of a functional analysis.
Q:
Why is a functional analysis sometimes referred to as an analog?
Q:
What does the functional analysis method allow practitioners to do?
Q:
Describe at least two benefits of using a FBA.
Q:
Illustrate an example of how treating a problem behavior before understanding its function can be problematic.
Q:
Why is it important to understand why a behavior occurs before how it can be changed?
Q:
If a FBA identifies the source of reinforcement to be eliminated for the problem behavior, what was the strategic approach used?
Q:
What are two things that can be changed and/or eliminated by altering the antecedent(s) for problem behavior?
Q:
Why is it important to identify the conditions that account for a behavior rather than just the topography?
Q:
Why does the topography of the behavior reveal rather limited information about the conditions that account for the behavior?
Q:
What does a functional behavior assessment (FBA) allow a practitioner to do or accomplish?
Q:
____ Asks informants to estimate the extent to which behavior occurs under specified conditions.
Matching
Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all.
A. ABC continuous recording
B. Behavior rating scales
C. Scatterplots
D. Behavioral interviews
E. ABC narrative recording
Q:
______ May best be used as a means of collecting preliminary information.
Matching
Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all.
A. ABC continuous recording
B. Behavior rating scales
C. Scatterplots
D. Behavioral interviews
E. ABC narrative recording
Q:
______ Data are collected for several days and then analyzed for patterns across time periods.
Matching
Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all.
A. ABC continuous recording
B. Behavior rating scales
C. Scatterplots
D. Behavioral interviews
E. ABC narrative recording
Q:
______ Recording is open ended.
Matching
Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all.
A. ABC continuous recording
B. Behavior rating scales
C. Scatterplots
D. Behavioral interviews
E. ABC narrative recording