Q&A Hero

Q: _____ Type(s) of indirect functional behavior assessment. 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: ______ Uses precise measures and in some cases the correlations may reflect causal relations. 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 only when behaviors of interest are observed. 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: _____ Observers record occurrences of the targeted problem behaviors and selected environmental events in the natural routine during a period of time. 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: _____ Type(s) of descriptive functional behavior assessment. 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 procedure used to record the extent to which a target behavior occurs more often at a particular time than 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. ABC continuous recording B. Behavior rating scales C. Scatterplots D. Behavioral interviews E. ABC narrative recording

Q: TRUE or FALSE. A FBA can also be referred to as a reinforcer assessment.

Q: TRUE or FALSE. Undifferentiated results obtained in a functional analysis are considered inconclusive and require further analysis or can indicate that a behavior is maintained by automatic reinforcement.

Q: TRUE or FALSE. A functional analysis is comprised of three conditions: contingent attention, contingent escape, and alone.

Q: TRUE or FALSE. FBA methods can be classified into two types: 1) functional analysis and 2) descriptive assessment.

Q: TRUE or FALSE. Assessment of the function of a behavior can yield useful information with respect to intervention strategies that are likely to be effective.

Q: Look at the following graph from a functional analysis of Tonys floor dropping. What would you conclude is the function of Tonys dropping to the floor? A. Social positive reinforcement B. Automatic reinforcement C. Social negative reinforcement D. Both social positive reinforcement and social negative reinforcement E. Both social negative reinforcement and automatic reinforcement F. Undifferentiated pattern

Q: Look at the following graph from a functional analysis of Lauries mouthing. What would you conclude is the function of Lauries mouthing? A. Social positive reinforcement B. Automatic reinforcement C. Social negative reinforcement D. Both social positive reinforcement and social negative reinforcement E. Both social negative reinforcement and automatic reinforcement F. Undifferentiated pattern

Q: Look at the following graph from a functional analysis of Michaels head hitting. What would you conclude is the function of Michaels head hitting? A. Social positive reinforcement B. Automatic reinforcement C. Social negative reinforcement D. Both social positive reinforcement and social negative reinforcement E. Both social negative reinforcement and automatic reinforcement F. Undifferentiated pattern

Q: Look at the following graph from a functional analysis of Brittanys eye poking. What would you conclude is the function of Brittanys eye poking? A. Social positive reinforcement B. Automatic reinforcement C. Social negative reinforcement D. Both social positive reinforcement and social negative reinforcement E. Both social negative reinforcement and automatic reinforcement F. Undifferentiated pattern

Q: Look at the following graph from a functional analysis of Sammys biting. What would you conclude is the function of Sammys biting? A. Social positive reinforcement B. Automatic reinforcement C. Social negative reinforcement D. Both social positive reinforcement and social negative reinforcement E. Both social negative reinforcement and automatic reinforcement F. Undifferentiated pattern

Q: A default technology is: A. The term used to refer to easy techniques that practitioners use to increase the frequency of alternative appropriate behaviors. B. The expertise that is required to implement a functional analysis properly. C. The process involved in creating the various phases in a sequential order of a functional analysis. D. The term used to refer to the interventions that individuals may resort to using that are increasingly intrusive, coercive, and punishment-based.

Q: Alternative appropriate behaviors that serve the same function for an individual: A. Always involve skills the individual already possesses. B. Produce the same reinforcer for the individual. C. Have the same topography as the problem behavior. D. Always require the same amount of response effort as the problem behavior.

Q: A descriptive functional behavior assessment involves: A. Providing a detailed description of the problem behavior in the environment in which it occurs. B. Performing on-going assessment of a problem behavior by interviewing the individuals who most commonly see the problem behavior occurring. C. Direct observation of the problem behavior in relation to events under naturally occurring conditions. D. Assessing the problem behavior during a functional analysis.

Q: Analog conditions are used in a functional analysis because: A. They are easy to contrive, implement, and maintain when attempting to discover the function of a behavior. B. They allow the practitioner to better control the environmental variables that may be related to the problem behavior. C. They allow the practitioner to better control the individual exhibiting the problem behavior than in the naturally occurring routine. D. All of the above E. B and C only.

Q: What strategic approach(es) can a FBA intervention consist of? A. Teaching alternative behaviors B. Altering antecedent variables C. Teaching reinforcement and punishment strategies D. Altering consequent variables E. All of the above F. A,B,D G. B,C,D

Q: Problem behavior can be maintained by: A. Social positive reinforcement B. Automatic reinforcement C. Tangible reinforcement D. Automatic tangible reinforcement E. All of the above F. None of the above G. A,B,C only H. B and D only

Q: Define and describe functional communication training. Be sure to discuss how it operates, what is main purpose is, and considerations for effective implementation of the technique. In addition, describe how this procedure varies from other antecedent interventions discussed in the text.

Q: Define and describe high-p sequence. Be certain to discuss how it operates, what its main function is, and considerations for effective implementation of the technique.

Q: Define and describe noncontingent reinforcement. Be sure to discuss how it operates, what its purpose or function is, and considerations for effective implementation of the technique.

Q: TRUE or FALSE. Functional communication training develops alternative behaviors that are sensitive to establishing operations. This is similar to noncontingent reinforcement and high-p request sequence.

Q: TRUE or FALSE. Functional communication training establishes an appropriate communication behavior to compete with problem behaviors evoked by an establishing operation.

Q: TRUE or FALSE. When using a high-p sequences effectively behaviors should be selected from the current repertoire and requests should be presented at a very slow, even pace.

Q: TRUE or FALSE. Behavioral effects of high-p sequence suggests the abative effects of an abolishing operation by increasing the value of reinforcement for non-compliance to low-p requests and reducing the aggression & self-injury typically associated with low-p requests.

Q: TRUE or FALSE. Noncontingent reinforcement uses only two distinct procedures: positive and negative reinforcement.

Q: TRUE or FALSE. Noncontingent reinforcement is also referred to as presenting stimuli with known reinforcing with known reinforcing properties.

Q: TRUE or FALSE. Noncontingent reinforcement is an intervention in which stimuli with known reinforcing properties are delivered on a fixed-ratio (FR) or variable-ratio (VR) schedule independent of the learners behavior.

Q: Effective use of functional communication training includes: A. Dense schedules of reinforcement B. Decreased use of verbal prompts C. Behavior reduction procedures D. Schedule thinning E. All of the above F. None of the above

Q: Functional communication training is an application of this procedure: A. DRA B. DRO C. DRL D. DRH

Q: High-p sequence refers to: A. High-punishment sequence B. High-probability request sequence C. High-potential request sequence D. High-prospect sequence

Q: Noncontingent reinforcement functions as a: A. Establishing operation B. Motivating operation C. Abolishing operation D. None of the above

Q: Noncontingent reinforcement is this type of intervention. A. Antecedent intervention B. Consequent intervention C. Punishment strategy D. Behavioral momentum intervention

Q: Function(s) for antecedent stimuli can be classified as: A. Contingency dependent B. Contingency co-dependent C. Contingency independent D. Contingency non dependent E. Both A and C F. Both B and D G. None of the above

Q: When might a practitioner want to use a spaced-responding DRL contingency? In your answer, give a specific example (other than what is in your text) of a case where this would be appropriate.

Q: Explain the difference between full-session and interval DRL. In your explanation, give an example of each.

Q: Explain 3 different ways a DRO interval can be increased.

Q: When implementing a DRO procedure, explain how you would determine the duration of the interval.

Q: Give an example of DRA using negative reinforcement. In your answer, make sure you specify what is provided contingent upon the A response and what is provided contingent on the occurrence of problem behavior.

Q: The title of this chapter is Decreasing Behavior with Differential Reinforcement. This title seems a little odd because, by definition, reinforcement increases the future probability of a behavior. Explain how a behavior is decreased through differential reinforcement. Be sure you are clear about the principles of behavior at work in your explanation.

Q: DRL is the intervention of choice when you do not want to totally eliminate the target behavior.

Q: Generally speaking, it is a good idea to uses momentary DRO to begin your intervention and move to an interval DRO for maintenance purposes.

Q: When designing a DRA/DRI intervention, it is a good idea to use the reinforcers that maintain problem behavior as the reinforcers for the A and I behaviors.

Q: When selecting a DRA/DRI response, one should select a behavior that is not in the learners current repertoire in order to avoid accidentally reinforcing something associated with problem behavior.

Q: Reinforcing in-seat behavior for a child who frequently engages in out-of-seat behavior is an example of DRI.

Q: One advantage to DRI/DRA interventions is that they teach new, desired replacement behaviors.

Q: What is the difference between momentary DRO and interval DRO? a. Momentary DRO requires that the individual do anything other than the target problem behavior at the end of the interval. Interval DRO requires that the individual do anything other than the target problem behavior for the entire interval. b. Momentary DRO requires that the individual do a response that is incompatible with the target problem behavior. Interval DRO does not have this requirement. c. Momentary DRO is usually conducted for shorter time intervals than interval DRO. d. Momentary DRO is usually more effective early on in intervention, whereas interval DRO is more effective later in intervention.

Q: If I want to use DRI to decrease Melindas hitting other children in the hallway, I would: a. Provide reinforcement contingent on Melinda walking down the hall with her hands in her pockets or folded across her chest. b. Provide reinforcement contingent on Melinda saying hi to peers. c. Provide reinforcement contingent on Melinda waving at peers. d. Provide reinforcement contingent on Melinda doing anything other than hitting peers as she walks down the hall.

Q: Andrea is 4 years old and nonverbal. She often becomes noncompliant (she says no, pulls away, and puts in a corner) when she is told to sit at the table to work on art activities. You, as her teacher, believe that Andrea is trying to escape the task and that breaks from tasks will be an effective reinforcer for her. You want to implement DRA because Andrea is nonverbal. Which of the following would be an example of DRA? a. If Andrea completes one step of the task, she can leave the table and take a break. If she is noncompliant, she must stay at the art table. b. Set a timer for 10 seconds. If Andrea does anything other than noncompliant behavior, allow her to leave the table and take a break. If she is noncompliant, she must stay at the art table. c. Set a limit on the number of times Andrea is allowed to say No. If she exceeds the limit, she must stay at the art table. If she says no fewer times than the limit, she can take a break and leave the art table. d. None of the above.

Q: What is the difference between DRI and DRA? a. DRI involves reinforcing a behavior that is incompatible with the problem behavior, whereas DRA involves reinforcing a behavior that may not be incompatible with the problem behavior. b. DRA involves reinforcing anything other than the problem behavior, whereas DRI involves reinforcing any behavior that is incompatible with the problem behavior. c. With DRA, the time interval is reset, whereas with DRI it is not. d. None of the above. There is no difference between DRI and DRA.

Q: Assume you are working with a girl with Rett syndrome. A behavior characteristic of this syndrome is that the girls play with their fingers and hair to the point that their fingers may become raw and bloody. Also, these girls pull their hair out. This particular little girl also puts her foot up by her face and scratched the edge of her shoe along her face, causing scrapes and bleeding on her face. These behaviors severely trouble her mother (understandably so!). You have not been able to identify a reinforcer for the problem behaviors. However, you have found that sitting the girl on her moms lap while playing with toys seemed to be a reinforcer for appropriate behavior, so you decide to implement an fixed-momentary DRO using moms attention and toys as the reinforcer and an interval of 5 seconds. Which of the following would describe your fixed-momentary DRO procedure most accurately? a. Give the girl a specific appropriate response (e.g., say mom) that she should display to gain access to mom and the toys. After 5 seconds expires, prompt her to engage in this response. If she does it, she gets to play with mom and toys. b. Set a timer for 5 seconds. When the timer dings, if the girl is not engaged in finger picking, hair pulling, or face scratching, allow her to play with mom and toys. If she is picking her fingers, pulling her hair, or scratching her face, do not allow her to play with mom and toys. c. Set a timer for 5 seconds. If she does not engage in finger picking, hair pulling, or face scratching at any time during the 5 seconds, allow her to play with mom and toys. Reset the timer contingent on finger picking, hair pulling, or face scratching. d. Set a timer for 5 seconds. If she engages in finger picking, hair pulling, or face scratching for 5 seconds, allow her to play with mom and toys.

Q: A disadvantage to using DRO is: a. It does not teach any new skills. b. You often have initial increases in problem behavior when it is implemented. c. If the problem behavior occurs very frequently (e.g., every 5 seconds), it can be a very labor-intensive procedure to implement. d. A, B, and C. e. A and C. f. A and B. g. B and C.

Q: You would like to implement an interval DRO procedure with one of your students with autism to decrease hand flapping (so that you can get the student to attend to her work eventually). You conduct some baseline observations and find that the student stops flapping her hands for about 2 minutes on average. What would an appropriate initial DRO interval be? a. 2 seconds b. 2 minutes, 30 seconds c. 1 minute, 45 seconds d. 4 minutes

Q: You would like to decrease the number of times a student sharpens her pencil during class. However, you dont want to completely eliminate this behavior. Which type of reinforcement program makes the most sense? a. DRO b. DRA c. DRI d. DRL

Q: You are working with a student who is frequently out of his seat. You decide to provide the student with reinforcement every time he is in his seat for 5 consecutive minutes. If he does not stay in his seat for 5 consecutive minutes, you withhold the reinforcer. What type of intervention have you implemented? a. DRI b. DRO c. DRL d. DRH

Q: Assume you are teaching a large group of students, and they are very disruptive during your class. For example, the students talk out of turn, laugh, and throw things at each other. You want to improve their behavior, so you decide to implement a DRA intervention. This means you will reinforce: a. A behavior that is incompatible with disruption. b. A behavior that is a lower rate than what is currently happening. c. Any behavior other than disruption. d. None of the above.

Q: All differential reinforcement procedures combine the use of what two principles of behavior? a. Reinforcement and extinction b. Reinforcement and punishment c. Punishment and extinction d. Positive and negative reinforcement

Q: Name and explain the four key effects of extinction.

Q: Explain how extinction of a behavior maintained by positive reinforcement would be different, procedurally, than extinction of a behavior maintained by negative reinforcement. Give a specific example of each.

Q: ____ The relative degree to which operant behavior continues to occur during extinction.MatchingA. Spontaneous RecoveryB. Escape ExtinctionC. ExtinctionD. Extinction burstE. Resistance to ExtinctionF. Sensory ExtinctionG. Noncontingent reinforcement (NCR)H. Variable-time schedule

Q: ____ An increase in the frequency of responding when an extinction procedure is initially implemented.MatchingA. Spontaneous RecoveryB. Escape ExtinctionC. ExtinctionD. Extinction burstE. Resistance to ExtinctionF. Sensory ExtinctionG. Noncontingent reinforcement (NCR)H. Variable-time schedule

Q: ____ Behaviors maintained with negative reinforcement are placed on ______________ when those behaviors do not produce a removal of the aversive stimulus. Matching A. Spontaneous Recovery B. Escape Extinction C. Extinction D. Extinction burst E. Resistance to Extinction F. Sensory Extinction G. Noncontingent reinforcement (NCR) H. Variable-time schedule

Q: ____ The process by which behaviors maintained by automatic reinforcement are placed on extinction by masking or removing the sensory consequence.MatchingA. Spontaneous RecoveryB. Escape ExtinctionC. ExtinctionD. Extinction burstE. Resistance to ExtinctionF. Sensory ExtinctionG. Noncontingent reinforcement (NCR)H. Variable-time schedule

Q: ____ A schedule for the delivery of noncontingent stimuli in which the interval of time from one delivery to the next randomly varies around a given time.MatchingA. Spontaneous RecoveryB. Escape ExtinctionC. ExtinctionD. Extinction burstE. Resistance to ExtinctionF. Sensory ExtinctionG. Noncontingent reinforcement (NCR)H. Variable-time schedule

Q: ____ A behavioral effect associated with extinction in which the behavior suddenly begins to occur after its frequency has decreased to its prereinforcement level or stopped entirely.MatchingA. Spontaneous RecoveryB. Escape ExtinctionC. ExtinctionD. Extinction burstE. Resistance to ExtinctionF. Sensory ExtinctionG. Noncontingent reinforcement (NCR)H. Variable-time schedule

Q: ____ The discontinuing of the reinforcement of a previously reinforced behavior (i.e., responses no longer produce reinforcement.) Matching A. Spontaneous Recovery B. Escape Extinction C. Extinction D. Extinction burst E. Resistance to Extinction F. Sensory Extinction G. Noncontingent reinforcement (NCR) H. Variable-time schedule

Q: ____ A procedure in which stimuli with known reinforcing properties are presented on fixed-time or variable-time schedules completely independent of behavior. Matching A. Spontaneous Recovery B. Escape Extinction C. Extinction D. Extinction burst E. Resistance to Extinction F. Sensory Extinction G. Noncontingent reinforcement (NCR) H. Variable-time schedule

Q: _____ Spontaneous recovery of the target behavior will be short lived as long as the extinction procedure remains in effect.

Q: _____ If the behavior analyst does not have the ability to control the subjects access to reinforcement, an extinction procedure should not be implemented.

Q: _____ Extinction procedure should not be used with behaviors that cause serious injury to the subject.

Q: _____ An extinction burst is the complete cessation of the target behavior after the extinction procedure has started.

Q: _____ Extinction produces a slow gradual increase in the target behavior.

Q: Which of the following statements is not associated with the term spontaneous recovery? A. Behavior that diminished during the extinction process recurs even though behavior does not produce reinforcement. B. Short-lived and limited if the extinction procedure remains in effect. C. Reappearance of the behavior after it has diminished to its pre-reinforcement level or stopped entirely. D. All of the statements are associated with the term spontaneous recovery.

Q: Resistance to extinction is _________________ when extinction is carried out under high motivation than under low. A. Greater B. Lower C. Faster D. Smaller

Q: A schedule of intermittent reinforcement is likely to increase the _________________? A. Resistance to Reinforcement B. Resistance to Extinction C. Establishing operation D. Motivating operations

Q: Which statement correctly defines extinction burst? A. The gradual decline in frequency of a target behavior after the removal of the reinforcer. B. A gradual increase in frequency of a target behavior after the removal of the reinforcer. C. An immediate increase in the frequency of a target behavior after the removal of the reinforcer. D. An immediate decline in the frequency of a target behavior after the removal of the reinforcer.