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Q:
_____ Reinforcement for alternative behaviors
Matching
Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all.
A. Side effects of punishment
B. Procedural guideline for the use of punishment
C. Factor that influences the effectiveness of punishment.
D. Positive punishment
E. Ethical guideline for the use of punishment
F. Behavioral contrast
Q:
_____ A phenomenon in which the change in one component of a
Matching
Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all.
A. Side effects of punishment
B. Procedural guideline for the use of punishment
C. Factor that influences the effectiveness of punishment.
D. Positive punishment
E. Ethical guideline for the use of punishment
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.
Q:
_____ Experience the punisher personally.
Matching
Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all.
A. Side effects of punishment
B. Procedural guideline for the use of punishment
C. Factor that influences the effectiveness of punishment.
D. Positive punishment
E. Ethical guideline for the use of punishment
F. Behavioral contrast
Q:
_____ Punishment may evoke escape and/or avoidant behaviors.
Matching
Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all.
A. Side effects of punishment
B. Procedural guideline for the use of punishment
C. Factor that influences the effectiveness of punishment.
D. Positive punishment
E. Ethical guideline for the use of punishment
F. Behavioral contrast
Q:
_____ Reinforcement for the target behavior
Matching
Choose the corresponding answer(s) for each of the following statements. Answers may be used once, several times, or not at all.
A. Side effects of punishment
B. Procedural guideline for the use of punishment
C. Factor that influences the effectiveness of punishment.
D. Positive punishment
E. Ethical guideline for the use of punishment
F. Behavioral contrast
Q:
_____ Restitutional correction involves the student repairing the damage or
returning the environment to its original state and then bringing the environment to a condition vastly better than it was.
Q:
_____ Emotional and aggressive acts are potential side effects of punishment use.
Q:
_____ Negative punishment has occurred when the removal of an event
decreases the future occurrence of a behavior.
Q:
_____ Positive punishment has occurred when the removal of an aversive
stimulus increases the occurrence of the behavior.
Q:
_____ A decrease in the future frequency of the occurrence of a behavior must be
observed before a consequence-based intervention qualifies as punishment.
Q:
Mrs. Mody decided that because Johnny dumped the contents of his glue container on the floor that he would not only have to clean up his work space, but clean the entire classroom floor. The punishment procedure that Mrs. Mody is using is called:
A. Negative reinforcement
B. Behavioral contrast
C. Restitutional overcorrection
D. Negative punishment
Q:
The current status of knowledge regarding the use of punishment was rendered from research that was conducted over _______ years ago.
A. 100
B. 10
C. 70
D. 40
Q:
Which of the following statements are not a part of the factors that influence the effectiveness of punishment?
A. Immediacy
B. Schedule
C. Intensity
D. Punishment for the alternative behaviors
Q:
Negative punishment can best be defined as:
A. Delivery of a stimulus after a behavior that increases the occurrence of the behavior.
B. Removal of a stimulus after a behavior that decreases the occurrence of the behavior.
C. Delivery of a stimulus after a behavior that decreases the occurrence of the behavior
D. Removal of a stimulus after a behavior that increases the occurrence of the behavior.
Q:
Which statement is not included in the procedural guidelines for the use of punishment?
A. Conduct a punisher assessment
B. Consider using varied punishers
C. Use the highest intensity of punishment that is effective
D. Experience the punisher personally.
Q:
Positive punishment can best be defined as:
A. Delivery of a stimulus after a behavior that increases the occurrence of the
behavior.
B. Removal of a stimulus after a behavior that decreases the occurrence of the
behavior.
C. Delivery of a stimulus after a behavior that decreases the occurrence of the
behavior.
D. Removal of a stimulus after a behavior that increases the occurrence of the
behavior.
Q:
Give a real-life example of a ratio schedule of reinforcement and how ratio strain could occur as reinforcement is thinned. When explaining your example, make sure you are clear on what ratio strain is.
Q:
Explain what is meant by a scallop effect and when you would expect to see it.
Q:
Define fixed and variable ratio schedules of reinforcement, as well as fixed and variable interval schedules of reinforcement. Compare and contrast the effects of these schedules of reinforcement on behavior.
Q:
____ A schedule of reinforcement that provides reinforcement for the first correct response following the elapse of variable durations of time occurring in a random or unpredictable order. The mean duration of the intervals is used to describe the schedule.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
____ A schedule of reinforcement consisting of two or more elements of continuous reinforcement (CRF), the four intermittent schedules of reinforcement (FR, VR, FI, VI), differential reinforcement of various rates of responding (DRH, DRL), and extinction. The elements from these basic schedules can occur successively or simultaneously and with or without discriminative stimuli; reinforcement may be contingent on meeting the requirements of each element of the schedule independently or in combination with all elements.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
____ A schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
____ A compound schedule of reinforcement consisting of two or more basic schedules of reinforcement (elements) that occur in an alternating, usually random, sequence; a discriminative stimulus is correlated with the presence or absence of each element of the schedule, and reinforcement is delivered for meeting the response requirements of the element in effect at any time.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
_____ Refers to the allocation of responses to choices available on concurrent schedules of reinforcement; rates of responding across choices are distributed in proportions that match the rates of reinforcement received from each choice alternative.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
_____ When the frequency of a time filling behavior increases as a side effect of other behaviors maintained by a schedule for reinforcement. May be identified as a schedule induced behavior.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
_____ A schedule of reinforcement in which reinforcement is contingent on a rate or responding being below a predetermined criterion.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
____ A compound schedule of reinforcement consisting of two or more basic schedules of reinforcement (elements) that occur in an alternating, usually random, sequence; no discriminative stimuli are correlated with the a presence or absence of each element of the schedule, and reinforcement is delivered for meeting the response requirements of the element in effect at any time.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
_____ A schedule of reinforcement in which reinforcement is provided at the end of a predetermined interval contingent on the number of responses emitted during the interval being greater than a gradually increasing criterion based on the individuals performance in previous intervals.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
_____ A schedule of reinforcement requiring a varying number of responses to be emitted for reinforcement.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
_____ A schedule of reinforcement requiring a fixed number of responses to be emitted for reinforcement.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
_____ A schedule of reinforcement consisting of two or more elements of continuous reinforcement (CRF), the four intermittent schedules of reinforcement (FR, VR, FI, VI), differential reinforcement of various rates of responding (DRH, DRL), and extinction.MatchingA. Matching LawB. Fixed RatioC. Fixed IntervalD. Variable RatioE. Variable IntervalF. DRLG. DRHH. Compound Schedules of ReinforcementI. Multiple Schedules of ReinforcementJ. Conjunctive Schedules of ReinforcementK. Mixed SchedulesL. Adjunctive Behaviors
Q:
_____ Ratio strain can result from abrupt decreases in ratio requirements when moving from denser to thinner reinforcement schedules.
Q:
_____ One way researchers thin schedules of reinforcement are by rapidly increasing the response ratio or the duration of the time interval.
Q:
_____ One way researchers thin schedules of reinforcement are by gradually increasing the response ratio or the duration of the time interval.
Q:
_____ A VI schedule of reinforcement tends to produce a constant, stable rate of response.
Q:
_____ A post-reinforcement pause is typically associated with a fixed interval schedule of reinforcement.
Q:
An FI schedule typically produces a ____________________ in responding during the early part of the interval.
A. Rapid increase
B. Rapid decrease
C. Post-punishment delay
D. Post-reinforcement pause
Q:
A fixed interval schedule of reinforcement provides reinforcement for the first correct response following a
A. Fixed number of responses
B. Variable number of responses
C. Fixed duration of time
D. Variable duration of time.
Q:
The Variable Ratio Schedule of reinforcement tends to produce a
A. Quick rate of response
B. Slow Rate of Response
C. Suspended Rate of Response
D. No rate of response
Q:
With variable reinforcement, a number representing the ___________________ number of responses required for reinforcement is determined.
A. Median
B. Mode
C. Least
D. Average
Q:
A post reinforcement pause is when
A. The subject demands delivery of reinforcement
B. The subject speeds up responses to quicken the delivery of reinforcement
C. The subject does not respond for a period of time following reinforcement
D. The subject indefinitely refuses to respond after the delivery of reinforcement
Q:
The four basic schedules of intermittent reinforcement are
A. Fixed ratio, variable ratio, fixed interval, and variable interval
B. Fixed, variable, stable, and continuous
C. Continuous, intermittent, mixed, and stable
D. None of the above
Q:
A major goal of most behavior change programs is the development of
A. Naturally occurring activities
B. Stimuli
C. Events to function as reinforcement
D. All the above
Q:
Applied behavior analysts use intermittent reinforcement to
A. Build skill acquisition
B. Weaken established behaviors
C. Strengthen new behaviors
D. Maintain established behaviors.
Q:
Continuous reinforcement provides a reinforcement for
A. Every second response
B. One response only
C. Each occurrence of behavior
D. For the first response, then non-contingently, or continuously after.
Q:
A schedule of reinforcement is a rule that describes
A. The type of reinforcement used
B. A rule that describes a contingency of reinforcement
C. A calendar of when intervention is delivered
D. A rule that describes a contingency of punishment
Q:
Give a novel example of an unconditioned negative reinforcer and of a conditioned negative reinforcer.
Q:
Explain this statement: Ethical concerns about the use of positive and negative reinforcement are similar and arise from the severity of the EO that occasions behavior maintained by a given consequence. Give a specific example for both positive and negative reinforcement in your explanation.
Q:
Give a novel example of how negative reinforcement could be used to teach an appropriate behavior.
Q:
Compare and contrast negative reinforcement and punishment.
Q:
Compare and contrast positive and negative reinforcement.
Q:
Negative reinforcement is often confused with punishment. Identify one potential source of confusion in these terms and explain why this understanding is incorrect.
Q:
Define negative reinforcement.
Q:
Give an example of an avoidance contingency. In your answer, be sure to identify all of the relevant components of the contingency.
Q:
Give an example of an escape contingency. In your answer, be sure to identify all 4 components of the contingency.
Q:
Explain the difference between an escape contingency and an avoidance contingency.
Q:
TRUE or FALSE. Research has demonstrated that the use of error correction procedures during instruction may create an avoidance contingency.
Short Answer/Essay
Q:
TRUE or FALSE. Negative reinforcement can be used to teach both appropriate and inappropriate behaviors.
Q:
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.
Q:
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:
TRUE or FALSE. An aversive stimulus can function as both a negative reinforcer and a punisher.
Q:
Which of the following examples illustrates socially-mediated negative reinforcement:
A. Alice scratches her arm to alleviate an itch.
B. Marge closes her eyes when the wind picks up on the beach to avoid getting sand in her eyes.
C. Sandy asks her mother for help washing the dishes to reduce the amount of time she has to spend in the kitchen doing chores.
D. Paul uses the remote control to mute the television during commercials to avoid listening to the commercial hype.
Q:
Joe hates his new alarm clock. This morning, the annoying buzzer sounded at 6:00 a.m. Joe hit the snooze button to catch a few more minutes of sleep. He opened his eyes and saw that the clock read 6:14. Knowing the buzzer will sound again at 6:15 (the snooze button allows for 15 minutes to pass before it sounds again). Because he hates the sound of the alarm, he reaches over and shuts off the alarm before it can sound and gets out of bed. Turning off the alarm before it can sound is an example of:
A. Discriminated avoidance.
B. Free operant avoidance.
C. An escape contingency.
D. An aversive stimulus.
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.
Q:
The key distinction between positive and negative reinforcement is:
A. The effect on behavior.
B. The stimulus change with positive reinforcement has a discrete onset and offset, where the stimulus change with negative reinforcement does not.
C. The stimulus change with negative reinforcement has a discrete onset and offset, where the stimulus change with positive reinforcement does not.
D. The type of stimulus change that occurs following a response.
Q:
Positive and negative reinforcement are similar in that:
A. They both produce an increase in responding.
B. They both involve a stimulus change following a target behavior.
C. They can either be conditioned or unconditioned.
D. All of the above
Q:
Negative reinforcement involves:
A. Presenting an aversive stimulus contingent upon a behavior
B. Removing an aversive stimulus contingent upon a behavior
C. Removing a desirable stimulus contingent upon a behavior
D. Punishing a behavior
Q:
What is the difference between a preference assessment and a reinforcer assessment?
Q:
Compare and contrast concurrent, mixed, and progressive-ratio schedule assessment methods for evaluating the effectiveness of a stimulus functions as a reinforcer.
Q:
Explain why the following statement is false: A conditioned reinforcer is called “generalized” because it reinforces a wide range of behaviors.
Q:
Explain automatic reinforcement and provide a novel example of it.
Q:
Explain the concept of the arbitrary nature of reinforcement.
Q:
Explain why this statement is self-contradictory: “I have tried every reinforcement program in the book, and not one has worked. I still can’t get Joseph to sit in his chair for more than 3 minutes at a time.”
Q:
Diagram a novel example of a reinforcement contingency. Include all 4 terms of the contingency.
Q:
Given an example of an argument that is circular reasoning. Give an example of an argument that is not circular. Explain why the first argument is circular and the second is not.
Q:
As a general rule, it is safer to assume that a high preference item identified through a trial-based method of assessment is more likely to serve as a reinforcer than one identified via a survey method of assessment.
Q:
A primary reinforcer is an unconditioned reinforcer.
Q:
In order for reinforcement to work, the individual must be aware that reinforcement has occurred.
Q:
Establishing operations are relatively consistent and do not tend to change over time.
Q:
Another word for the three-term contingency is the discriminated operant.