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Psychology
Q:
Explain how the concept of normalization influences the selection of target behavior and appropriate interventions.
Q:
How does the concept of habilitation help the behavior analyst determine which behavior should be targeted for behavior change?
Q:
Describe the causes of reactivity and what measures should behavior analysts undertake to minimize this effect?
Q:
Compare the methods of standardized tests and direct observation with regard to how assessment information is obtained, the type of information gathered, and effects on the target behaviors.
Q:
Explain the benefits of interviews as a method for obtaining assessment information?
Q:
TRUE or FALSE. An ecological assessment is an essential component in applied behavioral analysis.
Q:
TRUE or FALSE. Learning a pivotal behavior can result in modification of other behaviors that have not yet been learned.
Q:
TRUE or FALSE. The belief that individuals with disabilities should be physically and socially integrated into society to the maximum extent possible is called habilitation.
Q:
TRUE or FALSE. A topographical definition classifies behavior in terms of their common effects on the environment.
Q:
TRUE or FALSE. An anecdotal observation is a form of direct, continuous observation of all behaviors of interest and the environmental conditions.
Q:
A good behavior definition should be _____________, __________, and ____________.
A Objective, clear, complete
B Concise, specific, limited
C Functional, clear, socially valid
D Measurable, mentalistic, meaningful
Q:
Explicit behavior definitions are important to the practitioner of applied behavior analysis for all of the following except:
A Ease of evaluation
B Increased likelihood of behavior change
C Accurate measurement of behavior
D Demonstration of effectiveness
Q:
One method of priority ranking various potential target behaviors is to use a(n)
A Ranking matrix
B Standardized test
C Interviewing significant others
D Behavioral assessment
Q:
When prioritizing behaviors for change a chronic behavior _____________ when compared to a more recently acquired behavior.
A Is easier to change
B Takes precedence
C Is less important
D Requires less intervention
Q:
Improving academic grades is not a good target behavior because academic grades
A Are not a socially valid outcome.
B Do not specify the behaviors required to achieve the goal.
C Are too complex an outcome for behavior analysis.
D Have poorly defined performance criteria.
Q:
A behavior that produces corresponding modifications or co-variations in other adaptive, untrained behaviors is a(n) _____________________.
A Behavior cusp
B Critical behavior
C Initiating behavior
D Pivotal behavior
Q:
A(n) ________ behavior is a behavior that produces indirect benefits to clients by potentially increasing opportunities for participation in other environments.
A Access
B Cusp
C Key
D Invitation
Q:
The preferred method of behavioral assessment to determine which behaviors to target for change is ____________ _____________.
A Ecological assessment
B Interviews
C Checklists
D ABC recording
Q:
When interviewing a significant other about a clients behavior, the behavior analyst should ask variations of all of the following types of questions except
A What
B How
C Why
D When
Q:
One of the fundamental questions to answer before initiating behavioral assessment is:
A Who will conduct the assessment?
B Where will observations be conducted?
C What is the nature of the problem behavior?
D Who has the authority and skill to intervene with the behavior?
Q:
The progression of behavioral assessment can be conceptualized as a __________ shape
A Circular
B Funnel
C Linear
D Complex
Q:
Define stimulus control and discuss the role of antecedent stimuli in operant conditioning.
Q:
What is one important function of a motivating operation?
Q:
Discuss the difference between a principle of behavior and a behavior-change tactic.
Q:
State a similarity and difference between positive and negative punishment.
Q:
State a similarity and difference between positive and negative reinforcement.
Q:
Discuss the difference between ontogeny and phylogeny.
Q:
What is a history of reinforcement and how does it help explain individual differences?
Q:
What are the elements of the three-term contingency?
Q:
Fill in the blanks A - D
Type of Stimulus Change Present or Increase Intensity of Stimulus
Withdraw or Decrease Intensity of Stimulus Effect on Future Frequency of Behavior
Increase ↑
A.
C. Decrease ↓
B.
D.
Q:
State the two basic effects stimulus changes can have on behavior.
Q:
What is the major difference between behavior and response? Give an example of each.
Q:
Match the following scenario to the appropriate operation (positive/negative reinforcement or positive/negative punishment). The target antecedents, behaviors, and consequences are provided.A. Positive Reinforcement B. Negative ReinforcementC. Positive Punishment D. Negative PunishmentRebecca walks by her kitchen cabinet and smells something foul. She looks into the cabinet and sees that the kitty litter box is full. She scoops the waste and pours in fresh litter. Rebecca no longer smells the odor. In the future, under similar conditions Rebecca continues to scoop and pour litter.AntecedentFoul odor and the sight of the full kitty litter boxBehaviorScooping the waste and pouring fresh litterConsequenceFoul odor is removed
Q:
Match the following scenario to the appropriate operation (positive/negative reinforcement or positive/negative punishment). The target antecedents, behaviors, and consequences are provided.A. Positive Reinforcement B. Negative ReinforcementC. Positive Punishment D. Negative PunishmentSimon is sitting in his living room and gets a chill from the open window. He gets up and closes the window. The chill in the air is removed. In the future, under similar conditions, Simon closes the window when he feels a chill.AntecedentGets a chillBehaviorCloses the windowConsequenceChill is removed
Q:
Match the following scenario to the appropriate operation (positive/negative reinforcement or positive/negative punishment). The target antecedents, behaviors, and consequences are provided.A. Positive Reinforcement B. Negative ReinforcementC. Positive Punishment D. Negative PunishmentMs. Miller asked Steven to take out his pencil and begin working on his math worksheet. Steven did not respond. Ms. Miller removed tokens from Stevens token board without saying a word. In the future, when Ms. Miller asked Steven to take out his pencil and to begin work, without hesitation, Steven gets right to work (i.e., noncompliance decreases).AntecedentTake out your pencilBehaviorNoncompliance, specifically, not following the teachers direction the first time that the direction is givenConsequenceRemoval of token from the token board
Q:
Match the following scenario to the appropriate operation (positive/negative reinforcement or positive/negative punishment). The target antecedents, behaviors, and consequences are provided.A. Positive Reinforcement B. Negative ReinforcementC. Positive Punishment D. Negative PunishmentMolly is asked to get her book and start reading. Molly gets her book and starts reading. Mollys teacher ignores Molly. Molly continues to read her book. In the future, under similar conditions Molly continues to get her book and read.AntecedentMolly, get your book and start reading.BehaviorsGets book, readsConsequenceAccess to an interesting story
Q:
Match the following scenario to the appropriate operation (positive/negative reinforcement or positive/negative punishment). The target antecedents, behaviors, and consequences are provided.A. Positive Reinforcement B. Negative ReinforcementC. Positive Punishment D. Negative PunishmentDevon is driving his brand new car, sees a red light, and hits the gas (i.e., he speeds through the red light). Devons car is hit. Devon is fine, but his brand new car is dented. In the future, under similar conditions, Devon no longer speeds up when he sees a red light.AntecedentSees red lightBehaviorHits the gas (i.e., speeds up)ConsequenceCar crash
Q:
TRUE or FALSE. Extinction is defined as removing a preferred item contingent upon inappropriate behavior.
Q:
TRUE or FALSE. Consequences select response classes, not individual responses.
Q:
TRUE or FALSE. Time-out and response cost are basic principles of behavior every applied behavior analyst should know.
Q:
TRUE or FALSE. Operant conditioning is best described as a stimulus-response relationship, where the stimulus elicits the response.
Q:
TRUE or FALSE. Principles of behavior describe how behavior works and behavior-change tactics are how the applied behavior analysts put the principles to work to help people learn and use socially significant behaviors.
Q:
Consequences can only affect _________ behavior
A. New
B. Extinguished
C. Immediate
D. Future
Q:
The three-term contingency is the basic unit of analysis in the analysis of operant behavior and is made of the following elements:
A. Antecedent, behavior, consequence
B. Reflex, time, duration
C. Learning history, outcomes, stimuli
D. Reinforcement, punishment, extinction
Q:
____________ and ___________ are examples of motivating operations that make food more or less effective as reinforcement.
A. Time, effort
B. Stimulus, antecedent
C. Speed, fluency
D. Satiation, deprivation
Q:
A principle of behavior describes a(n) _______________ _____________ between behavior and one or more of its controlling variables.
A. Extinction curve
B. Response reinforcer
C. Functional relation
D. Stimulus relation
Q:
Which of the following is considered a principle of behavior?
A. Reflex
B. Reinforcement
C. Antecedent
D. Analysis
Q:
Operant conditioning, which encompasses ___________________ and ______________, refers to the process and selective effects of consequences on behavior.
A. Response, behavior
B. Antecedent, stimulus
C. Control, coercion
D. Reinforcement, punishment
Q:
A reflex is a _____________ ____________ relation consisting of an antecedent stimulus and the respondent behavior it elicits (e.g., knee-jerk to tap just below patella).
A. Behavior consequence
B. Stimulus-response
C. Respondent-respondent
D. Functional class
Q:
A ______________ _________ is a group of stimuli that share specified common elements along formal, temporal, and/or functional dimensions.
A. Stimulus class
B. Response class
C. Antecedent class
D. Stimulus change
Q:
________________ refers to a specific instance of behavior
a. Skill
b. Response
c. Stimulus
d. Function
Q:
A ________________ _____________ is a group of responses of varying topography, all of which produce the same effect on the environment.
a. Shaped response
b. Complete repertoire
c. Response class
d. Skill set
Q:
Describe and discuss various explanations of behavior. Be certain to include such perspectives as radical behaviorism, mentalism, methodological behaviorism, and structuralism in your response.
Q:
State and describe the defining characteristics of behavior analysis.
Q:
Describe what is meant by a functional relation, and provide a concrete example for a human organism.
Q:
State and describe each of the different attitudes of science.
Q:
Describe the level(s) of understanding that science provides and the overarching purpose(s) and goal(s) of science.
Q:
TRUE or FALSE. B.F. Skinner is considered the founder of the experimental analysis of behavior.
Q:
TRUE or FALSE. Psychology in the early 1900s was dominated by the study if behavior through a measurable and observable means.
Q:
TRUE or FALSE. Philosophic doubt involves the continuous questioning of the truthfulness and validity of all scientific theory and knowledge.
Q:
TRUE or FALSE. Empiricism is the assumption upon which science is predicted, that the universe is a lawful and orderly place, and events occur as the result of other events.
Q:
TRUE or FALSE. The highest level of scientific understanding is prediction or the ability to correlation between events.
Q:
TRUE or FALSE. There are three levels of understanding that persist in science, and each level contributes to the overall knowledge base in a given field.
Q:
TRUE or FALSE. The overarching purpose of applied behavior analysis as field of study is to concentrate on socially important or significant behaviors.
Q:
This approach to understanding behavior attempts to explain all behavior, including private events.
A. Structuralism
B. Radical behaviorism
C. Methodological behaviorism
D. Mentalism
Q:
This approach to understanding behavior assumes that inner causes or phenomena directly cause or at least mediate some forms of behavior, and strongly relies on hypothetical constructs or explanatory fiction.
A. S-R psychology
B. Radical behaviorism
C. Methodological behaviorism
D. Mentalism
Q:
This formally began the experimental branch of behavior analysis.
A. Watsonian psychology or S-R psychology
B. Pavlovs study of reflexive behavior
C. Skinners publication The Behavior of Organims
D. Fullers study on the application of operant behavior to humans
Q:
This branch of behavior analysis concentrates on development of a technology to improve behavior.
A. Applied behavior analysis
B. Experimental analysis of behavior
C. Determinism
D. Behaviorism
Q:
This branch of behavior analysis concentrates on the philosophy of the science of behavior.
A. Applied behavior analysis
B. Experimental analysis of behavior
C. Determinism
D. Behaviorism
Q:
The idea that simple, logical explanations must be ruled out, experimentally or conceptually, before more complex or abstract explanations are considered.
A. Experimentation
B. Parsimony
C. Prediction
D. Philosophic doubt
Q:
This involves the repetition of experiments to determine the reliability of findings.
A. Experimentation
B. Replication
C. Reproduction
D. Control
Q:
This is the assumption upon which science is predicted.
A. Empiricism
B. Prediction
C. Determinism
D. Experimentation
Q:
Determine whether each of the following is:
(A) An attitude of science,
(B) A defining characteristic of applied behavior analysis, or
(C) Neither an attitude of science or a defining characteristic of ABA.
_____ Empiricism
_____ Applied
_____ Prediction
_____ Experimentation
_____ Functional relation
_____ Effective
_____ Conceptual
_____ Mentalism
_____ Determinism
_____ Technological
Q:
The levels of understanding science provides includes:
A. Prediction, Description & Control
B. Prediction, Description & Calculation
C. Prediction, Depiction, & Illustration
D. Picture, Description, & Control
Q:
Discuss Levinson's concept of a dream and the role that mentors play in the attainment of dreams.
Q:
Explain how young people find lasting intimate relationships. How does partner similarity contribute to long-term relationships?
Q:
Explain the work of William Perry and how emerging adults gain in epistemic cognition.
Q:
Cite the arguments that critics have made in opposition of emerging adulthood as a distinct stage of development.
Q:
During emerging adulthood, supportive family, school, and community environments A)are crucial, just as they were at earlier ages. B)are not nearly as important as they were at earlier ages. C)can sometimes interfere with mature identity development. D)are more important to affluent young people than to their lower-SES agemates.
Q:
Victor and Elsa have been warm and supportive of their daughter's Freya's autonomy, always encouraging her to make personally valued choices when faced with weighty decisions. When she confronts life's challenges, Freya will most likely A)be unable to make commitments. B)not have the necessary skills. C)respond with resilience. D)experience anxiety and depression.