Quiz
P616 Final Review
This quiz has question types that open in the usual player.
Questions in this quiz (123)
1Technological aspect of ABA, sufficient generality across subjects, settings, and/or behaviors to warrant its codification and dissemination
- APrinciple of behavior
- BBehavior change tactic
2What is described as the functional relation between behavior and one more of its controlling variables?
- ABehavior change tactic
- BPrinciple of behavior
3The big idea is that a principle of behaviors, describe how behavior works whereas behavior change tactic describes how those principles are applied to socially significant behavior.
- ATrue
- BFalse
4Reinforcement as a procedure is used to maintain the contingent presentation of potential reinforcer and any effects on the future frequency of behavior in the future under similar conditions
- ATrue
- BFalse
5[blank_start]Reinforcement as a procedure[blank_end] maintains the contingent presentation of a potential reinforcer and observe any effects on the stove frequency of behavior
- AReinforcement as a procedure
6The only defining feature of the principle of punishment is the presentation of aversive stimuli or removal of preferred stimuli following a response.
- ATrue
- BFalse
7Which of the following is the definition of negative punishment?
- APresentation of a stimulus contingent on a response that decreases the frequency of that response under similar circumstances
- BPresentation of a stimulus contingent on a response that increases the frequency of that response under similar circumstances
- CRemoval of a stimulus contingent on a response that decreases the frequency of that response under similar circumstances
- DRemoval of a stimulus contingent on a response that increases the frequency of that response under similar circumstances
- ENone of these
8Which of the following is NOT a positive punishment procedure?
- AResponse blocking
- BContingent exercise
- COvercorrection
- DTime out
- EReprimands
9Which of the following is NOT a factor that increases the effectiveness of punishment?
- ADeliver the punisher on an intermittent schedule (i.e., only deliver the punisher sometimes after the behavior)
- BTeach and reinforce appropriate alternative behaviors that serve the same function as the problem behavior
- CReduce or eliminate reinforcement produced following the occurrence of the problem behavior
- DPresenting the punisher immediately after the occurrence of a target response
10Response cost is a
- ANegative reinforcement procedure
- BPositive punishment procedure
- CExtinction procedure
- DNegative punishment procedure
- EPositive reinforcement procedure
11The first thing Max does when he comes home at 3:30 is play on his iPad and have a snack. At 4:30, Max’s mom takes out his homework, sets it up on the table with his pencil and eraser, and tells him that he can spend an hour on the iPad once he finishes his homework and takes the she takes his iPad away. Instead of doing his homework, Max starts playing with his LEGOs. Which aspect of the scenario would be best to change to increase homework completion?
- AAn extinction procedure should be applied.
- BA punishment procedure should be applied.
- CThe SD needs to change.
- DAn MO needs to be established.
- EAn AO needs to be established.
12Jim was the class clown and used to tell jokes frequently. His classmates would laugh and tell him how funny he was. But Jim’s jokes got old quickly and his classmates stopped laughing and telling him how funny he was. Soon, Jim stopped telling jokes in class. What principle accounts for the decrease in Jim’s joke-telling behavior?
- AExtinction
- BPositive punishment
- CNegative punishment
- DPositive reinforcement
- ENegative reinforcement
13Which of the following statements is true?
- AAn MO refers to the differential availability of an effective reinforcer for that behavior.
- BConsequences operate on the current frequency of behavior and its occurrence does not alter the organism’s operant repertoire of functional relations.
- CMOs operate on the future frequency of behavior and its main effect is to change the organism’s repertoire of functional relations so the organism behaves differently in the future.
- DAn MO refers to the differential reinforcing effectiveness of a particular type of environmental event.
14Which of the following is NOT an effect of extinction?
- AThe behavior that diminished during the extinction process recurs, even if the behavior does not produce reinforcement.
- BThe reduction in the frequency and amplitude of the response occurs rapidly following implementation of the extinction procedure.
- CAll of these are effects of extinction.
- DIntermittent reinforcement may produce behavior with greater resistance to extinction than the resistance produced by continuous reinforcement.
- EAn increase may be observed in the frequency, force, and variability of the response undergoing extinction.
15When Bobby was given a worksheet in class, he screamed and crawled under his desk. Bobby would continue to scream and remain under his desk until his teacher left him alone and he was no longer made to do the worksheet. Which of the following extinction procedures is the most appropriate choice?
- AExtinction of behavior maintained by positive reinforcement
- BExtinction of behavior maintained by automatic reinforcement
- CExtinction of behavior maintained by negative reinforcement
- DExtinction of behavior maintained by negative punishment
- EExtinction of behavior maintained by positive punishment
16All of the following variables increase resistance to extinction EXCEPT
- AWhen an individual has a very long history of reinforcement with the contingency that is undergoing extinction
- BWhen there is high motivation for the reinforcer
- CWhen the alternative, appropriate response requires less effort than the response being extinguished
- DWhen there is an intermittent schedule of reinforcement in effect
17What recommendation does Lerman et al. (1996) make regarding what should be done prior to treatment with extinction?
- ASwitching to a CRF schedule might lower the baseline response rate, resulting in fewer responses exhibited during extinction.
- BMoving to an intermittent schedule will produce extinction effects more rapidly and should be considered.
- CGiven that both types of schedules are susceptible to extinction, there is no benefit to be gained from switching from an intermittent schedule to a CRF schedule.
- DMoving to a CRF schedule will produce extinction effects more gradually and it should be avoided.
18The principle accounts for the increase in vocal one-word requests for toys with the BT is __________, whereas the principle that accounts for the decrease in tantrums (i.e., crying, dropping to floor, stomping, etc.) with the BT?
- AReinforcement, Punishment
- BExtinction, Reinforcement
- CMotivating operation, Abolishing Operation
- DReinforcement, Extinction
- EPunishment, Extinction
19Jackson is a 4-year-old boy with ASD receiving ABA-based services in the school. His routine at school is as follows: circle time, snack time, playtime, recess, etc. His teacher reports that Jackson consistently tantrums at the start of playtime. His BCBA observed Jackson point, cry, and drop to the ground any time his preferred toys were on a shelf out of reach. The BCBA implemented a program to teach Jackson to ask for his favorite toys and instructed the behavior technicians (BTs) to only accept full-word requests (e.g., “car,” “truck,” “block”), and to ignore tantrum behaviors (i.e., drop to ground, cry, etc.). Over the first two weeks of data collection, Jackson was observed to scream, cry, stomp, throw toys, and drop to the floor when the BT did not give him access to toys he pointed to. These behaviors ultimately decreased, and one-word requests increased with the BT. However, the teacher reports that Jackson doesn’t use his words with her and continues to have these tantrums when the BT is not in the classroom.
For Jackson’s behavior of tantrums, the BT is a(n) __________, whereas the teacher is a(n) __________.- AS-delta, SD
- BS-delta, SDP
- CAO, AO
- DSD, S-delta
- EAO, MO
20Jackson is a 4-year-old boy with ASD receiving ABA-based services in the school. His routine at school is as follows: circle time, snack time, playtime, recess, etc. His teacher reports that Jackson consistently tantrums at the start of playtime. His BCBA observed Jackson point, cry, and drop to the ground any time his preferred toys were on a shelf out of reach. The BCBA implemented a program to teach Jackson to ask for his favorite toys and instructed the behavior technicians (BTs) to only accept full-word requests (e.g., “car,” “truck,” “block”), and to ignore tantrum behaviors (i.e., drop to ground, cry, etc.). Over the first two weeks of data collection, Jackson was observed to scream, cry, stomp, throw toys, and drop to the floor when the BT did not give him access to toys he pointed to. These behaviors ultimately decreased, and one-word requests increased with the BT. However, the teacher reports that Jackson doesn’t use his words with her and continues to have these tantrums when the BT is not in the classroom.
In this example, the sight of the toys can be considered a(n) __________, whereas the fact that they are out of reach and inaccessible without adult help is the __________ for the tantrum behaviors.- AMO; SD
- Breinforcer; MO
- CSD; MO
- DSD; reinforcer
- Ereinforcer; SD
21Explain how negative punishment and extinction are similar and how they are different.
Negative punishment and extinction are similar in that they decrease behavior. The difference is that negative punishment is the removal of a stimulus whereas extinction is withholding the stimulus.- ATrue
- BFalse
22[blank_start]Motivating Operation:[blank_end] Increases the effectiveness of a stimulus, event, or object as a reinforcer.
[blank_start]MO:[blank_end] Sleep deprivation
[blank_start]Evocative Effect:[blank_end] Crawling into bed and going to sleep.
[blank_start]Abolishing Operation[blank_end]: Decreases the effectiveness of a stimulus, event, or object as a reinforcer.
[blank_start]AO:[blank_end] Sleeping for 8 hours.
[blank_start]Abative effect[blank_end]: Not going back to sleep until the following night.- AMotivating Operation:
- BMO:
- CEvocative Effect:
- DAbolishing Operation
- EAO:
- FAbative effect
23Describe what an extinction procedure might look like for the following scenario. Miriam engages in vocal stereotypy in the form of high-pitched vocalizations (e.g., “me ma me ma me ma ma ma”). She only does this when she does tabletop academic activities. When she does this, her aide takes her on a walk out of the classroom because the teacher feels Miriam is probably overstimulated. Describe how you would implement extinction in this situation. (Note: For this question, you do not need to describe a system for teaching Miriam to vocally communicate her wants/needs.)
The aide and teacher ignore contingent on high pitched vocalization. Continue to place tabletop academic activity demand. Provide Miriam with a walk out of the classroom contingent on completion of tabletop academic activity.- ATrue
- BFalse
24What is a PREE?
- APartial-reinforcement extinction effect
- BPre-ratio extinction effect
- CPre-ratio exposure effect
- DPartial-reactivity extinction effect
25The two characteristics of motivating operations are the __________ effect, which alters the reinforcing effectiveness of a stimulus, and the __________ effect, which alters the current frequency of all behavior associated with that stimulus.
- Abehavior-altering; value altering
- Bvalue altering; behavior altering
- Cestablishing; abolishing
- Dabolishing; establishing
- ENone of these
26In the study by Sundberg et al. (2002), which of the following statements is true?
- ADemonstrated that a shaping procedure was effective at teaching children with autism to ask “where” and “who” questions
- BDemonstrated that differential reinforcement was an effective procedure at teaching children with autism to ask “where” and “who” questions
- CUsed EOs and specific reinforcement in the form of answers to the question asked (vs. contrived reinforcers) as the primary sources of control for the children’s’ mands for information
- DBoth A and C
- EBoth B and C
27Which of the following statements is true from the Iwata et al. (1994) study?
- AAll of these statements are true
- BThe procedure for extinction for all positively reinforced behaviors is the same.
- CThere is only one correct procedure for escape-extinction (i.e., the process of extinction is tied to a particular form of an intervention, rather than the behavior’s maintaining contingency).
- DCorrectly identifying the specific nature of the reinforcement contingency is necessary to ensure that an extinction procedure will be effective.
- EThere are only three procedural variations of extinction procedures (i.e., positive reinforcement, negative reinforcement, and sensory)
28Which of the following is true about extinction?
- AIt is the only consequence that explains the reduction or elimination of behavior
- BIt involves withholding a reinforcer contingent on the target behavior
- CIt involves the addition of a reinforcer contingent on the target behavior
- DIt involves the removal of a reinforcer contingent on the target behavior
- ENone of the these
29According to Vollmer et al. (1993), which of the following is an advantage of NCR over DRO procedures?
- AAll of these are listed as advantages of NCR over DRO procedures.
- BWhereas any occurrence of the target response during DRO essentially results in reinforcer loss, NCR schedules are unaffected by client behavior.
- CNCR ensures that the programmed and obtained rates of reinforcement would be the same or higher than in DRO.
- DNCR might attenuate extinction-induced behavior because the functional reinforcer can be made available frequently despite the elimination of a contingent relationship between response and consequence.
30Which of the following describes a DRA?
- AReinforce a behavior that cannot occur concurrently with the problem behavior, while withholding reinforcement for instances of problem behavior
- BDeliver the reinforcer on a time-based schedule, independent of the occurrence of the target behavior
- CDeliver the reinforcer contingent on the absence of the target behavior in a given period of time
- DReinforce occurrences of an appropriate alternative behavior different from but not incompatible with the problem behavior, while withholding reinforcement for instances of problem behavior
- EReinforce occurrences of lower rates of the problem behavior, and withhold reinforcement if the rate of behavior exceeds the criterion
31FCT was effective when combined with extinction as well as when it was combined with punishment.
- ATrue
- BFalse
32Lee, McComas, and Jawor (2002) used a lag schedule in their study. Which of the following best describes a lag3 schedule, in order to receive reinforcement, the current response must be different from the three previous responses that were reinforced.
- ATrue
- BFalse
33According to Tiger, Hanley, and Bruzek (2008), which of the following is NOT accurate for considerations you should make when selecting a response topography?
- ASelect response topographies that a novel conversation partner will likely reinforce to promote generalization of the alternative response.
- BSelect response forms that can be quickly acquired as replacements for problem behavior.
- CDuring the initial stages of treatment, it is best to select high-effort topographies of the communicative response (i.e., full sentences instead of single words or approximations) to program for generalization of the response from the onset of instruction.
- DAll of these
34In which procedure does the learner receive training on each step in the task analysis during every session?
- AForward chaining
- BTotal task analysis
- CBackward chaining
- DBackward chaining with leap aheads
- EBehavior chain interruption strategy
35__________ are shaped, whereas __________ are faded.
- AResponses; stimuli
- BOperants; responses
- CStimuli; responses
- DStimuli; prompts
36All of the following are necessary for imitation training EXCEPT
- AA model stimulus
- BAll of these
- CAny stimulus may be the controlling variable for an imitative behavior
- DThe imitative behavior immediately follows the presentation of the model
- EThe model and the imitative behavior must have formal similarity
37Before you use a chaining procedure, it is recommended that you task analyze the skill to be taught. What does it mean to task analyze a skill?
Select one:- AMake a sequential list of all the smaller sub-steps of the task to be trained.
- BAnalyze the response class and reinforce successive approximations to the terminal behavior.
- CConduct a reinforcer assessment prior to beginning training.
- DPlan your prompting strategy carefully.
38The behavioral mechanisms involved in shaping are
- AImitation and extinction
- BReinforcement and punishment
- CDiscrimination and generalization
- DReinforcement and generalization
- EReinforcement and extinction
39In a PECS program, the purpose of Phase 2: Expanding Spontaneity is
- ACreate opportunities for students to increase their ability to initiate the communicative interaction, including traveling a distance to gain the attention of the communication partner and being persistent in seeking the desired outcome
- BFor the learner to look at, reach for, pick up, and hand the picture/symbol to his or her communication partner
- CTo answer other general questions using the PECS system
- DTo teach the learner about sentence structure using the “I want” symbol
- ETo choose from more than one picture during communicative exchanges (i.e., to be able to discriminate between them)
40The formal properties of language involve the __________, whereas the functional properties of language involve __________.
- Atopography of the verbal response; the cause of the verbal response
- Bcause of the verbal response; the topography of the verbal response
- Ctopography of the verbal response; unobservable forces of verbal language
- Dcause of the verbal response; unobservable forces of verbal antecedents
41A class of verbal operants whose form is regulated by establishing operations and receives specific reinforcement from the listener.
- AMand
- BTact
- CEchoic
- DIntraverbal
- ETextual
42A class of verbal operants whose form is regulated by verbal discriminative stimuli, and does not have point-to-point correspondence between the verbal stimulus and the response, which receive generalized conditioned reinforcement, is called __________.
- AEchoic
- BIntraverbal
- CTextual
- DTact
- EMand
43Miguel, Carr, and Michael (2002) used a stimulus-stimulus procedure to evaluate whether vocal responses of children with autism could be increased without direct reinforcement and to increase vocalizations by associating a sound with an established reinforcer Incorrect
- ATrue
- BFalse
44In which procedure does the learner receive training on each step in the task analysis during every session?
- AForward chaining
- BTotal task analysis
- CBackward chaining
- DBackward chaining with leap aheads
- EBehavior chain interruption strategy
45Which of the following is an example of shaping to teach an individual to sign “please” to get access to a toy? (A “please” sign consists of placing an open palm on the chest and making a circular motion.)
- AFirst reinforce lifting the hand, then reinforce lifting the hand to the chest, then reinforce lifting the hand to the chest and making a circular motion.
- BProvide full physical assistance to lift the hand to the chest and making a circular motion, then provide partial physical assistance to lift the hand to the chest and make a circular motion, then provide a model of lifting the hand to the chest and making a circular motion, then provide a verbal prompt to sign “please.”
- CProvide a verbal prompt to sign “please.” If the individual doesn’t sign “please,” provide a model. If the individual doesn’t sign “please,” provide partial physical assistance to lift the hand to the chest and make a circular motion. If the individual still doesn’t sign “please,” provide full physical assistance to raise hand to chest and make a circular motion.
- DProvide a cue to sign “please.” If the individual signs “please,” provide reinforcement. If the individual does not sign “please,” withhold reinforcement.
46__________ are shaped, whereas __________ are faded.
- AStimuli; responses
- BResponses; stimuli
- CStimuli; prompts
- DOperants; responses
- EPrompts; stimuli
47Consider that you are completing a response chain such as washing your hands. After your hands are wet, you pump soap into your hands and rub your hands together until your hands are lathered. The completion of one response (e.g., pumping soap into your hands) is a __________ for the response that produced it, and a __________ for the next response (e.g., rubbing hands together).
- Aconditioned response; conditioned stimulus
- Bconditioned reinforcer; discriminated reinforcer
- Cconditioned reinforcer; discriminative stimulus
- Ddiscriminative stimulus; discriminated reinforcer
- Econditioned stimulus; conditioned response
48Before you use a chaining procedure, it is recommended that you task analyze the skill to be taught. Which of the following is NOT a method of generating a task analysis?
- AGenerate the TA by observing your learner’s peers who can perform the task competently.
- BConsult with experts or persons skilled in performing the task to assist in generating the TA.
- CPerform the task yourself and make a sequential list of all of the steps for performing the skills.
- DConduct a reinforcer assessment to identify a reinforcer for each step within the task.
- EAll of these are methods of generating the TA.
49Gretchen has been trying to teach Glen, a preschooler, to pull up his pants by himself after using the toilet. She has been using a shaping model. She began by reinforcing him with an animal cracker for bending over and touching his waistband. He is now doing that consistently. Next, she wants him to start pulling his pants a little bit. However, she has become very frustrated because Glen continues to simply touch his pants rather than pull up a bit. What should Gretchen do?
- AGretchen should pull up his pants for him. Glen is not “ready” to do this behavior and will grow into it over time.
- BGretchen should intermittently give Glen a reinforcer for touching his pants to make sure he doesn’t get too frustrated.
- CGretchen should reanalyze her task analysis and “chunk” the skills into bigger steps.
- DGretchen should add a prompt of some sort (e.g., a verbal or physical prompt) to help make the shaping process more efficient.
50Gretchen has been trying to teach Glen, a preschooler, to pull up his pants by himself after using the toilet. She has been using a shaping model. She began by reinforcing him with an animal cracker for bending over and touching his waistband. He is now doing that consistently. Next, she wants him to start pulling his pants a little bit. However, she has become very frustrated because Glen continues to simply touch his pants rather than pull up a bit. She observes that, typically, Glen has been allowed to bring an Elmo doll into the bathroom with him when he uses the toilet. (Earlier, Elmo was used as a reinforcer for using the toilet.) Glen sits Elmo on a little potty chair in the bathroom while he uses the toilet. Gretchen notices that the entire time Glen is in the bathroom, he looks at Elmo, talks to him, and sings Sesame Street songs. How should Gretchen use this information?
- AShe should let Glen hold Elmo in one hand while he is pulling up his pants with his other hand so that Elmo is not as distracting.
- BShe should sing along with Glen and play with Elmo while he is toileting. Perhaps making toileting more fun will improve the success of the shaping intervention.
- CShe should add other Sesame Street toys to the bathroom to make toileting more fun to improve the success of the shaping intervention.
- DShe should consider removing Elmo from the bathroom. It may be distracting Glen from attending to the relevant cues for pulling up his pants.
51When you are shaping a behavior, you should use a(n) __________ schedule of reinforcement. When you want to maintain a behavior that has already been learned and is in the organism’s repertoire, you should use a(n) __________ schedule of reinforcement.
- Aintermittent; interval
- Bcontinuous; intermittent
- Cinterval; ratio
- Dratio; interval
- Eintermittent; continuous
52Mr. Green is teaching an adult (Sandie) who lives in his group home to make macaroni and cheese from a box. The instructions are (1) bring the water to a boil in a saucepan; (2) add macaroni and cook until tender; (3) drain and return macaroni to the pan; (4) add margarine, milk, and cheese sauce mix; and (5) mix well. Mr. Green has observed that Sandie consistently forgets to mix in the margarine and milk, and skips right to the cheese sauce mix. To teach her this step, he hides the cheese sauce mix so that when Sandie gets to this step, she has to ask him for it, at which time, he can teach her to first get the milk and margarine. What procedure is Mr. Green using?
- ATotal-task chaining
- BBackward chaining
- CForward chaining
- DBackward chaining with leap aheads
- EBehavior chain interruption strategy
53Susie has written a task analysis to teach Jared how to make a peanut butter and jelly sandwich. The task analysis includes the following steps: (1) get the bread, (2) get the jelly, (3) get the peanut butter, (4) get a butter knife, (5) get a plate, (6) put a piece of bread on the plate, (7) put peanut butter on the piece of bread, (8) put jelly on the piece of bread, (9) put a second piece of bread on top, (10) put the bread away, (11) put the peanut butter away, (12) put the jelly away, and (13) put the knife in the sink. Susie has decided she will complete Steps 1–12 for Jared and will require him to complete Step 13. She will use a MTL prompting hierarchy for Step 13. Which chaining procedure is Susie using to teach Jared to make a sandwich?
- AForward chaining
- BShaping
- CTotal task chaining
- DBackward chaining
54If a learner is making frequent mistakes during a shaping process, this is a signal that the criteria for reinforcement are being raised too quickly.
- ATrue
- BFalse
55Once you have developed a task analysis, you should not change the sequence of steps, add steps, or remove steps in the analysis. This invalidates the task analysis.
- ATrue
- BFalse
56In a PECS program, the purpose of Phase 2: Expanding Spontaneity is
- ACreate opportunities for students to increase their ability to initiate the communicative interaction, including traveling a distance to gain the attention of the communication partner and being persistent in seeking the desired outcome
- BFor the learner to look at, reach for, pick up, and hand the picture/symbol to his or her communication partner
- CTo answer other general questions using the PECS system
- DTo teach the learner about sentence structure using the “I want” symbol
- ETo choose from more than one picture during communicative exchanges (i.e., to be able to discriminate between them)
57The formal properties of language involve the __________, whereas the functional properties of language involve __________.
- Atopography of the verbal response; the cause of the verbal response
- Bcause of the verbal response; the topography of the verbal response
- Ctopography of the verbal response; unobservable forces of verbal language
- Dcause of the verbal response; unobservable forces of verbal antecedents
58A class of verbal operants whose form is regulated by establishing operations and receives specific reinforcement from the listener.
- AMand
- BTextual
- CTact
- DEchoic
- EIntraverbal
59A class of verbal operants whose form is regulated by verbal discriminative stimuli, and does not have point-to-point correspondence between the verbal stimulus and the response, which receive generalized conditioned reinforcement, is called __________.
- AEchoic
- BIntraverbal
- CTextual
- DTact
- EMand
60Miguel, Carr, and Michael (2002) used a stimulus-stimulus procedure to do what?
- ATo evaluate whether vocal responses of children with autism could be increased with direct reinforcement
- BTo evaluate whether vocal responses of children with autism could be increased without direct reinforcement
- CTo increase vocalizations by associating a sound with an established reinforcer Incorrect
- DBoth A and C
- EBoth B and C
61The role of the listener is to
- AServe as the SD for the speaker’s behavior
- BAgree with everything the speaker says
- CServe as the mediator of reinforcement for the speaker’s behavior
- DBoth A and C
- EBoth B and C
62Which of the following is true about verbal behavior?
- AVocal behavior is the same as verbal behavior.
- BVerbal stimulus control can evoke a listener’s non-vocal behavior.
- CAutomatic reinforcement does not play a role in the acquisition and maintenance of verbal behavior.
- DVerbal behavior does not make a distinction between the behavior of the speaker and the listener
- EBoth B and C
63Mom asked Manny, “Do you have any homework tonight?” and Manny replied, “I need to read and summarize a chapter for my English class.” Manny’s response is an example of which of the following verbal operants?
- ATextual
- BIntraverbal
- CTact
- DEchoic
- EMand
64What is AAC?
- AAny mode of communication
- BAny system of pictures used to improve communication that is used in the home only
- CAny vocal verbal behavior that is used to communicate
- DAny device, system, or method that improves the ability of an individual with a communication impairment to communicate effectively
65Danny uses an app on his iPad to communicate his requests to others. His parents, teachers, and therapists frequently add or modify communication targets within the iPad program. Danny is using a
- ALight-tech communication system
- BHigh-tech communication system
- CNo-tech communication system
- DLow-tech communication system
66Which of the following is an advantage and disadvantage of PECS?
- AAdvantage: people can understand what the learner is trying to communicate; disadvantage: books can be forgotten, and pictures can be lost
- BAdvantage: can still be used if some pictures are lost; disadvantage: difficult to understand what the learner is trying to communicate
- CAdvantage: PECS books are too expensive to make; disadvantage: not portable
- DAdvantage: PECS books give students a “coolness” factor; disadvantage: not versatile
67Johnny is a 4-year-old diagnosed with ASD. He has severe expressive speech disorder and can understand much more than he can say. Johnny has full gross motor skills and is receiving occupational therapy for his fine motor skills, which have improved tremendously since beginning treatment. His parents report that since beginning ABA therapy, he has been more expressive but still lacks vocal-verbal language. It has also been reported by caregivers and teachers that Johnny becomes frustrated when he cannot express himself, which has led to severe tantrums. Would Johnny be a good candidate for the use of an AAC?
- ANo
- BNeed more information
- CYes
68Skylar is a 3-year-old diagnosed with ASD. Her therapy team has implemented the use of PECS as the best option to enable Skylar to communicate efficiently. She has been using PECS for a few weeks and has responded very well to the system. Although she is still only using one picture, Skylar is now being asked to travel a distance to locate the picture and to gain attention of her caregiver. Which phase of PECS is Skylar in?
- APhase 1
- BPhase 3
- CPhase 5
- DPhase 2
- EPhase 4
69Skylar is a 3-year-old diagnosed with ASD. Her therapy team has implemented the use of PECS as the best option to enable Skylar to communicate efficiently. As she continues to progress through the program, Skylar’s therapy team has done correspondence checks to ensure she can discriminate between two preferred pictures. She has also met mastery criteria for building “I want __________” sentences using a sentence strip. Now she is beginning to respond to the question “What do you want?” Which phase of PECS is Skylar in?
- APhase 6
- BPhase 5
- CPhase 3
- DPhase 2
- EPhase 4
70Polly’s therapist is teaching her to engage in vocal responses under nonverbal stimulus control. What type of training is this?
- ATact training
- BMand training
- CStimulus-stimulus pairing
- DEchoic training
- EIntraverbal training
71Theo is a 3-year-old diagnosed with ASD who lacks a vocal-verbal repertoire. He loves to be spun by his therapist. Each time when the therapist picks him up, she says, “Spin,” and then spins Theo. What procedure is the therapist using?
- AStimulus-stimulus pairing
- BTact training
- CIntraverbal training
- DEchoic training
- EMand training
72Jack’s therapist teaches verbal responses under the control of a currently effective MO and reinforces Jack’s verbal behavior by delivering a reinforcer specific to the verbal response. What training procedure is the therapist using?
- AStimulus-stimulus pairing
- BEchoic training
- CMand training
- DTact training
- EIntraverbal training
73Transferring stimulus control from a preferred stimulus to a nonpreferred stimulus is an example of __________, whereas manipulating MOs to increase the potency of a particular consequence is an example of __________.
- Acontingency-independent intervention; contingency-dependent intervention
- Bantecedent intervention; antecedent control
- Ccontingency-independent control; contingency-dependent control
- Dantecedent control; antecedent intervention
- Econtingency-dependent intervention; contingency-independent control
74Which of the following is NOT true about antecedent interventions?
- AThey produce permanent improvements in behavior
- BThey decrease the effectiveness of reinforcers maintaining problem behavior.
- CThey are more effective when used as part of a treatment package.
- DThey increase the effectiveness of reinforcers for alternative behavior.
- EAll of these statements are true.
75Noncontingent reinforcement functions as a(n)
- AEstablishing operation
- BAbolishing operation
- CExtinction procedure
- DDiscriminative stimulus
- ENone of these
76Which of the following scenarios describes an NCR procedure?
- AMom plays with Liam until he throws a toy at the wall, at which point, she leaves the room for 15 minutes.
- BMom plays with Liam when he asks her to play, but does not play with him when he throws a toy at the wall.
- CEvery 15 minutes, Mom plays with Liam and his toys for a couple of minutes. She does this whether or not he has thrown a toy at the wall.
- DMom only plays with Liam and his toys when he has not thrown a toy at the wall for 15 minutes. If he has thrown a toy at the wall, she resets her timer.
77High-p request sequences affect behavior by
- AReducing the value of reinforcement for noncompliance to low-p requests
- BIncreasing the value of reinforcement for noncompliance to low-p requests
- CReducing aggression and self-injury typically associated with low-p requests
- DBoth A and C
- EBoth B and C
78You have observed John allocate his time in the following way: 20 min spent reading alone; 10 min spent playing with Legos alone; 5 min spent turn-taking games with his sibling. Which of the following would be the most effective Premack contingency?
- AFirst read your book, then you can play with your Legos alone.
- BFirst play a game with your sibling, then you can read by yourself.
- CFirst read your book, then you can play a game with your sibling.
- DFirst play with Legos, then you can play a game with your sibling.
- EFirst play a game with your sibling, then you can play with your Legos alone.
79You have successfully taught your client to vocally request to watch YouTube videos. Now, he requests for YouTube videos nonstop. Which of the following procedures can you use to reduce the frequency of requesting to watch YouTube videos?
- ADRA
- BNCR procedure
- CHigh-probability request sequence
- DPremack principle
- EDRO
80Jerry decides he wants to cut back on eating cereal. When he goes to the grocery store, he decides to buy only one box of cereal per week in an effort to control the amount of cereal he eats. In this scenario, what is the controlling response?
- AEating cereal only at night
- BDeciding to cut back on eating cereal
- CGoing to the grocery store
- DBuying only one box of cereal per week
81George’s boss told him that he would be fired if he came in late one more time. In an effort to be on time for work, George decided to set his initial alarm two hours before he had to be at work and set several follow-up alarms to make sure he was up in time. The next day, George was on time. In this scenario, what is the controlled response?
- AComing in late to work
- BBeing on time the next day
- CIgnoring his boss
- DSetting his alarm two hours early
82What is the difference between self-management and self-control?
- ASelf-management is systematically recording the occurrence or nonoccurrence of a behavior; self-control is not emitting the behavior
- BSelf-management is a tactic for changing behavior; self-control is a behavior: the ability to delay gratification.
- CThere is no difference, they are the same
- DSelf-control is a tactic for changing behavior; self-management is a behavior: the ability to delay gratification.
83Elaine decided she wanted to drink more water during the day. To get an idea of how much she drank regularly, she decided to record the number of ounces of water she drank for five days straight. She then increased that number by 20% and continued to record the ounces she drank each day to make sure she was drinking the required amount. Elaine’s recording of the ounces of water she drank a day is called
- ASelf-evaluation
- BSelf-monitoring
- CMassed practice
- DSelf-directed systematic desensitization
84Russ has engaged in an eye-blinking tic for years. To treat the behavior, he starts self-monitoring the behavior and interrupts it as early as possible by fixating his eyes on an object and counting to three. Russ is using the following procedure
- ASelf-control
- BHabit reversal
- CSelf-evaluation
- DSelf-instruction
85It is not important to know the function of the behavior when designing an NCR procedure because NCR is contingency independent.
- ATrue
- BFalse
86High-p sequence refers to
- AHigh-prospective sequence
- BHigh-peer engagement sequence
- CHigh-probability response sequence
- DHigh-potential request sequence
87What type of choices were offered in Fenerty and Tiger (2010)?
i. A choice in different tasks available
ii. A choice in whether to do the work now or later
iii. A choice in different consequences available
iv. A choice to do less work for a smaller reward or to do more work for a larger reward- AI and III
- BII and III
- CI and IV
- DIII and IV
- EII and IV
88NCR is an intervention in which stimuli with known reinforcing properties are delivered on a fixed-ratio (FR) or variable-ratio (VR) schedule.
- ATrue
- BFalse
89Skinner conceptualized self-control as a two-response phenomenon, where ___ affects variables in such a way as to change the probability of the other (i.e., __________).
- Acaused variable; contingency
- Bcausal; controlled
- Ccontingency; caused variable
- Dcontrolling; controlled
- Econtrolled; controlling
90According to Ghezzi et al. (2009), backup reinforcers are
- AThe things or items tokens can be exchanged for
- BThe tokens themselves
- CReinforcers delivered at the same time as tokens to increase the potency of the reinforcement
- DAlternative items the learner can choose if the tokens lose their value
91Which of the following is NOT true about personalized systems of instruction (PSI)?
- AClass content is broken down into modularized units of instructions.
- BMastery is evaluated by a student proctor, but the final decision to move to the next unit is made by the class instructor.
- CAt the end of each unit, students must pass a test to advance to the next unit.
- DAll of these are components of PSI.
- EStudents must first complete modules independently and then attend a lecture about what they learned.
92Precision teaching involves applying the method of free operant conditioning rather than restricted operant conditioning.
- ATrue
- BFalse
93What is meant by the phrase “The organism is always right”?
- AThe teacher should do whatever the student believes will work best for him or her to learn.
- BIt means that learners respond in lawful ways to environmental variables and that if learners behave in an undesirable way, it is the responsibility of teachers to alter those variables until they produce the desired result.
- CThe learner doesn’t know something, the instructor should teach it, but if the problem is the learner’s motivation, then there’s nothing the instructor can do about that.
- DThe instructor knows the best format for communicating academic information, and the learner needs to adjust to these best practices derived from learning theory.
94A __________ group contingency is one in which all of the individuals in the group must meet the criterion for the reinforcer to be delivered.
- AHero
- BInterdependent
- CDependent
- DIndependent
95LeBlanc (2002) used the term __________ to refer to gradual reductions in the frequency or intensity of prompts or other antecedent stimuli, but it is inappropriate when used to describe decreases in the frequency of reinforcement
- AThinning
- BDelay to reinforcement
- CGraduated Prompting
- DFading
96According to Stokes and Baer (1977), conducting teaching with relatively little control over stimuli presented and the correct responses allowed, so as to maximize sampling of relevant dimensions for transfer to other situations and to other forms of the behavior refers to the procedure of __________.
- ASequential modification
- BTraining sufficient exemplars
- CIntroducing the learner to natural maintaining contingencies
- DUsing indiscriminable contingencies
- ETraining loosely
97A schedule of reinforcement that provides reinforcement for the first response following a fixed or variable duration of time is called:
- ARatio Schedule
- BInterval Schedule
- CProgressive Schedule
- DMultiple Schedule
98The schedule thinning procedures described by Hagopian et al. (2011) include
- AThe use of multiple schedules, in which at least two distinct schedule components are alternated, where reinforcement components signaled with an SD when in operation and S-delta when reinforcement will not be provided
- BIncreasing the number of demands that must be competed (i.e., before the opportunity to emit the alternative response is made available or before the alternative response produces reinforcement)
- CEntails restricting access to a device needed to engage in alternative response, which is applicable only when the alternative response requires a device that can be restricted
- DAll of the these
- EDelaying the delivery of the reinforcer following the communication response
99Yolanda’s therapist started by giving her one gummy bear for each correct response. Over time, she had to answer two questions correctly for one gummy bear. The frequency of reinforcement was gradually reduced, and now Yolanda gets one gummy bear for, on average, every five responses. Which of the following procedures best describes the maintenance program?
- AFading; VI5
- BThinning; VR5
- CThinning; FR5
- DFading; FR5
- EFading; VR5
100Now that Yolanda independently requests for her iPad, her therapist wants to increase the amount of time she waits for it. She initially had Yolanda wait for 10 sec to get the iPad following her request, next she had her wait for 15 sec following her request, and so on. She systematically increased how long Yolanda had to wait, and the current target is waiting for 90 sec for her iPad following Yolanda’s initial request. Which of the following best describes the maintenance program?
- AContinuous schedule of reinforcement
- BDelay to reinforcement
- CThinning
- DVariable interval schedule of reinforcement
- EFading
101Yolanda’s therapist wants her to memorize her math facts using flashcards. She starts with the problem and answer on the same side of the flashcard, where the answer is underlined and in bold (e.g., “5 × 6 = 30”). Over successive trials, the correct answer becomes lighter and thinner until the only thing remaining on the card is “5 × 6.” The therapist reduces the intensity of prompts with each correct response to the target flashcard. Which of the following best describes the maintenance program?
- ADelay to reinforcement
- BThinning
- CFading
- DVariable interval schedule of reinforcement
- EContinuous schedule of reinforcement
102Yolanda’s mom wants her to eat more fruits and veggies. She cuts apples into small cubes of 1 cm × 1 cm. Each time Yolanda eats the required amount, she earns a bag of Goldfish crackers, her favorite snack. Her mom gradually and systematically increases the size of the apple cubes. Which of the following is Yolanda’s mom doing?
- AIncreasing the frequency or intensity of stimulus prompts
- BGradually reducing the frequency or intensity of response prompts
- CIncreasing the time interval preceding delivery of a reinforcer
- DIncreasing the response requirement before delivering a reinforcer
- EGradually reducing the frequency or intensity of stimulus prompts
103Yolanda’s therapist started by providing one gummy bear for each correct response. She has systematically increased the requirement for reinforcement. Currently, Yolanda must make an average of 15 correct responses to earn one gummy bear. But she notices that Yolanda’s compliance has reduced, she avoids the activity, and when required to do it, she is more likely to have a tantrum. What might account for this?
- ADelay capacity
- BPunishment
- CIntermittent schedule
- DOvergeneralization
- ERatio strain
104__________ schedules should be used when you want the target behavior to occur at a moderate to high rate (e.g., for completing chores, homework, and compliance) and __________ should be used if high rates of the target behavior could cause problems (e.g., raising hand in class too often).
- ARatio-based; immediate reinforcement
- BInterval-based; delay to reinforcement
- CFixed-time; delay to reinforcement
- DRatio-based; delay to reinforcement
105Which type of treatment procedure would you be using to increase the interval of time without the occurrence of the problem behavior before the reinforcer is delivered?
- ADRA
- BDRH
- CDRO
- DDRL
- ENCR
106Which type of treatment procedure would you be using for the interval of time before presentation of the reinforcing stimulus, regardless of whether/when the problem behavior occurs?
- ADRA
- BDRO
- CDRH
- DNCR
- EDRL
107Which type of treatment procedure would you be using if you introduce a “waiting” period between the occurrence of an appropriate response and the delivery of the reinforcer for the response?
- ANCR
- BDRL
- CDRO
- DDRH
- EDRA
108Sara asks to use the sharpener in the front of the class excessively, even when the point on her pencil is sufficient for her to use. Her therapist implements a program to reduce the amount of time she uses the sharpener to no more than two times in a 60-minute period. If her pencil needs to be sharpened more frequently, then the therapist will do it for her. This rule is in place throughout Sara’s 6-hour school day. Which of the following schedules would be best suited for this program?
- ASpaced Responding DRL
- BSpaced Responding DRO
- CInterval DRO
- DInterval DRL
- EFull-Session DRL
109Mom first reinforced Tommy for saying "three" when he saw three cats. Then Tommy said "three" when he saw three puppies. This is an example of
- AProgressive schedule of reinforcement
- BStimulus maintenance
- CResponse generalization
- DStimulus generalization
- EResponse maintenance
110Mary was visiting her grandmother and said, “Nana! Come see what I made!” Her grandmother came over to see what Mary had made. Later in the day, Mary said, “Grandma, I love you very much.” Calling her grandmother “Nana” and “Grandma” is an example of
- AProgressive schedule of reinforcement
- BStimulus maintenance
- CResponse generalization
- DStimulus generalization
- EResponse maintenance
111Punishment procedure is the planned presentation of positive punishers or removal of reinforcing stimuli following agiven response for the explicit purpose of decreasing the future rate of that response under similar circumstances.
- ATrue
- BFalse
112Punishment as a concept is a process in which the frequency of behave is reduced as a function of an event that occurs contingent on a response
- ATrue
- BFalse
113Positive punisher stimulus is removed following the behavior
- ATrue
- BFalse
114Negative punisher is the presentation of an aversive stimulus.
- ATrue
- BFalse
115Punishment is a response - a consequence contingency that suppresses the future frequency of similar responses.
- ATrue
- BFalse
116Unconditioned punishers function as punishers due to hereditary/evolution, do not require Ang learning history
- ATrue
- BFalse
117Conditioned punishers where neutral stimulus that begin to function as punishers as a result of being paired W/ other punishers
- ATrue
- BFalse
118Generalized punishers a type of conditioned punisher that has been paired with many conditioned punishers do not depend on EO to be effective
- ATrue
- BFalse
119A stimulus that precedes (ie comes before) the operant ( i.e., response ) and is present only if punishment is available for that response
- ADiscriminative Stimulus for punishment ( SDP)
- BPunisher
120Factors of effective punishment
- AImmediacy
- BIntensity of punishment
- CSchedule or frequency of punishment
- DNone of these
- EAll of these
121What does it mean to say that suppressive effects of punishment are not permanent?
- AWhen punishment is discontinued responding resumes
- BRate of responding after punishment is discontinued may not only recover, but also briefly exceed the level @ which it was occurring prior to punishment
- CAll of these
122All of the following are side effects and problems with punishment EXCEPT??
- AFelicitation of undesirable emotional response and and aggression
- BEscape and avoidance
- CModeling undesirable behaviors
- DNegative reinforcement of the punishing agent's behavior
- ETeaches replacement behavior
123The following are all positive punishment procedures EXCEPT??
- AReprimands
- BResponse blocking
- CContingent exercise
- DOvercorrection
- ETime-out
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- Applied Behavior Analysis Quiz on P616 Final Review, created by Cynthia Rivera on 01/12/2020.
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- Cynthia Rivera
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