Quiz
Behavior Change Final pt 2
Create a free account to finish this quiz
Save your progress and see your final score.
Already have an account? Sign in
Questions in this quiz (59)
1If Sally is able to stand up, walk 3 - 4 steps before falling, grasp bit items with her hands and nod her head up and down for "yes" these are examples of Sally's __________.
- Arespondent behavior.
- Benvironment.
- Cresponse class.
- Drepertoire.
2Ahmed is stuck in a classroom. He could turn the doorknob with his hands, throw a rock through the window beside it or call on the phone for someone to come open the door. In all cases, he can leave the classroom after engaging in these behaviors. These are an example of a _______ class.
- Astimulus
- Bcontingency
- Cresponse
- Dbehavioral
3When we pull up to a 4 way intersection and stop when there is a stop sign on our side of the 4 way but do not stop when there is not a stop sign shows the stop sign has ______ over our behavior.
- Astimulus control.
- Bdiscrimination
- Ca contingency
- Dgoverning properties
4Behavior analysts believe both _____ and ______ play a role in our behavior.
- Anature and nurture
- Bparents and family
- Cgenetics and parents
- Dphylogeny and evolution
5Many times I have a parent or school tell me, "Johnny doesn't understand that he is being rewarded for peeing in the potty" therefore he will never be potty trained. In ABA, there is a belief in ________ which states that an organism doesn't have to be 'aware' of the conditioning that is occurring to change their behavior.
- Aoperant responding
- Bstimulus control
- Cenvironmental factors
- Dautomaticity of reinforcement
6 When we have a student whose behavior is highly variable day to day, one place we may start to look for the reason for this disparity is:
- Astimulus control.
- Bmotivating operations.
- Ccontingency management.
- DCMO-Ts.
7One way to be sure we are a good human doing a good job at being a behavior analyst (certified or not) is to be sure:
- Awe accept that other professionals can have good ideas.
- Bwe make sure everyone knows how great ABA is.
- Cwe listen to textbook authors.
- Dparents give us informed consent.
8When we see a guy off in the distance holding a sign in the middle of the road and notice traffic everywhere, we slow down. There is a chance the guy serves as a _______________ over our behavior of slowing down. Flying through the traffic may result in crashes or run over people.
- ASd
- BMO
- Ccontrol stimuli
- DSdelta
9walking out of my office, I see a peer wearing a mask (Covid19 era). It reminds me to go back to my office to get mine. Seeing someone else in a mask serves as an ______ to go grab my mask.
- ASD
- BMO
- CUMO
- DSdelta
10walking out of my office, I see a peer wearing a mask (Covid19 era). It reminds me to go back to my office to get mine. The Covid - 19 pandemic and thus rules of the work environment serves as a _________ for wearing a mask.
- ASD
- BEO
- CAO
- DMO
11I woke up this morning with a "not enough sleep" headache. I immediately went over and took two Tylenol. The headache was serving as a _________ to take the pills.
- AUMO
- BCMO
- CCMO-T
- DMO
12My office stinks after not having been in it for 6 months during COVID restrictions. When I came back to the office, I started trying to find something I had to make the smell go away. I found wax in my car for a Scentcy / wax warmer thing but didn't have anything to melt it in. The next day at work, I finally got the warmer up here so I could melt the wax (which is useless without a warmer). This situation is an example of a(n):
- ACMO-T
- BCMO-R
- CCMO-S
- DCMO
13One way we know that concept formation has occurred from a behavioral perspective is observing students / client engage in:
- Abeneficence.
- Bstudents pairing reinforcement with behavior.
- Cethical behavior.
- Dbehaviors based on stimulus class.
14Peter hears his teacher say the word "B-I-K-E" (BIKE). He hands her a picture of the bike sitting in front of him. He may be demonstrating what part of stimulus equivalence.
- Atransitivity
- Bsymmetry
- Cfeature stimulus class.
- DReflexivity
15A main difference between most to least prompting and graduated guidance is:
- Atouching versus not touching the student.
- Bgraduated guidance is moving least to most.
- Cnot using data to make decisions.
- Dgraduated guidance is decreasing prompting in the moment.
16Currently Johnny does not make any noises. The first desired response in the shaping procedure for saying "hi" is that he makes any sound whatsoever. Pretty soon, he is saying Aaaaaa and Bbbabbabbbb and Whaaaaaaaaaawawawa. Each of these have emerged through
- Apedantic offsetting
- Bresponse differentiation
- Choping and praying
- Dstimulus fading
17Successive approximations are contingent on:
- Athe behavior taking longer and longer.
- Bgradually changing criterion for reinforcement.
- Cmore reinforcement being given each time.
- Da more complicated behavior chain being emitted.
18One reason to use shaping is that it
- Ainvolves subtle changes that are often hard to see.
- Bis usually a quick process.
- Cuses reinforcement and punishment, thus adhering to our ethical code.
- Dcan be combined with other procedures pretty easily
19One limitation of shaping is that
- Ayou can shape up bad /undesired behaviors
- Bit can often be predicted and linear
- Calmost any behavior can be shaped in one way or another
- Dit is fast and painless procedure
20One way to increase the efficiency of shaping is to:
- Ause an Sd/verbal prompt along with the shaping procedure.
- Bspend limited time daily on the task.
- Cuse punishment.
- Duse professionals as often as possible to compete the training.
21An example of shaping across topographies includes
- Areading single sentence books to paragraph books.
- Bmoving from putting hands on the beam and standing back up to putting hands on the beam and lifting one foot in the air -- both working toward a handstand on the beam.
- Cgetting a loud student to talk at 140 Db and then 100 Db.
- Dbeing able to throw a softball from catcher to pitchers mound then to second base.
22The teacher wants Jafar to learn to cross the street. He needs to find a crosswalk, look both ways, step off the curve, walk to the other side of the road and step back on the curve. He also has to initiate all steps within 5 seconds of finding the crosswalk and looking both ways. This is an example of:
- Asingle opportunity training.
- Bbackward chaining.
- Ctask analysis based on safety.
- Dbehavior chain with limited hold.
23When using chaining, you should avoid using _______ while teaching bc it can become yet another Sd that you have to fade out.
- Apraise.
- Bverbal prompt
- Cphysical prompt
- Dhand over hand prompting
24Which of the following is NOT a valid method recommended by CHH for developing a Task Analysis:
- Ado it yourself.
- BGoogle it.
- Cobserve others complete the skill and write it down while they do it.
- Dask a professional /expert
25The exception to the fact that each member of a behavior chain serves as both an Sd and a R+ are the:
- Afirst, middle and last response.
- Bfirst and last responses
- Clast two responses.
- Dtwo middle responses.
26Molly, a BCBA, is helping teach Sam how to tie his shoe. She allows him to attempt each step and then prompts him (using least to most) to get through whichever steps he needs help with. She does this with each step from start to finish each time he needs to tie his shoes throughout the day. This is called
- Aforward chaining
- Bnaturalistic chaining
- Ctotal task chaining.
- Dbackward chaining.
27Chaining is really about linking:
- Amembers of the behavior chain into a complex behavior.
- Bbehaviors that follow a specific Sd.
- Cbehaviors in order, from start to finish.
- Da variety of behaviors that do not have a common goal.
28Dr. Brown wants to assess Faruk's ability to tie his shoes. He writes up a task analysis and then gives Faruk a shoe and proves the Sd, "Tie your shoe". He then steps back and watches how far into the Task Analysis he is able to perform the skill correctly. This is called a ____________.
- Amultiple opportunity method.
- Bsingle opportunity method.
- Ctrial and error method.
- Dbest case scenario.
29Dr. Brown wants to assess Faruk's ability to tie his shoes. He writes up a task analysis and then gives Faruk a shoe and proves the Sd, "Tie your shoe". He then watches Faruk perform step 1 perfectly. On step 2, he struggles so Dr. Brown completes the step for him and then urges him to continue on with step 3 independently. This method is called
- Atrial and error.
- Bsingle opportunity
- Cmultiple opportunity.
- DPrompt and cueing.
30"As a procedure, extinction provides ____probability of reinforcement".
- Aa small
- Ba decreased
- Czero
- Dhuge
31When we say procedural extinction, we are basically talking about ________ the behavior.
- Areinforcing
- Bignoring
- Cpunishing
- Ddecreasing
32When we say functional extinction, we are indicating:
- Athe function of behavior.
- Bwe will turn out back on the child.
- Cthat behavior will decrease.
- Dthe process of identifying and withholding reinforcement.
33Any decrease in behavior is due to extinction.
- ATrue
- BFalse
34The main difference between response blocking and sensory extinction is
- A... there is no difference, they are the same.
- Bsensory extinction allows the behavior to occur but sensory information isn't received
- Cresponse blocking doesn't allow the sensory information to occur.
- Dsensory extinction isn't actually an extinction procedure.
35The main process in extinction for behavior maintained by negative reinforcement includes:
- Awearing gloves and sensory inhibiting clothing.
- Bnot giving attention following the inappropriate behavior.
- Cnot allowing escape to occur following the behavior.
- Dgiving break cards.
36A student flips a light on and off many times in a row each time he enters the classroom. An FBA determines the behavior occurs for visual sensory input. The behavior analyst unscrews the light bulb sightly so the bulb is still in the lamp but does not turn on. This is an example of:
- Asensory extinction
- Bextinction of behavior maintained by negative reinforcement.
- Cnegative reinforcement.
- Dextinction of behavior maintained by sensory information
37While behavior should slowly decrease when extinction is put into place, it sometimes will:
- Afall to 0 immediately.
- Bincrease inter response trials.
- Csporadically and rapidly increase first.
- Dincrease latency of behavior.
38There are a few reasons a behavior may become resistant to extinction. This includes :
- Aif a highly dense schedule of reinforcement was used just prior.
- Bif fixed ratio schedules of reinforcement had been used.
- Cif intermittent reinforcement was used prior to the extinction trials.
- Dwhen an MO is not obvious to the process.
39One of the most important aspects of an extinction procedure is that the therapist / RBT / BCBA be:
- Aconsistent.
- Bproactive.
- Ccompassionate.
- Dunemotional.
40Joni works in a group home with a group of men with disabilities. She has a good relationship with each of the men, but one of the residents continues to make sexually-inappropriate comments to her. Joni typically replies, "Frank, stop calling me that! You know I don't like it and it's not appropriate," as she turns red in the face. An informal functional behavior assessment indicates this behavior is maintained by Joni's attention. The group home staff decides to implement a DRA intervention. Which of the following would be an appropriate example of DRA in this case?
- AProviding enthusiastic attention whenever Frank makes an appropriate greeting to Joni (such as "You look nice today, Joni."), while ignoring Frank if he uses inappropriate greetings
- BProviding enthusiastic attention whenever Frank says anything appropriate to Joni, while ignoring him if he makes inappropriate remarks
41Differential reinforcement always includes what two principles of behavior?
- AREinforcement and extinction
- Breinforcement and punishment
- CPUnishment and extinction
- Dreinforcement and ignoring.
42In DRA, a practitioner:
- AAll of the above.
- BReinforces a desirable alternative to the problem behavior
- C.Places the problem behavior on extinction
- DMay choose to reinforce a behavior that is incompatible with the problem behavior
43The behavior selected as an alternative behavior in a DRA:
- AShould already be in the learner's repertoire.
- BSHould require more effort than the inappropriate behavior.
- C.Should be emitted at a very low rate prior to intervention.
- D.Should require extensive training for practitioners to learn how to reinforce it.
44DRO interventions:
- AProvide reinforcement for not responding.
- BProvide reinforcement for lower rates of behavior than baseline.
- CProvide reinforcement for slowly increasing occurrences of a behavior.
- DProvide reinforcement for incompatible behaviors
45A limitation of DRO is:
- AOther inappropriate behaviors may be reinforced accidentally.
- BThe effects have been shown to be slow and gradual.
- COne may accidentally punish all responding in the individual.
- D.It often produces an extinction burst effect.
46A DRL intervention is useful when the practitioner wants to:
- ADecrease the overall rate of a problem behavior, but not get rid of it all together
- BTeach a new response to replace the problem behavior
- CIncrease the overall rate of a target behavior
- DGet rid of a target behavior all together0
47If the mean interresponse time (IRT) of a target problem behavior is 12 responses per hour, and you are implementing a DRL procedure, what should the initial DRL criterion be?
- ANo more than 11 responses per hour
- BMore than 12 responses per hour
- CNo more than 1 response per hou
- DNo more than 4 responses per hour
48Sally is working on a new behavior program for Johnny and uses differential reinforcement. Which version did she select in this situation:
Johnny has been hitting his peers about 3 times a day. She knows he is usually hitting them when they start talking about topics he as no interest in or doesn't have the words to involve himself in the conversation. Sally is teaching him to say either "I dont know much about that, would you ike to talk about Egyptian snakes" or "I am unfamiliar with ______, can you tell me more about it". She reinforces both of these comments but ignores hits and rude comments, when made. This is an example of:- ADRA
- BDRI
- CDRO
- DDRL
49Hamza's BCBA is working with him to not scream or point and instead to use his PECS cards specifically when he needs to use the bathroom or wants a break from his task. Recently, he has also started screaming when someone walks in the door to the classroom. His BCBA has asked the teacher to reinforce the absence of screaming if it lasts at least 5 minutes. Sometimes the teacher gets there a little before 5 minutes and sometimes a little after 5 minutes depending on what she is doing when the timer goes off. THis is an example of what differential reinforcement procedure:
- ADRO - variable interval.
- BDRO - fixed interval
- CDRO - variable momentary
- DDRO - fixed momentary
50Functional communication training is a useful intervention for verbal and non verbal (auditory and non -auditory communication) communicative individuals. This helps them communicate their _________ thereby serving as an AO for the undesired target behavior earning what they want instead.
- Awants and needs
- Bjokes
- Chostilities
- Ddreams
51When we determine the function of the behavior to be attention from the teacher, ______ could be a useful strategy.
- ANRC from the teacher
- BNCR from the teacher
- Clectures from the teacher.
- Dbreak cards to get away from the teacher
52Asking a series of actions from a young child they are likely to complete and throwing in one they are not as likely to complete is the 'gist' of the _______________ .
- ANon contingent reinforcement procedure.
- Blow p headache.
- CHigh Probability sequencing procedure.
- Ddevelopment of stimulus control.
53Touch your nose, touch your toes, clap your hands, touch the red square, give me '5'.... Could be an example of a set of prompts from a _____________.
- Apremack principle procedure.
- Bwish list.
- Cprobability sequence.
- Dbehavior momentum procedure.
54A high P sequence can be effective bc it serves as an __________ effect on the value of the reinforcing stimuli.
- Aabative
- Bevocative
- Cgrowing
- Destablishing
55 If you were to have a child whose behavior seems to occur for _____________ reinforcement, you may attempt an NCR intervention that allows free time with a plastic bubble popper/fidget for 1 minute before they start a non preferred task.
- Aautomatic positive
- Bnegative
- Cautomatic negative.
- Dpositive attention
56One of the main 'sets' of topographies that high P works well for is ________________.
- Anon compliant behaviors.
- Baggressive behaviors.
- Cpro-social behaviors.
- Dself injurious behaviors.
57Throughout your program I have talked often about "front loading". What have we recently learned was the technical term for this:
- ANon contingent reinforcement.
- Bcontingency paradigms.
- Cbehavioral momentum.
- Dhigh P sequences.
58One of the most used versions of _____ is the break card / break sign. This is a signal between the learner / client and the teacher or behaviorist of a want or need.
- ABehavioral momentum.
- BNon contingent reinforcement.
- CNCR
- DFunctional communication training.
59The use of High P sequences and Noncontingent reinforcement focuses on abolishing the _______ that is in effect whereas the use of FCT does not.
- Aestablishing operations
- BCMO
- Cfunctional operation.
- Dmotivating operations.
Information
- Description
- Applied Behavior Analysis Quiz on Behavior Change Final pt 2, created by Leah Linton on 04/12/2022.
- Author
- Leah Linton
- Language
- English
- Views
- 8
- Tags
- Rating
- No ratings yet Rate this quiz