Q&A Hero

Q: Which of the following statements is true of DRO schedules? a. requires students receive reinforcement if he/she does not perform the target behavior b. reinforces absence of the behavior c. effectiveness depends on the reinforcer selected d. all of the above

Q: Cumulative graphs always demonstrate an upward curve if any behavior at all is being recorded.

Q: Teachers are most effective when they follow a controlled, consistent, and standardized format for promoting generalization.

Q: Mrs. Jones has repeatedly attempted to reduce Jonathon's behavior of rushing through his daily worksheets. His behavior results in increased errors as well as illegible handwriting on his worksheets. Mrs. Jones decided to reinforce Jonathon every time he turns in a neatly printed worksheet. Which of the following procedures has Mrs. Jones employed?a. DROb. positive reinforcementc. extinctiond. DRL

Q: On a cumulative graph, data points are plotted at the appropriate intersections without regard to performance during the previous session.

Q: An effective approach to using sufficient exemplars is to train the target behavior in several settings or with several different trainers.

Q: On a graph, data points are not connected across conditions.

Q: General case programming promotes generalization by programming common stimuli.

Q: When selecting an incompatible or alternative behavior to use in a differential reinforcement procedure:a. it is better if the behavior is already in the student's repertoireb. the functional intent of the behavior should be analyzedc. the alternative behavior should be one that can be reinforced frequentlyd. all of the above

Q: A continuity break in a data path is used when there is a break in the expected sequence of intervention.

Q: "Training sufficient exemplars" is another way of saying that a teacher uses many examples when teaching a student to perform a particular skill.

Q: Successful approaches to controlling reinforcing consequences delivered by peers include: a. reinforcing peers for withholding attention b. training high status peers in reinforcing appropriate behaviors c. attending to peer being aggressed while ignoring aggressor d. all of the above

Q: No more than five different data paths should be plotted on a single graph.

Q: Behaviors that result in increased peer reinforcement are less likely to be maintained in the natural environment.

Q: Spontaneous recovery refers to: a. the possible reappearance of an extinguished behavior b. a student's return to the classroom after time out c. getting well after a serious illness d. none of the above

Q: The beginning point of the ordinate scale may be drawn directly on the x-axis.

Q: Unplanned generalization can never occur.

Q: When using a planned ignoring procedure, the teacher should: a. reinforce other students' appropriate behaviors b. comment on the inappropriate behavior c. place a dunce cap on the student's head d. none of the above

Q: The ordinate scale always begins at "0".

Q: Response generalization refers to unprogrammed changes in similar behaviors when a target behavior is modified.

Q: The characteristic by which behavior continues for an indeterminate amount of time once reinforcement is withheld is known as:a. resistance to extinctionb. ornerinessc. behavioral continuityd. all of the above

Q: The labels "days," "dates," or "sessions" would be found on the abscissa.

Q: Discuss the guidelines for providing an effective prompt.

Q: Use of an extinction procedure may result in: a. induced aggression b. initial increase in behavior c. spontaneous recovery d. all of the above

Q: The label "percent of intervals of on-task behaviors" would be found on the abscissa.

Q: Select a behavioral chain and create a task analysis. Select an instructional procedure to teach the chain with a written sequence for using the procedure. Provide a rationale for the instructional procedure selected.

Q: A procedure which uses a reinforcement strategy to reduce a behavior is: a. overcorrection b. response cost c. time out d. DRA

Q: The ordinate scale shows how frequently data were collected during the period represented on the graph.

Q: Compare and contrast antecedent and response prompts.

Q: When a student has been placed in time out:a. he should remain there as long as it takes for him to quiet downb. she should remain for a period of time equal to the amount of time she was disrupting the classc. one to five minutes is generally sufficient, but no longer than 15 minutes.d. any of the above criteria is appropriate.

Q: The ordinate is also considered the x axis.

Q: The most effective method to teach a child to respond appropriately is to focus on a single salient feature of a stimulus.

Q: A class of stimuli which result in physical pain or discomfort to the student is termed: a. unconditioned aversive stimuli b. conditioned aversive stimuli c. controlled aversive stimuli d. correctional aversive stimuli

Q: The time dimension is indicated along the abscissa of a graph.

Q: Your colleague has a student who exhibits aberrant behaviors. The teacher believes the only way to reduce the behaviors are through the use of aversives. Discuss three procedures that can be used to reduce aberrant behaviors in place of aversive stimuli

Q: At the initiation of an extinction procedure one should expect the behavior will: a. decrease b. increase c. remain stable d. disappear

Q: Discuss why a teacher might use anecdotal reporting.

Q: Differentiate between nonexlusionary and exclusionary time-out. Provide examples of each form of time-out.

Q: Ignoring disruptive behavior is a procedure known as: a. overcorrection b. response cost c. time out d. extinction

Q: Select three behaviors and describe the topography of each.

Q: Discuss some of the guidelines for using aversive stimuli. What ethical considerations must be made before aversives should be used?

Q: Kathy's mom slaps her hand when she reaches for the knobs on the stove. This is considered to be a conditioned aversive stimulus.

Q: Ms. Risley believes that her reading group as a whole demonstrates inappropriate talking during the reading lesson. What type of data would Ms. Risley collect? Construct an appropriate data sheet she may use that will present the behavior of the reading group as a whole.

Q: Which is considered the least intrusive strategy for reducing behavior?a. Sam is sent to the corner to "think about his inappropriate behavior" for 5 minutes.b. Jerry is taught to point to a picture to tell his teacher he is hungry instead of pushing materials off of his desk.c. Sherri loses her free time for not turning in her homeworkd. Melissa is required to clean all of the desks in the classroom after writing on her own desk.

Q: As long as teachers gain administrative approval, exclusionary time-out would be considered appropriate to use with a student who is engaged in inappropriate behaviors.

Q: Mr. Garwood is going to collect data on Joe's off task behavior through time sampling. He has operationally defined off task as instances of talking to neighbors, doodling, and being out of seat without permission. Mr. Garwood has decided to observe from 10:00 to 10:50 (math period), and will divide the period into five minute intervals. Construct an appropriate coded data sheet for this observation.

Q: Explain the concept of contracting, discuss the advantages associated with contracting

Q: A student is told that she has to sit and watch for minutes due to acting inappropriately. This is an example of nonexclusionary time-out.

Q: What is considered the aim for a "reliable" percent of agreement for data collection? a. 75% b. 70% c. 90% d. 80%

Q: Discuss the process of thinning a reinforcement schedule. Explain when a teacher should use a dense versus sparse schedule of reinforcement.

Q: A chocolate candy bar and being assigned additional homework may both serve as punishers to a particular behavior for a student if it decreases a behavior.

Q: Cole has difficulty making it to the bus stop on time each school morning. His parents purchased him a new alarm clock that sounds promptly at 6:15 a.m.. Cole has yet to fail to get out of bed once his alarm has sounded. However, 45 minutes does not seem to be enough time for Cole to eat breakfast and get ready for school. Cole's parents have decided that he probably needs to get up earlier. What recording procedure couldhis parents use to determine how much earlier to set the alarm clock?a. Time samplingb. Interval recordingc. Event recordingd. Latency recording

Q: Reinforcer sampling must be systematic. Describe a method of reinforcer sampling for students with severe disabilities.

Q: A punisher can be identified ONLY by its effect of behavior.

Q: __________ and _________ recording focus on a temporal rather than a numerical dimension of behavior. a. Duration and latency b. Interval and time sampling c. Event and Interval d. None of the above

Q: A teacher cannot state with certainty in advance what will or will not be a positive reinforcer for a particular student. Explain.

Q: When extinction is used, its effects will frequently generalize to settings in which procedures are not in effect.

Q: Time sampling would be the most appropriate method for recording which behavior? a. hitting others b. a student raising his hand c. wandering around classroom/out-of-seat d. answering a ringing telephone

Q: Compare and contrast functional analysis and a brief functional analysis. Which provides the most precise data?

Q: Differential reinforcement of other behaviors (DRO) requires that reinforcement be delivered if the student does not perform the target behavior, no matter what else he does.

Q: What recording procedure should a teacher use if he wanted to be as exact as possible in recording frequently occurring aggressive behaviors (such as hitting, kicking, and biting) during a 20-minute activity period?a. Time Samplingb. Event Recordingc. Interval recordingd. Duration recording

Q: Explain and give examples of the three-tier model of the Positive Behavioral Supports program.

Q: Extinction is the elimination of a behavior resulting from the application of aversive procedures.

Q: While in the community, Miss Nelson records whether or not Ethan is able to independently perform each step of the shopping task analysis. This is an example of what recording procedure?a. Interval recordingb. Anecdotal recordingc. Permanent product recordingd. Event recording

Q: Describe the difference between functional assessment and functional analysis. List and discuss the components of each.

Q: Punishment may be defined as applying an aversive stimulus following an inappropriate behavior that results in a decrease in behavior.

Q: Event recording must be used with behaviors that are a. Continuous b. Vague c. Discrete d. Open-ended

Q: A student engages in several inappropriate and destructive behaviors. Discuss the procedures a teacher might initiate to identify the functions of these behaviors.

Q: The overcorrection procedure which requires that the student restore or correct an environment which he has disturbed to a condition greatly improved beyond its original condition is restitutional overcorrection.

Q: Rate and/or frequency of a behavior may be determined through a. Interval recording b. Event recording c. Latency recording d. Time Sampling recording

Q: Compare and contrast action research and experimental research.

Q: An example of a punishment procedure which removes desirable stimuli is response cost.

Q: Ms. Lee wants to increase the amount of time her kindergarten students remain on task. What recording system would be most appropriate for Ms. Lee to use?a. Latency recordingb. Duration recordingc. Interval recordingd. Event recording

Q: Using visual analysis analyze the data for the following two graphs (a and b). Identify the design used and discuss the effectiveness of the intervention using visual analysis for graphs A and B. Has a functional relation been established in each graph? Why or why not?

Q: The procedure by which a "fine" is exacted for inappropriate behavior is known as real world consequences.

Q: A teacher who counts the number of times a student raises her hand is using what type of recording system? a. Event recording b. Interval recording c. Latency recording d. Time Sampling recording

Q: Compare and contrast each of the following experimental designs in relation to establishing a function relationship: reversal design, multiple baseline design, and changing criterion design.

Q: The factor that differentiates between exclusionary and nonexclusionary time out procedures is removal from the instructional setting to a separate room.

Q: Which of the following is NOT considered to be an observational recording system? a. Anecdotal recording b. Event recording c. Duration recording d. Latency recording

Q: Create two scenarios, one for which you want to increase a behavior and one for which you want to decrease a behavior. Define the behavior and describe which data collection system you would use to measure change in behavior. Create a data collection sheet that supports the data collection system you selected and put in sample data. Graph the data from the data collection sheet you created. Be sure to include all components of a basic line graph.