Q&A Hero

Q: It is important for a behavior to be operationally defined because a. It ensures that the teacher is consistently observing the same behavior b. It allows for confirmation by a third party c. It facilitates continuity of instruction d. All of the above

Q: List the two primary reasons attributed to the success of self recording procedures in assisting behavior change.

Q: Tangible reinforcers include things like extra time at recess or free time using the computer.

Q: "Point to the correct answer" is an example of which component of a behavioral objective?a. Target behaviorb. Learnerc. Conditionsd. Criteria for acceptable performance

Q: The first step in self-instruction involves: a. an adult modeling the procedure while overtly talking through each step b. a student completing the steps following an adults directions c. a student completes the steps following picture prompts d. none of the above

Q: The more effective reinforcers are those selected by the target student.

Q: Which component is missing from the following objective? "When presented with a textbook and the verbal directive to read a specific page, Allison will open her book and begin reading."a. Learnerb. Target behaviorc. Criteria for acceptable performanced. Conditions under which the behavior is to be displayed

Q: One of the most common forms of self-punishment includes _______________. a. response cost with a token reinforcement systems b. self-injurious behavior c. stereotypic behavior d. none of the above

Q: The opposite of deprivation is satiation.

Q: Refining broad generalizations into specific, observable, measurable behaviors is known asa. Pinpointingb. Specificationc. Individualizationd. Modification

Q: In _____________, students report an occurrence of their behavior. a. self-recording b. self-evaluation c. self-reinforcement d. self-instruction

Q: Primary reinforcers are almost always effective.

Q: Requiring a student to use a method, concept, or theory in various concrete situations require what level of learning?a. Comprehensionb. Synthesisc. Applicationd. Evaluation

Q: In ____________, students compare their work against some standard of performance. a. self-recording b. self-evaluation c. self-reinforcement d. self-instruction

Q: A positive reinforcer is also an antecedent stimulus.

Q: An optimum number of overlearning opportunities is approximately _____% of the number of trials required for acquisition of the behavior.a. 50%b. 25%c. 33%d. 75%

Q: When teaching students to set goals, they should be: a. specific b. achievable c. challenging d. all of the above

Q: Negative reinforcement is the contingent removal of some unpleasant stimulus that increases behavior.

Q: _____________ refers to repeated practice after an objective has been initially accomplished.a. Response Promptingb. Fluencyc. Overlearningd. Distributed practice

Q: Self-management is made up of many components. Which of the following is a component of self- management?a. goal settingb. self-reinforcementc. self-evaluationd. all of the above

Q: Tokens are not appropriate for lower functioning students.

Q: Which component is missing from the following objective? "Jason will fill the ice cube tray independently during 4 out of 5 sessions."a. Learnerb. Target behaviorc. Conditiond. Criteria for acceptable performance

Q: Ms. Kirkland set up a picture schedule to transition students between activities. Once a student completed an activity they compared their work to a picture of the task completed. Ms. Kirkland's students were engaged in _______________.a. self-monitoringb. self-instructionc. self-reinforcementd. none of the above

Q: Token reinforcement systems allow a student to become accustomed to delayed gratification.

Q: Behavioral objectives are a. statements of annual program intent b. statements of actual instructional intent c. long term in nature d. generically defined

Q: Dara was self-talking through each step of her math problem. She was engaged in ________. a. self-recording b. self-punishment c. self-instruction d. self-reinforcement

Q: Deprivation is a necessity if primary reinforcers are to be effective.

Q: Educational goals are a. Statements of actual instructional intent b. Statements of annual program intent c. Usually 3 to 4 months long d. The length of a grading period for students with mild disabilities

Q: Self-management strategies have been used with which of the following students: a. students with severe disabilities b. students with mild disabilities c. students at-risk d. all of the above

Q: Negative reinforcement is the removal of a desired stimulus to decrease behavior.

Q: To write effective objectives, the applied behavior analyst must a. Broadly identify a target behavior for instruction b. Define the instructional procedures to use for behavior change c. Refine broad generalizations into specific, observable, measurable objectives d. b & c only

Q: When teaching students to self-record you should include all of the following EXCEPT: a. selection of target behavior b. operational definition of target behavior c. selection of appropriate data collection system d. teacher recording of target behavior

Q: Contracting is placing the contingency for reinforcement into written or verbal agreement.

Q: Objectives on the IEP include: a. short term objective, person responsible, criteria for mastery, and review date b. person responsible, parent's responsibility, and latency period c. short term objective, student's name, and review date d. long term goals, short term objective, and criteria for mastery

Q: Each day Sharon completes 30-minutes of working out at the gym, she places an "X" for that day on her calendar. What self-management procedure is Sharon using?a. Self-recordingb. Self- evaluationc. Self-reinforcementd. Self-instruction

Q: Generalized reinforcers may be exchangeable for something of value.

Q: A hierarchy of levels of learning is helpful in writing objectives because: a. they are written for cognitive, affective, and psychomotor areas b. focus on a knowledge base c. they suggest observable, measurable behaviors that may occur as the result of both simple and complex learning d. all of the above

Q: Using a homework assignment check list, Dakota checks off each homework assignment he completes. What self-management procedure is Dakota using?a. Self-recordingb. Self-instructionc. Self-evaluationd. Self-reinforcement

Q: The use of primary reinforcers facilitates the rapid acquisition of desired behaviors.

Q: Generalization is the performance of a skill in an untrained situation. Generalization should occur across: a. various instructions and instructors b. various materials c. various settings d. all of the above

Q: John has a tendency to yell at his classmates when he doesn"t get his way during recess. Mrs. Cobb taught John that when he demonstrates inappropriate behavior during recess, he must sit on the playground bench for five minutes. Overtime, John has begun to independently sit on the bench without being prompted by his teacher, when he yells at his peers during recess. What self-management procedure is John using?a. Self-instructionb. Self-monitoringc. Self-evaluationd. Self-punishment

Q: The use of a single reinforcer throughout the day is the most efficient way to establish a functional relationship and increase behavior.

Q: Criteria for acceptable performance include statements addressing duration. Which of the following is NOT an acceptable duration statement?a. will complete within one hourb. for no more than 2 weeksc. begin within five minutesd. will return within 15 minutes

Q: In science lab, students are provided with a list of questions to answer as well as a detailed lab manual outlining the step-by-step experimental procedures to be completed. In this class, what self-management procedure is the teacher using?a. Self-monitoringb. Self-evaluationc. Self-instructiond. Self-reinforcement

Q: The longer the delay between the desired behavior and receipt of the reinforcer, the possibility that the student may engage in a behavior not under the contingency is decreased.

Q: Antecedent stimuli or conditions may be defined by the teacher to set up the appropriate response. They may include:a. environmental setting, written instructions or verbal responsesb. demonstration, materials to be used and number of responsesc. identifiable behavior, amount of assistance and demonstrationd. demonstration, verbal instructions and manner of assistance

Q: Which is NOT a way in which students may be involved in contingency management? a. Choosing reinforcers b. Determining the cost of reinforcers in relation to behavior c. Choose behaviors to be modified d. Evaluating peer behaviors

Q: Naturally occurring reinforcers are highly effective and sufficient for maintaining all desirable behaviors.

Q: A behavioral objective should be written such that its contents are: a. observable b. measurable c. repeatable d. all of the above

Q: Following the practice spelling test, students are asked to check their own results. This is a form of: a. Self-monitoring b. Self-evaluation c. Self-instruction d. Self-punishment

Q: Discuss the reasons a functional analysis would be conducted after completing a functional assessment.

Q: Target behavior must be included in behavioral objectives because: a. the precise definition of the behavior facilitates continuity of instruction b. the statement allows for confirmation that a change has actually occurred c. both a and b d. none of the above

Q: Self-recording appears to be most effective in: a. identifying necessary variations in intervention b. maintaining behavior changes resulting from traditional, teacher-managed strategies c. determining antecedents to behavior change d. increasing task fluency and the rate at which reinforcers are delivered

Q: Describe the sequence for developing a Behavior Support Plan.

Q: Directly observable behaviors include: a. to know, to walk, to identify in writing b. to underline, to draw, to discriminate c. to see, to put on, to connect d. to remove, to count orally, to circle

Q: Which of the following is NOT true? When setting goals, students a. should set goals that are long-term b. should set goals that are specific c. should set goals that are short-term d. should set goals that are challenging

Q: Describe the use of scatter plot assessment in determining the function of behaviors.

Q: The process of pinpointing behavior refines a broad generalization into: a. generic, observable and measurable behavior b. specific, observable and measurable behavior c. schedule, specific and observable behavior d. natural, measurable and specific behavior

Q: Which of the following is NOT a reason for teaching students to self-manage? a. Teachers may miss certain instances of behavior. b. External change agents are not always available. c. Teachers may inadvertently become an environmental cue for the performance or lack of performance of a behavior. d. Allows students to teach themselves thus providing teachers the time to work with others.

Q: What are the components of a functional assessment?

Q: An operational definition provides concrete examples of a target behavior.

Q: The best person to manage a student's behavior is: a. The teacher b. The student c. A school administrator d. A peer

Q: Differentiate form (or topography) from function when describing inappropriate behavior.

Q: One core element of the IEP is a description of the parent's responsibilities in the IEP process.

Q: The change agent who is available across all times and settings is: a. the teacher b. the student's parent c. the student d. none of the above

Q: Mr. Williams has noticed that student in his fourth period class has been exhibiting some inappropriate behaviors. Mr. Williams has attempted to correct the behavior using evidence based behavior management programs, but Joseph continues to exhibit the behaviors. Mr. Williams and the IEP committee have decided to develop a Behavior Support Plan for Joseph. What is the next step in developing a Behavior Support Plan?a. conduct a functional assessmentb. screeningc. conduct a functional analysisd. identify the target behavior

Q: A generalized response is one that occurs after instruction has been terminated.

Q: The person who knows best what kind of reinforcement a student desires at any one time is: a. the teacher b. the student's parent c. the student d. none of the above

Q: Willis Middle School participates in a school wide positive behavior supports program. Several students have been identified with repeated office referrals and suspensions. These students would fall into which level of the three-tiered model of intervention?a. universalb. intensivec. targetedd. none of the above

Q: Maintenance is the ability to perform a response over time without reteaching.

Q: Differential effects of self instruction may be due to: a. age b. cognitive style c. attributional style d. all of the above

Q: After completing a functional assessment, Ms. Jones hypothesizes that Chris' behavior functions as a means of escaping disliked tasks. Which of the following conditions should Ms. Jones test during the functional analysis?a. attentionb. demandc. playd. alone

Q: After eating his dinner, Jerome will take his plate to the kitchen sink with no more than one verbal reminder 4 out of 5 days per week for four weeks.

Q: Teaching students to engage in self instruction: a. helps them in problem solving b. may facilitate generalization to other settings c. may facilitate generalization to other tasks d. all of the above

Q: The process of systematically manipulating antecedents and consequences to determine their effect on occasioning and maintaining the target behavior is _____.a. setting eventsb. enhanced functioningc. functional analysisd. intervention

Q: Tom will dress himself independently for 3 consecutive days.

Q: Student selected performance standards are often: a. more lenient than teacher selected b. more stringent than teacher selected c. totally unreasonable d. none of the above

Q: During A-B-C descriptive analysis, data should be collected for a minimum of a. 3 days b. 5 days c. 9 days d. 10 days

Q: Bill will increase his skills in basketball by 50% for 3 weeks.

Q: Self reinforcement procedures can include: a. students choosing reinforcers b. students determining the cost of reinforcers c. students choosing behaviors to be modified d. all of the above