Q&A Hero

Q: The use of indiscriminable contingencies takes advantage of: a. sameness and difference in discriminative stimuli b. naturally occurring reinforcers c. continuous reinforcement to maintain behaviors d. intermittent reinforcement to maintain behaviors

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?Graphs A Graph B Derek Diana Robert Riley

Q: For those students with maladaptive behaviors and limited adaptive behaviors in their repertoire, the teacher may need to: a. just ignore the maladaptive behaviors b. eliminate the maladaptive behaviors first c. teach adaptive behaviors as soon as possible. d. both b and c

Q: A student learns the concept of "red" through training on a continuum of red colored items as well as blue and green items. The teacher has used: a. general case programming b. training loosely methodology c. train and hope methodology d. indiscriminable contingencies

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

Q: In learning applied behavior analysis procedures, good supervision includes: a. training and observation b. training and evaluation c. training and implementation d. both a and b

Q: In using general case programming: a. single instances of stimuli are identified and used in training b. multiple instances of stimuli are identified and used in training c. a range of stimuli showing sameness and difference are identified and used in training d. a range of stimuli showing difference only are identified and used in training

Q: Discuss how percent of overlap is calculated when conducting a visual analysis of data.

Q: The following procedures should be administered only under the supervision of a qualified instructor: a. shaping b. aversives c. exclusion d. all of the above

Q: Facilitation of transfer and maintenance of behaviors to reinforcement contingencies in the natural environment may be facilitated by: a. training students to avoid interfering reinforcers available b. avoiding behaviors that are subject to trapping c. teaching students to recognize reinforcement when given d. training in a single natural environment

Q: Discuss how single subject designs are evaluated through visual analysis of data.

Q: Voluntary participation is facilitated by: a. avoiding threats and incentives that are too powerful b. involving the subjects of the program in selecting as few aspects of the program as possible c. both a and b d. none of the above

Q: In mediating generalization, students are taught to monitor and report their own generalization of appropriate behavior.

Q: Discuss some of the advantages and limitations to the changing conditions design.

Q: Which of the following is NOT important to the consumers of education (students, parents, community)? a. goals b. procedures c. outcomes d. standardized assessment instruments

Q: Choosing behaviors to change that will be maintained by the natural environment apply to the Premack Principle Rule.

Q: Discuss the advantages and disadvantages to using a multiple baseline design.

Q: The goal of behavior analysts is to __________ the number of options available to people. a. decrease b. neutralize c. increase d. limit

Q: At times a programmed change in a target behavior will result in a change in a similar response class of behaviors.

Q: Discuss the difference between a teaching design and a research design.

Q: Aversive or exclusionary procedures may create problems in ALL BUT ONE of the following ways: a. their misuse is common and often defined by the users as behavior modification b. their use is always appropriate when administered by professionals c. their use causes more concern than other behavioral procedures d. all of the above

Q: General case programming involves selection of training stimuli with degrees of sameness and difference within a stimulus class.

Q: Describe the purpose of baseline measures.

Q: __________ refers only to procedures derived from experimental analysis of human behavior. a. cognitive modification b. behavior modification c. systematic analysis d. all of the above

Q: A response may be generalized over time, across settings, and across behaviors.

Q: Why are experimental designs important in applied behavior analysis?

Q: Applied Behavior Analysis refers only to procedures derived from the experimental analysis of human behavior.

Q: A logical extension of programming common stimuli is community-based instruction.

Q: Pose a question for which you would select an alternating treatments design to determine the answer.

Q: Voluntary consent implies publication of goals, procedures, and results so that they may be evaluated

Q: When teaching a student to perform a new behavior, it is NOT necessary to teach every example of a response class that we want students to perform.

Q: Draw a single subject design with hypothetical data and indicate where one would focus in order to determine whether a functional relationship exists.

Q: It may be necessary to eliminate or reduce the rate of some student behaviors

Q: Functional skills are more prone to be maintained by the natural environment.

Q: The following data describe the number of problems on a page of 20 done correctly. Graph the baseline and determine whether or not it is stable: 13, 8, 16, 5, and 15.

Q: Consent that ensures voluntary participation in behavior change programs must be both voluntary and considered socially valid.

Q: Discuss the guidelines for providing an effective prompt.

Q: Define a functional relation.

Q: Applied Behavior Analysis is used to define the systematic methods employed for behavior change taught in this course

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: Which design examines an intervention across settings? a. reversal b. multielement c. AB d. multiple baseline

Q: It is unethical for teachers to arbitrarily decide what to teach students to do or stop doing.

Q: Compare and contrast antecedent and response prompts.

Q: _______________ refers to the magnitude and direction of the change in data from the end of one phase to the beginning of the next phase.a. Change in meanb. Level of performancec. Trend in performanced. Percentage of overlap

Q: Informed consent is based on full understanding of all aspects of a planned program, including possible risks.

Q: Describe how task analyses are used for teaching complex behavior chains.

Q: The design depicted here is known as: a. Changing criterion design b. Alternating Treatments design c. Changing conditions design d. Reversal design

Q: It is not ethical to assure parents that if a procedure is used, their child will no longer require placement in a special class.

Q: Define shaping. Give a brief example of a shaping procedure.

Q: Mr. Mason is working with Jacy to increase the number of pizza boxes she folds during her first thirty minutes at the pizza shop during her vocational instruction. She currently folds an average of 15 boxes during a 30-minute period. Mr. Mason would like to increase this number to 100. What would be the most appropriate research design to use?a. Changing Criterion Designb. Multiple Baseline Designc. Alternating Treatment Designd. Changing Conditions Design

Q: Suppressing behaviors such as whistling and laughing while in school is ethical if it helps to establish "law and order" in the classroom.

Q: Three methods may be used to teach chains of behaviors. Name and briefly describe ONE method. Be sure to include an example.

Q: What do researchers need before they can say that a functional relation is demonstrated? a. Prediction b. Verification of prediction c. Replication of effect d. All of the above

Q: It is unethical to exclude any student from the regular classroom regardless of its positive or negative effects.

Q: There are four major procedures used to fade prompts. Name and briefly describe ONE procedure. Be sure to include an example.

Q: The ABAB design is also known as the a. Multiple Baseline Design b. Changing Criterion Design c. Alternating Treatment Design d. Reversal Design

Q: Behavior analysis has the power to remove the ability of the individual to choose alternative responses.

Q: The choice of a model is important in that certain characteristics may increase the model's effectiveness. Name these characteristics.

Q: Ana consistently increases the number of baskets she makes each game. If the number of baskets she made over the last seven games were plotted on a graph, a _____ trend would be evident. a. Descending b. Variable c. Ascending d. None of the above

Q: Research has shown that when positive reinforcement is used, intrinsic motivation is decreased.

Q: During this procedure the prompt is presented in combination with the discriminative stimulus.a. time delayb. least-to-mostc. simultaneous promptingd. all of the above

Q: Which is considered a common component of single-subject designs? a. measure of baseline performance b. measure of performance under an intervention condition c. replication of the use of the intervention within the design d. all of the above

Q: The term "behavior modification" refers ONLY to procedures derived from the experimental analysis of human behavior.

Q: The following criteria are examples associated with which behavioral procedure? Richard will remain in his seat for three minutes. Richard will remain in his seat for five minutes. Richard will remain in his seat for ten minutes. a. shaping b. chaining c. fading d. none of the above

Q: The student who follows the rules each day earns 5 extra minutes at recess. Following the rules is considered the: a. Independent variable b. Dependent variable c. Uncontrolled variable d. Confounding variable

Q: Behavioral approaches are less difficult to implement than most other procedures.

Q: Nancy is learning to brush her teeth. Her teacher provides her with task analysis for brushing her teeth. The task analysis is presented by pictures of each step. This is an example of which prompt? a. auditory prompt b. visual prompt c. least-to-most d. time delay

Q: When Dolores screams, her mother picks her up and holds her close. "Picking up and holding Dolores close" is considered the: a. Independent variable b. Dependent variable c. Uncontrolled variable d. Confounding variable

Q: "Humanists" often perceive any systematic effort to change behavior as coercive and inhumane.

Q: Kip is learning to drink from a cup. His teacher begins providing hand-over-hand assistance to grasp the cup. The teacher then moves to providing Kip support at his wrist to guide the cup. This is an example of which prompting strategy? a. most-to-least b. time delay c. graduated guidance d. none of the above

Q: Every time Andres raises his hand, he receives one point. "Raising his hand" is considered the: a. Independent variable b. Dependent variable c. Uncontrolled variable d. Confounding variable

Q: Define and differentiate between positive reinforcement, negative reinforcement, and punishment. Give an example of each.

Q: Which of the following is an example of a prompt which increases assistance? a. graduated guidance b. time delay c. least-to-most prompts d. most-to-least prompts

Q: The design of choice when the teacher is interested in applying an intervention procedure to more than one individual, setting, or behavior is the:a. multiple baseline designb. alternating treatment designc. reversal designd. changing criterion design

Q: Based on the criteria set forth by the usefulness explanation of human behavior (inclusiveness, verifiability, predictive utility, and parsimony) compare and contrast behaviorism with one of the following proposed explanations of human behavior: biophysical, developmental, or cognitive.

Q: When a teacher starts with the first link in a chain, teaches it until it is mastered, and then goes on to the next link, he is using what instructional technique?a. Backward chainingb. Forward chainingc. Total task presentationd. Behavioral chaining

Q: When two or more behaviors associated with one student in a single setting are examined, what design is being used?a. multiple baseline across settingsb. multiple baseline across behaviorsc. multiple baseline across individualsd. alternating treatment design

Q: As a behaviorist working in a school of teachers who believe very strongly in developmental theory, how would you convince them that a behavioral approach may be more appropriate for some of their students?

Q: The following is an example of the system of least prompts. a. Miss Simon waits three seconds before providing Luis physical guidance. b. After Mr. Gibson asks Tia to hang up her coat, she verbally reminds her again. c. Yesterday, Ms. Shafer provided hand-over-hand assistance to Jerome to tie his shoes. Today, she is holding his wrists. d. a & b only

Q: The _______________ design evaluates the effectiveness of an independent variable by demonstrating that a behavior can be incrementally increased or decreased toward a terminal performance goal.a. alternating treatmentb. changing conditionc. changing criteriond. multiple baseline