Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Special Education
Q:
An effective approach to using sufficient exemplars is to train the target behavior in several settings or with several different trainers.
Q:
Extinction is the elimination of a behavior resulting from the application of aversive procedures.
Q:
Interobserver agreement provides a measurement of reliability in the recording of data being collected. Discuss the biases that can affect interobserver agreement.
Q:
General case programming promotes generalization by programming common stimuli.
Q:
Punishment may be defined as applying an aversive stimulus following an inappropriate behavior that results in a decrease in behavior.
Q:
You are a lead teacher and several of the teachers you supervise have concerns about the frequency with which they should collect student data. Discuss how often data should be collected and what patterns, if any, the teachers should look for in the data?
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:
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:
Compare and contrast duration and latency data collection methods. Provide an example using both systems of data collection include an example of a data sheet with key components.
Q:
Behaviors that result in increased peer reinforcement are less likely to be maintained in the natural environment.
Q:
An example of a punishment procedure which removes desirable stimuli is response cost.
Q:
You are the supervisor to the special education teachers in your school district. Most of your teachers either do not collect data or do so inaccurately. Describe how you would prepare your teachers to regularly collect accurate data on the students they serve. Discuss the rationale you would provide to teachers.
Q:
Unplanned generalization can never occur.
Q:
The procedure by which a "fine" is exacted for inappropriate behavior is known as real world consequences.
Q:
Discuss why a teacher might use anecdotal reporting.
Q:
Response generalization refers to unprogrammed changes in similar behaviors when a target behavior is modified.
Q:
The factor that differentiates between exclusionary and nonexclusionary time out procedures is removal from the instructional setting to a separate room.
Q:
Select three behaviors and describe the topography of each.
Q:
The most effective method to teach a child to respond appropriately is to focus on a single salient feature of a stimulus.
Q:
DRI reinforces a behavior that is inconsequential to the target behavior.
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:
DRO reinforces the opposite of the target behavior.
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:
The use of primary reinforcers facilitates the rapid acquisition of desired behaviors.
Q:
A DRL procedure reinforces a lower rate of the target/inappropriate behavior.
Q:
What is considered the aim for a "reliable" percent of agreement for data collection?
a. 75%
b. 70%
c. 90%
d. 80%
Q:
The use of a single reinforcer throughout the day is the most efficient way to establish a functional relationship and increase behavior.
Q:
Explain the concept of contracting, discuss the advantages associated with contracting
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 could his parents use to determine how much earlier to set the alarm clock?
a. Time sampling
b. Interval recording
c. Event recording
d. Latency recording
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:
Discuss the process of thinning a reinforcement schedule. Explain when a teacher should use a dense versus sparse schedule of reinforcement.
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:
Naturally occurring reinforcers are highly effective and sufficient for maintaining all desirable behaviors.
Q:
Reinforcer sampling must be systematic. Describe a method of reinforcer sampling for students with severe disabilities.
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:
A histogram is a form of:a. line graphb. cumulative graphc. bar graphd. 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:
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 Sampling
b. Event Recording
c. Interval recording
d. Duration recording
Q:
Discuss some advantages and disadvantages to using negative reinforcement.
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 recording
b. Anecdotal recording
c. Permanent product recording
d. Event recording
Q:
What are the basic rules for the use of reinforcers in contracting?
Q:
Event recording must be used with behaviors that are
a. Continuous
b. Vague
c. Discrete
d. Open-ended
Q:
Select one behavior concept discussed during this course, discuss the concept and provide an example of the concept in the classroom setting.
Q:
What are the steps a teacher needs to follow in developing and implementing a token
reinforcement system in his class?
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:
Your principal has asked you to develop a list of school rules for your school. Discuss considerations one must take into account when developing rules and create a list of school wide rules based on those considerations.
Q:
Discuss some of the limitations to using activity reinforcers.
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 recording
b. Duration recording
c. Interval recording
d. Event recording
Q:
You are a veteran teacher who has been assigned to mentor a first year teacher at your school. The teacher has novel ideas concern the set up the classroom. Explain to her the importance of classroom structure in establishing and maintaining stimulus control. Discuss the importance of physical arrangement, time structure, and verbal structure.
Q:
Describe the difference between a token system and a levels system.
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:
List the four arrangement considerations for the physical arrangement of the classroom.
Q:
Define negative reinforcement and explain why it works.
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:
List and briefly describe the components of rules that will assist in facilitating their effectiveness.
Q:
Describe 2 problems associated with the use of a CRF schedule.
Q:
______________ are useful primarily for analysis, not for evaluation.
a. Event recording
b. Permanent product recording
c. Anecdotal reports
d. Latency recording
Q:
Differentiate between rules and procedures. Provide an example of each.
Q:
Describe 3 ways to prevent reinforcer satiation.
Q:
__________ produces a written description of nearly everything that occurred in a specific time period or setting.
a. Latency recording
b. Anecdotal reports
c. Event recording
d. Permanent product recording
Q:
Ms. Tammy's self-contained class was working on a hygiene regiment, including brushing teeth.
Three of the five students required significant instructions for brushing teeth. Ms. Tammy created a step-by-step breakdown of the procedures and decided to start off providing physical guidance and gradually reduce the prompt level.
The instructional procedure used was ____________________.
a. least-to-most prompts
b. time delay
c. most-to-least prompts
d. graduated guidance
Q:
A student who is at the maintenance level of a new skill should be on a ______ schedule of reinforcement.
a. continuous
b. intermittent
c. natural reinforcement
d. none of the above
Q:
The __________ of behavior describes where it occurs.
a. Force
b. Locus
c. Latency
d. Topography
Q:
Ms. Tammy's self-contained class was working on a hygiene regiment, including brushing teeth.Three of the five students required significant instructions for brushing teeth. Ms. Tammy created a step-by-step breakdown of the procedures and decided to start off providing physical guidance and gradually reduce the prompt level.
The step by step breakdown of brushing teeth is an example of:
a. task analysis
b. s-delta
c. setting event
d. permanent product
Q:
Paige is learning her multiplication facts. During instruction her teacher reinforces an average of every third correct response. Paige is on a ________ schedule of reinforcement.
a. FI3
b. FR3
c. VI3
d. VR3
Q:
The _________ of behavior is its intensity.
a. Rate
b. Locus
c. Latency
d. Force
Q:
Derrick, a student in Mr. Davis' class repeatedly exhibited tantruming behavior including, screaming, crying, and hitting. Mr. Davis' is unsure of the cause of the behavior. What steps should Mr. Davis take to determine the function of the behavior?
a. trial and error methods
b. conduct a functional assessment
c. ignore the behavior
d. none of the above
Q:
For every third response correct, Scott received reinforcement. What schedule of reinforcement was Scott on?
a. FI3
b. FR3
c. VI3
d. VR3
Q:
______________ describes a behavior's complexity or its motor components.
a. Latency
b. Locus
c. Topography
d. Force
Q:
Cedric, a student in Mr. Washington's class, was repeatedly out of his seat during instructional time. Mr. Washington decided to reinforce Cedric when he was exhibiting in-seat behavior. What behavioral concept was Mr. Washington employing?
a. differential reinforcement of incompatible behavior
b. differential reinforcement of other behavior
c. negative reinforcement
d. positive reinforcement
Q:
Thinning a schedule of reinforcement should result in all of the following EXCEPT:
a. lower, more variable levels of responding
b. decreasing expectation of reinforcement
c. removal of teacher as a necessary behavior monitor
d. maintenance of the behavior over longer periods of time
Q:
"When the bell rang, it took Blake 11 minutes to get to his next class" is an example of what behavioral dimension?a. Durationb. Frequencyc. Latencyd. Rate
Q:
Ms. Harper wants to increase John's behavior of sharing during circle time. Each time Ms. Harper observes John sharing she provides him with a token and his behavior increased.
What type of data collection system should Ms. Harper use to record the number of occurrences of John's sharing behavior?
a. event recording
b. time sampling
c. duration
d. latency
Q:
Joe was on a CRF schedule to reinforce the behavior of raising his hand before speaking out. His teacher decided she needed to thin his schedule of reinforcement from a CRF to VI 10 schedule. Joe's use of handing raising decreased and he began to call out without raising his hand. The behavioral principle which explains this situation is __________.
a. ratio strain
b. thinning
c. Premack Principle
d. pairing
Q:
The behavioral dimension determined when you measure the length of time between instructions to perform it and the occurrence of the behavior is known as:
a. Latency
a. Duration
c. Frequency
d. Rate
Q:
Ms. Harper wants to increase John's behavior of sharing during circle time. Each time Ms. Harper observes John sharing she provides him with a token and his behavior increased.
Ms. Harper provided a token as a reinforcer for John's behavior. The token was what type of reinforcer?
a. primary
b. secondary
c. sensory
d. none of the above
Q:
After lunch Mrs. Davis began to work with Marquis on acquisition of his sight words. Marquis was reinforced on a CRF schedule with primary reinforcers (popcorn). However, Mrs. Davis notices that the popcorn was not serving as a reinforcer. What behavioral term describes the phenomenon that Mrs. Davis was observing?
a. deprivation
b. satiation
c. pairing
d. reinforcer sampling
Q:
_______________ is important when we are concerned not with the number of times a student engages in it, but how long.
a. Duration
b. Latency
c. Rate
d. Topography
Q:
Ms. Harper wants to increase John's behavior of sharing during circle time. Each time Ms. Harper observes John sharing she provides him with a token and his behavior increased.
What type of reinforcement is Ms. Harper using?
a. positive reinforcement
b. negative reinforcement
c. differential reinforcement of other behavior
d. differential reinforcement of incompatible behavior