Q&A Hero

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

Q: Primary reinforcers include all of the following EXCEPT: a. juice b. stickers c. raisins d. cookies

Q: Mr. Jackson targeted Rob's out of seat behavior for a behavior change program. He counted 20 occurrences during a reading period. To verify his data, he asked his student teacher to record at the same time. The student teacher recorded 18 occurrences. These data are in sufficient agreement for a behavior change program to begin.

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

Q: Negative reinforcement may be defined as the contingent presentation of an aversive stimulus immediately following a response that increases the future rate of the response.

Q: A teacher and a paraprofessional observed a student in class using a new computer program simulation. Using 20 second intervals they recorded the data which appears below. These data are in sufficient agreement for a behavior change program to begin. (T) X X X O X X O O X O (P) X O X O X O O O X X

Q: Self-management is made up of many components. Which of the following is a component of self- management? a. goal setting b. self-reinforcement c. self-evaluation d. all of the above

Q: A limited hold contingency allows teacher to make the reinforcer available for long periods of time following the elapsed interval.

Q: Of the observational data recording systems, the one which results in the most accurate representation of the occurrence of the behavior is interval recording.

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-monitoring b. self-instruction c. self-reinforcement d. none of the above

Q: The passage of time is associated with interval schedules of reinforcement.

Q: The period between the presentation of a discriminative stimulus and the initiation of a response is called the latency period.

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: Schedules of reinforcement refer to patterns of timing for delivery of reinforcers.

Q: The method of data collection that provides the most accurate record of how long a behavior occurs is duration recording.

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: A teacher's attention is usually the MOST readily available and potent reinforcer in a classroom.

Q: Write a behavioral objective including the four components of a behavioral objective. Describe the importance of each component in writing an effective objective.

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: Token reinforcement systems require two components: tokens and back up reinforcers.

Q: Describe the importance of operationally defining the target behavior. Write an operational definition for off-task behavior.

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-recording b. Self- evaluation c. Self-reinforcement d. Self-instruction

Q: Generalized reinforcers are less susceptible to satiation.

Q: Compare and contrast Bloom's taxonomy with the four levels of learning (acquisition, fluency, maintenance, generalization).

Q: Using a homework assignment check list, Dakota checks off each homework assignment he completes. What self-management procedure is Dakota using? a. Self-recording b. Self-instruction c. Self-evaluation d. Self-reinforcement

Q: A reinforcer that has been associated with a variety of behaviors or with access to a variety of other reinforcers is known as an activity reinforcer.

Q: A measurement of accuracy is only one dimension for evaluating performance. It represents the acquisition level of performance. Briefly describe the other 3 levels of performance.

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-instruction b. Self-monitoring c. Self-evaluation d. Self-punishment

Q: The Premack Principle states that any activity a student voluntarily performs frequently may be used as a reinforcer for any activity he seldom performs voluntarily.

Q: The four components of a behavioral objective are:

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

Q: Educational goals for individual students must be developed on the basis of evaluation data and other factors.Briefly list 3 of these other factors.

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

Q: This level of learning requires students to use a concept in various settings or situations. a. generalization b. application c. acquisition d. analysis

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: The opposite of deprivation is satiation.

Q: Which of the following is NOT one of Bloom's levels of learning? a. analysis b. generalization c. synthesis d. comprehension

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: Primary reinforcers are almost always effective.

Q: When selecting a criterion for mastery, the teacher should consider: a. nature of the content b. ability of the student c. number of learning opportunities to be provided d. all of the above

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: A positive reinforcer is also an antecedent stimulus.

Q: Which of the following would be an example of a long-term educational goal for a student with a severe disability?a. demonstrate knowledge of how to solve an algebraic equationb. decrease out-of-seat behaviorc. point to the largest item in an array for three consecutive sessionsd. both b and c

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

Q: All of the following are reasons for identifying the target behavior in the behavioral objective EXCEPT: a. consistency in behavior observation b. required by law c. facilitates continuity of instruction d. confirmation by a third party

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: Tokens are not appropriate for lower functioning students.

Q: Mike's job coach was concerned with his production on the job site. Mike had mastered the assembly skills but was having difficulty keeping up with the competitive job production of his coworkers. Mike's job coach should work on which of the following? a. Acquisition b. Fluency c. Generalization d. None of the above

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

Q: During the third grade, John learned his multiplication facts. Upon returning to school after the summer break, his fourth grade teacher tested his ability to recite his multiplication facts. John's fourth grade teacher was assessing which skill level? a. Maintenance b. Generalization c. Fluency d. Overlearning

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

Q: ____________ is the ability to perform a behavior under conditions different from those in place during acquisition.a. Generalizationb. Fluencyc. Overlearningd. Distributed Practice

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

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

Q: When presented with a fast food menu at Burger Barn, Brooke will place her order within 30 seconds, 8 out of 10 trials over 3 consecutive weeks. This objective represents the _____________ level of response competence.a. Generalizationb. Fluencyc. Acquisitiond. Maintenance

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

Q: Which of the following is not an appropriate target behavior for an objective?a. Understand the value of coinsb. Point to the correct algebraic formulac. Increase the number of times student raises her hand during a 30-minute lessond. Independently operate a microwave oven

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: Generalized reinforcers may be exchangeable for something of value.

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: 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

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

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: Components needed for teaching students to self record include: a. operationally defining the target behavior b. instructing the student in the use of the data collection system c. monitoring at least one practice session d. all of the above

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

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: Types of data collection procedures that have been successfully used by students as means for self recording are:a. eventb. latencyc. anecdotal recordsd. all of the above

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

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

Q: A reactive effect is: a. a behavior change in the desired direction simply as a result of self recording b. an allergic reaction to a stimulus c. a behavior change in the opposite direction d. none of the above

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: Requiring a student to use a method, concept, or theory in various concrete situations require what level of learning? a. Comprehension b. Synthesis c. Application d. Evaluation

Q: When preparing students to take the responsibility for managing their own behaviors, teachers should: a. make no verbal comments when delivering reinforcement b. always choose the reinforcer themselves c. ask the student to restate contingencies d. all of the above

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