1. Dimensions of behavior-altering effects:

a. Are limited to frequency.

b. Include frequency, magnitude, and latency.

c. Include frequency and magnitude but not latency.

d. Include frequency and latency but not magnitude.

2 .Operant stimulus control has been achieved when:

a. A response occurs frequently throughout the day under a variety of stimulus conditions.

b. A response occurs in the presence of a conditioned stimulus.

c. A response occurs more frequently in the presence of a specific stimulus, but rarely occurs in the absence of the stimulus.

d. A response occurs more frequently in the absence of a specific stimulus, but rarely occurs in its presence. 4 points

3. Transfer of stimulus control from prompts to naturally occurring stimuli is accomplished through:

a. Stimulus equivalence training.

b. Prompt fading.

c. Arbitrary stimulus class differentiation.

d. All of the other answers are correct.

4. Behavior-altering effects have:

a. Direct effects.

b. Conditioned effects.

c. Direct and indirect effects.

d. Indirect effects. 4 points

5. …………………………..Motivating operations as they relate to the human organism are unlearned and may include deprivation of food, sexual reinforcement, temperature changes, or painful stimulation.

6.Conditioned motivating operations (CMOs) can be classified as reflexive, surrogate, and………………..?

7. Unconditioned motivating operations (UM0s) have:

a. Value-altering motivating effects that are unlearned.

b. Behavior-altering motivating effects that are a function of a learning history.

c. Behavior-altering effects that are unlearned.

d. Value-altering motivating effects that are a function of a learning history.

8. Concept formation:

a. Requires both stimulus discrimination across different classes and stimulus generalization within a class.

b. Requires both stimulus discrimination within a class and stimulus generalization across classes.

c. Is a simple process that involves strict stimulus discrimination and training to avoid any stimulus generalization.

d. Is a hypothetical mental construct. 4 points Question

9. Which of the following would be included in the feature stimulus class for ducks:

a. All animals.

b. Webbed feet.

c. All birds.

d. Beaks. 4 points Question

10. Motivating operations:

a. Will evoke the target behavior every single time.

b. May never evoke the target behavior.

c. Should evoke the target behavior, but may not consistently do so.

d. Evoke the target behavior even if not first successful at doing so. 4 points

11.Which statement is true?

a. Operant and respondent stimulus control are essentially identical, since both involve antecedent stimuli evoking a response. In addition, the discriminative stimulus for operant behavior and the conditioned stimulus for respondent conditioning serve the same function.

b. Conditioned stimuli acquire their controlling functions through association with stimulus change that occurs following the behavior.

c. Conditioned stimuli acquire their controlling functions through associations with other antecedent stimuli that elicit behavior.

d. All of the other answers are correct.

12 .Which of the following constitutes a prompt?

a. Physically helping an individual perform a task.

b. Providing a reinforcer to an individual for completing a step of a task.

c. Praising an individual for his or her performance.

d. All of the other answers are correct.

13. Stimulus salience:

a. Can affect the development of stimulus control.

b. Refers to the prominence of the stimulus in the person’s environment.

c. Can depend on the sensory capabilities of the learner.

d. All of the other answers are correct.

14. Stimuli in an arbitrary stimulus class:

a. Share common physical forms or relations to the target stimulus.

b. Do not share similar stimulus features.

c. Include an infinite number of stimuli.

d. Comprise a large portion of our conceptual behavior.

15. Which of the following is an example of stimulus fading?

a. Taking a line drawing of a bed and slowly changing it into the letters b-e-d to help a child learn to read the word bed.

b. Most-to-least aroma in.

c. Printing a child’s name on a piece of paper and having him trace his name. Over time, slowly removing one letter of his name, thus requiring him to trace the first letters but to print the last letters himself.

d. All of the other answers are correct. 4 points Question

16.All ……………………. motivating operations are motivationally neutral prior to their relation with another MO or to a form of reinforcement or punishment.

17. Which statement is true?

a. Antecedent variables include only SDs.

b. Value-altering and behavior-altering effects describe the defining effects in the original definition of the establishing operation.

c. An abolishing operation has a behavior-altering effect in which a decrease in the reinforcing effectiveness of some stimulus, object, or event occurs.

d. Behavior-altering effects refer only to the frequency of a behavior.

18.Stimulus equivalence:

a. Means that two stimuli share a number of common features.

b. Is important to the development of stimulus discrimination.

c. Means that a person responds accurately to untrained and nonreinforced stimulus-stimulus relations following training on different stimulus-stimulus relations.

d. Requires testing of reflexivity, symmetry, and commonality.

19. A discriminative stimulus is:

a. A stimulus in the presence of which a response will be reinforced.

b. A stimulus in the presence of which a response will not be reinforced.

c. A stimulus in the presence of which a response will be placed on extinction.

d. A stimulus that cues respondent behaviors to occur.

20.Stimulus generalization has occurred when:

a. A response occurs more frequently in the presence of a specific stimulus, but rarely occurs in the absence of the stimulus.

b. The same response occurs in the presence of two different, but similar, stimuli.

c. One response occurs in the presence of a specific stimulus, and a different response occurs in the presence of a different stimulus.

d. One stimulus evokes a number of different, but similar, responses.

21. Conditioned motivating operations (CMOs) have:

a. Value-altering motivating effects that are unlearned.

b. Behavior-altering motivating effects that are a function of a learning history.

c. Behavior-altering effects that are unlearned.

d. Value-altering motivating effects that are a function of a learning history.

22.Which of the following statements is false?

a. Stimulus generalization and stimulus discrimination are opposites.

b. Stimulus generalization is a desired long-term goal of all behavioral interventions.

c. The more similar two stimuli are, the more likely stimulus generalization will occur

d. If a student lacks attending skill, this will make it more difficult for stimulus control to develop for the student.

23.Occurs when, in the absence of training and reinforcement, one matches a novel picture of an object to an identical picture of an object when it is presented in an array of other objects.

24.The term “motivating operation” has been suggested to replace the term “establishing operation” with the addition of the term(s):

a. Condition-altering, behavior-altering.

b. Unconditioned, conditioned.

c. Value-altering, behavior-altering.

d. Operant, conditioned evocative. 4 points Question

25.Which of the following is a stimulus prompt?

a. Mary is trying to do laundry but has forgotten the next step. Ashley says to Mary, “Remember, next you need to put the soap in the washing machine.”

b. Mary puts soap in the machine but does not begin putting clothes in the washing machine. Ashley picks up a piece of clothing and puts in the washer, saying, “Do this.” Activate Windows c. After putting the clothes in the washer, Mary attempts to close the lid to the washer. Due to her limited vision, she keeps missing the lid when she reaches for it. Ashley physically guides her hand to the wash

c. After putting the clothes in the washer, Mary attempts to close the lid to the washer. Due to her limited vision, she keeps missing the lid when she reaches for it. Ashley physically guides her hand to the washer lid and puts her hand on the lid.

d. After closing the lid, Mary turns the dial to the correct cycle. Prior to the training session, Ashley painted a red arrow to the correct setting to help Mary remember where to set the dial. Mary successfully sets the dial to the correct setting without any additional assistance.

Laura would like to shape the tidiness of her husband, who always leaves his clothes in a pile on the floor at the end of the day instead of throwing them in the clothes hamper, which is in the laundry room. She begins by providing him with lavish praise and offering to make him a nice dinner when he puts his clothes in a heap in the laundry room rather than in a heap on the bedroom floor. Now, he is consistently putting his clothes in a heap in the laundry room. Next, she plans to provide praise and a nice dinner only if her husband sorts his laundry into whites and colors and puts his laundry into the appropriate laundry basket. What do you think about her plan?

a. Given how well Laura’s plan has worked to date, this should work fine.

b. Laura should plan more gradual steps to increase the likelihood of her husband’s success. Otherwise, he is likely to become frustrated and receive little or no reinforcement for quite some time.

c. Laura should stop the intervention and be pleased that she has gotten her husband to come this far.

d. Laura should add a general praise statement each morning that her husband’s help with the laundry is appreciated.

Question 2.Shaping a behavior within a response means that the form of the behavior remains constant, but differential reinforcement is applied to a dimension of the behavior.

Question 3 .Which of the following is the best example of shaping to teach an individual to sign “please to get access to a toy? (A please sign consists of placing an open palm on the chest and making a circular motion.)

a. First reinforce lifting the hand, then reinforce lifting the hand to the chest, then reinforce lifting the hand to the chest and making a circular motion.

b. Provide full physical assistance to lift the hand to the chest and make a circular motion, then provide partial physical assistance to lift the hand to the chest and make a circular motion, then provide a model of lifting the hand to the chest and making a circular motion, then provide a verbal prompt to sign “please.”

c. Provide a verbal prompt, “Sign please.” If the individual does not sign “please,” provide a model. If the individual does not sign “please,” provide partial physical assistance to lift the hand to the chest and make a circular motion. If the individual still does not sign “please,” provide full physical assistance to raise hand to chest and make a circular motion.

d. Provide a cue to sign “please.” If the individual signs “please,” provide reinforcement. If the individual does not sign “please,” withhold reinforcement. 4 points Question 4

Question 4. A major advantage to the backward chaining procedure is that:

a. The learner will get immediate access to the reinforcer for completing the chain of behaviors.

b. The learner will get to practice every step of the chain each time the teacher conducts a training session.

c. The learner will always start with the first step of the task whenever a training session is conducted. Activate Windows

d. All of the other answers are correct.

Question 5 . Teaching learners to do what the model does, regardless of the behavior modeled, is the major objective of what?

a. Imitation training.

b. Antecedent control.

c. Formal modeling.

d. Formal similarity. 4 points Question 6

Before you use a chaining procedure, it is recommended that you task analyze the skill to be taught. What does it mean to task analyze a skill?

a. Make a sequential list of all the smaller substeps of the task to be trained.

b. Plan your prompting strategy carefully.

c. Conduct a reinforcer assessment prior to beginning training.

d. Analyze the response class and reinforce successive approximations to the terminal behavior. 4 points Question 7

Question 7 When shaping a new behavior, it is important to:

a. Carefully analyze the response class to identify the discrete behaviors that are part of the terminal behavior.

b. Know the terminal behavior.

c. Have a plan for how you will reinforce the behaviors that are part of the terminal behavior.

d. All of the other answers are correct. 4 points Question 8

Question 8. A guitarist hears a novel section of improvised music and then immediately reproduces it. In this situation, has occurred. Later, one guitarist says to another, “Listen to this. I want to teach you this.” The first guitarist demonstrates the new section of music. They practice until the second guitarist learns it. On stage the first guitarist plays the section of new music, and the second guitarist immediately follows by reproducing the same music. The second guitarist’s reproduction is the result of (as a result of the reinforcement history).

a. A discriminated operant, imitation.

b. Prerequisite differentiation, mimicking.

c. Imitation, a discriminated operant.

d. A generalization gradient, rote imitation.

Question 9 .Which of the following statements is false?

a. Every step in a behavior chain (except the first and last behaviors) serves two functions: an SD for the subsequent step and a conditioned reinforcer for the preceding step.

b. A behavior chain with a limited hold results in performance that is both accurate and fluent.

c. Once you have developed a task analysis, you should not change the sequence of steps, add steps, or remove steps in the analysis. This invalidates the task analysis.

d. In order to construct a task analysis, it is acceptable and valid to perform the behavior yourself and write down the steps to the skill as you perform them. 4 points Question 10

Question 10.An antecedent stimulus that evokes the imitative behavior is:

a. A chaining of behaviors.

b. An imitative response chain.

c. An operative behavior.

d. A model. 4 points

Question 11

Ms. March is teaching Matthew to do his laundry. She has written a task analysis for doing laundry, which consists of 36 steps. She conducted an initial assessment to identify which steps Matthew could already do, and she discovered that the only step he can presently do independently is to open the lid to the washer. She decides to use total-task presentation as her method of teaching this complex chain of behaviors, using a least-to-most prompting strategy. What might be one disadvantage to this procedure?

a. This procedure is likely to make each training session quite long.

b. Matthew may become confused with the sequence of the task, because the teaching procedure involves having him do the last step, then the last two steps, and so on.

c. Because Matthew’s present behavior will be placed on extinction until he emits a new behavior that is closer to the terminal behavior, he will likely become very frustrated.

d. All of the other answers are correct. 4 points Question 12

12. A type of antecedent stimulus with the capacity to evoke imitation is:

a. Echoic stimulus.

b. Planned model.

c. Unplanned model.

d. All of the choices are correct.

Question 13 .Which of the following statements is true?

a. Typically developing children and children with developmental disabilities initially acquire many skills by imitating planned and unplanned models.

b. Delayed behaviors using the topography of an imitative behavior, by definition, are imitative.

c. To maintain quick and active imitation training, practitioners should allow no more than 2-3 minutes between opportunities to respond.

d. In the early stages of imitation training, practitioners should reinforce each occurrence of either a prompted or true imitation. 4 points Question 14

Question 13. Which factor can impact an individual’s performance on a behavior chain?

a. A more complete task analysis results in better performance.

b. The longer and more complex the chain, the more difficult it is to learn. Also, when there are more responses in the chain, the schedule of natural reinforcement may be leaner. Thus, a denser schedule of reinforcement may be required.

c. Unless stimulus variation is programmed into instruction, any variation of stimuli within the chain may produce decreased performance on the entire chain, because the stimuli will not occasion the correct response or responses.

d. All of the other answers are correct.

Question 15

Which statement is true?

a. One way to make the shaping process proceed more quickly is to implement response prompts along with the shaping procedures.

b. If one implements response prompts during the shaping process, it is not necessary to fade those prompts over time. The shaping process will automatically eliminate the need for prompts.

c. If an individual becomes stuck during shaping (that is, he or she does not seem to be able to meet the newly increased criteria for obtaining reinforcement) and frustrated, the trainer should continue to the next step of the shaping sequence. This will allay any frustration the individual is experiencing.

d. It is important for trainers to ensure that a successive approximation is well established (that is, repeatedly reinforced) in the client’s repertoire before increasing the criteria for reinforcement. This will ensure that the shaping process moves along more quickly. 4 points Question 16

Question 16. Which statement is true?

a. The process of differential reinforcement produces response differentiation.

b. Melania has been working with a boy to shape his handwriting. At first, he could hold his pencil and write the letters of his name, but the marks were so faint that one could hardly see them. Over time, Melania taught him to press his pencil hard enough so that people could easily see the marks he had made. The shaping procedure Melania used is an example of shaping across a response topography.

c. It is not common for problem behaviors to be learned via shaping processes.

d. In fading, behavior is changed by changing consequence stimuli, while in shaping, behavior is changed by gradually changing the antecedent stimuli. 4 oints

Question 17 If progress breaks down while conducting imitation training, the practitioner should:

a. Reduce the speed of the lesson.

b. Back up and move ahead slowly.

c. Change to alternate behaviors then return.

d. Remove that behavior from the repertoire. 4 points Question 18

Question 18. Which of the following statements is true?

a. A task analysis for a skill for one person should be the same as a task analysis for the same skill for another person.

b. The key difference between the single- and multiple-opportunity methods is that assessment stops after one error with single-opportunity methods of assessment, whereas in multiple-opportunity assessments, assessment continues after errors.

c. The research literature has repeatedly shown that the total-task chaining procedure is the most effective method of chaining.

d. In backward chaining, the individual learns to complete the steps of a task in reverse order.

Question 19.When a model and the behavior physically resemble each other and are in the same sense mode, this is known as:

a. Formal similarity.

b. Formal modeling.

c. Formal sensing.

d. Antecedent control. 4 points Question 20

Question 20

After the model evokes an imitation, that behavior comes into contact with contingencies of:

a. Similarity.

b. Antecedent control.

c. Reinforcement.

d. Punishment.

Question 21

Gretchen has been trying to teach Glen, a preschooler, to pull up his pants by himself after using the toilet. She has been using a shaping model. She began by reinforcing the behavior with an animal cracker for bending over and touching his waistband. He is now doing that consistently. Next, she wants him to start pulling his pants a little bit. However, she has become very frustrated because Glen continues to simply touch his pants rather than pull a bit. What should Gretchen do?

a. Gretchen should pull up his pants for him. Glen is not ready to do this behavior and will grow into it over time.

b. Gretchen should intermittently give Glen a reinforcer for touching his pants to make sure he does not get too frustrated.

c. Gretchen should reanalyze her task analysis and chunk the skills into bigger steps.

d. Gretchen should add a prompt of some sort (for example, a verbal or physical prompt) to help make the shaping process more efficient. 4 points Question 22

Question 22

If you are teaching a student to make a peanut butter sandwich, which of the following represents a total-task chaining approach?

a. Having the trainer complete all steps except the last one (putting the bread together). The student puts the bread together himself. When he has mastered that step, the trainer completes all but the last two steps, and the student completes those. And so on.

b. Having the student complete the first step (getting out the bread) and the trainer completing the remaining steps. When the student has mastered that step, the student completes the first two steps while the trainer completes the rest. And so on.

c. Having the student complete all steps of the task, while the trainer provides the necessary level of prompt at each step.

d. Having the trainer model all steps of the task on all occasions. 4 points Question 23

23.Striefel’s (1974) imitation training program recommends selecting at least behaviors to use as models, ranging from gross to fine motor movements.

a. 5.

b. 10.

c. 25.

d. 50.

Question 24
You will be meeting with a caregiver to explain how the shaping process should proceed. You plan to use non-technical language to describe which of the following?
a. At each step, the successive approximation should receive reinforcement and decrease, and the previous step should be placed on extinction and increase.

b. At each step, the successive approximation should receive reinforcement and maintain its current frequency. The previous step also should be placed on extinction and maintain its current frequency.

c. At each step, the successive approximation should receive reinforcement and increase, and the previous step should be placed on extinction and decrease.

d. None of the other answers are correct. 4 points Question 25

Question 25.Shaping response topographies involves different forms of related behaviors that are part of the terminal response. Shaping the response topography should maintain the same form of behavior throughout but should change along some other dimension (for example, duration or intensity of the behavior).

a. Within, across.

b. Across, within.

c. Across, outside.

d. Outside, equivalence for.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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