PSY7713_Quizzes

Week 1: Antecedent-Based Strategies and Stimulus Control  A behavior that produces corresponding modifications or co-variations in other adaptive, untrained behaviors is a(n) ____________. o Pivotal behavior  Improving academic grades is not a good target behavior because academic grades: o Do not specify the behaviors required to achieve the goal.  When prioritizing behaviors for change, which behavior will be deemed as being more important to initially focus on? o Elopement (running away from parents in mall)  One method of priority ranking various potential target behaviors is to use a(n): o Ranking matrix  Explicit behavior definitions are important to the practitioner of applied behavior analysis for all of the following except: o Increased likelihood of behavior change.  Potential target behaviors should not be selected if the primary reason for selection is the: o Benefit of others.  Interviews should avoid why questions, because these tend to encourage _______ explanations of behavior. o Mentalistic  A descriptive and temporally sequenced account of behavior in the natural environment is called a(n): o Anecdotal observation  The ________ of behavior rule states that a target behavior should only be selected when it can be determined that the behavior will produce natural reinforcement. o Relevance  The principle of ________ determines the degree to which a person's behavior repertoire maximizes short- and long-term reinforcers for that individual and for others, and minimizes short- and long-term punishers. o Habilitation  Behavior that exposes an individual to new contingencies, reinforcers, and stimulus controls is called o Behavior cusp  When a problem behavior has been targeted for reduction or elimination, the behavior analyst must always include a(n) ________ in the intervention plan. o Replacement behavior  Juan is a six-year-old boy with a developmental disability who attends an integrated kindergarten class. Assessments have identified four target behaviors. Which behavior should be the first target for intervention? o Bolting from the playground  In determining the likelihood of success in changing a behavior, all of the following should be considered except: o Social validity of the behavior  Explicit behavior definitions are important in research of applied behavior analysis for all of the following except: o Agreement between assessment and intervention data.  Behaviors have ________ if they affect a person's life in a positive and meaningful manner. o Social validity  Outcome criteria should be established before intervention commences for all of the following reasons except:

o To ensure accurate data collection.  Learning a pivotal behavior can result in modification of other behaviors that have not yet been learned. o TRUE  Which of the following terms or phrases should not be part of an observable and measurable intervention goal? o Anxiety  An intervention goal that is measurable and observable must include which of the following? o A target behavior o Clear specifications of the context in which the behavior is to occur. o Criteria for accomplishment of the goal.  What important component is this intervention goal missing? During math class, Alejandra will ask and answer questions within 30 seconds, in complete sentences that are loud enough to be heard by the listener. o Criteria for accomplishment of the goal.  What important component in this intervention goal is missing? During in-home sessions, when presented with the antecedent, "What sound does a _____ make?" John will talk for 8 out of 10 trials across two consecutive sessions. o Target behavior  Which of the following should not drive the development of potential goals and interventions? o Benefit of others  What question should be asked when assessing which goals or interventions should be put in place for a client? o Is this behavior a necessary prerequisite for a useful skill? o Is this an age-appropriate behavior? o If the proposed goal is looking at behavior reduction, what adaptive behavior will replace it? Week 2: antecedent-Based Strategies and Skill Acquisition  An individual diagnosed with autism spectrum disorder frequently engages in aggressive behavior when he wants a break from a task at work. When he engages in aggressive behavior, he is required to continue working on the task, but if he asks for a break his behavior is reinforced with a break from the task. Which variation of DRA is being used in this example? o Functional communication training  You are teaching a large group of students, and they are very disruptive during your class, talking out of turn, laughing, and throwing things at each other. You want to improve their behavior, so you decide to implement a DRA intervention. This means you will reinforce: o None of the other answers are correct  You are working with a student who is frequently out of his seat. You decide to provide the student with reinforcement every time he is in his seat for five consecutive minutes. If he does not stay in his seat for five consecutive minutes, you withhold the reinforcer. What type of intervention have you implemented? o DRI  What is the difference between DRI and DRA? o When selecting a DRA/DRI response, one should select a behavior that is not in the learner's current repertoire, in order to avoid accidentally reinforcing something associated with problem behavior.

 Andrea is four years old and has limited communication skills. She often says "No!" and pouts in a corner when she is told to sit at the table to work on less preferred learning activities. As her teacher, you believe that Andrea is trying to escape the tasks and that breaks from tasks will be an effective reinforcer for her. You want to implement DRA because Andrea has limited communication skills. Which of the following would be an example of DRA using negative reinforcement? o If Andrea completes one step of the task, she may leave the table and take a break. If she is noncompliant, she must stay at the table.  If you want to use DRI to decrease Melinda's hitting other children in the hallway, you would: o Provide reinforcement contingent on Melinda walking down the hall with her hands in her pockets or folded across her chest.  Which statement is false? o When designing a DRA/DRI intervention, it may be a good idea to use the same reinforcers that maintain problem behavior as the reinforcers for the A and I behaviors.  Which statement is true? o When selecting a response for a DRA/DRI intervention, one should select a response that is already in the learner's repertoire so that the behavior will likely contact the contingencies of reinforcement.  High-p sequence refers to: o High-probability request sequence..  Functional communication training is an application of this procedure: o DRA  Effective use of functional communication training (FCT) includes: o Schedule thinning. o Decreased use of verbal prompts. o Dense schedules of reinforcement.  When using the high-p sequence effectively: o Behaviors should be selected from the current repertoire, and requests should be presented at a rapid pace. .  Which statement is true? o Functional communication training establishes an appropriate communication behavior to compete with problem behaviors evoked by an establishing operation.  Which is true about the high-p sequence technique? o The technique may decrease response latency. o The technique is a non-aversive procedure for improving compliance by diminishing escape-maintained problem behaviors. o The technique may increase the time engaged in completing tasks.  What is not an important consideration for using the high-p request sequence effectively? o Presenting requests on a slow, fixed-time schedule.  When implementing functional communication training (FCT), alternative responses can include: o Communication boards, textual words, and/or picture cards. o Signs (that is, finger spelling or sign language) and/or gestures. o Vocalizations and/or electronic, computerized vocal output systems.  Which procedure can be used to develop stimulus control? o Stimulus discrimination training.  Which antecedent control procedure is illustrated in this example? To make it less likely that she would eat junk food, Melissa removed all junk food from her house. o Increase response effort.

 Functional communication training is considered to be: o Antecedent intervention.  Behaviors selected for a high-p request sequence should: o Be a part of the learner's current repertoire.  To effectively implement a high-p request sequence, it is important to: o Present requests in a rapid sequence.  Antecedent interventions are also known as: o Antecedent manipulations. o Antecedent procedures o Antecedent control  When using a high-p sequence effectively, behaviors should be selected from the current repertoire and requests should be presented at a very slow, even pace. o FALSE  Behavior momentum is sometimes referred to as ____ request sequence. o High P  Applied behavior analysts have used several labels to identify high-probability request sequences. All of these are included except: o Premack principles Week 3: Reinforcement-Based Procedures  Which statement is true? o Conditioned stimuli acquire their controlling functions through associations with other antecedent stimuli that elicit behavior  Which statement is true? o Stimulus generalization and stimulus discrimination are opposites. o The more similar two stimuli are, the more likely stimulus generalization will occur. o If a student lacks attending skill, this will make it more difficult for stimulus control to develop for the student.  A stimulus delta is: o A stimulus in the presence of which a response will not be reinforced.  Matt's dad is teaching him to shoot a basketball. His dad takes the ball and demonstrates to Matt how to shoot it through the hoop. The use of antecedent stimuli by his dad to get Matt to engage in the right behavior at the right time is called: o Prompting  The procedures of prompting and fading are used to: o Develop new behaviors. o Develop stimulus control. o Get existing behavior to occur at the correct time.  In order for prompting and fading to lead to stimulus control, the prompts must be presented in the presence of: o The discriminative stimulus.  Which of the following is not a method of transferring stimulus control? o Prompt satiation  Antecedent control procedures involve the manipulation of: o Discriminative stimuli and cues. o Establishing operations. o Response effort.  Antecedent control procedures are used when:

o A behavior is already in the person's repertoire. o The goal is to decrease competing behaviors. o The goal is to increase a desirable behavior.  Antecedent control procedures are used when: o The change agent has control over relevant antecedent events.  When would one consider the use of antecedent control strategies? o When the goal is to increase or decrease a target behavior. o After conducting a functional assessment of the behavior to be modified.  Which type of prompt in the most intrusive? o Physical prompt.  When running a discrete trial, all of the following should be applied except: o Only use prompting procedures.  When running a listener training trial, Marvin said, "Clap your hands, Alyssa," then immediately physically prompted Alyssa to clap her hands. He said, "Great. Clap your hands." Alyssa responded independently by clapping her hands, so Marvin handed her a highly preferred reinforcer, a gummy bear. This is an example of what type of procedure? o Using a transfer trial.  The following exemplifies what type of procedure: Instructor: Holds up a picture of a fish and says, "What is it?" Student: "Ocean." Instructor: Holds up a picture of a fish again and says, "What is this?" then immediately says, "Fish." Student: Echoes "Fish," based on the verbal response of the instructor. Instructor: "Right. What is it?" Student: Says "Fish," without a prompt, responding only to the SD of the question o Error correction.  Which of the following is not a consideration when setting up an ABA/VB program in the natural environment? o Use the same materials (such as picture cards) that you use in DTT sessions.  Teaching in a setting that naturally surrounds the child, but still involves contrived and planned exercises and data collection is referred to as: o Natural environment teaching (NET).  Which of the following methods might be used as part of an errorless learning procedure? o Time-delay  What do the procedures of using most-to-least prompts, time delay, and stimulus fading have in common? o They can all be used as part of errorless learning procedures.  Which of the following targets could be taught using an errorless learning procedure? o Card sorting o Arithmetic operations. o Learning routes through a city.  The incidental teaching model is likely to work best for which of the following targets o Mand  The following is an example of using what type of procedure:  Instructor: Knows that the learner loves ice cream. Sees the learner looking out the window as the ice cream truck arrives. Learner: Starts to head for the front door. Instructor: Blocks access to the door and says, "Open." Learner: Says "Open."