5013 unit 1

Question 1

A behavior may be selected as a target for change because:

X = It seems unusual to people around the individual

Y = A deficit makes the person too dependent on others

Z = It helps the individual achieve outcomes

Answer 1

Y and Z only

Question 2

When a person cannot do a skill, we refer to this as a ___X___. When a person will not do a skill they are able to do, we refer to this as a _____Y____.

X= performance problem; Y= compliance problem

X= performance problem; Y= skill deficit

X= skill deficit; Y= problem with fluency

X= skill deficit; Y= performance problem

Answer 2

X= skill deficit; Y= performance problem

Question 3

Which statement would belong as part of a definition of adaptive behavior? Adaptive behavior is:

A. The full range of possible performances of a skill by anyone within a cultural or social group, either with or without a disability.

B. All of these characteristics define an adaptive behavior

C. Those skills or abilities that enable an individual to meet standards of personal independence and responsibility that are expected of his/her age group.

D. Static, and does not change based on variables such as a person’s age or cultural expectations.

Answer 3

C. Those skills or abilities that enable an individual to meet standards of personal independence and responsibility that are expected of his/her age group.

Question 4

“Acquisition Targets” can be identified when a person cannot do a socially significant or functionally useful skill even:

X= Under the most powerful contingencies.

Y= When given the most specific and clear instructions.

Answer 4

X and Y

Question 5

Typically, “Mastered Tasks” can be performed during at least
____________ of the trials

A. 80%

B. 100%

C. 50%

D. 65%

Answer 5

A. 80%

Question 6

Which of the following is a behavior based skill assessment tool in this unit:

A. Essential For Living

B. The MMPI

C. SIT scale

D. The Maladaptive Behavior Rating Scale

Answer 6

A. Essential for Living

Question 7

Jenny is a 4-year old with significant language delays. She is also delayed in some significant social and pre-academic skills. Which assessment/cu

A. Essential For Living

B. Vineland Adaptive Behavior Rating Scale

C. MOVE functional motor movements

D. VB-MAPP

Answer 7

D. VB - MAPP

Question 8

The following can be conditioned as “reinforcers”, except:

A. These are all good conditioned reinforcers

B. Yourself (as the teacher)

C. Praise

D. Compliance

Answer 8

D. Compliance

Question 9

Jerry usually sits on his own and flaps his hand in front of his face. When prompted to do a task, he often slaps his head until the person asking him to do the task goes away. Jose sits across the dining room table with Jerry’s favorite beverage, a cup of coffee. When Jerry stops flapping his hands for a moment and makes eye contact, Jose says, “Great looking at me, Jerry. “ He immediately passes Jerry a small amount of coffee in a paper cup. Soon in Jose’s presence, Jerry flaps his hands less and looks at Jose more often. Afterwards, when Jose praises Jerry following an instruction, that behavior begins to increase in strength and frequency. Jose praising Jerry before delivering coffee established social praise as a:

A. Conditioned reinforcer

B. All these may be correct

A. Conditioned reinforcer

B. All these may be correct

C. Conditioned establishing operation

D. Conditioned stimulus

Answer 9

A. Conditioned Reinforcer

Question 10

In relation to the question above about Jose and Jerry, what process led to the change in function of praise?

A. Motivational operation

B. Stimulus control

C. Yoking

D. Pairing

Answer 10

D. Pairing

Question 11

Which of the following is most likely to functional as the SD for a
“listener skill”?

A. Spoken word direction

B. An echoic response

C. Non-verbal environmental events

D. A conditioned reinforcer

Answer 11

A. Spoken word direction

Question 12

An antecedent which, after teaching, evokes the target response is a:

A. Reinforcer

B. Motivating Operation

C. SD

D. Prompt

Answer 12

C. SD

Question 13

A teacher says, “Ok, class, now it is time to close your social studies book and open your math book to page 157.” This verbal direction is most likely a(n) ____ for opening the math book?

A. SDP

B. Both prompt and SD (they are the same)

C. SD

D. Prompt

Answer 13

C. SD

Question 14

Antecedents that may temporarily increase or decrease the value of a reinforcer and evoke an appropriate response are:

A. Prompts

B. Motivating Operations

C. Reinforcers

D. SDs

Answer 14

B. Motivating Operations

Question 15

Telling a child to pick up his fork and take a bite, after the plate of food has been placed in front of him, would be an example of a(n):

A. Motivating operation

B. Prompt

C. SD

D. Reinforcer

Answer 15

B. Prompt

Question 16

The following could be an example of an artificial consequence for teeth brushing, except:

A. Praise

B. Clean teeth and fresh breath

C. A token delivery

D. A check on a chore list

Answer 16

B. Clean teeth and fresh breath

Question 17

Reinforcement should be used for all the following, except:

A. Strengthening a dimension of an already acquired skill

B. Establishing a new behavior

C. Maintaining behavior that has been established

D. In both operant and respondent conditioning

Answer 17

D. In both operant and respondent conditioning

Reinforcement can be used to: (a) Establish a new behavior. (b) Maintain behavior that has already been established. (c) Strengthen a dimension of behavior (such as the rate or intensity). Respondent conditioning involves only antecedents and not consequences. Thus, reinforcement is not used in respondent conditioning.

Question 18

Which of the following is a potential unwanted effect of reinforcement?

A. Establishing the deliverer as an SD

B. An increase in a dimension of the target behavior

C. Creating a “cookie monster”

D. Establishing the desired rate of appropriate behavior

Answer 18

C. Creating a “cookie monster”

Creating a “cookie monster” or someone who mands for things at an inordinately high rate is a potential unwanted effect of reinforcement. All the other effects listed are desirable effects of reinforcement.

Question 19

____ prompts operate directly on the ____.

A. Movement cue; Response

B. Response; Response

C. Response; Stimulus that should evoke behavior

D. Stimulus; Response

Answer 19

B. Response; Response

“Movement cues” are a type of stimulus prompt. Response prompts operate directly on the response.

Question 20

If the learner does not have imitation skills, which type of prompt would be inappropriate to use?

A. Partial physical

B. Full physical

C, All the listed items are appropriate to use

D. Demonstration

Answer 20

D. Demonstration

Question 21

Stimulus prompts operate directly on an antecedent to cue a correct response in conjunction with:

A. The critical SD

B. Supplemental stimuli

C. Abolishing operations for reinforcement

D. The critical reinforcer

Answer 21

A. The critical SD

A stimulus prompt is a supplemental stimulus that operates in conjunction with the critical SD to evoke behavior. Supplemental stimuli is too vague and may refer to any number of things.

Question 22

Fading is a technique used to gradually transfer ___X___ from supplemental stimuli to naturally occurring ____Y___.

A. X= generalized responses; Y= consequences

B. X= prompted responses; Y= unprompted responses

C. X= stimulus control; Y= EOs and/or discriminative stimuli

D. X= discriminative control; Y= unconditioned stimuli

Answer 22

C. X = Stimulus control; Y = EOs and/or discriminative stimuli

Question 23

Amy-Jo instructs Zach to come near her by saying, “Zach, come here please.” 5-seconds has elapsed and Zach does not move towards her so she issues a verbal prompt. Another 5-seconds has elapsed and there is still no movement so she uses her hand to make a “come here” gesture. Finally, upon seeing this gesture prompt, Zach moves closer to her. Which procedure for fading prompts does this exemplify?

A. Stimulus prompting

B. Graduated guidance

C. Least-to-most prompting

D. Most-to-least prompting

Answer 23

C. Least to most prompting

Question 24

Casey’s ‘set the table’ program contains 10 steps in a specific sequence. The last step is “put the knife to the right of the fork on top of the napkin.” Data show she can reliably do this step with a light touch prompt. However, during the most recent trial, a full physical prompt was required to evoke this response. With regards to the use of reinforcement and prompting, which statement is true?

X= Her behavior tech should not issue reinforcement because a more intrusive prompt was required to evoke the response.

Y= Her behavior tech should issue punishment before delivering a more intrusive prompt.

Answer 24

X= Her behavior tech should not issue reinforcement because a more intrusive prompt was required to evoke the response.

Question 25

Nico can say his phone number but he cannot write it down. Scott, his behavior analyst, writes down Nico’s phone number, 8675309, on a piece of paper. He requires Nico to trace all seven digits. Once Nico does that reliably, Scott writes down: 867530. Nico traces the six digits and writes the seventh digit without a prompt. On later trials, Scott continues to take a digit away until Nico can write down all seven digits without any prompts. Which procedure does this describe?

A. Stimulus fading in

B. Response prompts fading out

C. Response prompts fading in

D. Stimulus fading out

Answer 25

D. Stimulus fading out

This is an example of stimulus fading out which is akin to most-to-least. Consider the initial stimulus prompt consisted of seven digits. Later stimulus prompts featured fewer digits (i.e. more digits to fewer digits).

Question 26

What type of prompting procedure is used in “errorless learning”?

A. Least-to-Most prompting

B. Shaping

C. No-No Prompting

D. Most-to-Least prompting

Answer 26

D. Most-to-Least prompting

Question 27

A “task analysis” is:

A. Series of steps that break down a skill into teachable units.

B. A functional assessment approach to determines the controlling variables that maintain the completion of a particular task.

C. A procedure used to teach a series of steps in a behavior chain.

D. A type of treatment evaluation used to identify the effective component(s) on a treatment package

Answer 27

A. Series of steps that break down a skill into teachable units

Question 28

A “task analysis” consists of:

A. Comparing different tasks to evaluate which one is the most efficient.

B. Identifying the effective component(s) in a treatment package.

C. Teaching a sequence of steps in a particular order.

D. Breaking down a skill into teachable units.

Answer 28

D. Breaking down a skill into teachable units

Question 29

From the list below, identify the option that is NOT a step used to develop a task analysis.

A. Perform the task or watch someone perform the task to identify the steps that are necessary to complete it.

B. Perform or have someone perform the task according to the steps listed to check if the sequence matches what the learner should do.

C. Write down each individual step in a sequence.

D. Identify the reason(s) why the person is not completing a particular task.

Answer 29

D. Identify the reason(s) why the person is not completing a particular task.

Question 30

A behavior may be selected as a target for change because:

X = It seems unusual to people around the individual

Y = A deficit makes the person too dependent on others

Z = It helps the individual achieve outcomes

Answer 30

Y and Z only

Question 31

Which procedures can be used to teach a behavior chain?

A. Modeling

B. Chaining

C. Any of these procedures

D. Instructions

Answer 31

C. Any of these procedures

Chaining (various types), modeling, instructions (oral and/or written), and behavioral skills training (I-M-R-F-P) can all be used to teach a behavior chain.

Question 32

Which is not a chaining procedure?

A. Total task chaining

B. Backward chaining

C. Forward chaining with leaps ahead

D. Forward chaining

Answer 32

C. Forward chaining with leaps ahead

Forward chaining with leaps ahead is not a type of chaining procedure, because with forward chaining, the learner is not exposed to the latter steps on the chain until he/she has already mastered the earlier steps.

Question 33

Before you begin teaching, you must identify:

X= what you want the learner to do.

Y= the conditions under which you want the learner to exhibit the behavior.

Z= the function of problematic behavior.

A. Z only

B. X, Y, and Z

C. X and Y only

D. Y and Z only

Answer 33

C. X and Y only

Question 34

What chaining procedure is recommended for individuals that can already perform some of the steps in the chain, but need to learn to complete them in a sequence?

A. Forward chaining

B. Backward chaining

C. Total task chaining

D. All of these

Answer 34

C. Total Task training

Both forward and backward chaining are recommended for individuals that cannot complete the steps in a behavior chain. Using forward chaining, one can teach starting with the first step. Using backward chaining, one can by starting from the end (starting with the last step) and moving to previous steps.

Question 35

When a person cannot do a skill, we refer to this as a ___X___. When a person will not do a skill they are able to do, we refer to this as a _____Y____.

X= performance problem; Y= compliance problem

X= performance problem; Y= skill deficit

X= skill deficit; Y= problem with fluency

X= skill deficit; Y= performance problem

Answer 35

X= skill deficit; Y= performance problem

Question 36

All the following are problems with the strength of a target behavior, except the behavior ___________.

A. Lacks mastery

B. Lacks fluency

C. None; these are all problems with the strength of a behavior

D. Does not occur frequently enough

Answer 36

Q.

C. None; these are all problems with the strength of a behavior.

Question 37

Prompts are supplemental antecedents used to ____ a target response.

A. Reinforce

B. Evoke

C. Elicit

D. Either of these

Answer 37

B. Evoke

Question 38

Blanche, a 5-year old girl, confuses lower case letters, “p”, “d”, “b”, and “q”. She can correctly discriminate all the other lower case letters, although she sometimes does so slowly. She recently began to refuse to look through books with her mother, who is trying to teach her to read. Which of the following represents an acquisition task for Blanche?

A. Correctly discriminating between p, d, b, and q.

B. Looking at books with her mother.

C. All these are acquisition tasks for Blanche.

D. Identifying all lower case letters.

Answer 38

A. Correctly discriminating between p, d, b, q