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Question 1

Stimulus Generalization within a Stimulus Class

Answer 1

Ex: A mammal has several critical or must-have features, which, if varied in form, do not change the fact that it is a mammal 

Question 2

Stimulus Discrimination between Stimulus Classes

Answer 2

Ex: Mammals differ from other kinds of animals that do not share the same critical features; even though they may have some non-critical features in common. For example, birds and humans walk on 2 feet of birds do not nurse their young; sharks and dolphins both swim in the sea, but sharks are cold blooded

Question 3

Concept Formation requires:

Answer 3

Stimulus generalization within a stimulus class 

Question 4

Elicit

Answer 4

Evoke or draw out (a response, answer or fact) from someone in reaction to one’s own actions or questions
Respondent behavior is elicited

Question 5

Evoke

Answer 5

To call forth or up: such as. a. : to bring to mind or recollection. this place evokes memories.

Operant behavior is evoked

Question 6

Extinction

Answer 6

The withholding of reinforcement

Question 7

What is the difference between a “simple” and “conditional” discrimination?

Answer 7

The number of antecedent stimuli

Question 8

Discrimination is the result of

A) stimulus generalization

B) differential reinforcement

C) differential discrimination

Answer 8

B) Differential reinforcement

Question 9

Respondent Behavior

Answer 9

Respondent behavior is behavior that is caused by stimulus in the environment. The behavior is unlearned and a reflex. A behavior is elicited, unintentional and cannot be controlled.

Question 10

Operant Behavior

Answer 10

Based upon the consequences that follow a behavior. The consequence of a behavior affects future occurrences of behavior. This is the classic three term contingency used in discrete trial training. Unlike respondent behavior, operant behavior is a choice. It is intentional and evoked by a consequence

Question 11

A game leader gives an instruction (“touch your head”), the players respond according to the instruction, and the responses are reinforced (the player stays in the game) only if the statement, “Simon says…” precedes the instruction. The fourth term in the contingency is:

• the statement “Simon says”
• the instruction
• the players’ responses
• the reinforcer (staying in game)

Answer 11

The statement “Simon says”

Question 12

Response Generalization

Answer 12

Topographical variations in behavior that are functionally equivalent to the trained topography

The development of untrained variations in topography that are functionally equivalent to a trained behavior

Question 13

Response Maintenance

Answer 13

The continued occurrence over time of a trained behavior once training has been discontinued

Question 14

Stimulus Generalization

Answer 14

The occurrence of an established behavior under novel stimulus conditions

Refers to the spread of behavioral function from one stimuli associated with a history of reinforcement to novel stimuli because they share common physical properties

Question 15

Stimulus Discrimination

Answer 15

A behavior results in one consequence in a particular setting, and another consequence in other settings

Question 16

Unconditioned Motivating Operations (UMOs)

Answer 16

MO‘s are classified as unconditioned based upon the unlearned aspect of their value altering effects since the behavior altering effects of MO’s are usually learned

Food reinforcement from food deprivation; pain reduction reinforcement as a result of pain onset or increase

Question 17

Conditioned Motivating Operations (CMOs)

Answer 17

Motivating variables that alter the reinforcing effectiveness of other stimuli, objects, or events as a result of the organism’s learning history

Question 18

Response Generalization refers to the occurrence of

A) Untrained functional variations of a trained response

B) topographical variations of a response as a result of teacher modeling

C) topographical variations in behavior resulting from planned reinforcement

D) formal variations in responses that may be shaped into new behaviors

Answer 18

D
formal variations in responses that may be shaped into new behaviors

Question 19

Response generalization refers to the occurrence of

A) untrained functional variations of a trained response

B) untrained topographical variations of a trained response

C) topographical variations of a response as a result of modeling

Answer 19

B
Untrained topographical variations of a trained response

Question 20

UMOs include deprivation or satiation for food, water, sleep, activity, oxygen and sex. Also, any increase in aversive physical conditions such as body temperature or pain

True or False

Question 21

A motivating operant (MO) is always

A. An antecedent

B. A consequence

C. A type of discriminative stimulus

Answer 21

A. An antecedent

An MO is always an antecedent, it comes before the reinforcer

Question 22

The y-axis of a stimulus generalization gradient represents

A) the range of values over which a parameter of an Sd changes

B) a change in response rate that reflects the amount of stimulus control that is lost when a parameter of the SD changes

C) the rate of the target behavior

Answer 22

A) the range of values over which a perameter of an SD changes

Question 23

The X axis of a stimulus generalization gradient represents:

A) a change in response rate that reflects the amount of stimulus control that is lost when a feature of the SD changes

B) the rate or amount of the target behavior

C) the range of values over which a parameter of an Sd changes

Answer 23

C) the range of values over which a parameter of an SD changes

Question 24

An MO’s value altering effect influences the potency of a reinforcer and can be either an ____ or ____ effect.

A) establishing, abative

B) evocative, abolishing

C) evocative, abative

D) establishing, abolishing

Answer 24

D) establishing, abolishing

Value altering: establishing (increase in current effectiveness), abolishing (decrease in current effectiveness )

Behavior altering: evocative (increase in current frequency), abative (decrease in current frequency)

Question 25

An MO’s behavior altering effect alters the current frequency of behavior and can be either an ____ or ____ effect.

A) evocative, abolishing

B) establishing, abative

C) evocative, abative

D) establishing, abolishing

Answer 25

C) evocative, abative

Value altering: establishing (increase in current effectiveness), abolishing (decrease in current effectiveness )

Behavior altering: evocative (increase in current frequency), abative (decrease in current frequency)

Question 26

You use the help function of your software program to determine how to insert a picture and followed the procedure step by step to successfully insert a picture. You now perform this task fluently. Inserting a picture is now an example of:

A) rule governed behavior

B) direct acting contingencies

C) contingency shaped behavior

Answer 26

C) contingency shaped behavior

Each change of the display is reinforcement for key pressing. This is now contingency shaped behavior

Question 27

You use the help function of your software program to determine how to insert a picture and follow the procedure step-by-step to successfully insert a picture. This is an example of:

A) rule governed behavior

B) direct acting contingencies

C) contingency shaped behavior

Answer 27

A) rule governed behavior

Although there is a short delay between pushing keys and having the picture inserted, the keys were pushed because a verbal instructions. It is, therefore a rule governed behavior.

Question 28

Consequences (i.e., reinforcement, punishment, and extinction) may have:

1) behavior altering effects

2) evocative and abative effects

3) repertoire altering effects

Answer 28

3) repertoire altering effects

Consequent events and responses without consequences could have repertoire altering effects. That is, they may influence future behavior through reinforcement punishment or extinction.

Question 29

MO’s and Sd’s have

A) behavior altering effects

B) repertoire altering effects

C) evocative effects but not abative effects

Answer 29

A) behavior altering effects

MO’s and Sd’s evoke and abate behavior (behavior altering effects) and MO’s also have reinforcer value altering effects. Events that follow behavior, (consequent events and responses, without consequence) have potential repertoire altering effects.

Question 30

A mand will not occur without a/an

A) Sd

B) MO

C) general consequence

D) All the above

Answer 30

B) MO

Mands do not occur without a state of deprivation or aversive stimulation. They may occur without an Sd. Although mands are maintained via receipt of the item or event manded, receipt of the object/event occurs after the mand. So any particular mand event is not dependent upon the consequence that follows it.

Question 31

*Generally speaking, mands and tacts are controlled by ____ and ____, respectively**

A) MOs, Sds

B) Sds, MOs

C) objects, events

Answer 31

A) MOs, Sds

Question 32

Which best characterizes a topographical definition of “teasing”?

A) pulling on the back of the hair and calling “four eyes”

B) any behavior that is likely to evoke a negative response from a peer

C) reaching forward, grasping with the thumb and forefinger, and pulling back

Answer 32

A) pulling on the back of the hair and calling “four eyes”

A topographical definition is one that describes behavior according to its form (ex: “ reaching across the table in taking food from a peer”.) Note that the topographical definition does not describe the function of the behavior. Using the example topographical definition shown above, only behavior which involves “reaching across the table” would be included. Other behaviors, even those which may be associated with the same function, “obtains food that belongs to someone else” would NOT be included.

Question 33

Event recording would NOT be appropriate for measuring which of the following behaviors?

A) mands

B) crying

C) words read

D) all the above

Answer 33

B) crying

Event recording is not appropriate for measuring response that vary widely in duration, occur so rapidly that observers cannot record accurately, or do not have a clear and distinct onset and offset.

Question 34

So that frequency measures can be be meaningfully compared across observation sessions when the duration of observation session varies, frequency measures should

A) not be used

B) be converted to response rate

C) be reported as an average across all observations

D) be converted to percent of opportunities to respond

Answer 34

B) be converted to response rate

Response rate is defined as the frequency of behavior per unit of time. When observation sessions vary in duration, the frequency of responding is determined in part by the length of the observation. In this case, dividing the number of responses by session duration gives the response rate and allows for making meaningful comparisons over sessions of different durations.

Question 35

** Use rate to measure behaviors that occur within discrete trials **

True or False

Answer 35

False

Rate of response is an inappropriate measure for behaviors that can occur only within limited or restricted situations.
Because behaviors that occur within discrete trials are opportunity bound, measures such as percentage of response opportunities in which a response was emitted or trials to criterion should be used.

Question 36

A man has signed up for a wellness program that involves exercise, meal tracking, calorie counting and weekly weigh-ins. He uses a cell phone app to record everything he eats and drinks throughout each day. The app converts the man’s food and drink entries into calories. The app automatically records the man’s exercise activities (duration, heart rate, and calories burned). He attends weekly meetings where his weight is checked, and recorded by a health coach. If the behavior of interest is

A) amount of exercise, heart rate is a direct measure

B) program adherence, weight is an indirect measure

C) program adherence, total daily calories are a direct measure

D) amount of exercise, recorded exercise activities are an indirect measure

Answer 36

B) program adherence, weight is an indirect measure

Indirect measures of behavior target behaviors that are different from the behavior of interest. With indirect measures, a meaningful inference must be apparent between the indirect measure and the behavior of interest. Direct measures of behavior are the same as the behavior of interest. In this example, if the behavior of interest is program adherence, observing and recording whether the man engaged in components of the program would be a direct measure. An indirect measure of the man’s program adherence would be a record of his weight, as we would expect weight to decrease if the man is correctly following the program.

Question 37

During a two minute observation, the first instance of SIB occurred 7 seconds after a staff request. The second instance occurred 8 seconds after that same request. The third instance occurred 9 seconds after that request and the fourth instance occurred 10 seconds after that initial request. Each instance of SIB lasted 5 seconds. What was the latency of SIB?

A) 7 seconds

B) 20 seconds

C) 4 per minute

Answer 37

A) 7 seconds

Latency is a measure of the amount of time between the presence of a specific environmental event and the beginning of the target response that follows it. There is only a single environmental event here: the initial staff request

Question 38

IRT is a measure of the amount of time between

A) two consecutive instances of a response class

B) the onset of a response and the offset of the same response

C) the onset of a stimulus and the initiation of a subsequent response

Answer 38

A) two consecutive instances of a response class

Inter-response time is the time between responses. It is measured from the time one response ends to the time the next response begins.

Question 39

Interresponse time (IRT) measurement

A) is infrequently used in basic research

B) is functionally related to response latency

C) has an inverse relationship with response rate

Answer 39

C) has an inverse relationship with response rate

The higher the rate of response, the shorter the IRT and vice versa. IRTs are used in applied settings when designing and evaluating interventions with DRL and DRH components. Studies in the basic literature regarding the schedules of reinforcement often include IRT measures.

Question 40

IRT is a measure of the amount of time between

A) two consecutive instances of a response class

B) the onset of a response and the offset of the same response

C) the onset of a stimulus and the initiation of a subsequent response

Answer 40

**A) two consecutive instances of a response class

Interresponse time is the time between responses. It is measure from the time one response ends to the time the next response begins.

Question 41

When measuring IRT, stop the timer

A) when the behavior stops

B) when the behavior begins

C) at the cessation of the stimulus that is to occasion the behavior

Answer 41

B) when the behavior begins

IRT is the time between responses. It is measured form the time one response ends to the time the next response begins.

Start the timer when the behavior stops. Stop the timer when the behavior begins.

Question 42

Which is an example of a behavior’s topography?

A) deadlifting a 200 lb bar bell off of the ground

B) evacuating the building within 2 minutes after the alarm rings

C) turning the saw 45-degrees to cut wood that makes a 90-degree angle at the junction

Answer 42

C) turning the saw 45-degrees to cut wood that makes a 90-degree angle at the junction

The topography of a behavior refers to its appearance, shape or form. For example, when learning to write the letter “b”, the shape or appearance of the letter is important. Topography is a measurable dimension of behavior and is responsive to being shaped by environmental consequences. Behaviors with very different topographies can serve the same function, because the form of a behavior is independent of its function.

Question 43

A student is learning to discriminate between the long and short vowel sounds of the letter ‘o’ (e.g., toe versus top). Words with either the long or short vowel sound are presented in random order in blocks of ten trials. Trials-to-criterion data would be reported as

A) the number of times the student correctly discriminates between words with long and short vowel sounds within a block of trials.

B) the number of trial blocks on which the learner correctly discriminates between words with long and short vowel sounds on novel words.

C) the number of trial blocks presented until the student correctly discriminates between words with long and short vowel sounds on all ten trials.

D) the total number of trials across all trial blocks on which the
learner correctly discriminates between words with long and short vowel sounds.

Answer 43

C) The number of trial blocks presented until the student correctly discriminates between words with long and short vowel sounds on all ten trials.

Trials to criterion is a measure of response opportunities needed to achieve a predetermined level of performance. Target criteria are determined by the nature of the target behavior and the desired performance level.

Question 44

When opportunities to respond are presented in blocks of trials, trials-to-criterion data are reported as

A) the number of trials within a block of trials on which the learner emits the correct response.

B) the number of blocks of trials required for the learner to emit the correct response on a predetermined percentage of trials.

C) the total number of trials across all trial blocks on which the learner emits the correct response.

D) the amount of time it takes for the learner to achieve criterion performance on all trials within a block of trials.

Answer 44

B) the number of blocks of trials required for the learner to emit the correct response on a predetermined percentage of trials.

Trials-to-criterion is a frequency measure. To yield meaningful information, frequency data must be reported relative to some other variable. For example rate is reported in terms of the frequency of a response over a period of time.
With trials-to-criterion, the frequency of opportunities to respond is counted instead of the frequency of the response, e.g., data could be reported as the number of 20 block sessions required for the learner to answer 18/20 (90%) of math problems correctly.

Question 45

Partial-interval recording tends to

A) underestimate duration

B) overestimate high frequency behavior

C) underestimate high frequency behavior

D) approximate frequency as interval size increases

Answer 45

** C) underestimate high frequency behavior**

Partial-interval recording tends to underestimate high frequency behavior and overestimate duration. Consider an observation period of 5 minutes divided into 5 one minute intervals. One student exhibits a target behavior one time in four of the five intervals–a total of 4 responses. A second student exhibits a target behavior three times in four of the five intervals–a total of 12 responses. Yet the data sheets of both individuals would indicate responding in 80% (14/5]* 100) of the intervals. Thus, the summary data for the second student is not sensitive to the high frequency of responding.

Question 46

Whole-interval recording tends to

A) overestimate duration

B) underestimate duration

C) underestimate frequency

D) overestimate frequency

Answer 46

B) underestimate duration

Consider an hour-long class. On-task behavior occurs for 20 minutes, stops for 6 minutes, occurs for 30 minutes, and then stops for 4. The total actual duration would be 50 minutes. However, a 15-minute whole-interval procedure would yield 2 out of 4 intervals (it only occurred entirely during the first and third intervals–50% of the intervals yield a duration estimate of 30 minutes, which is 20 minutes short of the actual duration.

Question 47

For behaviors that are largely continuous or do not have a clear onset or offset, if your goal is to increase the duration of the behavior, the behavior should be measured using

A) whole interval recording

B) partial interval recording

C) continuous measurement

Answer 47

A) whole interval recording

Select a time sampling method that will produce a conservative measure.
When the goal is to increase the behavior, select whole-interval recording because it underestimates the duration of the behavior. When your goal is to decrease a behavior, select partial-interval recording because it overestimates the duration of the behavior.

Question 48

For behaviors that are largely continuous or do not have a clear onset or offset, if your goal is to reduce behavior, the behavior should be measured using

A) momentary time sampling

B) whole interval recording

C) partial interval recording

Answer 48

C) partial interval recording

Select a time sampling method that will produce a conservative measure.
When the goal is to increase the behavior, select whole-interval recording because it underestimates the duration of the behavior. When your goal is to decrease a behavior, select partial-interval recording because it overestimates the duration of the behavior.

Question 49

Smaller count
_______________
Larger count
x 100=

Answer 49

Total Count IOA

The simplest and crudest indicator of I0A for event recording data compares the total count recorded by each observer per measurement period. Total count I0A is expressed as a percentage of agreement between the total number of responses recorded by two observers and is calculated by dividing the smaller of the counts by the larger count and multiplying by 100

Obtained through event recording

Question 50

Int 1 IOA + Int 2 IOA + Int N IOA
_________________________________
n intervals = __%

Answer 50

Mean Count-per Interval IOA

The likelihood that significant agreement between observers’ count data means they measured the same events can be increased by (a) dividing the total observation period into a series of smaller counting times, (b) having the observers record the number of occurrences of the behavior within each interval, (c) calculating the agreement between the two observers’ counts within each interval, and (d) using the agreements per interval as the basis for calculating the I0A for the total observation period.

Data obtained by event recording

Question 51

Number of Intervals of 100% IOA
___________________________________
n intervals

                       x 100=

Answer 51

Exact Count-per-Interval IOA

The percentage of total intervals in which 2 observers recorded the same count

Data obtained by event recording

Question 52

Number of trials (items) agreement
_________________________
Total number of trials (items)

                x 100= \_\_%

Answer 52

Trial-by-trial IOA

Data obtained by event recording

• calculating total count IOA for discrete trial data used the same formula as total count IOA for free operant data: The smaller of the 2 counts reported by the observers is divided by the larger count and multiplied by 100, but in this case the number of trials for which each observer recorded the occurrence of the behavior is the count.
• Total count IOA of discrete trial data is subject to the same limitations as total count IOA of free operant data: It tends to overestimate the extent of actual agreement and does not indicate how many responses, or which responses, trials, or items, posed agreement problems.

Question 53

Number of intervals agreed (includes occurrence and non-occurrence)
______________________________
# of intervals agreed + # of intervals disagreed

                x 100= \_\_%

Answer 53

Interval-by-interval IOA

• Considers agreement on ALL intervals. Divide the number of agreements by the total number of intervals
• When using an interval-by-interval I0A (sometimes referred to as the point-by-point, total interval or block-by-block method), the primary observer’s record for each interval is matched to the secondary observer’s record for the same interval.
• Interval-by-interval IOA is likely to overestimate the actual agreement between observers measuring behaviors that occur at very low or very high rates. This is because interval-by-interval IOA is subject to random or accidental agreement between observers.
• interval-by-interval agreement is likely to be high

data obtained by interval recording/time sampling

Question 54

Scored-Interval IOA

Answer 54

• only those intervals in which either or both observers recorded the occurrence of the target behavior are used in calculation
• Agreement: counted when both observers recorded that the behavior occurred in the same interval
• Disagreement: each interval in which one observer recorded the occurrence of the behavior and the other recorded its non occurrence
• For behaviors that occur at low rates, scored-interval
  IOA is a more conservative measure of agreement than inter-val-by-interval IOA. This is because scored-interval IOA ignores the intervals in which agreement by chance is highly likely.
• To avoid overinflated and possibly misleading IOA measures, we recommend using scored-interval interobserver agreement for behaviors that occur at frequencies of approximately 30% or fewer intervals.

Question 55

Unscored-Interval IOA

Answer 55

• only intervals in which either or both observers recorded the non-occurrence of the target behavior

-Agreement: counted when both observers recorded the non-occurrence of the behavior in the same interval

-Disagreement: each interval in which one observer recorded the non-occurrence of the behavior and the other recorded its occurrence

• For behaviors that occur at relatively high rates, unscored-interval IA provides a more stringent assessment of interobserver agreement than does interval-by-interval IOA. To avoid overinflated and possibly misleading IOA measures, we recommend using unscored-interval interobserver agreement for behaviors that occur at frequencies of approximately 70% or more of intervals.

Question 56

Benefits and uses of IOA

Obtaining and reporting IOA serves 4 distinct purposes:

Answer 56

1) functions as a basis for determining the competence of new observers

2) can detect observer drift over the course of a study

3) Third, knowing that two or more observers consistently obtained similar data increases confidence that the definition of the target behavior was clear and unambiguous and the measurement code and system not too difficult.

4) Fourth, for studies that employ multiple observers as data collectors, consistently high levels of 10A increase confidence that variability in the data is not a function of which observers) happened to be on duty for any given session, and therefore that changes in the data more likely reflect actual changes in the behavior.

Question 57

Requisites for obtaining valid IOA measures

A valid assessment of IOA depends on 3 equally important criteria:

Answer 57

(a) use the same observation code and measurement system, receive identical training

(b) observe and measure the same participant(s) and events at precisely the same observation intervals and periods. Must be positioned to have a similar view of subject and environment. Must begin and end at same time

(c) observe and record the behavior independent of any influence from one other. Ensure that neither observer is influenced by the other’s measurements.

Question 58

Interobserver agreement may be influenced by

A) the number of behaviors upon which data are being collected

B) the number of individuals upon which data are being collected

C) the complexity of the recording procedure

D) all the above

Answer 58

D) all the above

Question 59

The extent to which a measurement system yields data that reflect or closely approximate true dimensional values of an event

Answer 59

Accuracy

Observed values approximate actual events

Question 60

The extent to which a measure system yields consistent results across repeated applications

Answer 60

Reliability

Question 61

Believability

Answer 61

The extent to which consumers of data have confidence that it provided a credible basis for interpreting events

The extent to which others are convinced that measures provide a credible reflection of actual events

Question 62

Validity

Answer 62

The extent to which a measurement system measures what it claims to measure

Was a relevant dimension of the behavior that is the focus of the investigation measured directly and legitimately?

Question 63

The presence of an observer may influence the behavior being observed

Answer 63

Reactivity

Question 64

Over time, observers interpret or apply operational definitions differently or inconsistently

Answer 64

Observer drift

Question 65

Complexity

Answer 65

Complex data collection systems (eg. several target behaviors or several subjects) can increase the possibility of errors in data collection

Question 66

Expectancy

Answer 66

Preconceived notions about the behavior and/or person being observed may bias data collection

Question 67

Overall agreement of occurrences should be reported when

A) most of the intervals indicate a response

B) most of the intervals indicate no response

C) whole interval recording is used, but not when partial interval recording is used

Answer 67

B) most of the intervals indicate no response

A high response rate warrants reporting non occurrence agreement

A low rate response warrants reporting occurrence agreement

When this is the case, report IOA for intervals in which at least one observer does not record a response.

Report IOA for scored intervals (i.e., occurrences) for low rate behaviors

Question 68

In addition to reporting interval-by-interval agreement, also report overall agreement of nonoccurrences when the number of intervals in which the behavior occurs is

A) very low

B) very high

C) very high or very low

Answer 68

B) very high

When behavior occurs at high rates, interval-by-interval agreement may be skewed because both observers are likely to score a response in a high number of intervals.

Reporting agreement only for intervals in which at least one of the observers recorded a nonoccurrence is more conservative and conveys a better representation of the consistency with which the behavior is measured.

Question 69

In addition to reporting interval-by-interval agreement, also report overall agreement of occurrences when the number of intervals in which the behavior occurs is

A) very low

B) very high

C) very high or very low

Answer 69

A) very low

When behavior occurs at low rates, interval-by-interval agreement may be skewed because of a high number of intervals in which neither observer scores a response.

Reporting agreement only for intervals in which at least one of the observers recorded an occurrence is more conservative and conveys a better representation of the consistency with which the behavior is measured.

Question 70

Which reflects the logic behind the need to report nonoccurrence agreement data. “Interval-by-interval agreement is high, but

A) overall agreement is high too. This is unlikely if the data are accurate.”

B) because the behavior is so rare, I think observers are attending poorly.”

C) because the behavior is so frequent, I think observers just score each interval.”

Answer 70

C) because the behavior is so frequent, I think observers just score each interval.”

If behavior rates are high, it could be that in the quest to obtain a good agreement score, observers “drift” away from observing carefully and err on the side of recording occurrences because they predict (perhaps unconsciously) that the other observer will record an occurrence. This drift may be less likely if observers know that IO will be determined separately for nonoccurrences.

Question 71

Which reflects the logic behind reporting occurrence or nonoccurrence agreement data for responses that occur at, respectively, low or high rates? “Their interval-by-interval agreement is high, but

A) their overall agreement is even higher.”

B) their occurrence/nonoccurrence agreement is high as well.”

C) because the behavior is so frequent, they appear to be recording occurrences when there were none.”

D) because the behavior occurs so rarely, I think they may be comparing data sheets or prompting each other when the behavior occurs.”

Answer 71

C) because the behavior is so frequent, they appear to be recording occurrences when there were none.”

When behavior occurs at very high or very low rates, interval-by-interval agreement is likely to be high. This is because observers may lapse into scoring an interval consistent with what behavior usually occurs (or does not occur), rather than maintaining careful observation (i.e., they “get in the habit” of scoring a certain way).

Question 72

Which behavior is most appropriate for frequency data collection?

A) hand biting that is momentary

B) hand flapping that occurs very rapidly

C) hand mouthing that varies greatly in duration

D) slapping one’s own face that varies greatly in intensity

Answer 72

A) hand biting that is momentary

A frequency or rate measure of behaviors that vary in duration and intensity is not sensitive to those dimensions, because by definition each occurrence gets one count, whether large or small, mild or intense. Therefore, if those are important dimensions, duration or intensity measures should be used.
Frequency measures for these dimensions would involve separate measures, for example, mild, moderate, or severe, or similar categories to capture different magnitudes of the dimension being measured. Frequency or rate measures should not be used for behaviors that are too rapid to count.

Question 73

Level

A) is a measure of variability

B) refers to the direction of the data path

C) is the central tendency of the data along the vertical axis

D) refers to the magnitude of the data on the vertical axis averaged across conditions

Answer 73

** C) is the central tendency of the data along the vertical axis**

Level is analyzed within a phase (to compare parts of a single phase) or across phases (to compare two or more phases). It is the value on the vertical axis that reflects the central tendency of the data. It is common to use the mean or median to describe level. However, if there is a high degree of variability, a description of the data should include the range. In such cases, presenting only the level is misleading, because it represents few, if any, data points.

Question 74

Average level is

A) indicated with a horizontal line

B) the sun of the values of the dependent variable

C) the mean of the values of the independent variable

Answer 74

A) indicated with a horizontal line

The average level is the arithmetic mean of the values of the dependent variable. It is the sum of the values of the dependent variable divided by the number of values. Level is indicated with a horizontal line.

Question 75

Separate minor modifications to experimental conditions with a

A) solid vertical line

B) broken vertical line

C) text descriptions only

D) unique vertical line between each condition

Answer 75

B) broken vertical line

Separate experimental conditions with a solid vertical line. Minor modifications to a condition are represented with a dashed line

Question 76

Performance ranges from 5% to 90%. Which is an appropriate vertical axis?

A) 5 to 90 percent, with no scale breaks

B) 0 to 90 percent, with no scale breaks

C) 5 to 100 percent, with no scale breaks

D) 0 to 100 percent, with a exhale break at 10%

Answer 76

B) 0 to 90 percent, with no scale breaks

Scales should begin at zero. If the range of values of the dependent variable is large and some of those values are at the lower end of the scale, do not use a scale break.

Question 77

A behavior occurs several hundred times per day and then later only a few times per day. To best analyze the variability at both the high and low rates, use a

A) cumulative record

B) equal interval graph

C) Standard Celeration Chart

D) all of the above

Answer 77

C) Standard Celeration Chart

The Standard Celeration Chart best accommodates an analysis of variability at very high and very low rates

Question 78

*Indirect measures of behavior**

A) must reflect or infer a dimension of the behavior of interest

B) target behaviors that are different from the behavior of interest

C) are best used when the investigator does not have access to the specific behavior of interest

D) all the above

Answer 78

D) all the above

Indirect measures of behavior a) are not typically used in applied behavior analyst, b) target behaviors that are different from the behavior of interest, and c) should only be used when the investigator does not have direct access to the behavior of interest. A meaningful inference must also be apparent between the indirect measure and the specific behavior of interest. For eva. mple, if a client reports hearing voices that are not heard by others and the BCBA is interested in decreasing the hallucinations, the BCBA might target the client’s report of hearing voices. A report of hearing voices is an indirect measure of the hallucinations, as the BCBA cannot observe and measure the actual hallucinations. Measuring the reports of hearing voices is also relevant to the behavior of interest - the client hearing voices.

Question 79

Which is an example of establishing external validity? The SIB interruption procedure

A) also works with two other 5-year-olds with ASD

B) simultaneously changed the child’s rate of aggression

C) was carried out precisely in both the day and the residential program

D) continued to produce low rates of SIB six months post treatment

Answer 79

**A) also worked with two other 5-year-olds with ASD

In behavior analysis external validity is addressed through direct replication (duplication of the exact conditions in the previous experiment) and systematic replication (varying one or more aspects of the previous research) of research findings. Direct replications can be intersubject (different subjects with similar characteristics are exposed to the treatment) or intrasubject (the same subject is used in the replication).

Question 80

A subject serving as his own control means that the basis for the comparison is between

A) different subjects

B) different behaviors

C) control and experimental groups

D) different experimental conditions

Answer 80

D) different experimental conditions

Repeated measures of the same individual’s behavior during different experimental conditions serve as a basis for comparison

Question 81

The fundamental logic behind group research is that

A) differences between subjects are due to the environment

B) the study conditions are “equivalent” on key characteristics

C) participants in each study condition are “equivalent” on key characteristics

D) steady rate responding will allow for cause and effect relationships to be assessed

Answer 81

** C) participants in each study condition are “equivalent” on key characteristics**

The logic underlying group design is that the subject groups in the assigned conditions are assumed to be similar on key characteristics or status variables (e.g., age, gender, test scores) at the start of the study. This is sometimes addressed directly by “matching” subjects on status variables, and then randomly assigning one subject to the control group and the matched subject to the experimental group. By starting with the assumption of equivalent groups, differences observed after the introduction of the independent variable can be attributed to the independent variable.

Question 82

The alternating treatments design controls for

A) efficiency effects

B) sequence effects

C) generalization effects

D) implementation effects

Answer 82

B) sequence effects

The rapid alternation of conditions characterized by the alternating treatments design controls for several threats to validity. These include maturation (changes that occur in the subject during the experiment), data instability (variability obscures effects due to overlapping data points), sequence effects (a condition run for several sessions influences the next condition), and to some degree, attrition (loss of subjects).

Question 83

Defining features of single-subject methodology include (select all that apply)

A) analysis occurs at the individual level

B) analysis occurs at the small group level

C) behavior is measured repeatedly over time

D) external validity requires replication across participants, settings, or materials

E) changes in behavior as a result of intervention are socially important

F) changes in behavior as a result of intervention are statistically significant

G) 3 or more within- or inter- subject replications supports experimental control

Answer 83

A, C, D, E, G

Defining features of single subject research in behavior analysis include, baseline logic experimental reasoning, subjects serving as their own control repeated measurement of the dependent variable overtime, visual inspection of graphic data for changes in trend, level, or variability, inter-subject replication to establish experimental control, and replication across subjects, settings, and materials to establish external validity. Additionally, the level of analysis is focused on the individual and changes in behavior need to be socially important to the individual.

Question 84

Experimental methods in behavior analysis are guided by assumptions which include

A) behavior is a continuous phenomenon

B) behavior is an individual phenomenon

C) behavior variability is extrinsic to the organism

D) all of the above

Answer 84

D) all of the above

The experimental methods in behavior analysis are guided by the perspective that behavior is an individual and continuous phenomenon that is determined by the functional relations it holds with other events. Additionally, behavior variability is the result of environmental influences. Single subject experimental analysis manipulates variables suspected of creating variability to assess casual factors. in contrast, group experimental designs hold that variability is intrinsic to the organism and is distributed randomly in the population. In group research, managing variability is addressed through statistical analysis.

Question 85

In a changing criterion design, experimental control is demonstrated when

A) performance approximates the requirement specified in the objective, which changes as the student progresses

B) the criterion is altered several times and performance follows a gradual trend across condition transitions

C) performance approximates the requirement specified in the contingency as the criterion is varied

D) the criterion is altered several times and performance follows a gradual trend independent of condition transitions

Answer 85

C) performance approximates the requirement specified in the contingency as the criterion is varied

In a changing criterion design, experimental control is demonstrated when the level of behavior abruptly changes to approximate the requirement specified in the contingency as the criterion is varied. Therefore, the criterion must change in a stepwise fashion.

Question 86

The multiple probe design

A) is the same as a multiple baseline design except that baseline data are not collected continuously

B) makes the assumption that frequent measurement of a behavior that is not the learner’s repertoire is unnecessary

C) employs a multiple baseline assessment strategy applied to the acquisition of a behavioral performance comprised of similar, but functionally independent behaviors

D) all of the above

Answer 86

D) all of the above

The multiple probe design employs a multiple baseline assessment strategy of the acquisition of behavioral performances. It consists of 1) an initial assessment of a learner’s performance prior to training, 2) measuring the learner’s performance on every skill before training that skill, and 3) measuring the learner’s performance on every skill after mastery performance is achieved on each skill.

Question 87

When using a multiple baseline across behaviors design,

A) use one intervention across 3 behaviors that are part of the same response class

B) use 3 interventions across three behaviors that are not part of the same response class

C) achieve stable responding for all target behaviors before intervening, if possible

Answer 87

** C) achieve stable responding for all target behaviors before intervening, if possible**

A multiple baseline across behaviors design should target functionally independent behaviors (i.e., of different response classes). It is preferable that stable responding be achieved for all target behaviors before intervening.
Intervention should begin with the most stable behavior. Use only one intervention. Run respective baseline conditions for a varied number of data points before intervening. When stable responding occurs on the current target, intervention may begin for the next target.

Question 88

You are implementing a multiple probe design to evaluate a procedure for teaching a three step task. How should you begin?

A) Collect one to three probe measures for each step. If the data indicate a low, stable trend for all of the behaviors, begin the intervention with the first step Once the intervention is begun, do not collect any measures on the second and third steps.

B) Collect one to three probe measures on the first step only. If the data indicate a low ,stable trend, begin the intervention with the first step. Once the intervention is begun, do not collect any measures on the second and third steps.

C) Collect one to three probe measures on the first step only. If the data indicate a low ,stable trend, begin the intervention with the first step. Once the intervention is begun, do not collect any measures on the second and third steps.

D) Collect one to three probe measures on the first step only. If the data indicate a low ,stable trend, begin the intervention with the first step. Once the intervention is begun, do not collect any measures on the second and third steps.

Answer 88

A) Collect one to three probe measures for each step. If the data indicate a low, stable trend for all of the behaviors, begin the intervention with the first step Once the intervention is begun, do not collect any measures on the second and third steps.

Multiple Probe Procedure: 1) Collect one to three probe measures for each step in the task. 2) If the data remain low and stable for all three probes, implement the intervention for step one until criterion is attained. 3) Collect three probe measures for all three steps. 4) Repeat #1 through #3 until criterion has been achieved on all steps and a final probe condition has been implemented.

Question 89

With a multiple baseline design, demonstration of a functional relation requires

A) staggered implementation of the intervention

B) a behavior change only with the onset of the intervention

C) a replication of behavior change across at least two behaviors, persons or settings

D) all of the above

Answer 89

D) all of the above

Demonstration of a functional relation requires (a) a behavior change only with the onset of the intervention, (b) a replication of behavior change across at least two behaviors, persons, or settings (but usually three or more), and (c) staggered implementation of the intervention.

Question 90

** Alternating treatments design data indicating behavior at a particular level**

A) do not necessarily reflect behavior at that level in the presence of the other condition

B) reflect a true effect if the other condition is a baseline condition.

C) also reflect behavior at that level in the absence of the other condition

D) do not necessarily reflect behavior at that level in the absence of the other condition.

Answer 90

D) do not necessarily reflect behavior at that level in the absence of the other condition.

Due to possible multiple treatment interference, one cannot be certain that an effect obtained when alternated with another condition would be the same as the effect obtained if it were the only condition. Even if the other condition is baseline, when a treatment is implemented constantly (vs. intermittently), it may produce a different level of behavior.

Question 91

Which of the following criteria would most likely indicate experimental control in a changing criterion design?

A) 10, 14, 16, 20, 22, 26

B) 10, 12, 14, 16, 18, 20

C) 10, 12, 16, 24, 32, 42

D) 10, 14, 16, 24, 22, 28

Answer 91

** D) 10, 14, 16, 24, 22, 28**

A phase that has a criterion in the series that is contrary to the general trend enhances experimental control. For example, if a DRL procedure to reduce hand flapping set phase criterion that included rates of hand flapping lower than 30, 27, 22, 28, 20, and 18, the inclusion of the criterion of 28 between 22 and 20 would enhance experimental control.

Question 92

Rapidly changing experimental conditions is a strategy for avoiding a confound due to

A) bootleg reinforcement

B) changes in the environment

C) maturation

Answer 92

C) maturation

CLIENT ATTRITION: can be avoided by starting the experiment with one or more extra subjects.

MATURATION: can be controlled for by rapidly changing experimental conditions.

CHANGES IN THE ENVIRONMENT: can be controlled for by continuing experimental conditions until data stabilizes.

BOOTLEG REINFORCEMENT: can be avoided by using reinforcers that are unavailable elsewhere.

Question 93

Which multiple treatments design conditions may enable a component analysis of a DRO/token system treatment package?

A multiple treatments design compares an intervention to a baseline condition or other interventions or combinations of interventions. Note that only adjacent conditions could be compared. For example, an A-B-A-C-A allows comparisons of A to B and A to C, but not B to C. A minimum of two comparisons of adjacent conditions (e.g., A-B-A, B-C-B, B-BC-B) is required to demonstrate experimental control.

Question 94

Which multiple treatments design conditions may enable a component analysis of a DRO/token system treatment package?

A multiple treatments design compares an intervention to a baseline condition or other interventions or combinations of interventions. Note that only adjacent conditions could be compared. For example, an A-B-A-C-A allows comparisons of A to B and A to C, but not B to C. A minimum of two comparisons of adjacent conditions (e.g., A-B-A, B-C-B, B-C-B) is required to demonstrate experimental control.

Question 95

The most potent reinforcer/schedule combination in n a multiple schedule reinforcer assessment is the one associated with

A) the schedule with the highest rate of the target behavior

B) the stimulus most frequently chosen from an array

C) the behavior with the highest number of responses

D) the thinnest schedule that maintains the behavior

Answer 95

A) the schedule with the highest rate of the target behavior

In a multiple schedule reinforcer assessment, a reinforcer is delivered on different component schedules for the same behavior at different times. Thus, the more powerful reinforcer/schedule combination is the one associated with the highest response rate.

Question 96

** The most potent reinforcer in a concurrent schedule reinforcer assessment is the one associated with**

A) the stimuli most frequently chosen from an array

B) the behavior with the highest response rate

C) the schedule with the highest rate of the target behavior

D) the behavior or schedule with the highest number of responses

Answer 96

** B) the behavior with the highest response rate**

In a concurrent schedule reinforcer assessment, within the same session different stimuli are delivered contingent on the occurrence of different behaviors according to the same schedule of reinforcement (usually FR1). Thus, the most potent reinforcer is associated with the behavior with the highest response rate.

Question 97

** A reinforcer assessment in which multiple reinforcers are simm!taneously available for different behaviors on independent schedules of reinforcement defines a**

A) multiple stimuli reinforcer assessment

B) multiple schedule reinforcer assessment

C) concurrent schedule reinforcer assessment

Answer 97

** C) concurrent schedule reinforcer assessment **

A concurrent schedule reinforcer assessment delivers different reinforcers for different behaviors. All contingencies are available at the same time and the more potent reinforcer is the one whose associated behavior occurs at the highest rate. For example, a teacher delivers a Skittle and a piece of chocolate for placing yellow blocks and green blocks in a bin, respectively. Frequency data indicate that the student placed more yellow blocks in the bin; therefore, the Skittle is the more potent reinforcer and is more likely to result in higher rates of task completion.

Question 98

An ecological/eco behavioral assessment

A) is focused on a narrow set of environmental variables that may exert control over the target behavior

B) is an efficient approach to collecting data over a typically brief amount of time

C) includes information regarding the person’s physiology, interactions with others, and reinforcement history

D) all of the above

Answer 98

** C) includes information regarding the person’s physiology, interactions with others, and reinforcement history**

An ecological/ecobehavioral assessment focuses on assessing the variables in the environment that impact the target behavior. To achieve this, an ecological assessment evaluates the various settings in which the individual functions, the contingencies operating in these environments, and other stimuli that may be relevant. An ecological/ecobehavioral assessment is a form of descriptive assessment because it is characterized by information gathering, not the manipulation of contingencies.

Question 99

Scatter plot row and column headings might be

A) date and time of day

B) date and class period

C) scheduled environmental condition (home room, lunch, recess) and day of the week

D) all of the above

Answer 99

D) all of the above

A scatter plot is a grid upon which time of day, session, period, etc. is indicated along one ordinate and the time, day, or date is indicated along the other ordinate. Occurrences of the behavior are recorded in each of the cells that make up the grid. This results in a graphical illustration of the times of day in which the behavior is most likely to occur. Further assessment efforts would then focus on those times.

Question 100

What is wrong with the following criterion for an objective: “…says ‘hello’ 80% of the time for three consecutive days.”.

A) nothing is wrong with it

B) clothe criterion should specify a fluency (rate) requirement

C) percent of time should only be used with duration measures

Answer 100

** C) percent of time should only be used with duration measures**

Percent of time is sometimes erroneously indicated when the criterion should be percent of opportunities. It is appropriate to use percent of time only when the duration of the behavior is important (e.g., in-seat behavior, time on-task, amount of time engaged in social interaction).

Question 101

A supportive environment is one in which

A) functional skills are taught and maintained

B) difficult tasks are done for the individual by the caretaker

C) learning opportunities are carefully planned and managed

Answer 101

** A) functional skills are taught and maintained**

A supportive therapeutic environment is one in which functional skills are taught and maintained. Even with tasks that may be beyond a person’s ability, assistance can be provided with the goal of teaching skills that make the task more manageable. Incidental learning opportunities such as this should be encouraged to allow the natural environment to support skill acquisition.

Question 102

Social validity of outcomes includes the

A) acceptability of the procedures used

B) acceptability of the target behavior

C) acceptability of the amount of behavior change

D) extent to which a change can be attributed to the independent variable

Answer 102

** C) acceptability of the amount of behavior change**

SOCIAL VALIDITY OF GOALSrefers to the relevance of the target behavior to everyday life. For example, decreasing blinking is probably not relevant; however, decreasing self-injurious behavior is relevant and of social importance.

SOCIAL VALIDITY OF INTERVENTIONS refers to the acceptability of a behavior change procedure. Using aversive procedures to reduce hand flapping may be judged to be unacceptable; however, it may be acceptable to address serious self-injurious behavior not amenable to positive interventions.

SOCIAL VALIDITY OF OUTCOMES refers to the magnitude (or significance of) behavior change. Reducing aggression by 10% is not likely to be considered a change of significant value. Reducing it by 50% is more likely to be considered a socially valid outcome.

Question 103

A behavioral cusp involves a change in behavior that

A) moves the client to the next stage of social development

B) allows an individual to access new reinforcers, contingencies and environments

C) advances a client into a new arrangement of behavior many contingencies

D) all of the above

Answer 103

** B) allows an individual to access new reinforcers, contingencies and environments**

Behavioral cusps are skills that (a) facilitate the development of more complex behaviors (e.g., acquiring generalized imitation makes it possible to acquire new skills without direct teaching), (b) provide access to new reinforcers, contingencies, and environments, and (c) are often considered important to an individual’s development. Many skills may be worthwhile in themselves, but if possessing them does not create the possibility for an individual to gain additional skills and/or access new experiences, they would not be cusps.

Question 104

A supportive environment is one that

A) can be easily modified to honor client choice

B) is flexible and changes often to mimic real-life uncertainty

C) remains stable in terms of scheduled activities and personnel

Answer 104

** C) remains stable in terms of scheduled activities and personnel**

A supportive therapeutic environment certainly should be responsive to individuals changing needs, but effective behavioral programming relies on stability, consistency, and predictability..

Question 105

Thr term “treatment integrity” refers to

A) the extent to which prescribed behavior change procedures the intended outcomes

B) the extent to which independent variables are manipulated precisely as described and intended

C) the extent to which data are collected consistently between two or more behaviors

Answer 105

B) the extent to which independent variables are manipulated precisely as described and intended

This module is based on the distinction made by Cooper et al. (2020).

They use PROCEDURAL FIDELITY to refer broadly to the extent to which all procedures - not just those elements that are directly manipulated to affect the dependent variable - are implemented correctly across all phases, including baseline. They reserve
-TREATMENT INTEGRITY for (a) the application of the independent variable exactly as planned and (b) the absence of any unplanned variable that could influence the outcome of treatment.

Be aware that terms that may be treated as interchangeable in the behavior analytic literature include treatment integrity, treatment fidelity, fidelity of implementation, procedural integrity, procedural fidelity, and program integrity.

(Cooper et al., 2007, pp. 235-237; Cooper et al., 2020, pp. 226-227;
Mayer et al., 2019, pp. 127-128; Mayer et al., 2022, p. 132)

Question 106

When using a multiple baseline design to evaluate the effects of a particular treatment, verification of the prediction made in the initial baseline is assessed by comparing

A) data on all behaviors during the initial baseline phase

B) data on all of the behaviors when they are all exposed to the intervention at the same time

C) data on the target behavior under the intervention to data on other behaviors not exposed to the intervention

D) the effects of the intervention on the target behavior to the effects of the intervention on the other behaviors

Answer 106

C) data on the target behavior under the intervention to data on other behaviors not exposed to the intervention

When using a multiple baseline design to assess the effects of an interventio predictions are made about the future occurrence of the targeted behaviors without intervention by assessing baseline data. Verification is made by comparing the rate of the target behavior under intervention to the rate of the other behaviors still in baseline. Replication of the effects of the intervention is made each time the intervention is applied to another of the baseline behaviors.

Question 107

With reference to the number of years a BCBA has supervised ABA based treatment for children with ASD, research indicates that

A) more years of experience is associated with a significant positive impact on the academic achievement test scores of children

B) more years of experience is associated with a small, but significant, positive impact on the mastery of learning objectives by children

C) more years of experience is associated with a large and significant positive impact on the mastery of learning objectives by children

Answer 107

B) more years of experience is associated with a small, but significant, positive impact on the mastery of learning objectives by children

Research indicates that a 4% increase in mastered learning objectives occurs for every year of experience a certified behavior analyst accrues in overseeing ABA programs.

Although scant, research on the learning outcomes of ren on the autism spectrum indicate that having ABA-based tr atmon. programs overseen by a BCBA makes a difference. Dixon et al. (2U16) found that children with ASD whose treatment was supervised by a credentialed behavior analyst mastered 73.7% more learning objectives per hour, and that for every year of applied experience of the BCBA, there was a 4% increase in the percent of objectives mastered.

Question 108

The process of problem solving around staff performance problems based on the principles of behavior analysis is referred to as

A) functional analysis

B) performance analysis

C) performance consequences

D) performance management

Answer 108

B) performance analysis

Performance analysis is the process of problem solving, based in part on behavioral approaches to management, developed to assist managers and/or organizational consultants in assessing performance problems in the work setting. A consultant enters an organization and is presented with a general problem. It is then her job to pinpoint the appropriate problem performance, analyze the performance through the use of some diagnostic or algorithm procedure, such as performance diagnostics, and recommend a corrective action.

Functional analysis - an experimental assessment used to determine the function of an individual’s behavior.

Performance management - the use of scientific methods to create productive work settings.

Performance diagnostics - a method of assessing performance problems by evaluating the antecedent and consequence that are maintaining the behavior

Performance analysis - the process of problem solving around staff performance problems in the work setting.

Performance analysis and performance diagnostics are often used interchangeably.

Question 109

A teacher says “take a shower” and then begins the physically guide the learner through the first step. The student responds correctly and the teacher immediately fades the prompt. This is

A) delayed prompting

B) graduated guidance

C) most-to-least prompting

Answer 109

B) graduated guidance

MOST-TO-LEAST the initial prompt is known to occasion the behavior I.e. initial physical guidance through the entire performance; progressive fading of the prompt follows after every few sessions

LEAST-TO-MOST initial opportunity to respond independently; no response within, for example, 5 seconds or an error, results in immediate low level assistance; higher level assistance follows subsequent errors

GRADUATED GUIDANCE full guidance is provided immediately, but faded immediately contingent upon correct responding

TIME DELAY (PROMPT DELAY) prompt is provided immediately on first trials. Prompt is delayed progressively allowing the learner an increasing time to respond

Question 110

Spatial fading

A) involves moving the location of the prompt

B) and shadow fading are part of graduated guidance

C) involves increasing the space between the teacher and learner

Answer 110

A) involves moving the location of the prompt

Shadowing and spatial fading are part of graduated guidance. Shadowing involves the teacher moving their hands near, but not touching, the learner.
This enables the teacher to quickly interrupt an error and may serve as a visual guide for the learner. Similarly, spatial fading refers to where the shadowing prompt is provided. For example, initially it may need to be at the hand, later at the wrist, then elbow, then shoulder.

Question 111

Stimulus fading

A) is exemplified by shadowing and spatial fading

B) transfers stimulus control from a prompt to a supplemental stimulus

C) involves gradually removing a stimulus prompt

Answer 111

C) involves gradually removing a stimulus prompt

Stimulus shape transformation involves changing the topography of the physical stimulus. Stimulus fading involves gradually removing a stimulus prompt. Neither involves shaping the response.

Question 112

Stimulus fading to teach reading “Coca-Cola”, is exemplified by

A) an animated cartoon that initially is a bottle of Coca-Cola, then gradually changes to the word “Coca-Cola”

B) presenting a picture of a Coca-Cola bottle next to the word “Coca-Cola”, and gradually fading the picture

C) gradually changing the word “Coca-Cola” from the form of a bottle to a regular font

Answer 112

B) presenting a picture of a Coca-Cola bottle next to the word “Coca-Cola”, and gradually fading the picture

Stimulus shape transformation involves manipulation of the form of the S°. Stimulus fading involves fading out a prompt that is a controlling stimulus or highlighted physical dimension of the target

Question 113

** Response blocking is attempted for eye-poking, but the fidelity is 80%. This may function as a punishment procedure or an extinction procedure. If it is a punishment procedure, the effect on eye-poking will likely be
If it is an extinction
procedure, the effect will likely be**

A) undetermined; undetermined

B) a quick decrease; a slow decrease

C) a quick decrease; an immediate increase

Answer 113

C) a quick decrease; an immediate decrease

An attempted extinction procedure that allows 20% of the responses to produce reinforcement will likely cause the rate to increase, due to a lean variable schedule of reinforcement. If it is a punishment procedure, intermittent punishment will cause the behavior to decrease.