G11 Use Skinner's Analysis to Teach Verbal Behavior Part 3

Question 1

PECS

Answer 1

Teaches a non-vocal form of manding

Question 2

You may be able to occasion a pure mand for ice-cream

Answer 2

If the student has been deprived of ice-cream, there is none in sight, and you don’t say anything about ice cream

Question 3

To increase the likelihood a student will request a toy

Answer 3

Keep it in sight of the student, but out of his reach

Question 4

Which of the following is likely a motivating operation, and therefore, may occasion a mand?

Answer 4

Providing a meal, but no utensils.
Providing a can of root beer to a student who doesn’t have the strength to pull the tab to open it.
Providing a coloring book but keep the crayons out of reach

Question 5

Mands are often the first language taught because

Answer 5

Mands provide an immediate reinforcing consequence for the speaker

Question 6

A student who typically echoes doesn’t do so when you provide an echoic prompt. After a few attempts you might

Answer 6

Move on to the next trial

Question 7

Prompts, supplemental SDs, and supplemental reinforcers

Answer 7

Should be faded as soon as possible

Question 8

During mand training, after failure to respond correctly a few times

Answer 8

Try a different reinforcer

Question 9

A student who typically echoes doesn’t do so when you provide an echoic prompt. After a few attempts you might

Answer 9

Re-evaluate the MO
Move on to the next trial
Re-evaluate the quality and quantity of the reinforcer
Try again later.

Question 10

Mand training should be carried out

Answer 10

By everyone across settings

Question 11

An example of a language based environment may include

Answer 11

Toys and edibles kept out of reach and the teacher requiring a mand before she gives the student anything

Question 12

A reinforcer that is always provided during mand training is

Answer 12

The thing manded

Question 13

Before beginning mand training, you must first get compliance. This is achieved by

Answer 13

Providing initially a variety of very easy requests and a high rate of reinforcement.

Question 14

Mand training is completed when the student, across a variety of settings, reliably exhibits

Answer 14

Pure mands

Question 15

A resident walks into the kitchen of the group home and screams and kicks the cabinets until a worker comes. The worker then gives a glass of water to the resident.

Answer 15

FCT may be appropriate to teach the resident a more appropriate mand for water

Question 16

When conducting initial mand training trials,

Answer 16

Reinforce prompted and spontaneous mands.

Question 17

During discrete trial training,

Answer 17

Several types of trials may be intermixed, including mands, tacts, imitation, and intraverbals

Question 18

When conducting mand training for a student who can echo or imitate, your prompt might be to

Answer 18

All the above:
Say “What do you want?” and then say the name of the item.
Say the word you want the student to say.
Hold up the reinforcer and say the name of the item.

Question 19

During mand training, after the first error or no response

Answer 19

Represent the SD

Question 20

Throughout the day the environment should

Answer 20

Be filled with opportunities to mand by arranging stimuli that make language necessary

Question 21

During mand training, after continuous errors or no response

Answer 21

All the above:
Re-evaluate the MO
Try again later
Try a different reinforcer.

Question 22

Although additional research is needed to arrive at an accurate estimate, students learning to mand should probably have about how many opportunities per day?

Answer 22

100s