Part 5 Quiz 4

Question 1

A crucial consideration in programming involves a client’s ability to transfer newly mastered commu- nicative behaviors from the clinical setting to the everyday environment.

Answer 1

Generalization/Carryover

Question 2

(objects, pictures, questions) should be used during therapy activities to avoid tying learning to only a small set of specific stimulus items.

Answer 2

A variety of stimuli

Question 3

(location in room, location in building, real-world locations) in which therapy occurs as soon as a new target behavior has been established.This will minimize a client’s natural tendency to associate target behaviors with a particular setting.

Answer 3

physical environment

Question 4

(familiar adult, sibling, unfamiliar adult) with whom therapy targets are practiced, to maximize the likelihood of successful generalization.

Answer 4

vary the audience

Question 5

It is difficult to definitively state the point at which intervention services are no longer warranted.

Answer 5

Termination of Therapy

Question 6

Once long-term goals and initial treatment levels have been identified, the clinician develops short- term objectives designed to culminate in the achievement of the selected long-term goals.

Answer 6

Formulation of Behavioral Objectives

Question 7

A behavioral objective is a statement that describes a specific target behavior in observable and measurable terms.

Answer 7

behavioral objectives

Question 8

identifies the specific action the client is expected to perform.

Answer 8

The “do” statement

Question 9

portion of a behavioral objective identifies the situation in which the target behavior is to be performed.

Answer 9

The condition

Question 10

how well the target behavior must be performed for the objective to be achieved.

Answer 10

The criterion specifies

Question 11

is based on the theory of operant conditioning and involves the relationship among a stimulus, a response, and a consequent event

Answer 11

Behavior modification

Question 12

is an event that precedes and elicits a response.

Answer 12

A stimulus (or antecedent event)

Question 13

is the behavior exhibited by an individual on presentation of the stimulus.

Answer 13

A response

Question 14

is an event that is contingent on and immediately follows the response.

Answer 14

A consequence

Question 15

Consequences that increase the probability that a particular behavior will recur.

Answer 15

reinforcement

Question 16

designed to decrease the frequency of a behavior.

Answer 16

termed punishment

Question 17

is a rewarding event or condition that is presented contingent on the perfor- mance of a desired behavior.

Answer 17

Positive reinforcement

Question 18

These are contingent events to which a client reacts favorably due to the biological makeup or physiologic predisposition of the individual.

Answer 18

Primary

Question 19

These are contingent events that a client must be taught to perceive as rewarding.

Answer 19

Secondary

Question 20

This group of reinforcers consists of events such as smiling, eye contact, and verbal praise.

Answer 20

Social

Question 21

This group of reinforcers consists of symbols or objects that are not perceived as valuable in and of themselves.

Answer 21

Token

Question 22

This category of reinforcers involves information that is given to a client regarding therapy performance and progress.

Answer 22

Performance feedback

Question 23

Application of behavior modification principle does not guarantee that a Therapy sessions Will run smoothly.

Answer 23

Behavior management

Question 24

is recommended for dealing with challenging behaviors.

Answer 24

positive behavioral interventions and supports (PBIS)

Question 25

is a proactive approach that uses interpersonal and environmental strategies to minimize opportunities for problematic behavior and encourages more socially useful behaviors.

Answer 25

PBIS

Question 26

A reinforcer is presented after every correct performance of a target behavior. This schedule, some- times characterized as “dense,” tends to generate a very high rate of response.

Answer 26

Continuous Reinforcement

Question 27

With this schedule, only some occurrences of a correct response are followed by a reinforcer.

Answer 27

Intermittent Reinforcement

Question 28

Clinician demonstrates a specific behavior to provide an exemplar for the client to imitate.

Answer 28

Direct modeling

Question 29

Clinician demonstrates a specific behavior frequently to expose a client to numerous well-formed examples of the target behavior.

Answer 29

Indirect modeling

Question 30

A target behavior is broken down into small components and taught in an ascending sequence of difficulty.

Answer 30

Shaping by successive approximation

Question 31

Clinician provides additional verbal or nonverbal cues to facilitate a client’s produc- tion of a correct response.

Answer 31

Prompts

Question 32

Stimulus or consequence manipulations (e.g., modeling, prompting, reinforcement) are reduced in gradual steps while maintaining the target response.

Answer 32

Fading

Question 33

Clinician reformulates a client’s utterance into a more mature or complete version.

Answer 33

Expansion

Question 34

Clinician reformulates a client’s utterance into a different sentence type.

Answer 34

Recast

Question 35

The client is required to intentionally produce a target behavior using a habitual error pattern.

Answer 35

Negative practice

Question 36

The clinician provides information regarding the accuracy or inac- curacy of a client’s response relative to the specific target behavior. This type of feedback contrasts with generalized feedback or consequences.

Answer 36

Target-specif ic feedback

Question 37

is the teaching technique most frequently used in the early stages of therapy.

Answer 37

Direct modeling