Task List B

Question 1

– an organism’s interaction with the environment; Dead man’s test refers to the fact that a behavior is anything a dead person cannot do (e.g., breathing, walking, crying, reading, etc.).

Answer 1

Behavior

Question 2

– a specific instance of behavior (e.g., a direct support professional is walking next to a client. The client reaches out, perhaps to touch or grab the staff. The staff member quickly darts out of the way. The behavior of darting out of the way is a response, as is the reach from the client).

Answer 2

Response

Question 3

a group of responses that produce the same effect on the environment; in other words, several behaviors that have the same function (e.g., a patient engages in head banging, screaming, and hitting staff which all produce the same effect on the environment (escape from their non-preferred activities).

Answer 3

Response class

Question 4

events in the environment that affect the behavior of an individual (e.g., a client with a history of trauma sees a therapist’s shirt that reminds them of their abuser’s shirt, and begins to cry. The shirt (stimulus) had an impact on behavior based on individual learning history).

Answer 4

Stimulus

Question 5

a group of stimuli that are similar along one or more dimensions; they look or sound similar, they have a common effect on behavior, or they occur at similar times relative to the response (e.g., you teach a staff member to provide help for a client when the client signs for help, says “Help,” or exchanges a picture symbol for help. You are establishing a stimulus class for the staff person. The different stimuli (modes of communication) produce a common behavioral result (provide help).

Answer 5

Stimulus class

Question 6

AKA classical conditioning or Pavlovian conditioning; a learning process wherein a previously neutral stimulus (which would not alter behavior) acquires the ability to elicit a response (alter behavior); Respondent behavior is controlled by its antecedents (e.g., during physical therapy, the physical therapist has a client complete various physical activity, which the client greatly dislikes. Each time the client passes the physical therapy room, the client begins to shake and sweat. The previously neutral stimulus (the physical therapy room) through respondent conditioning, elicits the client’s response of shaking and sweating).

Answer 6

Respondent conditioning

Question 7

consequences that result in an increase or decrease the frequency in the same type of behavior under similar conditions; operant behaviors are controlled by their consequences (e.g., a school uses a bell to signal when it is time to transition to the next class period. When the bell rings, a client receives praise if they initiate packing up their belongings within 10 seconds. They are more likely to respond quickly to the transition bell in the future).

Answer 7

Operant conditioning

Question 8

a procedure that increases the occurrence of a target behavior by providing a motivating stimulus as a consequence; something is added (positive) to increase the future likelihood of a behavior (reinforcement)(e.g., there’s a coffee shop, you order coffee, you get coffee or there’s a science project, you work very hard, you get praise from your teacher).

Answer 8

Positive reinforcement

Question 9

a procedure that increases the occurrence of a target behavior by removing an aversive stimulus as a consequence; something is removed (negative) to increase the future likelihood of a behavior (reinforcement) (e.g., it’s noisy outside, you close the window, the noise is removed or bugs are everywhere, you use a bug spray, bugs disappear).

Answer 9

Negative reinforcement

Question 10

requires an instructor to provide reinforcement after every correct response.

Answer 10

Continuous schedule of reinforcement

Question 11

requires an instructor to provide reinforcement after some correct responses, not every response.

Answer 11

Intermittent schedule of reinforcement

Question 12

– a reinforcer is delivered after a specified number of responses (e.g., a child receives a cookie after every 3 correct responses. FR-3).

Answer 12

Fixed ratio (FR)

Question 13

– a reinforcer is delivered after a non-specified number of responses. An average number for the reinforcement rate must be defined (e.g., a child receives a cookie, on average, after every 5 correct responses. VR-5).

Answer 13

Variable ratio (VR)

Question 14

a reinforcer is delivered after a specified amount of time (e.g., a child receives a cookie after answering homework questions for 20 minutes. FI-20).

Answer 14

Fixed interval (FI)

Question 15

because the curve in the graph tends to look like a scallop shell.

Answer 15

FI scallop effect

Question 16

a reinforcer is delivered after a non-specified amount of time. An average length for the reinforcement interval must be defined (e.g., a child receives a cookie, on average, after every 15 minutes he spends doing homework. VI-15).

Answer 16

Variable interval (VI)

Question 17

is a procedure that decreases the occurrence of a target behavior by providing a aversive stimulus as a consequence; something is added (positive) to decrease the future likelihood of a behavior (punishment) (e.g., you see a toy car your brother is playing with, you grab it from him, you get reprimanded from your father or you find your friend in the gym class, you talk to him, you get 30 pushups for talking in class).

Answer 17

Positive punishment

Question 18

a procedure that decreases the occurrence of a target behavior by removing a motivating stimulus as a consequence; something is removed (negative) to decrease the future likelihood of a behavior (punishment) (e.g., you see a ball and a baseball bat, you break a vase with the bat, you lose your TV time or there is a soccer game, you hit someone, you lose the privilege to play soccer).

Answer 18

Negative punishment

Question 19

said to produce their own consequences, without another person changing the environment in any way in response to the behavior of interest (e.g., scratching an itch; rubbing sore muscles or a patient engages in rocking back and forth on the floor to experience a reduction in anxiety (aversive private event). He is experiencing automatic negative reinforcement).

Answer 19

Automatic reinforcement

Question 20

contingency delivered in whole or in part by another person (e.g., a client who lives in a residential treatment facility engages in pinching staff. Each time the client engages in pinching staff, they give the client a break to “calm down.” The pinching behavior is maintained by socially mediated negative reinforcement (access to a break).

Answer 20

Socially mediated reinforcement

Question 21

reinforcement that works without prior learning (in other words, things built in). (e.g., food, water, regulated body and environmental temps, sexual stimulation).

Answer 21

Unconditioned reinforcer

Question 22

a reinforcer which becomes reinforcing only after a learning history (e.g., money, grades, praise, and tokens).

Answer 22

Conditioned reinforcer

Question 23

a consequence that has been paired with access to many different reinforcing consequences until it took on reinforcing properties itself (e.g., stickers, grades, money, tickets, points).

Answer 23

Generalized reinforcer

Question 24

punishment that works without prior learning (in order words, things built in with a need to avoid) (e.g., extremely hot or cold temperatures, extremely loud noises, painful stimulation, starvation, extreme thirst, lack of sexual stimulation).

Answer 24

Unconditioned punisher

Question 25

a stimulus change that decreases the future frequency and occurrences of behavior that is based on an organism’s learning history with other punishers (e.g., reprimand, time-out, facial expressions).

Answer 25

Conditioned punisher

Question 26

a consequence that has been paired with many different experiences of punishment until it took on punishing properties itself (e.g., reprimands such as “No!”, social disapproval such as head shake, frown, time-out).

Answer 26

Generalized punisher

Question 27

withholding all reinforcement from a previously reinforced behavior maintained by its consequences (e.g., patient flicks the light switch on an off which makes the lights in their room go on and off. Hospital staff disconnect the light from the switch, so the patient can still flick the switch, but the light does not come on. Access to the reinforcer (lights on and off) has been withheld).

Answer 27

Operant extinction

Question 28

rates of responding happen exclusively, or at a higher rate, in the presence of a stimulus rather than in its absence (e.g., a client says “Hi!” when staff members prompt her by saying, “Say hi!” The client does not ever initiate greetings without this prompt. The client’s behavior of saying “hi” is under the control of the staff’s directive prompt. (This is a problem! For a greeting behavior to have social significance, it typically needs to be under the control of at least one of the following: (1) a person coming into the environment, and (2) a person stating a greeting, which can then be returned).

Answer 28

Stimulus control

Question 29

occurs when one responds to a specific stimulus (SD) but not to another stimuli (S∆); there is only one behavior that is either reinforced or punished in accordance with the presented stimuli (SD or S∆) (e.g., when you teach a boy to throw a ball, you will present the ball and reinforce his behavior only when he throws the ball; when he throws other objects such as a rock or a marble, you will not reinforce his behavior and in music class, singing is reinforced (SD), but in math class, singing is not reinforced (S∆).

Answer 29

Discrimination

Question 30

applying what a subject learns in a contrived setting in other natural settings, with other individuals and times; when teaching a skill, you must always consider if it can eventually be applied in a natural environment; external validity.

Answer 30

Generalization

Question 31

occurs when a subject is able to give various responses when an SD is given (e.g., a child being able to respond to someone asking how they are by saying I’m fine, I’m good, etc. or a child being able to respond to someone asking for 40 cents by giving a quarter, a dime, and a nickel, 4 dimes, or 3 nickels and a quarter).

Answer 31

Response generalization

Question 32

occurs when a subject is able to give a response upon being presented with various stimuli across people, items, locations, situations or time (e.g., a child being able to respond with their age when asked by their teacher, friend, or neighbor and a child being able to respond by washing their hands in different settings; bathroom sink, kitchen sink, etc.).

Answer 32

Stimulus generalization

Question 33

following the removal of an intervention, the extent to which a response remains in an individual’s repertoire over time (e.g., a client is taught to read using evidence based interventions, and then maintains the ability to read over many years).

Answer 33

Maintenance

Question 34

what drives the value of a stimulus; controls the behavior.

Answer 34

Motivating operations (MO)

Question 35

strengthens the value of a stimulus; deprivation (e.g., when you are hungry, food becomes valuable to you so there is an EO to get food).

Answer 35

Establishing operation (EO)

Question 36

weakens the value of a stimulus; satiation (e.g., after you eat, you become full and food is no longer valuable so there is an AO to get food).

Answer 36

Abolishing operation (AO)

Question 37

an MO that is learned through one’s past history

Answer 37

Conditioned motivating operation (CMO)

Question 38

a neutral stimulus is paired with an unconditioned or a conditioned motivating operation. Later, the subject will have the MO to engage in a behavior in the presence of the stimulus (e.g., if a man gives you a lecture at bedtime every day, you would have an MO to sleep upon seeing him and a mom usually puts a baby to sleep, one day, dad tried to and the baby wouldn’t sleep, but mom usually wears a certain perfume that the baby paired with sleep, so the dad puts on the perfume).

Answer 38

Surrogate CMO (CMO-S)

Question 39

one will have a supplemental MO to fulfill his/her original unconditioned or conditioned motivating operation (e.g., if you have an MO to use the bathroom, you will find the bathroom and go there. If the bathroom door is locked, you will have another MO to get the key to use the bathroom).

Answer 39

Transitive CMO (CMO-T)

Question 40

one will have an MO to engage in a behavior to avoid or escape from a non-preferred stimuli (e.g., if one had a history of being bitten by a dog, he/she would yell, cry or run upon seeing a dog; the dog is the CMO-R).

Answer 40

Reflexive CMO (CMO-R)

Question 41

a behavior that is controlled by verbal/written antecedents/rules; unlike contingency-shaped behavior, rule governed behavior involves verbal prediction of the consequence in the antecedent stage (e.g., before a game, a soccer team is told not to use to their hands or they’ll get a penalty, so they don’t use their hands during the game).

Answer 41

Rule-governed behavior

Question 42

behavior selected by direct consequences; occurs when an individual comes into contact with reinforcement/punishment which modifies their future behavior (e.g., a patient in an inpatient setting tried to elope from the unit. When they reached the door and attempted to open it, a loud alarm went off. It was very aversive, and functioned as a punisher for touching the door).

Answer 42

Contingency-shaped behavior

Question 43

occurs when a person repeats what another person says; yes point-to-point correspondence and formal similarity.

Answer 43

Echoic

Question 44

occurs when a person copies what is written; yes point-to-point correspondence and formal similarity.

Answer 44

Copy a text

Question 45

occurs when a person names objects or actions of what he/she sees, hears, smells, tastes, or touch; no point-to-point correspondence or formal similarity.

Answer 45

Tact

Question 46

occurs when a person asks what he/she wants. An MO (motivating operation) must be present; no point-to-point correspondence or formal similarity.

Answer 46

Mand

Question 47

occurs when there is a verbal exchange between two people and the response is different from the stimulus; no point-to-point correspondence or formal similarity.

Answer 47

Intraverbal

Question 48

occurs when a person reads what is written; yes point-to-point correspondence but no formal similarity.

Answer 48

Textual

Question 49

occurs when a person writes what he/she hears; yes point-to-point correspondence but no formal similarity.

Answer 49

Transcription/taking dictation

Question 50

both the stimulus and the response match the beginning, middle and end (e.g., di (beginning) no (middle) saur (end); saying dinosaur and repeating dinosaur matches the beginning, middle and end and the word dinosaur written on a board and saying dinosaur matches the beginning, middle and end).

Answer 50

Point-to-point correspondence

Question 51

both the stimulus and the response look, sound or feel the same (e.g., seeing thumbs up and showing thumbs up looks the same and saying help and repeating hello sounds the same).

Answer 51

Formal similarity

Question 52

a relation between two or more stimuli that is not directly trained and not based on physical properties of the stimuli; if A, B, and C all correspond to the same thing, and only A-B and B-C are directly trained, the relation drawn between A and C is derived.

Answer 52

Derived stimulus relations (stimulus equivalence)

Question 53

presents a relationship of two identical stimuli. When a person is shown A , he/she can match it to another A (A=A) (e.g., showing someone a quarter (A) and asking them to match it and respond by showing you a quarter (A).

Answer 53

Reflexivity

Question 54

presents a relationship of two stimuli that are interchangeable. When a person is shown A, he/she can identify A is B (A=B) (e.g., showing someone a quarter (A) and asking them what it is and them responding by showing the written word (B).

Answer 54

Symmetry

Question 55

presents a relationship of three stimuli that are interchangeable. When a person is taught A is B, B is C, then he/she will learn that A is also C (A=B, B=C, therefore A=C) (e.g., showing someone a quarter (A) and asking them what it is and them responding by showing the written word (B), showing them the written word (B) and asking them what it is and them responding with its value, 25 cents (C), then them correlating the object (quarter, A) with its value (25 cents, C).

Answer 55

Transitivity