Unit 1 - B Flashcards
The book, Verbal Behavior focuses on
a. Providing an analytical tool related to language
b. Both general and specific techniques for language acquisition
c. A general approach to communication training
d. Specific techniques on how to teach language
a. Providing an analytical tool related to language
Skinner’s use of the term, “verbal”, focuses on
a. Language in general
b. Spoken language
c. Speech
d. Vocal behavior
a. Language in general
Operants may be accurately defined as:
a. Behaviors occurring under a variety of circumstances
b. Behaviors that are defined by their impact upon the environment
c. Antecedents and the behavior they trigger
d. Antecedents and consequences
b. Behaviors that are defined by their impact upon the environment
A specific response could not possibly constitute verbal behavior in which of the following modalities?
a. Audible clicks
b. Making smoke signals
c. None; these could all be modalities for verbal behavior
d. Eye blinks
c. None; these could all be modalities for verbal behavior
In referring to consequential operations related to language, Skinner sometimes uses the term “education” to represent
a. All forms of positive reinforcement
b. Negative reinforcement
c. Automatic reinforcement
d. Social reinforcement
d. Social reinforcement
Which of the following constitutes an impure mand?
a. Bailey says, “out” when requesting people to leave
b. Dorrie raises her hand to ask for help in class
c. Henry signs, “cookie” to ask for a cookie he sees on a plate
d. These are all impure mands
c. Henry signs, “cookie” to ask for a cookie he sees on a plate
Which of the following verbal operants is likely to be most difficult to learn for individuals with Autism Spectrum Disorder
a. Autoclitics
b. Pure intraverbals
c. Intraverbal-mand-tacts
d. Echoics
a. Autoclitics
According to Dr. Bondy, which of the following words is likely to be the most difficult to teach to an individual diagnosed with autism? The word in question for each answer choice is in underlined capital letters.
a. REALLY big
b. TWO cookies
c. BIG ball
d. BLUE bird
a. REALLY big
The Picture Exchange Communication System (PECS) is based on a ___ analysis of language.
a. Functional
b. Modal
c. Pictorial
d. Structural
a. Functional
When a student is taught to mand primarily under the control of such questions as “what do you want” or “pick something you would like”, which of the following is a potential problem? The student…
a. Will be less likely to learn to initiate language over time
b. Is far less likely to become prompt dependent
c. Will have more difficulty learning to tact
d. Will skip key stages in echoic training
a. Will be less likely to learn to initiate language over time
What is the goal of the pyramid approach to education as described by Dr. Bondy?
a. Use the methods of science to develop effective educational strategies
b. Build a comprehensive network at home and school that will support good behavior in the classroom
c. Use group management strategies that will encourage the best students to excel above the rest
d. Promote the use of effective teaching procedures in all schools throughout the education hierarchy
a. Use the methods of science to develop effective educational strategies
All of the following are elements of the pyramid approach to education, except:
a. Functional communication
b. Standard measurement and celeration
c. Generalization
d. Data collection
b. Standard measurement and celeration
A key characteristic of functional communication is that …
a. A physical prompter is necessary to mediate an interaction with the communicative partner
b. Pictorial conditional discriminations are promoted heavily
c. It emphasizes the understanding of language
d. It requires an interaction with a “listener” to mediate reinforcement
d. It requires an interaction with a “listener” to mediate reinforcement
Communicating via PECS typically requires the speaker to do all of the following except:
a. Reach towards the listener
b. Release the picture
c. Pick-up a picture
d. The speaker must do all of these responses in PECS
d. The speaker must do all of these responses in PECS
Dr. Bondy states that the first goal of communication is to teach students to:
a. Eliminate prompts
b. Discriminate pictures
c. Approach others to initiate communication
d. Build sentences
c. Approach others to initiate communication
Jayne is teaching her sister Mary to request preferred items and activities. Using PECS to teach her sister, Jayne uses a 3 step sequence, as follows: (1) Pick-up a PEC card, (2) reach towards a communication partner, and (3) release the picture. She uses one picture at a time to establish each of the early responses in Mary’s repertoire, and fades her prompt from step 3, then step 2 and finally from step 1. Jayne is teaching her sister:
a. To respond to a listener as a speaker
b. To tact without the non-verbal stimulus present
c. To initiate communication
d. To make simple discriminations
c. To initiate communication
What is necessary to teach spontaneous communication with PECS?
X = Increase distance to communicative partners and materials
Y = Teach discrimination between pictures from the outset
Z = Fade-out prompts quickly
a. X and Z only
b. X, Y, and Z
c. Y and Z only
d. X and Y only
a. X and Z only
The goal of increasing spontaneity and range is to teach students to travel:
X = On public transportation
Y = To a communicative partner
Z = To get a picture from book
a. X and Y only
b. X and Z only
c. X, Y, and Z
d. Y and Z only
d. Y and Z only
Walter has been teaching Maggie to communicate with PECS. Since Maggie is already initiating communication, Walter asks Scott, a fellow BCaBA, to stop prompting Maggie and begins increasing the distance she has to travel to exchange a picture for preferred items and activities. Walter is implementing the following phase of PECS training:
a. Building sentences
b. Increasing spontaneity and range
c. How to communicate
d. Conditional discriminations
b. Increasing spontaneity and range
Phase IIIA of PECS training focuses on:
a. Increasing Spontaneity and Range
b. How to Communicate
c. Simple Discrimination
d. Conditional Discrimination
c. Simple Discrimination
The goal in Phase III-A of PECS training is for the learner to discriminate between pictures of
a. Neutral items and undesired items
b. Different desired items
c. Different undesired items
d. Desired items and undesired items
d. Desired items and undesired items
Which of these is an example of a simple discrimination during Phase IIIA? The teacher presents the student with
a. A picture of a food item and an actual food item. The teacher blocks attempts to grab the food item directly. If the student picks up the picture and hands it to the teacher, the teacher then provides the food item.
b. A picture of a preferred food item (or activity) and a picture of some neutral stimulus. When the student selects a picture, the teacher provides the pictured stimulus (preferred or neutral).
c. Pictures of various preferred food items. When the student selects a picture, the teacher presents the pictured item.
d. A picture of a preferred food item and a picture of a preferred activity. When the student selects a picture, the teacher provides the student with the food or activity depicted in the picture
b. A picture of a preferred food item (or activity) and a picture of some neutral stimulus. When the student selects a picture, the teacher provides the pictured stimulus (preferred or neutral).
In the 4-step error correction procedure, step 3 is “Switch”, which means switching the
a. Teachers running the instructional trials
b. Positioning of the preferred and non-preferred/neutral pictures
c. Focus: have the child do something else
d. Pictures, and using alternative pictures
c. Focus: have the child do something else
In Phase IIIA of the PECS procedure, when an error (incorrect learner response) is corrected by a prompt (use of prompt hierarchy until the correct response is evoked), how many trials are recorded on the data sheet?
a. It depends on whether these are practice trials or real trials
b. Two trials (one incorrect and one correct response)
c. Two or more, depending upon the number of prompts necessary to obtain a correct response
d. One trial (incorrect response)
d. One trial (incorrect response)
When using large pictures vs. small pictures for PECS discrimination training, one must
a. Allocate duration of access to each item according to its picture size.
b. Have smaller versions of the actual items to correspond with the smaller pictures.
c. Use the larger picture for the distractor, to make it a more obvious incorrect choice.
d. Have a range of sizes for the pictures, in order to fade to the actual sizes that will be used.
d. Have a range of sizes for the pictures, in order to fade to the actual sizes that will be used.
In Phase IV of PECS Training, the PECS book adds…
a. A carrying Strap
b. Additional pages
c. A sentence Strip
d. A picture Schedule
c. A sentence Strip
If the student moves a picture of a preferred item to the sentence strip before handing it to the communicative partner, in which phase of PECS would this FIRST occur?
a. Phase III- Discrimination
b. Phase V- Answering “what do you want”
c. Phase II- Teaching traveling
d. Phase IV- Building Sentences
d. Phase IV- Building Sentences
Teaching attributes occurs after Phase X of PECS training, and is a way to increase the student’s Y .
a.
X = IV
Y = vocabulary
b.
X = III
Y = interaction
c.
X = III
Y = fluency
d.
X = IV
Y = use of grammar
a.
X = IV
Y = vocabulary
When teaching attributes, it is important to
a. Place only one attribute at a time on a sentence strip
b. Use photographs of very specific items (Oreos or Chips Ahoy), rather than general pictures (cookie).
c. Teach one attribute (e.g., one size, one color) at a time
d. Vary the attributes as we teach
d. Vary the attributes as we teach
In PECS training, the learner is FIRST presented with the question, “What do you want” during which broad phase?
a. Phase 7
b. Phase 5
c. Phase 1
d. Phase 2
b. Phase 5
To promote spontaneity during PECS training, the teacher should ask the question, “What do you want?” _______________.
a. Never, if one wants to promote spontaneity
b. As early as possible, but absolutely before phase 5 in the training sequence
c. During each learning trial in phase 5.
d. During some trials, balanced by many unprompted manding trials during phase 5 and on
d. During some trials, balanced by many unprompted manding trials during phase 5 and on
The goal of Phase VI is to have the learner engage in
a. Commenting
b. Tacting
c. Manding
d. Receptive communication
a. Commenting
During Phase 6 of PECS training, one goal is for the learner to discriminate between the teacher’s question, “What do you see?” and
a. The teacher’s question, “What do you want?”
b. A PECS card with the printed words, “What do you see?”
c. The teacher’s verbal prompt, “Point to what you see”
d. A picture of what they see (the specific stimulus)
a. The teacher’s question, “What do you want?”
Which of the following statements is true regarding the use of PECS?
a. Use of PECS may have a secondary effect of helping to reduce problem behavior
b. Only individuals who have no verbal behavior should use PECS
c. The PECS system is designed for use only with young children or people with Autism
d. PECS cards are used almost exclusively to teach people to request items
a. Use of PECS may have a secondary effect of helping to reduce problem behavior
According to Dr. Bondy, making a clear distinction, in terms of verbal behavior, between a handwritten note and a typed email is
a. Incorrect, as they are both topography-based
b. A functionally irrelevant distinction
c. An important distinction between operant classes
d. Incorrect, as they are both selection-based
b. A functionally irrelevant distinction
