Unit 3 Quiz

Question 1

A behavior chain with a limited hold means:

Answer 1

The entire chain or steps within the chain must be completed in a given period time

Question 2

A guitarist hears a novel section of improvised music and then immediately reproduces it. In this situation, __________ has occurred. Later, one guitarist says to another, “Listen to this. I want to teach you this.” The first guitarist demonstrates the new section of music. They practice until the second guitarist learns it. On stage the first guitarist plays the section of new music, and the second guitarist immediately follows by reproducing the same music. The second guitarist’s reproduction is the result of __________ (as a result of the reinforcement history).

Answer 2

Imitation, a discriminated operant

Question 3

After the model evokes an imitation, that behavior comes into contact with contingencies of:

Answer 3

Reinforcement

Question 4

All antecedent stimuli with the capacity to evoke imitation are potentially:

Answer 4

Unplanned models

Question 5

An antecedent stimulus that evokes the imitative behavior is:

Answer 5

A model

Question 6

An example of shaping within a response topography is:

Answer 6

Increasing the duration of in-seat behavior during seatwork time

Question 7

Behavior chains and chaining procedures are important because:

Answer 7

All of these:
A. there are many behaviors that are considered behavior chains, and these behaviors lead to more independence in life
B. Chaining can be combined with many other teaching procedures, so that behaviors can be taught in a variety of contexts.
C. Chaining is an efficient training procedure; it can be used to combine already existing repertoires of behavior into new behaviors

Question 8

Breaking down longer chains into smaller chains or skill clusters, teaching each skill cluster, and then chaining each skill cluster is a variation of which form of behavior chaining?

Answer 8

Forward chaining

Question 9

Gretchen has been trying to teach Glen, a preschooler, to pull up his pants by himself after using the toilet. She has been using a shaping model. She began by reinforcing the behavior with an animal cracker for bending over and touching his waistband. He is now doing that consistently. Next, she wants him to start pulling his pants a little bit. However, she has become very frustrated because Glen continues to simply touch his pants rather than pull a bit. What should Gretchen do?

Answer 9

Gretchen should add a prompt of some sort (for example, a verbal or physical prompt) to help make the shaping process more efficient

Question 10

How are forward and backward chaining different?

Answer 10

Forward chaining means the learner learns the first step first in the sequence and backward chaining means the learner learns the last behavior in the sequence first (but the steps are still learned in the correct sequence).

Question 11

If you want to create a task analysis for a behavior you have no idea how to do yourself, how could you construct it?

Answer 11

All of the above:

a. You could find people who are good at the behavior and ask them how to do it.
b. You could watch people who know how to do the task and observe what they do.
c. You could go to the literature to see if there are any published task analyses of the behavior.

Question 12

Kara has been learning to board a public bus, put money in the slot, and sit in her seat, waiting for her stop. Then, she pushes the button to indicate when she wants to get off. She has practiced this skill in her small hometown, where there are rarely more than five people on the bus. She traveled to Chicago with her parents to visit her aunt. She rode the bus with her parents in Chicago and was unable to do many steps in the chain. For example, she was not able to put her money in the slot, and she had difficulty choosing a seat. Her parents noticed that she was very distracted by all the people on the bus, as compared to the few people who are on the bus at home. Which of the following is the most likely reason that Kara was not able to perform steps in the chain she had learned so well at home?

Answer 12

There were novel stimuli present in Chicago that were not present at home, and that interfered with Kara’s chain.

Question 13

Laura would like to shape the tidiness of her husband, who always leaves his clothes in a pile on the floor at the end of the day instead of throwing them in the clothes hamper, which is in the laundry room. She begins by providing him with lavish praise and offering to make him a nice dinner when he puts his clothes in a heap in the laundry room rather than in a heap on the bedroom floor. Now, he is consistently putting his clothes in a heap in the laundry room. Next, she plans to provide praise and a nice dinner only if her husband sorts his laundry into whites and colors and puts his laundry into the appropriate laundry basket. What do you think about her plan?

Answer 13

Laura should plan more gradual steps to increase the likelihood of her husband’s success. Otherwise, he is likely to become frustrated and receive little or no reinforcement for quite some time.

Question 14

Ms. Anita Response wants to increase the number of words Sophie writes in her stories during creative writing time. She uses shaping to do so. What dimension of behavior is she shaping?

Answer 14

Frequency

Question 15

Shaping involves:

Answer 15

a. Reinforcing successive approximations to a terminal behavior.
b. Creating response differentiation between responses that are closer to the terminal behavior and those that are not.
c. Placing responses that are not a closer approximation of the terminal behavior on extinction.

Question 16

Teaching learners to do what the model does, regardless of the behavior modeled, is the major objective of what?

Answer 16

Imitation training

Question 17

The model and the behavior must have:

Answer 17

Formal similarity

Question 18

What is a risk of choosing the single-opportunity method of assessment for assessing mastery of a task analysis?

Answer 18

You may underestimate the learner’s ability

Question 19

What is meant by the statement that progress in shaping is rarely linear and often erratic?

Answer 19

All of these

a. Most individuals are unsuccessful in shaping new responses.
b. The amount of time it may take to shape a behavior is often unpredictable. Sometimes individuals may exceed your criteria for reinforcement, making closer approximations than you had expected.
c. Sometimes individuals may get "stuck" on a response and have to "back up" to a previously-learned approximation before making process. This can slow the process down more than expected.

Question 20

When a model and the behavior physically resemble each other and are in the same sense mode, this is known as:

Answer 20

Formal similarity

Question 21

When shaping a new behavior, it is important to:

Answer 21

All the above:

a. Carefully analyze the response class to identify the discrete behaviors that are part of the terminal behavior.
b. Know the terminal behavior.
c. Have a plan for how you will reinforce the behaviors that are part of the terminal behavior.

Question 22

When the topography of a previous imitation occurs in the absence of the model it is not imitative behavior.

Answer 22

False

Question 23

Which of the following is an example of shaping an individual to swing a golf club correctly (that is, take the appropriate backswing, swing the club down to the ball, and follow through with the swing)?

Answer 23

Provide positive reinforcement for any swing that resembles a golf swing. Then, provide reinforcement for closer and closer approximations of a correct golf swing and withhold reinforcement for poorer approximations of a correct golf swing.

Question 24

Which of the following is the best example of shaping to teach an individual to sign please to get access to a toy? (A please sign consists of placing an open palm on the chest and making a circular motion.)

Answer 24

First reinforce lifting the hand, then reinforce lifting the hand to the chest, then reinforce lifting the hand to the chest and making a circular motion.