Unit One Flashcards
A behavior may be selected as a target for change because:
X= It seems unusual to the people around the individual.
Y= A deficit makes the person too dependent on others.
Z= It helps the individual achieve outcomes.
Y and Z only
When a person cannot do a skill, we refer to this as a X. When a person will not do a skill they are able to do, we refer to this as a Y.
X= performance problem; Y= compliance problem
X= skill deficit; Y= performance problem
X= performance problem; Y= skill deficit
X= skill deficit; Y= problem with fluency
X= skill deficit; Y= performance problem
Which statement would belong as part of a definition of adaptive behavior? Adaptive behavior is:
Those skills or abilities that enable an individual to meet standards of personal independence and responsibility that are expected of his/her age group.
The full range of possible performances of a skill by anyone within a cultural or social group, either with or without a disability.
All of these characteristics define an adaptive behavior
Static, and does not change based on variables such as a person’s age or cultural expectations.
Those skills or abilities that enable an individual to meet standards of personal independence and responsibility that are expected of his/her age group.
Acquisition targets can be identified when the person “cannot do” a socially significant and functionally useful skill even:
X= Under the most powerful contingencies.
Y= When given the most specific and clear instructions.
X and Y
Neither X nor Y
Y only
X only
X and Y
Typically, mastered tasks can be correctly performed during at least \_\_\_\_ of trials. 100% 65% 50% 80%
80%
Which of the following is a behavior based skill assessment tool discussed in this unit? SIT scale The Maladaptive Behavior Rating Scale Essential For Living The MMPI
Essential For Living
Jenny is a 4-year old with significant language delays. She is also delayed in some significant social and pre-academic skills. Which assessment/curriculum packages would most likely meet her immediate needs?
Essential For Living
VB-MAPP
Vineland Adaptive Behavior Rating Scale
MOVE functional motor movements
VB-MAPP
The following could be conditioned as reinforcers, except:
All these are good conditioned reinforcers
Praise
Yourself (as a teacher)
Compliance
Compliance
Jerry usually sits on his own and flaps his hand in front of his face. When prompted to do a task, he often slaps his head until the person asking him to do the task goes away. Jose sits across the dining room table with Jerry's favorite beverage, a cup of coffee. When Jerry stops flapping his hands for a moment and makes eye contact, Jose says, "Great looking at me, Jerry. " He immediately passes Jerry a small amount of coffee in a paper cup. Soon in Jose's presence, Jerry flaps his hands less and looks at Jose more often. Afterwards, when Jose praises Jerry following an instruction, that behavior begins to increase in strength and frequency. Jose praising Jerry before delivering coffee established social praise as a: You Answered All these may be correct Conditioned stimulus Conditioned reinforcer Conditioned establishing operation
Conditioned reinforcer
In relation to the question above about Jerry and Jose, what process led to the change in the function of praise? Motivational operation Yoking Pairing Stimulus control
Pairing
Before you begin teaching, you must identify:
X= what you want the learner to do.
Y= the conditions under which you want the learner to exhibit the behavior.
Z= the function of problematic behavior.
Y and Z only
Z only
X and Y only
X, Y, and Z
X and Y only
Which of the following is most likely to function as an SD for a listener skill? A conditioned reinforcer Non-verbal environmental events An echoic response A spoken word direction
A spoken word direction
An antecedent which, after teaching, evokes the target response is a(n): Prompt Motivating Operation SD Reinforcer
SD
A teacher says, “Ok, class, now it is time to close your social studies book and open your math book to page 157.” This verbal direction is most likely a(n) ____ for opening the math book.
Both prompt and SD (they are the same)
SDP
SD
Prompt
SD
Antecedents that may temporarily increase or decrease the value of a reinforcer and evoke an appropriate response are: SDs Reinforcers Prompts Motivating Operations
Motivating Operations
Telling a child to pick up his fork and take a bite, after the plate of food has been placed in front of him, would be an example of a(n): Reinforcer Motivating operation Prompt SD
Prompt
The following could be an example of an artificial consequence for teeth brushing, except: Praise A token delivery Clean teeth and fresh breath A check on a chore list
Clean teeth and fresh breath
Reinforcement should be used for all the following, except:
Maintaining behavior that has been established
Establishing a new behavior
In both operant and respondent conditioning
Strengthening a dimension of an already acquired skill
In both operant and respondent conditioning
Which of the following is a potential unwanted effect of reinforcement?
Establishing the deliverer as an SD
An increase in a dimension of the target behavior
Establishing the desired rate of appropriate behavior
Creating a “cookie monster”
Creating a “Cookie monster”
____ prompts operate directly on the ____.
Movement cue; Response
Stimulus; Response
Response; Stimulus that should evoke behavior
Response; Response
Response; Response
If the learner does not have imitation skills, which type of prompt would be inappropriate to use?
Demonstration
Partial physical
All the listed items are appropriate to use
Full physical
Demonstration
Stimulus prompts operate directly on an antecedent to cue a correct response in conjunction with:
Abolishing operations for reinforcement
The critical reinforcer
Supplemental stimuli
The critical SD
The critical SD
Fading is a technique used to gradually transfer X from supplemental stimuli to naturally occurring Y.
X= stimulus control; Y= EOs and/or discriminative stimuli
X= generalized responses; Y= consequences
X= prompted responses; Y= unprompted responses
X= discriminative control; Y= unconditioned stimuli
X= stimulus control; Y= EOs and/or discriminative stimuli
Amy-Jo instructs Zach to come near her by saying, “Zach, come here please.” 5-seconds has elapsed and Zach does not move towards her so she issues a verbal prompt. Another 5-seconds has elapsed and there is still no movement so she uses her hand to make a "come here" gesture. Finally, upon seeing this gesture prompt, Zach moves closer to her. Which procedure for fading prompts does this exemplify? Stimulus prompting Least-to-most prompting Graduated guidance Most-to-least prompting
Least-to-most prompting
