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Cooper incorrect
| Question | Answer |
|---|---|
| Description (ch1) | Collection of facts about observed events that can be quantified, classified, and examined for possible relations with other known facts, and often suggests hypotheses or questions for additional research |
| Prediction (ch 1) | Level of investigation that demonstrates correlation between events and is based on repeated observation |
| Control (ch 1) | Level of investigation in which functional relations can be derived |
| S-R-S model of psychology is known as (ch 1) | Three term contingency |
| Defining characteristic of applied behavior analysis that demonstrates experimental control over the occurrence and non-occurrence of the behavior (ch 1) | Analytic |
| Behavior that occurs more frequently under some antecedent conditions than it does in others is called (ch 2) | Discriminated operant |
| Conditioned ______ are the product of respondent conditioning (ch 2) | Reflexes |
| Unscored interval IOA (ch 5) | Most stringent method for calculating IOA for behaviors that occur at relatively high rates; minimizes effects of chance agreements for interval data on behavior that occur at very high or very low rates |
| Faulty stimulus control (ch 28) | When a target behavior comes under the restricted control of an irrelevant antecedent stimulus |
| Amount of examples needed to be taught when teaching sufficient stimulus examples to a learner will depend on: (ch 28) | Learner's opportunities to emit target behavior under various conditions, naturally existing contingencies of reinforcement, learner's history of reinforcement for generalized responding |
| When using multiple exemplar training: (ch 28) | Both stimulus and response variations should be used |
| Most "straightforward" & generally most powerful within-subject design for demonstrating a functional relationship (ch 8) | A-B-A-B design due to the "turning on and off" of the behavior with the introduction and removal of the IV |
| Design most appropriate for evaluating effects of video modeling on acquisition of skills for preparing meal by adults with DD (ch 9) | Multiple probe design; analyzes relationship between IV & acquisition of a chain sequence or successive approximation |
| Appropriate situations to use a delayed multiple baseline (ch 9) | Reversal design no longer desirable/possible; limited resources preclude full scale MB; new behaviors, settings, or subjects become available |
| One way to address practical concern of costly measurement when using multiple baseline design across settings is to (ch 9) | Use intermittent probes during baseline, can be justified in lieu of continuous measurement to reduce cost of concurrently measuring multiple behaviors |
| When a subject's behavior changes each time a new criterion is introduced it is an example of (ch 9) | Replication, (changing criterion) occurs each time level of behavior changes in a systematic way when criterion is changed |
| This person is considered to be the founder of experimental analysis of behavior (ch 1) | B. F. Skinner |
| The controlling variables of primary importance in ABA are located in (ch 2) | The environment |
| ________ behavior is ELICITED by antecedent stimuli (ch 2) | Respondent |
| Conditioned ______ are the product of respondent conditioning (ch 2) | Reflexes |
| A(n) ______ definition designates responses in terms of their effect on the environment (ch 3) | Function-based: a function-based behavior encompasses all relevant forms of a response class in terms of their effects on the environment |
| Outcome criteria should be established before intervention commences for all of the following reasons except: (ch 3) | To ensure accurate data collection |
| Computer assisted measurement of behavior allows the observer to do all of the following except: (ch 4) | Collect permanent products: computer assisted systems allow for the simultaneous recording of multiple behaviors across multiple dimensions. Outputs can be analyzed from different perspectives more easily than paper and pencil methods allow. |
| You are interested in displaying the mean score for both your baseline and experimental condition. For this you are willing to sacrifice the presentation and detection of variability and trends. Which graph? (Ch 6) | Bar graph: useful when looking to display central tendency such as the men's or median score for each condition. Sacrifices the ability to detect variability and the behavioral data by using bar graph format. |
| ______ is the "hallmark of applied behavior analysis" (ch 7) | Systematic repeated measurement of behavior |
| All of the following are limitations of multiple baseline design except: (ch 9) | Behavior under study must be in subject's repertoire; this applies to changing criterion not MB design |
| When a subject's behavior changes each time a new criterion is introduced, this is an example of | Replication; occurs each time the level of behavior changes in a systematic way when the criterion is changed |
| The ultimate purpose of social validity assessment is to (ch 10) | Guide behavior change program development and application |
| Which of the following is a factor NOT to consider when determining whether or not a functional relationship has been demonstrated in an experiment (ch 10) | Systematic replication of effects; MUST consider: controlled confounds, measurement system/experimental design, confounding variables |
| Which of the following is NOT a reason that applied behavior analysts favor visual analysis of data over statistical methods (ch 10) | Highly variable data may not be statistically significant; should motivate additional experimentation to identify the sources of variability and achieve a more consistent experimental control |
| Which schedule reinforcer assessment consists of two or more component schedules of reinforcement for a single response with only one component schedule in effect at any given time (ch 11) | Muliple |
| Experimental control when evaluating positive reinforcement is demonstrated by comparing (ch 11) | Response rates in presence of contingency, response rates in absence of contingency (EXT), FT reinforcement (NCR reinforcement), DRO |
| Which could be used as a control condition when evaluating the effects of a r in force meant based procedure (ch 11) | NCR, DRO, & differential reinforcement |
| Free operant avoidance (ch 12) | Avoidance contingency in which engage in behavior to avoid presentation of currently absent aversive stimulus |
| Unconditioned negative reinforcer (ch 12) | Influence people's behavior because we have inherited capacity to respond to them, we do not have to learn to avoid them. Aversive because they produce pain/discomfort |
| Error correction procedures (ch 12) | May produce learning in part due to avoidance contingency |
| Ethical concerns about punishment stem from (ch 12) | Requires presentation of aversive stimuli as an antecedent (EO) to a target behavior, can generate undesired behaviors |
| To strengthen a NEW behavior, what schedule do we use (ch 13) | Continuous reinforcement |
| Recommendations for punishment are derived from basic research conducted more than ____ years ago (ch 14) | 40 |
| Teacher docks class one minute recess time for behavior, what response cost method (ch 15) | Response cost with a group |
| Teacher docks group for behavior, in addition to response cost with group, also (ch 15) | Bonus response cost |
| _____ alters the effectiveness of some object/event as a reinforcer and the current frequency of all behavior that has been reinforced by that stimulus, object, or event | Establishing operation |
| _____ controls a type of behavior because it has been related to the differential availability of an effective reinforcer for that type of behavior (ch 16) | Discriminative stimulus (S^d) |
| Motivating operation has particular implications for the training of language in individuals with little/no speech (ch 16) | Transitive CMO |
| Continued study of motivating operations is most important to what field of ABA (ch 16) | Three term contingency |
| To form the concept "vehicles" individual must be able to (ch 17) | Discriminate vehicles from non vehicles and generalize across all motorized methods of transporting people |
| Stimulus equivalence (ch 17) | Provides a methodology for efficient teaching-expanding learners' skills far beyond what is directly taught |
| Child picks up form immediately after observing father do it, behavior has (ch 18) | Formal similarity |
| Shaping involves (ch 19) | Reinforcing closer approximations to terminal behavior, withholding reinforcement (EXT) for approximations not closer to terminal behavior |
| Shaping can be slow and time consuming, how can it be effectively sped up (ch 19) | Model the desired response for individual |
| Effective ways to determine criteria for success while shaping (ch 19) | Research literature & observe competent peers |
| Shaping is rarely linear and often erratic (ch 19) | Individuals skip approximations, get stuck, move back |
| How are forward and backward chaining different (ch 20) | Forward chaining learned first step first in sequence, backwards chaining learned last behavior in sequence but steps are still learned in correct sequence in both |
| Peer models have been used to teach complex tasks for which form of chaining (ch 20) | Total task chaining |
| Behavior chain interruption strategy (BCIS) can be used to (ch 20) | Teach speech, picture communication, micro switch activation |
| Common misuses of extinction (ch 21) | EXT for any decrease in behavior, confusing forgetting and EXT, confusing response blocking and EXT, confusing NCR and EXT |
| In DRA a practitioner (ch 22) | Reinforces a desirable alternative to problem behavior, may be incompatible with problem behavior, problem behavior is placed on EXT |
| Antecedent interventions AKA (ch 23) | Antecedent procedures, antecedent control, antecedent manipulations |
| Public accompaniment occurs when (ch 25) | An observable stimulus accompanies a private stimulus |
| A description of the task should include which of the following when writing a contingency contract (ch 26) | A description of when the task should be performed |
| When selecting backup reinforcers (ch 26) | Consider ethical and legal issues |
| Group contingencies (ch 26) | Lighten practitioner load, consequences can be administered for group, save time, create problems with learners |
| If you wanted to decrease a desired behavior what type of self administered consequence would be most useful (ch 27) | Self management analogs of positive punishment |
| When a target behavior comes under the restricted control of an irrelevant antecedent stimulus, it is an example of (ch 28) | Faulty stimulus control |
| When trying to determine the right thing to do in a given situation which factors should you consider (ch 29) | Ethical guidelines published by professional organization, personal history, rules of setting and codes of ethics of organization, professional training, |
| NOT a right to effective education as delineated by ABA in 1990 (ch 29) | Financial consequences for school and its performance are based on subjective measures by school board |
| Important considerations in deciding whether or not an intervention is likely to be successful (ch 29) | Client willing to participate, behavior been successfully treated in literature, public support likely, those involved in treatment have control over critical contingencies |
| A behavior that occurs more frequently under some antecedent conditions than it does in others is called (ch 2) | Discriminated operant |
Created by:
Jdavies81