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Test 2
| Question | Choices | Choices | Answer |
|---|---|---|---|
| What is the most efficient way to ensure a target behavior is modified using contingency? | A. Ignore the target behavior B. Implement a time-based consequence schedule | C. Clearly link the positive or negative outcome to the behavior D. Use positive outcomes only | C. Clearly link the positive or negative outcome to the behavior |
| In a classroom, the teacher implements a rule that if every student scores above 85% on the quiz, they can have a pizza party. What type of group contingency is being used here? | A. Dependent group contingency B. Partial contingency | C. Interdependent group contingency D. Independent group contingency | C. Interdependent group contingency |
| Which reinforcement schedule could be used efficiently to suppress elopement | A. Variable Interval Schedule (VI) B. Fixed Ratio Schedule (FR) | C. Different Reinforcement of Other behavior (DRO) D. Fixed Interval Schedule (FI) | C. Different Reinforcement of Other behavior (DRO) |
| In the context of behavioral management, which type of measurement is regarded as the most direct and meaningful way to track behavior change over time? | A. Event recording B. Time Sampling C. Intensity of response D. Rate of Response | D. Rate of response | |
| What does a variable ration schedule of reinforcement indicate in terms of behavior frequency? | A. The reinforcement occurs at regular predictable intervals B. The reinforcement happens after a specific amount of time has passed | C. The rate of reinforcement is unpredictable but averages out over time D. The reinforcement happens after a specific number of responses | C. The rate of reinforcement is unpredictable but averages out over time |
| Which of the following best describes the concept of an antecedent stimulus in behavior analysis | A. It is a stimulus that occurs simultaneously with a behavior B. It isa stimulus that always elicits the same response | C. It is a stimulus that precedes a behavior and can potentially influence its occurrence D. It is a stimulus that is always followed by the same behavior | C. It is a stimulus that precedes a behavior and can potentially influence its occurrence |
| You are working with a child who loves stickers. Over time, you have given her a sticker every time she completes her homework. This reinforcement has led her behavior to become common place in the scenario. What does the sticker represent? | A. Neutral Stimulus B. Unconditioned reinforcer C. Conditioned response D. Conditioned reinforcer | D. Conditioned reinforcer | |
| Teaching a client to brush their teeth, the BA presents tooth brushing a a sequence of steps. The client first learned to unscrew the toothpaste cap, followed by the BA completing the rest of the steps. This method is an example of which behavior chain? | A. Simultaneous Chaining B. Total task presentation C. Reverse Chaining D. Forward Chaining | D. Forward Chaining | |
| Which primary form of the multiple baseline design has its emphasis on monitoring changes within a particular individual | A. Multiple baseline across behaviors B. Multiple baseline across subjects C. Multiple baseline across settings D. Multiple baseline across reinforcers | A. Multiple baseline across behaviors | |
| What is the main difference between methodological behaviorism and radical behaviorism? | A. Methodological behaviorism only focuses on observable behavior while radical behaviorism does not. B. Radical behaviorism incorporates private events into its analysis while methodological behaviorism does not | C. Methodological behaviorism incorporates private events into its analysis while radical behaviorism does not D. Radical behaviorism only focuses on observable behavior while methodological behaviorism does not | B. Radical behaviorism incorporates private events into its analysis while methodological behaviorism does not |
| Which of the following principles of behavior analysis suggests that if a behavior if followed by a reinforcing consequence, it will like to occur again in similar situations? | A. Principle of stimulus control B. Principle of reinforcement C. Principle of punishment D. Principle of extinction | B. Principle of reinforcement | |
| Which verbal operate is evoked by a non-verbal antecedent stimulus and results in generalized conditioned reinfocement? | A. Mand B. Intraverbal C. Tact D. Echoic | D. Tact | |
| Mona sees a colorful butterfly and tries to catch it. However, the butterfly flies towards her face. Startled, Mona runs away and is less likely to approach a butter in the future. The butterfly flying towards her face appears to have function a a | A. Conditioned reinforcer B. Conditioned punisher C. Unconditioned reinforcer D. Neutral Stimulus | B. Conditioned punisher | |
| Which method is suitable for obtaining a clear picture of the immediate results of an interventions | A. Outcome Evaluation B. Impact Evaluation C. Summative Evaluation D. Formative Evaluation | D. Formative Evaluation | |
| What characterizes a discriminative stimulus in the context of behavioral contingences and reinforcement? | A. It is an environment condition that changes the behavior of interest after its occurrence B. It signals the availability of reinforcement in the presences of a particular response | C. It is a stimulus that changes the reinforcing effect of a subsequent stimulus D. it stimulates the behavior irrespective of the reinforcement available | B. It signals the availability of reinforcement in the presences of a particular response |
| In the context of behavioral interventions, what does the term behavior chain refer to? | A. A sequence of related behaviors, each leading to the next B. Establishing a controlled environment that minimizes undesired behavior and promotes desired actions | C. An increasingly aggressive response due to a lack of reinforcement D. A process by which an individual's behavior becomes similar to that of another person. | A. A sequences of related behaviors, each leading to the next |
| In behavior analysis, which measurement method involves assessing how often a behavior occurs? | A. Latency B. Frequency C. Intensity D. Topography | B. Frequency | |
| Reinforcing the same behavior in the presence of a series of novel stimuli until it generalizes. to other members of the stimulus class | A. Differences between fading and programming B. Programmed instruction | C. Programmed reading D. Procedure of programming | D. Procedure of programming |
| Shaping versus fading | A. Requires a written response, immediate feedback, and uses small steps B. Reinforcing the same behavior in the presence of a series of novel stimuli until it generalizes. to other members of the stimulus class | C. Reinforcing the same behavior in the presence of a series of novel stimuli until it generalizes. to other members of the stimulus class D. D. Shaping involves gradual changing of the behavior, while fading involves the gradual changing of the stimulus | D. Shaping involves gradual changing of the behavior, while fading involves the gradual changing of the stimulus |
| Difference between generalization and programming | A. Programming uses prompts B. Reinforcing the same behavior in the presence of a series of novel stimuli until it generalizes. to other members of the stimulus class | C. Fading uses prompts to establish a discrimination between two specific stimuli, programming uses prompts to teach generalization to a class of stimuli D. Requires a written response, immediate feedback, and small steps | A. Programming uses prompts |
| Differences between fading and programming | A. For the behavior to occur in the presence of novel stimuli from the same stimulus class B. Fading uses prompts to establish a discrimination between two specific stimuli, programming uses prompts to teach generalization to a class of stimuli | C. Programming uses prompts D. Reinforcing the same behavior in the presence of a series of novel stimuli until it generalizes. to other members of the stimulus class | B. Fading uses prompts to establish a discrimination between two specific stimuli, programming uses prompts to teach generalization to a class of stimuli |
| Programmed instruction | A. Requires a written response, immediate feedback, and small steps B. Reinforcing the same behavior in the presence of a series of novel stimuli until it generalizes. to other members of the stimulus class | C. Requires a written response, immediate feedback, and uses small steps feedback = reinforcer D. Temporary use of prompts to establish a generalization, gradually withdraw the prompts, and your goal is for the behavior to generalize without the prompts | C. Requires a written response, immediate feedback, and uses small steps feedback = reinforcer |
| The goal of generalization training | A. Requires a written response, immediate feedback, and small steps B. For the behavior to occur in the presence of novel stimuli from the same stimulus class | C. requires a written response, immediate feedback, and uses small steps feedback = reinforcer D. Fading uses prompts to establish a discrimination between two specific stimuli, programming uses prompts to teach generalization to a class of stimuli | B. For the behavior to occur in the presence of novel stimuli from the same stimulus class |
| A process | A. Programming B. Programmed reading | C. Programmed Instruction D. Generalization | D. Generalization |
| A discriminative stimulus that already exerts control over the desired response, added to the novel stimulus - an added stimulus that increases the probability that a person will make the correct response in the presence of a novel stimulus | A. Prompt B. Fadinng | C. Programming D. Procedure of programming | A. Prompt |
| A discriminative stimulus (SD) is formally defined as | A. Response class B. Response to any behavior | C. A stimulus in the presence of which a particular response will be reinforced D. Any response being reinforced | C. A stimulus in the presence of which a particular response will be reinforced |
| Level | A. Baseline or starting point of behavior B. | C Dispersion or spread in data points on a graph indicating the amount of fluctuation or | A. Baseline or starting point of behavior |
| Trend | A. Dispersion or spread in data points on a graph indicating the amount of fluctuation or B. Baseline or starting point of behavior | C. Baseline or starting point of behavior | C. Baseline or starting point of behavior |
| Variability | A. Baseline or starting point of behavior B. Dispersion or spread in data points on a graph indicating the amount of fluctuation or | C. Bar graph | B. Dispersion or spread in data points on a graph indicating the amount of fluctuation or inconsistency in behavior over time. |
| What does an abolishing operation do to a stimulus | A. Decrease the value of a stimulus B. Increase the value of a stimulus | C. Unconditions a motivating operation D. Condition a stimulus as a reinforcer | A. Decreases the value of a stimulus |
| When comparing the effects of different interventions | A. When comparing the effects of different interventions B. When identifying the natural course of the behavior | C. When demonstrating the effect of the intervention on the target behavior D. When determining the severity of the behavior | C. When demonstrating the effect of the intervention on the target behavior |
Created by:
TBonfield25