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Task List G
Behavior-Change Procedures
| Question | Choice | Choice | Answer |
|---|---|---|---|
| A client engages in aggression. A timer is set for every 5 minutes. Whenever the timer goes off the staff look over at their client; if the client is engaging in any behavior besides aggression they deliver a reinforcer. This is an example of: | A. 5 minute interval DRO B. 5 minute momentary DRO | C. Differential reinforcement of incompatible behavior C. Non-contingent reinforcement | B. 5 minute momentary DRO |
| A middle school student gets in trouble repeatedly for leaning over to the preferred peer that sits next to them and telling jokes. The teacher moves the two students across the room from each other. This intervention mostly focuses on | A. Discriminative stimuli B. Motivating operations | C. Differential reinforcement D. Stimulus-stimulus relations | A. Discriminative stimuli |
| Including a student's peer during social skills instruction in your office to help facilitate generalization is an example of: | A. Teaching loosely B. Sequential modification | C. Indiscriminible contingencies D. Programming common stimuli | D. Programming common stimuli |
| A student talks out in class and it disrupts the learning environment. The teacher begins differentially reinforcing progressively quieter vocalizations. This is: | A. Shaping within a topography B. Shaping across topographies C. Chaining | D. Punishment E. None of the above | A. Shaping within a topography |
| A student is cheating during heads up seven up. The teacher makes them stay in their seat but they are not allowed to play the rest of the class period. What intervention is being attempted? | A. Positive punishment B. Exclusionary timeout | C. Non-exclusionary timeout D. Negative reinforcement | C. Non-exclusionary timeout |
| Vincent provides his client a break from tasks every 4 to 7 minutes, regardless of his client's behavior at that time. What strategy is Vincent utilizing? | A. Not following a plan B. Functional communication training C. Extinction | D. Differential reinforcement of alternative behavior E. Non-contingent reinforcement | E. Non-contingent reinforcement |
| A speech pathologist is assigned to work with a client on proper articulation of the letter "r". This is most likely an example of: | A. Shaping across topographies B. Shaping within topographies | C. Physical chaining D. Differential punishment | A. Shaping across topographies |
| A client struggles to spread peanut butter and jelly on bread to make a sandwich. They are able to put the bread together. Which chaining procedure would be most appropriate for teaching the client to make a peanut butter and jelly sandwich? | A. Forward chaining B. Backward chaining | C. Total task chaining D. None of the above | B. Backward chaining |
| Jen sets a daily goal of 10,000 steps on her FitBit. Each day she records whether or not she met the 10,000 step goal and delivers contingent reinforcement on 10,000 steps. This is an example of: | A. Self-monitoring B. Self-evaluation C. Habit reversal | D. Self-evaluation and contingency contracting E.None of the above | D. Self-evaluation and contingency contracting |
| Dotted letters on a paper that are gradually made lighter until they are no longer present are an example of: | A. Errorless prompting B. Prompt delay C. Chaining | C. Stimulus fading D. None of the above | D. Stimulus fading |
| A boxing instructor is working with a client. The client's jab form is perfect, however they are working on increasing the quickness of the punch. This is an example of: | A. Chaining B. Total task chaining | C. Shaping within a topography D. Shaping across topographies | C. Shaping within a topography |
| When is forward chaining most appropriate? | A. When the client can complete steps at the end of the chain but not beginning B. When the client cannot complete the beginning and middle of the chain | C. When the client can complete steps at the beginning of the chain but not the end D. When the client cannot complete their homework | C. When the client can complete steps at the beginning of the chain but not the end |
| A wheelchair user with limited hand use engages in head-to-table self-injury to access calming music. Staff install a head-activated switch that plays music when pressed. Button use increases, and self-injury decreases. This is an example of | A. Differential reinforcement of other behavior B. Differential reinforcement of functional communication | C. Non-contingent reinforcement D. Differential reinforcement of incompatible behavior | D. Differential reinforcement of incompatible behavior |
| A client engages in SIB and it is determined that the behavior is maintained by escape from academic tasks. The BCBA decides to teach the client to say "No work" on their AAC device instead of engaging in self-injury. Which intervention is being utilized? | A. Differential reinforcement of incompatible behavior B. Differential reinforcement of non-communicative behavior | C. Non-contingent reinforcement D. Functional communication training E. None of the above | D. Functional communication training |
| What is one possible negative consequence of differential reinforcement of other behavior? | A. It is not usually published about in JABA B. Response chaining can become an issue | C. Other (non-target) topographies of interfering can be reinforced D. It reinforces the entire response hierarchy associated with the target behavior | C. Other (non-target) topographies of interfering can be reinforced |
| As part of a restorative approach, an individual is required to restore the classroom and apologize to classmates after incidence of property destruction. This leads to a reduction in incidents. This is an example of: | A. Negative punishment B. Timeout C. Positive punishment | D. Response cost E. None of the above | C. Positive punishment |
| The entire class earns a pizza party on Friday if table #5 goes an entire period with zero talk-outs during class. This is an example of: | A. Interdependent group contingency B. Dependent group contingency C. Hero procedure | D. Independent group contingency E. None of the above | B. Dependent group contingency |
| Students are able to earn extra recess each day if they bring in completed homework. This is an example of: | A. Interdependent group contingency B. Dependent group contingency C. Hero procedure | D. Independent group contingency E. None of the above | D. Independent group contingency |
| Negative reinforcement is central to which one of these teaching situations? | A. Teaching to request food B. Teaching to request removal of a seatbelt that feels tight | C. Teaching to wait for a preferred staff to be available D. Teaching not to touch an electric fence | B. Teaching to request removal of a seatbelt that feels tight |
| Writing down the number of calories of each food eaten and a running total of calories eaten that day is an example of: | A. Self-monitoring B. Self-evaluation C. Habit reversal | D. Antecedent modifications E. None of the above | A. Self-monitoring |
| Markie's BCBA makes sure that he does not have access to fruit juice outside of snack time. This is to prevent satiating on juice, which would reduce his motivation to request it at snack time, when it is available. This intervention takes into account: | A. Discriminative stimuli only B. Motivating operations | C. Discriminative stimuli and motivating operations | C. Discriminative stimuli and motivating operations |
| Art likes watching ceiling fans, fire trucks, and eating food. Art's BCBA would like to expand the array of things that will function as reinforcers for Art's behavior. The BCBA should pair new items with: | A. Fire truck, because it's the only tangible B. Food, because it's the only primary reinforcer | C. Be guided by data, they choose any of those D. Either ceiling fans or trucks, but not food, because they are both secondary/conditioned reinforcers | C. Be guided by data, they choose any of those |
| A student talks loudly during class. The teacher kicks the student out of class. The teacher begins kicking the student out of class more frequently. What behavioral principle is most likely demonstrated in regard to staff behavior? | A. Positive reinforcement B. Negative reinforcement | C. Extinction D. Positive punishment | B. Negative reinforcement |
| One way to lessen the effects of extinction is to: | A. Include irrelevant stimuli in the environment B. Punish all behaviors observed | C. Enrich the environment and increase reinforcement D. Only intermittently implement extinction during the case | C. Enrich the environment and increase reinforcement |
| Which of the following is often an ineffective strategy when programming for generalization? | A. Training loosely B. Mediating generalization | C. Sequential modification D. Train and hope | D. Train and hope |
Created by:
TBonfield25