Function(s) for antecedent stimuli can be classified as:
A. Contingency dependent
B. Contingency co-dependent
C. Contingency independent
D. Contingency non dependent
E. Both A and C
F. Both B and D
G. None of the above
Stimuli in an arbitrary stimulus class:
A. Share common physical forms or relations to the target stimulus.
B. Do not share similar stimulus features.
C. Include an infinite number of stimuli.
D. Comprise a large portion of our conceptual behavior.
State a strength and state a limitation of using bar graphs for displaying behavioral data.
When selecting the performance criteria for a group contingency:
a. It is important to consider the initial performance of the group; low performers may
respond differentially to criteria as compared to high performers
b. The criteria should always be set at the current mean performance of the group
c. The criteria should always be set just below the current mean performance of the
group
d. The criteria should always be set just above the current mean performance of the
group
On what two sources should behavior analysts base their practices? (Mark 2)
A. Peer-reviewed reports in reputable journals
B. Direct and frequent measures of behavior
C. Personal accounts of successful interventions presented at non-scientific conferences
D. Television infomercials (e.g., Hooked on Phonics)
Given the following experimental designs describe the logic and how experimental
control would be demonstrated.
a. Reversal design
b. Alternating Treatments Design
Andrea is 4 years old and nonverbal. She often becomes noncompliant (she says no,
pulls away, and puts in a corner) when she is told to sit at the table to work on art
activities. You, as her teacher, believe that Andrea is trying to escape the task and that
breaks from tasks will be an effective reinforcer for her. You want to implement DRA
because Andrea is nonverbal. Which of the following would be an example of DRA?
a. If Andrea completes one step of the task, she can leave the table and take a break. If
she is noncompliant, she must stay at the art table.
b. Set a timer for 10 seconds. If Andrea does anything other than noncompliant
behavior, allow her to leave the table and take a break. If she is noncompliant, she must
stay at the art table.
c. Set a limit on the number of times Andrea is allowed to say No. If she exceeds the
limit, she must stay at the art table. If she says no fewer times than the limit, she can
take a break and leave the art table.
d. None of the above.
After you have shaped a successive approximation to a terminal behavior, what
reinforcement schedule should you use before increasing your criteria for
reinforcement?
a. Various
b. Intermittent
c. Continuous
d. Interval
The force or intensity of a behavioral response is called
a. Topography
b. Magnitude
c. Strength
d. Power
Sadie goes to an aerobics class on M, W, and F (on a good week!). The aerobic routines
they do have many, many steps and constitute behavioral chain. The aerobics teacher
has everyone perform one step of the routine multiple times and asks, “Does everyone
get it?” The students all yell, “Yep!” Then, she says, “Adding on!” and she shows them
another step. Once they have that step down, she has them do the first step, followed by
the second step. Then she adds on again. This process is repeated until the students are
doing a very long, complex routine by the end of the hour. What teaching procedure
does Sadie’s aerobics instructor use?
a. Total task presentation
b. Forward chaining
c. Backward chaining
d. Stimulus shaping
The Variable Ratio Schedule of reinforcement tends to produce a
A. Quick rate of response
B. Slow Rate of Response
C. Suspended Rate of Response
D. No rate of response
Which of the following illustrates the 3 consecutive phases of a reversal design?
A.
B.
C.
D.
This is a procedure whereby a person observes his/her behavior systematically &
records the occurrence of nonoccurrence of a target behavior.
A. Self-evaluation
B. Self-monitoring
C. Habit reversal
D. Self-instruction
If one compares the effects of response dependent delivery of a stimulus to a response
independent schedule delivery of a stimulus to analyze whether or not the stimulus
serves as a reinforcer, which assessment method is one using?
a) Concurrent schedule assessment
b) Multiple schedule assessment
c) Progressive-ratio schedule assessment
d) Paired stimulus assessment
Problem behavior can be maintained by:
A. Social positive reinforcement
B. Automatic reinforcement
C. Tangible reinforcement
D. Automatic tangible reinforcement
E. All of the above
F. None of the above
G. A,B,C only
H. B and D only
Graphs are considered a _______________ _______________; devices that help the
practitioner or experimenter interpret the results of a study or treatment.
A. Proper decision
B. Statistical tool
C. Treatment aid
D. Judgmental aid
Look at the following graph from a functional analysis of Sammy’s biting. What would
you conclude is the function of Sammy’s biting?
A. Social positive reinforcement
B. Automatic reinforcement
C. Social negative reinforcement
D. Both social positive reinforcement and social negative reinforcement
E. Both social negative reinforcement and automatic reinforcement
F. Undifferentiated pattern
Which statement correctly defines extinction burst?
A. The gradual decline in frequency of a target behavior after the removal of the
reinforcer.
B. A gradual increase in frequency of a target behavior after the removal of the
reinforcer.
C. An immediate increase in the frequency of a target behavior after the removal of the
reinforcer.
D. An immediate decline in the frequency of a target behavior after the removal of the
reinforcer.
Given a research question describe an appropriate research design.
a. You are interested in the effects of contingent attention on students’ study behaviors.
b. You are interested in comparing the effects of two distinctly different study session
procedures on next session quiz scores.
c. You are interested in the effects of response cost on students’ disruptive behaviors.
The extent to which the independent variable is implemented as planned is called
a. Treatment integrity
b. Procedural fidelity
c. Experimental control
d. Both A and B
e. Both A and C
The procedure of observing and recording behavior during intervals or at specific
moments in time is called ___________.
a. Time sampling
b. Temporal extent
c. Celeration
d. Measurement artifact
Which of the following represents an example of the Premack Principle?
a) Telling a child to eat his vegetables or he must go to time out.
b) Explaining to a child why it is a good thing to eat vegetables.
c) Telling a child to eat his vegetables, then he can have dessert.
d) Allowing a child to have dessert first if he promises to eat his vegetables later.
Making the instructional setting similar to the generalization setting involves:
A. Teaching self-management skills
B. Teaching loosely
C. Programming common stimuli
D. B & C only
E. A & C only
F. All of the above
A descriptive functional behavior assessment involves:
A. Providing a detailed description of the problem behavior in the environment in
which it occurs.
B. Performing on-going assessment of a problem behavior by interviewing the
individuals who most commonly see the problem behavior occurring.
C. Direct observation of the problem behavior in relation to events under naturally
occurring conditions.
D. Assessing the problem behavior during a functional analysis.
Which of the following statements is a practical rationale for using a B-A-B reversal
design?
A. Experimenter is interested in quickly understanding the effects of two different
treatments
B. Behavior of interest is dangerous and withholding an effective treatment would be
unethical
C. Treatment is already in place
D. B & C
E. None of the above
The disadvantages of using a time-out room can include
A. Social isolation.
B. Lost instructional time.
C. Public perception.
D. The room is highly disciminable.
E. All of the above.
F. B and C.
This is the extent to which a learner continues to perform the target behavior after a
portion or all of the intervention responsible for the behavior’s initial appearance in the
learner’s repertoire has been terminated.
A. Setting/situation maintenance
B. Response generalization
C. Setting/situation generalization
D. Response maintenance
You would like to decrease the number of times a student sharpens her pencil during
class. However, you don”t want to completely eliminate this behavior. Which type of
reinforcement program makes the most sense?
a. DRO
b. DRA
c. DRI
d. DRL
The most frequently used method of demonstrating generality in the applied behavior
analysis research literature is
a. Direct replication
b. Systematic replication
c. Intrasubject verification
d. Treatment reversal
Behavior altering effects have:
A. Direct effects
B. Conditioned effects
C. Direct and indirect effects
D. Indirect effects
The multiple probe design is effective for situations in which
A. An intervention can be easily withdrawn from an environment
B. The participant’s skills are expected to increase incrementally over time
C. Prolonged baselines are not appropriate
D. The participant is expected to acquire discrete behaviors
Assume you are teaching a large group of students, and they are very disruptive during
your class. For example, the students talk out of turn, laugh, and throw things at each
other. You want to improve their behavior, so you decide to implement a DRA
intervention. This means you will reinforce:
a. A behavior that is incompatible with disruption.
b. A behavior that is a lower rate than what is currently happening.
c. Any behavior other than disruption.
d. None of the above.
Unconditioned reinforcers are:
a) Stimuli, such as praise, that individuals have to learn to like through pairing with
other unconditioned reinforcers.
b) Stimuli, such as rock music, that were once punishing (aversive) but are now things
the individual likes.
c) Stimuli, like meat powder, that cause reflex actions to occur.
d) Stimuli, such as food and water that are inherently reinforcing for individuals.
Give a novel example of an unconditioned negative reinforcer and of a conditioned
negative reinforcer.
List and discuss two potential advantages/benefits of programming common stimuli.
Name and explain at least 4 ways an individual can maintain and expand professional
competence.
Explain what a level system is and how it can be used with a token economy.
Once you have decided to use a group contingency, how would you determine which
type to use (independent, dependent, interdependent)?
Compare the methods of standardized tests and direct observation with regard to how
assessment information is obtained, the type of information gathered, and effects on the
target behaviors.
Describe what the elements of Striefel’s (1974) imitation training program are and
explain why each is important.
Identify three potential limitations to using a delayed multiple baseline.
Name and explain at least 3 management issues you must consider when implementing
a token economy.
Define fixed and variable ratio schedules of reinforcement, as well as fixed and variable
interval schedules of reinforcement. Compare and contrast the effects of these schedules
of reinforcement on behavior.
What ethical considerations should a behavior analyst consider before engaging in
behavior change procedures?
Explain the capacity and limitations of baseline measures of each tier in a delayed
multiple baseline design to verify predictions for subsequent behaviors.
Why might planned ignoring be difficult to implement successfully?
Define external validity and describe how the generality of research findings is
established in applied behavior analysis.
Describe and discuss various explanations of behavior. Be certain to include such
perspectives as radical behaviorism, mentalism, methodological behaviorism, and
structuralism in your response.
When might you want to interrupt a behavior chain? How would you go about
implementing a behavior chain interruption strategy, and what kind of response should
you expect from the learner?