G. Behavior change procedures
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Arizona State University *
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Course
20464
Subject
Linguistics
Date
Dec 6, 2023
Type
Pages
3
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Que
tion : 1 of 25
- Multiple Choice
Ma
ha
, a
C
A at Fanta
Land A
A, wanted to u
e modeling to teach Dum
o how to
�
. Dum
o i
a 5
ear old male who i
of a
ian de
cent. Ma
ah
en
ured that Dum
o had the nece
ar
prerequi
ite attending
kill
to learn thi
new
kill of
�
ing. Of the following, who
hould Ma
ha
elect a
the model?
Your an
wer
A
.
Grump
, a 25
ear old male of
uropean de
cent who
�
ie
on a weekl
a
i
.
now White, a 5
ear old female of A
ian de
cent who
�
ie
on a regular
a
i
C
.
Mu
hu, a 5
ear old male of A
ian de
cent who ha
never
�
own
D
.
Ma
ha
, a 25
ear old male of African de
cent who
�
ie
dail
Correct An
wer
.
now White, a 5
ear old female of A
ian de
cent who
�
ie
on a regular
a
i
xplanation
Correct:
now White, a 5
ear old female of A
ian de
cent who
�
ie
on a regular
a
i
would
e the
e
t
election a
a model for Dum
o. Dum
o and
now White
hare man
feature
: the
are
oth 5
ear
old and of A
ian de
cent.
now White al
o know
how to
�
making her an ideal model.
imilarit
etween the model and the learner in
�
uence
the likelihood the learner will imitate
the
ehavior (
andura, 1969 inCooper, 2017, p 533).
Incorrect: Grump
and Ma
ha
hare few
imilaritie
with Dum
o making them ine
�
ective model
for thi
kill. Mu
hu
hare
man
imilaritie
however, Mu
hu doe
not currentl
have the
kill of
�
ing in hi
repertoire making him an ine
�
ective model (Cooper, 2017, p 533).
G-5 U
e modeling and imitation training.
Point
:
3 out of 3
Que
tion : 2 of 25
- Multiple Choice
At
�
r
t, when a cu
tomer wa
read
to check out,
ou
howed Nata
ha which
utton
to pu
h on the ca
h regi
ter and narrated for her. You then placed num
er
ticker
in a
cending order on the
utton
that
he would need. If
ou want Nata
ha’
completion of thi
chain to
e controlled
the pre
ence of the cu
tomer and their item
alone, how could
ou fade the re
pon
e prompt
?
Your an
wer
A
.
U
e ph
ical guidance in place of modeling and narration prompt
.
.
Pair the
eginning of the
ehavioral chain with the check
tand light
eing on.
C
.
horten
our narration to one-word prompt
.
D
.
Place a limited hold on Nata
ha'
5-
econd F!
chedule for completion of the chain.
Correct An
wer
C
.
horten
our narration to one-word prompt
.
xplanation
Correct:
hortening a narration i
fading the ver
al prompt. In
tead of “Pre
the ‘enter item
’ ke
and
tart
canning all of the cu
tomer’
item
,”
ecome
“
nter item
and
can,”
ecome
“Item
.”
Incorrect: Ph
ical guidance i
generall
con
idered to the mo
t intru
ive prompt and
eem
a
tep in the oppo
ite direction of fading prompt
toward the goal. <> Having the light
eing on control
Review que
tion
tudent :
Alex Han
Mar 15, 2023
02:38PM
T
64%
Correct
|
16 Correct
|
9 Incorrect
|
0 Unan
wered
|
25 que
tion
attempted out of 25
5th edition: G.
ehavior Change Procedure
Home (/)
ack (/lm
/te
t/26260)
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Correct
the
ehavior, i
n’t the goal. It’
creating an
D and it
ound
like an inappropriate one. The cu
tomer with item
i
the eventual
D
ought. <> A limited hold would encourage Nata
ha to complete
the
ehavior chain more quickl
,
ut i
n’t a fading procedure.
G-4 U
e
timulu
and re
pon
e prompt
and fading (e.g., errorle
, mo
t-to-lea
t, lea
t-to-mo
t, prompt dela
,
timulu
fading).
Que
tion : 3 of 25
- Multiple Choice
cott ha
taught hi
dog to open the door, clo
e the door and to fetch the remote, a can of dog food or a
eer.
ometime
cott’
dog will ju
t do one or more of the
ehavior
without
cott
expecting it.
cott decide
that he would like hi
dog to complete hi
trick
in a
peci
�
c order. How could
cott achieve thi
with hi
dog over the next couple of month
?
Your an
wer
A
.
U
e
ehavioral momentum
.
hape hi
dog’
ehavior
u
ing food
C
.
U
e a
ehavior chain
D
.
Di
�
erentiall
reinforce when all of the
e ta
k
are completed in the intended order
Correct An
wer
C
.
U
e a
ehavior chain
xplanation
Correct: To train a
equence of
ehavior
to occur in a
peci
�
c order, a
ehavior chain i
e
t. It’
not ju
t one
ehavior,
ut a
equence of action
that
cott want
here.
Incorrect:
ehavioral momentum, or high-p reque
t
equence
might work to get
cott’
dog to complete ta
k
that are relativel
lower pro
a
ilit
(low-p). We don’t know which
ehavior
are
“ea
” for the dog and which are di
�
cult. We al
o are intere
ted in a
peci
�
c order
equence. <>
cott pro
a
l
had to
hape hi
dog’
ehavior
to get them to where the
are now. He could
actuall
u
e
haping of a total ta
k changing procedure,
ut that’
ju
t the point. He need
to u
e a
ehavior chain and
haping i
ju
t one wa
to accompli
h the goal from there. <> Ye
,
cott want
to reinforce when the
ehavior chain ha
een
oth completed in the right order and each
tep i
correct. To do thi
, he
�
r
t need
to put the
ehavior
together into a
ehavior chain
(Cooper,2020,p.558).
G-8 U
e chaining
Point
:
3 out of 3
Que
tion : 4 of 25
- Multiple Choice
Am
drink
tea dail
. When
he’
�
ni
hed with a cup,
he’ll throw the tea
ag
into the
ink. Her hu
and would appreciate it if
he put them in the gar
age, in
tead.
ut, the
ehavior ha
een going
on for
ear
now. How can Am
’
hu
and u
e DRA to change thi
ehavior?
Your an
wer
A
.
In
tall a gar
age di
po
al to deal with the tea
ag
.
Reinforce putting tea
ag
into a de
ignated
owl in the
ink
C
.
O
�
er Am
a ki
when
he put
the tea
ag
in the gar
age in
tead of the
ink
D
.
u
loo
e tea that ha
no
ag
Correct An
wer
.
Reinforce putting tea
ag
into a de
ignated
owl in the
ink
xplanation
Correct: Am
i
alread
in the ha
it of putting tea
ag
into the
ink -
he ha
thi
kill in her repertoire. If a de
ignated
owl goe
in the
ink, thi
replacement
ehavior i
“
etter” than the tea
ag
eing loo
e.
Incorrect: A gar
age di
po
al i
an environmental change. It might work,
ut it i
n’t a DRA procedure. <> The ki
contingenc
look
ver
much like what ha
een in place for
ear
. It i
a DRA,
ut it
al
o ha
the di
advantage that
oth Am
and Kevin need to
e in the kitchen at the time that the tea
ag
are thrown awa
. <>
u
ing tea with no
ag
i
another environmental change. Again, it
might work,
ut it i
n’t a DRA.
G-14 U
e reinforcement procedure
to weaken
ehavior (e.g., DRA, FCT, DRO, DRL, NCR).
Que
tion : 5 of 25
- Multiple Choice
A
ernath
, a logo de
igner, ha
hired
ome new arti
t
. In their introductor
training, the arti
t
were told
ome of the
a
ic rule
for creating a great logo. When given time for
upervi
ed practice
A
ernath
prai
e
tho
e that u
ed the
e rule
, a
well a
novel wa
to incorporate them into new logo
. What i
A
ernath
doing?
Your an
wer
A
.
Promoting
timulu
generalization
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Graded
Incorrect
.
Promoting maintenance
C
.
Promoting him
elf
D
.
Promoting re
pon
e generalization
Correct An
wer
D
.
Promoting re
pon
e generalization
xplanation
Correct:
ncouraging arti
t
to emit
ehavior
that meet the rule requirement
(i.e., are functionall
equivalent) and that are al
o
omewhat di
�
erent, i
promoting re
pon
e generalization.
Incorrect: Promoting
timulu
generalization would involve drawing the
ame logo under
omewhat di
�
erent condition
,
a
with another teacher or in another
etting. <> Thi
i
n’t maintenance
et.
A
ernath
i
�
r
t reinforcing re
pon
e generalization within the context of the rule
that he ha
et. Maintenance will come after the arti
t
have ma
tered the
kill and continue to receive
reinforcement for doing
o. <> A
ernath
ma
e promoting him
elf,
ut he’
al
o encouraging logo
that are di
�
erent from each other. Thi
i
re
pon
e generalization. (Cooper, p.718)
G-21 U
e procedure
to promote
timulu
and re
pon
e generalization.
Point
:
3 out of 3
Que
tion : 6 of 25
- Multiple Choice
Anthon
would often ditch high
chool after lunch. Thi
ecame
uch a frequent occurrence that he ma
e expelled. Detention wa
implemented along with decrea
ing the amount of
a
ignment
needed to
e turned in, while al
o increa
ing the amount of luxur
item
at
chool
uch a
pecial
nack
and game
tem
. None of it
eem
to have worked.
a
ed on the
information given, what i
the next
e
t cour
e of action to help Anthon
ta
in
chool?
Your an
wer
A
.
Develop a tran
ition plan to an alternative
chool
.
Develop a contingenc
contract with Anthon
C
.
Develop a
elf-management program for Anthon
D
.
Develop a level
tem of reinforcement
a
ed on video game
Correct An
wer
.
Develop a contingenc
contract with Anthon
xplanation
Correct: Develop a contingenc
contract
etween Anthon
and the
chool. Thi
will help Anthon
know what i
expected of him and the con
equence
of compliance or non-compliance. If
ome
ort of a
e
ment were an an
wer, I would encourage
ou to choo
e that. It would
e nice to under
tand the function
of Anthon
’
ehavior.
Incorrect: An alternative
chool ma
e a di
�
erent place,
ut nothing will change, unle
the contingencie
are di
�
erent. <> A
elf-management plan i
much like a contingenc
contract. Here, it
doe
n’t
eem a
appropriate,
ecau
e the
chool will
e o
�
ering reinforcement/puni
hment in
tead of Anthon
. <> Video game
are mentioned in the
cenario, although we don’t know that
Anthon
enjo
the
e.
ven if he did, the
could
e part of a
ehavior contract (Cooper,2020, p.672-679).
G-19 U
e contingenc
contracting.
Point
:
3 out of 3
Que
tion : 7 of 25
- Multiple Choice
You are working with the parent
of a teenager. The
outh ha
everal hou
ehold chore
that need to
e done each week and i
not completing all of them with regularit
. A
uming each would
a
�
ect future
ehavior, which i
an example of a conditioned reinforcer?
Your an
wer
A
.
Have the parent
and the child
ign an agreement on chore completion and the contingencie
for compliance and noncompliance.
.
If the child complete
weekl
chore
, encourage the parent
to provide a
pecial meal on Frida
.
C
.
Have the parent
leave a chore li
t for their child ever
da
unle
the weekl
chore
are completed.
D
.
A
k the parent
to provide po
itive prai
e to their child a
out 5 time
per da
.
Correct An
wer
C
.
Have the parent
leave a chore li
t for their child ever
da
unle
the weekl
chore
are completed.
xplanation
Correct: The removal of the chore li
t, contingent upon completion of chore
hould
ecome a conditioned negative reinforcer.
Incorrect: An contingenc
contract could
e a good idea in thi
ituation,
ut doe
n’t an
wer the que
tion a
out a conditioned reinforcer. <> A contingent meal on Frida
ound
like po
itive
reinforcement, although food i
an unconditioned reinforcer. No learning i
nece
ar
for thi
to retain reinforcing propertie
. <> Non-contingent prai
e i
not a contingent reinforcer,
impl
ecau
e
it i
n’t
eing delivered contingent upon
ehavioral completion.
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G-3
ta
li
h and u
e conditioned reinforcer
.
Que
tion : 8 of 25
- Multiple Choice
Given variou
ta
k
, we’ve identi
�
ed the pro
a
ilit
that Daniel will complete them in the ta
le. Which i
an appropriate u
e of the high-pro
a
ilit
reque
t
equence, given the
e data?
Ta
kPercentage of compliance
A
80
20
C
95
D
90
60
Your an
wer
A
.
CDA-
.
A-C
C
.
C-DA
D
.
CDA-
Correct An
wer
D
.
CDA-
xplanation
Correct: The order of the
�
r
t three, pro
a
l
doe
n’t matter too much, although all high-p reque
t
hould
e 80% or a
ove in compliance. Al
o, low-p reque
t
hould
e 40% or lower compliance.
CDA-
i
the onl
one that meet
the
e criteria.
Incorrect: CDA-
i
u
ing a low-p
ehavior that i
too high in compliance. Thi
wouldn’t hurt,
ut i
n’t quite right. <>
A-C i
u
ing the lowe
t-pro
a
ilit
ta
k
�
r
t. Thi
i
the oppo
ite of
ehavioral
momentum. <> C-DA
i
the
ame pre
entation a
another an
wer (Cooper, 2020, p. 621-22).
G-13 U
e the high-pro
a
ilit
in
tructional
equence.
Point
:
3 out of 3
Que
tion : 9 of 25
- Multiple Choice
Karan work
for a
ig corporation and alwa
ha
omething to
�
ni
h.
ome ta
k
are more important than other
,
ut
he feel
the need to work on all the project
at the
ame time. Thi
ha
led to
multiple deadline
eing mi
ed for important project
. Karan’
on thin ice. What would
e the mo
t e
�
ective modi
�
cation Karan can make to her work environment?
Your an
wer
A
.
Make a to-do li
t and prioritize
.
Ta
k anal
ze ta
k
, while removing other di
traction from the work area
C
.
U
e a dependent group contingenc
for her
elf
D
.
Implement a reinforcement
chedule: if
he meet
her deadline
then
he will receive a
tar
uck
card
Correct An
wer
A
.
Make a to-do li
t and prioritize
xplanation
Correct: Making a to-do li
t will help Karan to know which item
need to
e done
�
r
t, and help to maximize her productivit
and e
�
cienc
. Thi
i
a common and ea
to implement
elf-
management tool that will lead to
etter outcome
.
Incorrect: Outlining the
tep
required to complete ta
k
i
helpful when there i
ome lack of clarit
in the matter. It
eem
that Karan know
what need
to
e done and how to do each ta
k,
ut
i
n’t prioritizing the mo
t important ta
k
. <> I
uppo
e that a
elf-management plan could
e called a dependent group contingenc
of one,
ut pro
a
l
not. <> We might
e a
uming that Karan
like
tar
uck
.
ven if
he did, it
eem
an incentive to work harder, when what i
needed i
to complete the mo
t important ta
k
�
r
t (Cooper,2020,p.682).
G-20 U
e
elf-management
trategie
.
Point
:
3 out of 3
Que
tion : 10 of 25
- Multiple Choice
Tamm
taught Mark to
a
“Hi” after
he
a
“Hi” to him. After a couple of week
Tamm
notice
that Mark i
a
le to re
pond when
omeone el
e
a
“Hi”,
ut he doe
n’t re
pond to other
greeting
uch a
“What’
up?”, “He
there!” or “He
.” How could Tamm
update Mark’
programming to
ee an increa
e in re
ponding to di
�
erent greeting
?
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Graded
Incorrect
Graded
Correct
Your an
wer
A
.
Reinforce an
of Mark’
pontaneou
re
pon
e
that are di
�
erent from “Hello” or “Hi.”
.
Introduce variation in the wording u
ed
tho
e Mark interact
with.
C
.
Have Mark
�
r
t re
pond to Tamm
a
ing “What’
up?”, “He
there!” or “He
.”
D
.
Make free time at the end of the week contingent on Mark’
re
pon
e
to an
greeting
made to him.
Correct An
wer
C
.
Have Mark
�
r
t re
pond to Tamm
a
ing “What’
up?”, “He
there!” or “He
.”
xplanation
Correct: Fir
t, the pro
lem: Tamm
want
Mark to re
pond “Hi,” when
omeone
a
“What’
up?”, “He
there!” or “He
.” The
olution pro
a
l
�
r
t involve
Mark
eing a
le to re
pond to Tamm
�
r
t, a
he wa
a
le to re
pond to Tamm
and then other
when the
all
a
“Hi.”
Incorrect: Changing the form of Mark’
re
pon
e
to
omething other than “Hi” i
n’t the que
tion. We want him to re
pond “Hi” when other
u
e di
�
ering greeting
(
timuli). <> Variation appear
to
e
happening alread
,
et Mark i
not generalizing the
e
timuli. Fir
t, we have to
ring Mark’
ehavior under the control of
timuli like “What’
up?”, “He
there!” or “He
.” <> Reinforcing correct
re
pon
e
i
great. It ju
t
eem
that Mark ma
e una
le to correctl
re
pond and need
in
truction
efore we attempt to reinforce/maintain the
ehavior (Cooper,2020, p.718).
G-21 U
e procedure
to promote
timulu
and re
pon
e generalization.
Point
:
3 out of 3
Que
tion : 11 of 25
- Multiple Choice
Larr
, an avid
a
e
all fan, want
to teach hi
on to
wing a
at for the
�
r
t time. Larr
’
neigh
or, who ju
t happen
to
e a
C
A,
ugge
t
that Larr
u
e a ta
k anal
i
to
reak down the
tep
of
winging a
a
e
all
at and implement the ta
k anal
i
with hi
on. In order to develop a ta
k anal
i
for
winging a
at, Larr
could do all of the following
XC
PT:
Your an
wer
A
.
Watch former ML
MVP Ichiro
uzuki
wing hi
at
.
Watch hi
on
wing hi
at
C
.
Pick up the
at him
elf and
wing it
D
.
Con
ult with
cott Cool
augh (Detroit Tiger
hitting coach)
Correct An
wer
.
Watch hi
on
wing hi
at
xplanation
Correct: It ha
een e
ta
li
hed that Larr
’
on ha
never
wung a
at
efore and, a
a re
ult, would not
erve a
an ideal individual to o
tain the proper
tep
to
wing a
at from in order to
develop the ta
k anal
i
(Cooper, 2017, p 560).
Incorrect: In order to develop a ta
k anal
i
one could o
erve a competent performer, execute the ta
k them
elf, or gain expert input (Cooper, 2017, p 560). Remem
er the point i
to under
tand
the
tep
nece
ar
to complete a
kill.
G-8 U
e chaining
Que
tion : 12 of 25
- Multiple Choice
Tom would like to increa
e the performance on homework completed
each
tudent
2%
efore there can
e a pizza part
at the end of the quarter. He ha
u
ed dependent group
contingencie
efore with
tudent
who have a hard time completing a
ignment
and turning a
ignment
in. What i
the mo
t rea
ona
le action for Tom to take given the outcome he i
looking
to achieve?
Your an
wer
A
.
Independent group contingenc
.
Good
ehavior game
C
.
Interdependent group contingenc
D
.
Dependent group contingenc
Correct An
wer
C
.
Interdependent group contingenc
xplanation
Correct: Tom would like to increa
e the amount of homework completed
V
RY
tudent during the next quarter
efore there i
a pizza part
, he
hould u
e an interdependent group
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Graded
Correct
Graded
Correct
Graded
contingenc
. Thi
would mean that there i
a pizza part
for ever
one or no pizza part
at all.
Incorrect: An independent group contingenc
would mean that an
one who increa
ed their homework performance
2% would receive a pizza part
. Tho
e who didn’t would have to
�
nd
omething el
e to do. <> The good
ehavior game doe
u
e the interdependent group contingenc
,
ut i
appropriate for in-cla
participation rather than homework performance. <> A dependent
contingenc
would
plit the cla
into two group
and allow a pizza part
for ever
one onl
if the target group achieved the performance increa
e (Cooper,2020, p.665).
G-18 U
e group contingencie
.
Point
:
3 out of 3
Que
tion : 13 of 25
- Multiple Choice
Aeon would often do hi
homework,
ut forget to turn it in. Hi
ackpack wa
full of late a
ignment
until he and hi
teacher worked out a procedure.
he would greet Aeon and thank him for
dropping hi
homework into a
a
ket
efore taking hi
eat. Thi
worked well la
t
ear. When Aeon moved into the 6th grade thi
ear, he went
ack to hi
old ha
it
, however. Wh
did Aeon’
ehavior revert to hi
previou
ehavior?
Your an
wer
A
.
A lack of maintenance
.
A reinforcement dela
C
.
Technological pro
lem
D
.
O
erver drift
Correct An
wer
A
.
A lack of maintenance
xplanation
Correct: Thi
i
ver
likel
a lack of maintenance. That i
, Aeon’
“new”
ehavior did not receive reinforcement. There are man
factor
that pro
a
l
contri
ute to thi
,
uch a
a di
�
erent teacher
(perhap
ignorant of the plan), a dela
over a
reak, a di
�
erent environment, etc. In an
ca
e, the
ehavior would likel
have continued if it had received reinforcement.
Incorrect: There wa
a dela
over a
chool
reak,
ut there al
o wa
n’t an opportunit
(or expectation) over the
reak. Thi
i
onl
a dela
in reinforcement if Aeon did hi
“new”
ehavior in the new
grade and didn’t receive reinforcement for
ome time. <> We aren’t told if thi
plan wa
written. If there wa
a written plan, the pro
lem wa
getting it to the new teacher. If there wa
n’t a written
plan, the pro
lem i
till informing the new teacher. Thi
i
n’t a
out whether the plan could
e replicated
another. <> O
erver drift would involve o
erver
changing the de
�
nition of the
ehavior over time. Thi
i
n’t mentioned. (Cooper, 2020, p.302)
G-22 U
e procedure
to promote maintenance.
Point
:
3 out of 3
Que
tion : 14 of 25
- Multiple Choice
ometime
Ja
trie
to increa
e the num
er of re
pon
e
needed
efore giving Chri
tina a token. Chri
tina doe
n’t
eem to know what
ehavior
are
eing reinforced or how often
he’ll get a
token. How could Ja
help Chri
tina under
tand?
Your an
wer
A
.
Tell Chri
tina what
ehavior
that Ja
i
looking for.
.
Write
oth the
ehavior and the current
chedule of reinforcement on the
oard.
C
.
Di
pla
the item/activit
that token
ma
e exchanged for
D
.
U
e a continuou
chedule of reinforcement to
egin with
Correct An
wer
.
Write
oth the
ehavior and the current
chedule of reinforcement on the
oard.
xplanation
Correct: Di
pla
ing (writing) the current contingenc
help
to communicate the expectation.
Incorrect: Telling Chri
tina what
ehavior
will receive reinforcement i
half of the equation.
he
till doe
n’t know the
chedule of the reinforcement. <> Di
pla
ing the item/activit
that
tudent
are working toward i
helpful in maintaining motivation,
ut doe
n’t help with what the current contingenc
i
. <> True, a CRF
chedule i
u
uall
put in place to introduce reinforcement. Thi
would
help Chri
tina know the
chedule of reinforcement,
ut not the
ehavior
under thi
contingenc
(Cooper,2020, p.656).
G-17 U
e token economie
.
Point
:
3 out of 3
Que
tion : 15 of 25
- Multiple Choice
I
aiah i
a 14
ear old male client that engage
in
I
. The topograph
of the
ehavior include
hitting hi
arm
, leg
, and head with clo
ed
�
t
,
anging hi
head again
t the wall, and u
ing o
ject
to
trike hi
head. I
aiah enjo
going for walk
around the track and pla
ing on hi
iPad. After conducting an F
A, the
ehavior wa
determined to
e maintained
e
cape from writing ta
k
.
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Incorrect
Graded
Correct
Graded
Incorrect
Which of the following intervention
would
e
t accompli
h e
cape extinction?
Your an
wer
A
.
I
aiah will reque
t a
reak.
.
O
�
er for I
aiah to complete writing ta
k
on hi
iPad.
C
.
U
e re
pon
e
locking.
D
.
O
�
er for I
aiah to walk around the track.
Correct An
wer
.
O
�
er for I
aiah to complete writing ta
k
on hi
iPad.
xplanation
Correct:
cape extinction, in thi
ca
e, would involve preventing e
cape from writing ta
k
when I
aiah engage
in
I
.
o,
I
occur
= no e
cape. Continuing with the writing ta
k,
ut on the iPad
ma
e accepta
le to
oth I
aiah and hi
teacher
. More importantl
, thi
al
o would den
e
cape from the ta
k.
Incorrect: Reque
ting a
reak ma
e a good goal,
ut i
n’t de
cri
ing e
cape extinction. <> Re
pon
e
locking prevent
I
aiah’
I
,
ut doe
n’t extingui
h the
ehavior. <> Walking around the track
would provide e
cape, rather than extingui
hing it (Cooper, 2020, p 585).
G-15 U
e extinction.
Que
tion : 16 of 25
- Multiple Choice
Monte i
an amature golfer
eeking the elu
ive green jacket. Hi
coach ha
created a fool-proof
trateg
to increa
e Monte’
golf game and en
ure that Monte hit
the
all to the green ever
time.
On the
�
r
t da
of training, the coach give
Monte a $100 dollar
ill when he make
contact with the golf
all. Once the trainer
ee
Monte hit the
all onto the fairwa
from the tee
ox, the $100
dollar
ill i
onl
delivered when the
all i
hit onto the fairwa
from the tee
ox. Once Monte hit
the
all onto the green from the tee
ox the trainer onl
deliver
the $100 dollar
ill on occa
ion
where Monte hit
the
all from the tee
ox to the green. Which of the
elow method
mo
t clo
el
re
em
le
the procedure the training i
u
ing?
Your an
wer
A
.
Di
�
erential reinforcement of alternative
ehavior
.
An increa
e in the magnitude of the re
pon
e
C
.
haping
D
.
Chaining with leap ahead
Correct An
wer
C
.
haping
xplanation
Correct: The training ha
implemented a
haping procedure.
haping i
e
entiall
di
�
erential reinforcement of
ucce
ive approximation
. Thi
mean
each time the golf
all i
hit clo
er to the
green, the trainer onl
reinforce
the
e re
pon
e
(the
etter one
) and place
previou
horter, more errant
troke
on extinction (Cooper, 2017, p 541
Incorrect: Monte i
winging a golf clu
. Thi
i
n’t DRA,
ecau
e Monte i
n’t a
ked to “do
omething el
e” that i
functionall
equivalent. <> Monte ma
or not
e
winging harder,
ut we aren’t told.
<> Chaining could
e u
ed to teach how to
wing the golf clu
,
ut leap ahead
are for
ehavior
within a chain that the learner ha
alread
ma
tered. Al
o, if
ou imagine attempting to u
e
chaining with a golf
wing, it
ecome
untena
le. (Cooper, 2017, p 558)
G-7 U
e
haping
Point
:
3 out of 3
Que
tion : 17 of 25
- Multiple Choice
Mr.
a
tman, a high
chool teacher, prai
e
Kai a
out ever
other da
for hi
drum practice. Kai’
parent
prai
e Kai a
out ever
other week for hi
drum practice. How can Mr.
a
tman
upport
maintenance of Kai’
practice over the
ummer?
Your an
wer
A
.
Mr.
a
tman
hould move to a continuou
chedule of reinforcement
.
Mr.
a
tman
hould talk with Kai’
parent
a
out u
ing video game
a
a reinforcer
C
.
Mr.
a
tman
hould u
e an intermittent
chedule of reinforcement
D
.
Mr.
a
tman
hould thin the reinforcement to approximatel
twice per month
Correct An
wer
D
.
Mr.
a
tman
hould thin the reinforcement to approximatel
twice per month
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Graded
Correct
Graded
Incorrect
Graded
xplanation
Correct: Maintenance i
a wa
a
ing that we want a
ehavior to continue to contact reinforcement. If Mr.
a
tman continue
to o
�
er reinforcement ever
other da
, Kai will go home over the
ummer and receive far le
reinforcement from hi
parent
for hi
drum practice. If Mr.
a
tman
�
r
t thin
the reinforcement to the
ame rate a
Kai’
home environment, the
ehavior ma
e
maintained over the
ummer.
Incorrect: Moving to a continuou
chedule i
going the wrong wa
. A den
e,
�
xed
chedule like a CRF i
ea
il
extingui
hed, e
peciall
under the home contingenc
mentioned. <> Video game
ma
e an appropriate reinforcer (or not),
ut it’
the
chedule that i
al
o important. <> Mr.
a
tman I
u
ing an intermittent
chedule,
ut need
to thin it to match Kai’
“natural” environment.
(Cooper, 2020, p.302)
G-22 U
e procedure
to promote maintenance.
Que
tion : 18 of 25
- Multiple Choice
When Kat
think
of the word “excited,”
he
ee
a picture of
omeone with their mouth open and their hand
up in the air. Later on, Kat
wa
at a
irthda
part
and noticed a
imilar expre
ion on
the
irthda
girl'
face when
he received a pupp
a
one of her pre
ent
. Kat
thought, “
he look
excited.” What
timulu
relation i
thi
?
Your an
wer
A
.
mmetr
.
Re
�
exive
C
.
Tran
itive
D
.
Autoclitic mand
Correct An
wer
A
.
mmetr
xplanation
Correct: To put thi
another wa
, “excited” i
to “
omeone who look
excited,” a
“
omeone who look
excited” i
to “excited.” In a
mmetrical relation, we are looking for a recognition that the
teaching/learning of an A
timulu
relation, can then
e
hown
a per
on to have a
A relation
hip, a
well.
Incorrect: A re
�
exive relation i
a recognition (demon
tration) that two
timuli are identical. In thi
cenario, one i
a thought and the other i
the action
of another. <> A tran
itive relation i
when A
and
C are taught, then one emit
an AC relation
hip demon
tration. Here it might
e that the written word excited (A) i
a
ociated with a picture of
omeone acting excited (
). Then, a picture of
omeone excited (
) i
a
ociated with the
poken word “excited” (C). Without further training, a tran
itive relation would
e to
a
“excited” (C) when
eeing the written word (A). <> An autoclitic
mand i
an addition to a primar
ver
al re
pon
e. It’
not de
cri
ed here (Cooper,2020,p.423-424).
G-12 U
e equivalence-
a
ed in
truction.
Point
:
3 out of 3
Que
tion : 19 of 25
- Multiple Choice
Your mom modeled the u
e of her new air fr
er. When
he wa
�
ni
hed,
he let
ou give it a
hot. You
eemed to handle the ta
k ver
well and
he let
ou know that when
ou were done. Now,
ou
can u
e the fr
er on
our own. Your mother’
training i
e
t de
cri
ed a
:
Your an
wer
A
.
rrorle
teaching
.
Prompt fading
C
.
timulu
fading
D
.
Reinforcement
Correct An
wer
.
Prompt fading
xplanation
Correct: Your mother’
initial model prompt wa
removed (faded) without the need for an
more prompting.
Incorrect:
timulu
fading would require a
timulu
prompt that i
then
lowl
removed. No
timulu
prompt
were mentioned here. <>
rrorle
teaching i
n’t correct,
ecau
e no attempt
eem
to
have
een made to prevent error
prior to allowing the learner (
ou) to attempt the
ehavior. <> Ye
,
our mother
eem
to have prai
ed
our
ucce
,
ut thi
i
n’t the focu
of the
cenario.
G-4 U
e
timulu
and re
pon
e prompt
and fading (e.g., errorle
, mo
t-to-lea
t, lea
t-to-mo
t, prompt dela
,
timulu
fading).
Que
tion : 20 of 25
- Multiple Choice
ach of the following are
tep
in a di
crete trial
XC
PT:
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Incorrect
Graded
Correct
Graded
Correct
Your an
wer
A
.
Providing the reinforcer
.
Pre
enting the
D
C
.
Inter-trial Interval
D
.
Gathering material
needed for trial
Correct An
wer
D
.
Gathering material
needed for trial
xplanation
Correct: Gathering material
hould
e done prior to
eginning the di
crete trial. Thi
i
not one of the 5 commonl
recognized
tep
of a di
crete trial (Ma
er, 2019, p 390)
Incorrect: The
�
ve commonl
recognized
tep
of a di
crete trial are a
follow
: (1) pre
enting the in
truction
, (2) Providing a prompt if needed, (3) waiting for a re
pon
e, (4) providing the reinforcer,
(5) inter-trial interval (Ma
er, 2019, p 390).
G-9 U
e di
crete-trial, free-operant, and naturali
tic teaching arrangement
.
Que
tion : 21 of 25
- Multiple Choice
K
le often feel
like he ju
t want
to leave
ociet
and re
pon
i
ilit
ehind and go out into the wood
. Hi
father heard thi
and
aid, “Wh
don’t
ou ju
t go
ackpacking for a couple of week
and
get it out of
our
tem?” K
le decided to camp in late Winter. When he got
ack, he mentioned that each night
pent in freezing temperature
made him want to
ta
a little le
, until he decided
to come home after 9 da
. K
le’
initial de
ire to camp for two week
wa
pro
a
l
a
�
ected
:
Your an
wer
A
.
An a
olo
hing operation
.
timulu
di
crimination
C
.
Po
itive reinforcement
D
.
Previou
expectation
Correct An
wer
A
.
An a
olo
hing operation
xplanation
Correct:
ach night
pent camping - whether it’
freezing or not - likel
cau
e
a per
on to
e
atiated with and “want” to
pend another night ju
t a little
it le
. K
le’
initial de
ire to
pend two
week
in the wilderne
eem
to have
een modi
�
ed. It decrea
ed in value.
Incorrect:
timulu
di
crimination would require a choice
etween two
timuli. While
ou could gue
that K
le can tell
etween “out
ide” and “in
ide” thi
i
n’t the focu
of thi
cenario. <> Po
itive
reinforcement de
cri
e
ehaving and having the con
equence increa
e future occurrence
of that
ehavior. We aren’t told that an
ehavior increa
ed here. <> Previou
expectation
do
eem to
in
�
uence our
ehavior,
ut thi
i
n’t a
ehavioral term and doe
n’t
�
t the
cenario.
G-2 U
e intervention
a
ed on motivating operation
and di
criminative
timuli.
Point
:
3 out of 3
Que
tion : 22 of 25
- Multiple Choice
Which i
an example of ver
al
ehavior?
Your an
wer
A
.
Harr
wept hi
hand acro
hi
row and removed the
weat from hi
e
e
.
.
Her friend
aid, “Oh, I
ee” and knew that Georgia wa
kidding when
he winked.
C
.
Lena ran to the
tore and got Paula.
D
.
Anna wrote to her long-lo
t love.
Correct An
wer
.
Her friend
aid, “Oh, I
ee” and knew that Georgia wa
kidding when
he winked.
xplanation
Correct: Ver
al
ehavior i
etween a li
tener and
peaker (even when the
are
oth ju
t
ou talking to
our
elf).
peci
�
call
, an
communication in which the li
tener i
reinforcing the
ehavior of
the
peaker. Here, Georgia’
facial expre
ion wa
interpreted (through prior conditioning) and her word
reinforce Georgia’
ehavior.
Incorrect: Harr
i
directl
acce
ing negative reinforcement (removing
weat from hi
e
e
). Ver
al
ehavior require
a li
tener. <> Lena’
ehavior appear
to
e directl
reinforced. That i
,
he did
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Graded
Correct
Graded
Incorrect
Graded
Correct
it her
elf without the need for a li
tener. <> Anna’
writing i
ver
al
ehavior if
he receive
a re
pon
e or if
he
a
to her
elf, “I’m glad that I wrote thi
letter.”
G-11 U
e
kinner’
anal
i
to teach ver
al
ehavior.
Point
:
3 out of 3
Que
tion : 23 of 25
- Multiple Choice
Andre enjo
pla
ing dodge
all during rece
, with hi
friend
. One da
he get
caught
the
ard dut
throwing the
all too hard. He wa
ent to the wall for the next 5 minute
of rece
. He could
ee the other kid
continuing to pla
,
ut he could not leave the wall. Once hi
�
ve minute
wa
up, he returned to pla
ing dodge
all. He wa
enjo
ing him
elf,
et he wa
found, again, throwing the
all too hard. Andre
pending
ome of hi
rece
on the wall i
an example of what
ehavior principle?
Your an
wer
A
.
DRA
.
Po
itive practice
C
.
Re
pon
e
locking
D
.
Negative puni
hment
Correct An
wer
D
.
Negative puni
hment
xplanation
Correct:
ince Andre enjo
pla
ing dodge
all, having him
it out i
a form of time-out or negative puni
hment.
Incorrect: A DRA would include another replacement
ehavior for “throwing too hard.” Perhap
thi
would
e in
truction on how to throw appropriatel
. <> Po
itive practice would include having
Andre “do it the right wa
”
everal time
. In
tead, he ju
t had to
it out. <> Re
pon
e
locking
ound
good, a
Andre wa
“kind of”
locked from throwing,
ut thi
i
n’t quite right. A re
pon
e
lock
in thi
ca
e would ph
icall
prevent Andre a
he i
attempting to throw (Cooper,2020, p.353).
G-16 U
e po
itive and negative puni
hment (e.g., time-out, re
pon
e co
t, overcorrection).
Point
:
3 out of 3
Que
tion : 24 of 25
- Multiple Choice
You know that
our client like
u
le
, li
tening to mu
ic, riding a tric
cle and eating jello. Your client doe
not like
itting, gooe
material
on their hand
,
eing told “No” or the vacuum. You’ve
taught
our client to mand for
ome item
u
ing
ingle word
,
ut want to
trengthen thi
ehavior, which of the following i
the
e
t choice?
Your an
wer
A
.
Reinforce two-word mand
with jello.
.
Go with
our client when the
a
“walk.”
C
.
Give
our client the item/activit
when the
a
“mu
ic” or “vacuum.”
D
.
Place the
u
le
on a high
helf,
ut clearl
vi
i
le to
our client.
Correct An
wer
.
Go with
our client when the
a
“walk.”
xplanation
Correct: Going for a walk i
reinforcing the mand. Ok,
ou have to
ee “going for a walk” a
the oppo
ite of
itting (which
our client avoid
), and
omething that
our client would like. If
ou
didn’t/don’t
ee it thi
wa
, I under
tand, although thi
an
wer i
the onl
example of an immediate con
equence for
trengthening one-word mand
.
Incorrect: Reinforcing two-word mand
i
either an increa
e in the re
pon
e e
�
ort requirement or it’
an example of re
pon
e generalization,
uch a
“mu
ic plea
e.” Here,
ou’re ju
t tr
ing to
trengthen the reinforcement of
ingle-word mand
. <> Reinforcing one-word mand
i
the goal,
ut o
�
ering the vacuum will likel
NOT
e reinforcing of the
e mand
. <> Placing
u
le
within
view i
an example of creating an e
ta
li
hing operation for them,
ut thi
i
mi
ing the next
tep of reinforcing mand
for the
u
le
.
G-1 U
e po
itive and negative reinforcement procedure
to
trengthen
ehavior.
Que
tion : 25 of 25
- Multiple Choice
rie live
in Florida and regularl
vi
it
New
m
rna
each to
oak up the
un.
rie know
that New
m
rna
each i
the
hark
ite capital of the world, a
he ha
een to the
each during the
lack tip migration and ha
een a
urfer get
itten. When her friend
vi
ited her for the
�
r
t time, the
refu
ed to get into the water after hearing the
tor
of the
hark
ite. Her friend
’ refu
al to get
in the water i
due to which of the following:
Your an
wer
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A
.
Rule-governed
ehavior
.
Contingenc
haped
ehavior
C
.
Joint control
D
.
Hi
tor
of reinforcement
Correct An
wer
A
.
Rule-governed
ehavior
xplanation
Correct:
ince
rie’
friend
have never
een to New
m
rna
each, the
could not have
een a
hark
ite happen there. Perhap
the
aw a
hark
ite
omewhere el
e,
ut thi
i
an a
umption.
rie’
tor
erve
a
rule-governed
ehavior or
ehavior controlled
ver
al
tatement
(Cooper, 2017, p 42).
Incorrect: For
rie, not getting in the water would
e
omewhat more contingenc
haped
ehavior, a
he ha
een a
hark attack occur here. Note that
he wa
n’t actuall
itten
a
hark,
though. <> Joint control i
when, “two
eparate
ut interrelated form
of a per
on’
own
ehavior com
ine to acquire
timulu
control of a
ehavior that would not have occurred in the a
ence of
either” (Cooper, 2017, p 43). An example here might
e if
rie’
friend
went
wimming after hearing a tale of a
hark attack in 1969, or the
went
wimming after hearing
rie
a
that there are
ometime
hark
here,
ut refu
ing to go
wimming when told
oth. <> There i
no hi
tor
of reinforcement for the vi
itor
a
it i
their
�
r
t time at New
m
rna.
G-6 U
e In
truction
and rule
Point
:
3 out of 3
16/25 Que
tion
right
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