BCBA Exam 2: Teaching Hand Raising

15 Questions | Total Attempts: 327

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Teaching Effective Hand Raising to Children With Autism During Group Instruction Charania, LeBlanc, Sabanathan and Ktaech, Carr and Gunby (2010)


Questions and Answers
  • 1. 
    1. The purpose of the present study was to teach children with autism to answer questions by:
    • A. 

      A. manding for information

    • B. 

      B. Responding in an individual instructional format

    • C. 

      C. Using a discrimination training procedure including rules, modeling and reinforcement in a group setting

    • D. 

      D. Both B and C

  • 2. 
    1. Group instruction tasks:
    • A. 

      A. Required progressively less difficult discriminations

    • B. 

      B. Required progressively more difficult discriminations

    • C. 

      C. Required no discrimination until task 3

    • D. 

      D. Required Discrimination in tasks 1 and 2 only

  • 3. 
    1. The dependent measure was:
    • A. 

      A. The percentage of accurate responses to hands up questions only

    • B. 

      B. The percentage of correct responses to hands down opportunities within a session

    • C. 

      C. The percentage of accurate responses to hands down and hands up opportunities within a session

    • D. 

      D. The percentage of correct discriminations vs. incorrect discriminations within a session

  • 4. 
    1. During the discrimination training session, the experimenter:
    • A. 

      A. Praised accurate hands up responses only

    • B. 

      B. Praised accurate hands down responses only

    • C. 

      C. Praised both hands up and hands down responses enthusiastically

    • D. 

      D. Praised hands up responses enthusiastically and hands down responses with minimal change in vocal tone

  • 5. 
    1. The experimenter responded to any inaccurate responses by:
    • A. 

      A. Ignoring incorrect responses and moving on to the next student

    • B. 

      B. Stating the rule and asking the child to remain standing

    • C. 

      C. Stating the rule, modeling the correct response and providing feedback

    • D. 

      D. Stating the rule, then having the group repeat the rule chorally

  • 6. 
    1. During baseline each student sat without raising his hand in responses to questions regardless of status (e.g., possessing the item, having previously heard the word).
    • A. 

      True

    • B. 

      False

  • 7. 
    1. The present findings suggest:
    • A. 

      A. Effectively responding to group instruction requires acquisition of basic academic information as well as the development of conditional stimulus control over hands up and hands down responding

    • B. 

      B. Effectively responding to group instruction requires individual training session prior to group training sessions

    • C. 

      C. The importance of conducting both hands up and hand down learning trials to establish discriminated responding

    • D. 

      D. Both a and c

  • 8. 
    1. Improvements in hands-up responses in the third task occurred while the intervention was implemented for the second task but before it was applied to the third.
    • A. 

      True

    • B. 

      False

  • 9. 
    1. All three children in the study acquired accurate hand-raising skills in responses to progressively more difficult discrimination tasks during group instruction.
    • A. 

      True

    • B. 

      False

  • 10. 
    1. The group instruction tasks involved several discriminations in a particular order. Select the order that the tasks followed:
    • A. 

      A. Auditory-auditory discrimination, auditory-visual discrimination, successive conditional discrimination

    • B. 

      B. Auditory-visual discrimination, auditory-auditory discrimination, successive conditional discrimination

    • C. 

      C. successive conditional discrimination, auditory-visual discrimination, auditory-auditory discrimination

    • D. 

      D. Auditory-auditory discrimination, auditory-auditory discrimination, auditory-visual discrimination

  • 11. 
    1. Accuracy of hand-raise  or hands-down responses was determined for each child based on:
    • A. 

      A. His own performance during an individual assessment conducted prior to baseline and every 2 weeks during intervention

    • B. 

      B. His own performance during a group assessment and every 2 weeks during intervention

    • C. 

      C. His own performance during an individual assessment and group assessment

    • D. 

      D. His own performance during session with increasingly difficult questions

  • 12. 
    1. During baseline the experimenter responsed to the child’s responses with:
    • A. 

      A. Tangible reinforcers identified during baseline

    • B. 

      B. A general fun statement and programmed reinforcement

    • C. 

      C. A general fun statement only

    • D. 

      D. Prompts and programmed reinforcers

  • 13. 
    1. During discrimination training, before each session:
    • A. 

      A. The experimenter read a rule and had the group repeat the rule

    • B. 

      B. Used a visual stimulus signaling the beginning of the session

    • C. 

      C. Used an auditory stimulus to signal the beginning of the session

    • D. 

      D. Both a and b

  • 14. 
    1. If different children commited a hand-up error and a hands-down error ant the same time the :
    • A. 

      A. Hands up error was addressed first

    • B. 

      B. Hands down error was addressed first

    • C. 

      C. Hands up and down error were addresses simultaneously

    • D. 

      D. Hands up errors were addressed only

  • 15. 
    1. Prior to intervention, the participants had mastered various prerequisite instructional targets but failed to respond accurately when teachers presented the questions in a group context until hand-raising was directly taught.
    • A. 

      True

    • B. 

      False

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