Behaviour Change Interventions Quiz 2
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Questions and Answers
- 1.
Seb is intervening with a young boy, Louis, who hits his mum when she is unable to cuddle him due to being busy or talking to someone else etc. When Louis hits his mum, he loses 2 minutes of outdoor play in his garden at the family home. Louis also has a sticker chart and his mum places a sticker on the chart independent of Louis' behaviour. However, when Louis hits her she sometimes takes a sticker off the chart. What example of punishment has Seb implemented here?
- A.
Response Cost
- B.
Time-out
- C.
Bonus Response Cost
- D.
Planned ignoring
- E.
All of the above
Correct Answer(s)
C. Bonus Response Cost
E. All of the aboveExplanation
Seb has implemented a form of punishment called Bonus Response Cost. This is evident from the fact that when Louis hits his mum, he loses 2 minutes of outdoor play in his garden. Additionally, Louis has a sticker chart where his mum places a sticker independent of his behavior, but when he hits her, she takes a sticker off the chart. This combination of losing privileges and receiving negative consequences for hitting his mum qualifies as Bonus Response Cost. Therefore, the correct answer is Bonus Response Cost, All of the above.Rate this question:
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- 2.
Jasmine is a qualified Behaviour Analyst. Jasmine is working with a young child called Tim who engages in high rates of disruptive behaviour. When selecting intervention strategies for Tim, amongst many other considerations, which of the following must Jasmine consider?
- A.
Ethical and professional standards
- B.
FBA results
- C.
How much Tim's parents are offering to pay her
- D.
Both A and B
- E.
All of the above
Correct Answer
D. Both A and BExplanation
Jasmine, as a qualified Behavior Analyst, must consider ethical and professional standards when selecting intervention strategies for Tim. This ensures that her actions are in line with the guidelines and principles of her profession. Additionally, she must also consider the results of the Functional Behavior Assessment (FBA) conducted on Tim. The FBA provides valuable information about the function of Tim's disruptive behavior, which helps in developing effective intervention strategies. Therefore, Jasmine must consider both ethical and professional standards as well as FBA results when selecting intervention strategies for Tim.Rate this question:
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- 3.
Emily is being disruptive in class by calling out and attempting to stand on her chair. Her teacher asks every other student to ignore Emily until she signals they can engage with her again. The teacher resumes her lesson for the next 5 minutes but during this time another student, Eloise, starts to make eye contact and giggle quietly with Emily who becomes instantly amused. When the behaviour analyst visits, the teacher tells her how Emily's disruptive behaviour isn't decreasing and she doesn't know why. What went wrong with this planned ignoring?
- A.
Peer attention wasn't the function of Emily's behaviour
- B.
Emily didn't understand everyone was ignoring her
- C.
Peer attention was maintaining Emily's behaviour and Eloise didn't ignore her therefore a source of positive reinforcement was still present in the classroom
- D.
Emily thought everyone ignoring her was a game so she should be disruptive again in the future
Correct Answer
C. Peer attention was maintaining Emily's behaviour and Eloise didn't ignore her therefore a source of positive reinforcement was still present in the classroomExplanation
During the planned ignoring strategy, the teacher asked every other student to ignore Emily's disruptive behavior. However, when Eloise started making eye contact and giggling with Emily, it broke the planned ignoring protocol. This is because peer attention was maintaining Emily's behavior, and Eloise's engagement provided positive reinforcement for Emily's disruptive actions. As a result, Emily's behavior did not decrease as expected because a source of positive reinforcement was still present in the classroom.Rate this question:
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- 4.
Lotte is working with her client Jess on a behaviour change programme. She thinks a DRA + EXT procedure may be appropriate for Jess' out of seat behaviour but first Lotte is considering the evidence to back up her decision. Which of the following must Lotte look for to check if her studies constitute as acceptable evidence-base?
- A.
The number of times the study has been cited
- B.
The number of participants in the study
- C.
The reputation of the journal that it has been published in
- D.
The quality of the research
- E.
Both B and C
- F.
All of the above
Correct Answer
E. Both B and CExplanation
Lotte needs to look for both the number of participants in the study and the reputation of the journal that it has been published in to check if her studies constitute as an acceptable evidence-base. The number of participants in the study is important because a larger sample size generally increases the reliability and generalizability of the findings. The reputation of the journal is also important because reputable journals typically have a rigorous peer-review process, ensuring the quality and validity of the research published.Rate this question:
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- 5.
Jenn is is selecting an intervention for her client, Jasmine, but wants to ensure that it is a function-based intervention. Which 3 steps should Jenn take?
- A.
Define the problem, determine why the problem occurs, develop an intervention
- B.
Define the problem, guess why the problem occurs, develop an intervention
- C.
Define the problem, determine why the problem occurs, develop an intervention that is logically linked to the FBA results
- D.
Define the problem, guess why the problem occurs, develop an intervention that is logically linked to the FBA results
Correct Answer
C. Define the problem, determine why the problem occurs, develop an intervention that is logically linked to the FBA resultsExplanation
Jenn should first define the problem that her client, Jasmine, is facing. Then, she should determine why the problem occurs, which involves conducting a functional behavior assessment (FBA) to understand the underlying reasons for the behavior. Finally, Jenn should develop an intervention that is logically linked to the FBA results, ensuring that it directly addresses the identified problem and its causes. This approach ensures that the intervention is function-based, meaning it targets the specific function or purpose of the behavior.Rate this question:
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- 6.
The teacher says to the behaviour analyst that she can have a TA come in, turn Emily away from the class, and watch her if she displays disruptive behaviour. However, the behavior analyst suggests that this will not work. What type of punishment procedure was the teacher suggesting and why wouldn't it work?
- A.
Withdrawal of specific reinforcers, which won't work because positive reinforcers can't be removed from the classroom
- B.
Contingent observation, which won't work because Emily's behaviour is multiply controlled by both adult and peer attention
- C.
Partition time-out, which won't work because this constitutes a form of exclusion time-out which the behaviour analyst doesn't want to do
- D.
As she is facing the wall, technically a hallway time-out, which won't work because Emily is combative and is likely to escape as she is directed to time-out
Correct Answer
B. Contingent observation, which won't work because Emily's behaviour is multiply controlled by both adult and peer attentionExplanation
The teacher was suggesting contingent observation as a punishment procedure, where a TA would turn Emily away from the class and watch her if she displays disruptive behavior. However, the behavior analyst suggests that this won't work because Emily's behavior is influenced by both adult and peer attention. This means that simply removing her from the class and observing her won't address the underlying causes of her disruptive behavior, as it is driven by the desire for attention from both adults and peers.Rate this question:
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- 7.
When Jack is given tasks that are difficult for him he is likely to shove things off his desk and curse at the teacher under his breath which results in Jack being sent to time out or to the headteacher's office. What is the best function-based strategy to take?
- A.
Make Jack clean up the things he shoves and then put him in time-out.
- B.
Praise Jack when he completes a task, even if he has been difficult.
- C.
Break the task into component parts and allow Jack a short break after he completes each part
- D.
Give Jack a token for every 10 minutes he works without shoving things and then let him trade his tokens for an extra pudding at dinner
Correct Answer
C. Break the task into component parts and allow Jack a short break after he completes each partExplanation
The best function-based strategy to take in this situation is to break the task into component parts and allow Jack a short break after he completes each part. This strategy recognizes that Jack may struggle with difficult tasks and provides him with a structured approach to manage his frustration. By breaking the task into smaller parts, it becomes more manageable for Jack and he can experience a sense of accomplishment after completing each part. Additionally, the short break allows him to recharge and refocus before moving on to the next part of the task.Rate this question:
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- 8.
When James’ teacher is working with other students or has assigned independent work James will call out to his teacher and then get out of his seat and go to the teacher which results in the teacher redirecting James and taking him back to his seat. Which is the best function-base strategy to take in this situation?
- A.
Give James easier tasks so he is less likely to seek attention from the teacher
- B.
Tell James he knows how to do the work and send him back to his seat each time he gets up
- C.
Provide a warning each time James gets calls out and send him to time-out if he calls out more than three times.
- D.
Check in with James every few minutes and provide praise for working independently.
Correct Answer
D. Check in with James every few minutes and provide praise for working independently.Explanation
The best function-based strategy to take in this situation is to check in with James every few minutes and provide praise for working independently. This strategy addresses James' need for attention by providing positive reinforcement for staying on task and working independently. It also helps to redirect his behavior in a more positive and constructive way, rather than simply reprimanding or punishing him. By checking in with James regularly and acknowledging his efforts, the teacher can help to meet his need for attention while still promoting independent work.Rate this question:
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- 9.
Which of the following can one do to make time out effective?
- A.
Enrich time in environment
- B.
Define behaviours leading to time-out
- C.
Define exit criteria
- D.
Explain time out rules
- E.
All of the above
Correct Answer
E. All of the aboveExplanation
To make time out effective, one can do the following: enrich the time in the environment, define behaviors that lead to time-out, define exit criteria, and explain the rules of time out. Enriching the time in the environment means providing engaging and stimulating activities during time out. Defining behaviors leading to time-out helps set clear expectations and consequences. Defining exit criteria ensures that the individual understands what is required to end the time-out period. Explaining the time-out rules helps ensure that everyone involved understands the process and expectations. Therefore, all of the above options contribute to making time out effective.Rate this question:
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- 10.
Mikey attends an EIBI clinic 3 days a week. Mikey engages in hand-mouthing and head-banging when the lead therapist leaves the room after playing with him. When this occurs, other therapists there block his hand going to his mouth and put a pillow beneath his head so he cannot bang his head. What positive punishment procedure is this an example of?
- A.
Contingent exercise
- B.
Response Blocking
- C.
Positive Practice overcorrection
- D.
Restitutional overcorrection
Correct Answer
B. Response BlockingExplanation
This is an example of response blocking as the therapists are physically preventing Mikey from engaging in the behaviors of hand-mouthing and head-banging. They are blocking his hand from going to his mouth and placing a pillow under his head to prevent him from banging his head. This is a form of positive punishment, as it involves the application of aversive stimuli (blocking and pillow) to decrease the likelihood of the behaviors occurring in the future.Rate this question:
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- 11.
Lotte had to use Cyber Rat as part of her Principles and Concepts of Behaviour Analysis module assignments. One of the sessions that Lotte carried out involved using a shaping procedure to train the rat to pull a lever. What were some of the drawbacks that Lotte experienced when using shaping?
- A.
It was time consuming
- B.
The progress was not always linear
- C.
It required constant monitoring
- D.
All of the above
Correct Answer
D. All of the aboveExplanation
Shaping is a behavior training technique that involves reinforcing successive approximations of a desired behavior. In Lotte's case, she used shaping to train the rat to pull a lever. However, she experienced several drawbacks when using this technique. Firstly, shaping can be time-consuming as it requires reinforcing small steps towards the desired behavior. Secondly, the progress may not always be linear, meaning that the rat may not consistently improve with each step. Lastly, shaping requires constant monitoring to ensure that the rat is on the right track and to adjust the reinforcement accordingly. Therefore, all of the given options - time-consuming, non-linear progress, and constant monitoring - are drawbacks that Lotte experienced while using shaping.Rate this question:
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- 12.
Miley wanted to train her client Liam to touch the stop sign when he heard "point to the stop sign". To do this Miley initially used a supplementary stimulus to highlight the card with a red background. Once the client successfully pointed out the stop sign when asked to the successive sessions used lighter shades of red until eventually Miley reached her predetermined terminal stimulus (stop sign with no extra red background). What process has been described here?
- A.
Prompting
- B.
Shaping
- C.
Fading
- D.
Cueing
Correct Answer
C. FadingExplanation
The process described here is fading. Fading involves gradually reducing or eliminating the use of additional cues or prompts in order to teach a desired behavior. In this case, Miley initially used a supplementary stimulus (red background) to highlight the stop sign for Liam. As Liam became successful in pointing out the stop sign, Miley gradually used lighter shades of red until she reached her predetermined terminal stimulus (stop sign with no extra red background). This gradual reduction of the supplementary stimulus is an example of fading.Rate this question:
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- 13.
Matty is going to use a DRO procedure to try to reduce Jamie's problem behaviour, but first he wants to calculate the IRT to set the initial interval. He collects a baseline across 5 successive sessions which all last 2 minutes each. In session 1 the problem behaviour occurs 3 times. In session 2 the problem behaviour occurs twice in the 2 minutes. In session 3 it occurs 4 times. In session 4 it occurs 3 times and in the 5th session it occurred once. What would you suggest that Matty set the initial interval to?
- A.
44 seconds
- B.
48 seconds
- C.
52 seconds
- D.
21 seconds
Correct Answer
A. 44 secondsExplanation
Based on the information provided, Matty collects data on the occurrence of Jamie's problem behavior across 5 successive sessions. The sessions all last 2 minutes each. In session 1, the problem behavior occurs 3 times. In session 2, it occurs twice. In session 3, it occurs 4 times. In session 4, it occurs 3 times, and in the 5th session, it occurred once. To calculate the initial interval for the DRO procedure, Matty needs to determine the average occurrence of the problem behavior per minute. Adding up the total occurrences (3+2+4+3+1) gives us 13 occurrences across 10 minutes. Dividing 13 by 10 gives us an average of 1.3 occurrences per minute. To convert this to seconds, we multiply by 60, which gives us 78 seconds. However, since we need to round down to the nearest whole number, the suggested initial interval would be 44 seconds.Rate this question:
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- 14.
What is a disadvantage of using non-contingent reinforcement?
- A.
Reinforcement presentation may coincidentally follow aberrant behaviour and reinforce its occurrence
- B.
Extinction bursts may occur when an instance of aberrant behaviour is not reinforced
- C.
It does not teach replacement behaviour
- D.
All of the above
Correct Answer
A. Reinforcement presentation may coincidentally follow aberrant behaviour and reinforce its occurrenceExplanation
A disadvantage of using non-contingent reinforcement is that reinforcement presentation may coincidentally follow aberrant behavior and reinforce its occurrence. This means that even if the behavior is undesirable, it may still be reinforced unintentionally, leading to its continued occurrence. This can be counterproductive in trying to decrease or eliminate the aberrant behavior.Rate this question:
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- 15.
Which one do you like?
- A.
Option 1
- B.
Option 2
- C.
Option 3
- D.
Option 4
Correct Answer
A. Option 1 -
- 16.
......... prevents the occurrence of the target behaviour whereas ..... changes the environment so that the problem behaviour will no longer produce the maintaining consequences.
- A.
Response blocking, EXT
- B.
EXT, Response blocking
- C.
Response blocking, Punishment
- D.
EXT, Punishment
Correct Answer
A. Response blocking, EXTExplanation
Response blocking is a technique that prevents the occurrence of the target behavior by physically intervening or blocking the individual from engaging in the behavior. On the other hand, EXT (extinction) is a procedure that changes the environment so that the problem behavior will no longer produce the maintaining consequences. In other words, EXT removes the reinforcement that was previously maintaining the behavior, while response blocking physically prevents the behavior from occurring. Therefore, the correct answer is "Response blocking, EXT".Rate this question:
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- 17.
What is the main difference between NCR and EXT?
- A.
NCR diminishes behaviour by changing the consequence stimuli, whereas EXT diminishes behaviour by changing the antecedent stimuli
- B.
EXT diminishes behaviour by changing the consequence stimuli, whereas NCR diminishes behaviour by changing the antecedent stimuli.
- C.
EXT diminished behaviour by changing the SD, whereas NCR diminishes behaviour by changing the EO
- D.
None of the above
Correct Answer
B. EXT diminishes behaviour by changing the consequence stimuli, whereas NCR diminishes behaviour by changing the antecedent stimuli.Explanation
NCR (Noncontingent Reinforcement) and EXT (Extinction) are both behavior modification techniques, but they differ in how they diminish behavior. NCR works by changing the antecedent stimuli, meaning it provides reinforcement regardless of the behavior, which reduces the likelihood of the behavior occurring. On the other hand, EXT diminishes behavior by changing the consequence stimuli, specifically by removing or withholding reinforcement following the behavior. This lack of reinforcement decreases the frequency of the behavior over time. Therefore, the main difference between NCR and EXT lies in their focus on either antecedent or consequence stimuli in reducing behavior.Rate this question:
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- 18.
Ed delivered a points to students in his class if they did not engage in inappropriate behaviour during each 10-minute interval in an hour lesson. Every 15 minutes an additional point was made available non-contingent on the students behaviour. Misbehaviour resulted in a reduction of the additional points that were available but the regularly scheduled points were retained. At the end of the school day students were given the opportunity to engage these points for tangible items or activities. What is this an example of?
- A.
Token economy and response cost
- B.
Token economy and bonus response cost
- C.
Token economy and time out
- D.
Token economy
Correct Answer
B. Token economy and bonus response costExplanation
This scenario is an example of a token economy and bonus response cost. A token economy is a system where desired behaviors are reinforced with tokens that can be exchanged for rewards. In this case, Ed is delivering points to students for not engaging in inappropriate behavior, which serves as the tokens. The bonus response cost refers to the additional points that are made available every 15 minutes, regardless of the students' behavior. Misbehavior results in a reduction of these additional points, but the regularly scheduled points are still retained. At the end of the day, students can exchange these points for tangible items or activities, completing the token economy system.Rate this question:
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- 19.
Gerry was engaging in disruptive behaviour in class. He was constantly out of seat, shouting inappropriate curse words at his peers, and throwing his work on the floor. As a result his teacher, David put Gerry in time-out. Gerry remained in the classroom but his view of the classroom was restricted by wall. What is this an example of?
- A.
Time-out room
- B.
Partition time-out
- C.
Hallway time-out
- D.
None of the above
Correct Answer
B. Partition time-outExplanation
This is an example of a partition time-out. Gerry was put in time-out but remained in the classroom, with his view of the classroom restricted by a wall or partition. This allowed him to be separated from his peers and the disruptive behavior to be addressed, while still being supervised by the teacher.Rate this question:
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- 20.
Susie was caught writing all over her desk during lesson time. As a result she must clean her name off of the desk top and all the other words/designs written in ink on that surface. What punishment procedure was used here?
- A.
Positive practice overcorrection
- B.
Restitutional overcorrection
- C.
Time-out
- D.
Response blocking
- E.
All of the above
Correct Answer
B. Restitutional overcorrectionExplanation
Restitutional overcorrection is the punishment procedure used in this scenario. Restitutional overcorrection involves the individual being required to restore the environment to a better condition than it was before the misbehavior occurred. In this case, Susie is instructed to clean her name off the desk and remove all the other words/designs written in ink, which goes beyond simply correcting the misbehavior. This punishment aims to teach Susie the importance of taking responsibility for her actions and making amends for any damage caused.Rate this question:
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- 21.
Josh made a mistake during piano practice and his instructor said that Josh was required to correctly re-play (many times) the section of the piece in which the mistake was made. What punishment procedure was used here?
- A.
Restitutional overcorrection
- B.
Negative practice overcorrection
- C.
Positive practice overcorrection
- D.
Time-out
Correct Answer
C. Positive practice overcorrectionExplanation
Positive practice overcorrection is the punishment procedure used in this scenario. Positive practice overcorrection involves requiring the individual to repeatedly practice the correct behavior or skill that they failed to perform correctly. In this case, Josh is required to re-play the section of the piece in which he made a mistake multiple times, in order to reinforce the correct way of playing and correct his mistake. This form of punishment aims to increase the likelihood of correct behavior in the future by providing intense practice and repetition.Rate this question:
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- 22.
Sally learned to pick up a phone and talk on it with a friend. Later that day Sally picked up a walkie talkie and used it to talk to a friend without direct training. What type of generalisation is displayed here?
- A.
Response generalisation
- B.
Stimulus generalisation
- C.
Generalisation across time
- D.
Generalisation across settings
Correct Answer
A. Response generalisationExplanation
In this scenario, Sally learned to pick up a phone and talk on it with a friend. Later, she was able to pick up a walkie talkie and use it to talk to a friend without direct training. This demonstrates response generalization, as Sally was able to transfer her learned response of using a phone to a similar device, the walkie talkie.Rate this question:
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- 23.
If a child calls her dad who has a beard “daddy” and then also calls all men who have a beard “daddy”, what type of generalisation has occurred?
- A.
Response generalisation
- B.
Stimulus generalisation
- C.
Generalisation across time
- D.
Generalisation across settings
Correct Answer
B. Stimulus generalisationExplanation
Stimulus generalization occurs when a response that has been learned in the presence of a specific stimulus also occurs in the presence of similar stimuli. In this case, the child has learned to call her dad "daddy" because he has a beard. However, she also generalizes this response to all men with beards, calling them "daddy" as well. This is an example of stimulus generalization because the response (calling someone "daddy") is generalized to similar stimuli (men with beards).Rate this question:
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- 24.
Lisa was taught to emit the tacts “red circle” and “yellow triangle” in the presence of those specifically colored shapes. If Lisa is able to tact “yellow circle” or “red triangle” as a result of this history, what has occurred?
- A.
A new skill
- B.
Recombinative generalisation
- C.
Generalisation
- D.
Response generalisation
Correct Answer
B. Recombinative generalisationExplanation
Recombinative generalisation has occurred. This refers to the ability to combine previously learned elements or components in new ways to form novel responses. In this case, Lisa has combined the previously learned elements "yellow" and "circle" to tact "yellow circle" and "red" and "triangle" to tact "red triangle". This demonstrates her ability to generalize and apply her knowledge in new and creative ways.Rate this question:
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- 25.
Verbal behavior controlled by a verbal discriminative stimulus which does not have point to point correspondence with the response is called ....
- A.
Mand
- B.
Tact
- C.
Intraverbal
- D.
Echoic
Correct Answer
C. IntraverbalExplanation
Intraverbal behavior refers to verbal behavior that is controlled by a verbal discriminative stimulus that does not have a one-to-one correspondence with the response. This means that the verbal stimulus does not directly or explicitly elicit the specific response, but rather the response is based on the context or previous interactions. In intraverbal behavior, individuals use language to respond to or comment on the verbal behavior of others, without relying on a direct stimulus-response relationship.Rate this question:
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- 26.
Verbal behavior under the control of a non-verbal discriminative stimulus which produces generalized conditioned reinforcement is called ....
- A.
Mand
- B.
Intraverbal
- C.
Echoic
- D.
Tact
Correct Answer
D. TactExplanation
Verbal behavior under the control of a non-verbal discriminative stimulus which produces generalized conditioned reinforcement is called a tact. A tact is when an individual emits a verbal response that is under the control of a non-verbal stimulus, such as an object or event in the environment. The individual's verbal behavior is reinforced by generalized conditioned reinforcement, meaning that it is reinforced by social approval or attention from others. This type of verbal behavior allows individuals to label or describe the objects, events, or actions in their environment.Rate this question:
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- 27.
Following training with if A then B, and if B then C the derived relations of B-A and C-B exemplify....
- A.
Transitivity
- B.
Symmetry
- C.
Refelxivity
- D.
Mirroring
Correct Answer
B. SymmetryExplanation
The derived relations of B-A and C-B exemplify symmetry. Symmetry means that if A is related to B, then B is also related to A. In this case, if A is related to B and B is related to C, then it implies that B is related to A and C is related to B. This demonstrates the concept of symmetry in the derived relations.Rate this question:
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- 28.
Following training with if A then B, and if B then C the derived relation of A-C exemplifies...
- A.
Transitivity
- B.
Symmetry
- C.
Reflexivity
- D.
All of the above
Correct Answer
A. TransitivityExplanation
The derived relation of A-C exemplifies transitivity because it follows the logical rule that if A implies B and B implies C, then A implies C. This means that if A is true, then C must also be true. The other options, symmetry and reflexivity, do not apply in this scenario.Rate this question:
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- 29.
Following training with if A then B, and if B then C the derived relations of A-A, B-B, and C-C exemplify...
- A.
Symmetry
- B.
Transitivity
- C.
Reflexivity
- D.
None of the above
Correct Answer
C. ReflexivityExplanation
The derived relations of A-A, B-B, and C-C exemplify reflexivity. Reflexivity refers to a relationship where an element is related to itself. In this case, A is related to itself (A-A), B is related to itself (B-B), and C is related to itself (C-C), which demonstrates reflexivity.Rate this question:
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- 30.
Bootleg reinforcement refers to....
- A.
Access to reinforcement for free inside of your intervention
- B.
Access to reinforcement for free outside of your intervention
- C.
Lack of access to reinforcement for free inside your intervention
- D.
Lack of access to reinforcement for free outside of your intervention
Correct Answer
B. Access to reinforcement for free outside of your interventionExplanation
Bootleg reinforcement refers to access to reinforcement for free outside of your intervention. This means that individuals are able to obtain reinforcement or rewards without having to engage in the intended intervention or program. It suggests that reinforcement is being provided from external sources or activities that are not part of the planned intervention. This can potentially undermine the effectiveness of the intervention as individuals may be less motivated to engage in the desired behaviors if they can obtain reinforcement without doing so.Rate this question:
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- 31.
Liv has decided to use add a response cost element to her token economy system that is in place in her classroom. Which one of these should Liv do if response cost is used?
- A.
Determine token loss for each inappropriate behaviour and communicate fines to students ahead of time
- B.
Do not implement the response cost until her students have had an opportunity to trade tokens
- C.
Make sure the tokens are easily removed
- D.
All of the above
Correct Answer
D. All of the aboveExplanation
In order to effectively use response cost in her token economy system, Liv should do all of the above. She should determine the token loss for each inappropriate behavior and communicate fines to the students beforehand to ensure transparency and consistency. Liv should also wait until her students have had an opportunity to trade tokens before implementing the response cost, allowing them to understand the system and make informed choices. Additionally, Liv should make sure that the tokens are easily removable to facilitate the process of taking away tokens as a response cost.Rate this question:
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- 32.
In this group contingency the teacher would focus on John's behavior and if John remained seated throughout every lesson in the term the entire class would earn a field trip. What type of group contingency is in place?
- A.
Interdependent
- B.
Independent
- C.
Dependent
- D.
Individual
Correct Answer
C. DependentExplanation
In this group contingency, the behavior of the entire class is dependent on John's behavior. If John remains seated throughout every lesson in the term, the entire class earns a field trip. Therefore, the correct answer is Dependent.Rate this question:
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- 33.
A reward system in which children individually earn token reinforcers for engaging in target behaviors was in place at All Saints Primary School. When each student has earned enough tokens to meet the criterion outlined, they can then trades their tokens in for a reward. Those members who did not meet the criterion were not able to access a reward. What is this an example of?
- A.
Independent group contingency
- B.
Dependent group contingency
- C.
Interdependent group contingency
- D.
Individual group contingency
Correct Answer
A. Independent group contingencyExplanation
This scenario is an example of an independent group contingency. In this reward system, each child individually earns tokens for engaging in target behaviors. The criterion for earning enough tokens is outlined, and once met, the student can trade their tokens in for a reward. This system operates independently for each student, as their rewards are based on their individual behavior and not influenced by the behavior of others in the group.Rate this question:
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- 34.
Which components are included in habit reversal?
- A.
Awareness training
- B.
Social support
- C.
Competing response training
- D.
Motivation strategies
- E.
All of the above
- F.
A and C
Correct Answer
E. All of the aboveExplanation
Habit reversal includes several components such as awareness training, social support, competing response training, and motivation strategies. Awareness training helps individuals become more aware of their habits and the triggers that lead to them. Social support involves seeking support from others who can provide encouragement and assistance in changing habits. Competing response training involves learning and practicing alternative behaviors to replace the unwanted habit. Motivation strategies are used to maintain motivation and commitment to the habit reversal process. Therefore, all of the given options (A, B, C, and D) are included in habit reversal.Rate this question:
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- 35.
What does the social support component of habit reversal involve?
- A.
Helping the person identify when the habit is occurring
- B.
Prompting the use of competing response practice
- C.
Reinforcing engagement in the habit
- D.
Reinforcing the use of competing responses and reductions in engaging in the habit
- E.
A B and D
Correct Answer
E. A B and DExplanation
The social support component of habit reversal involves helping the person identify when the habit is occurring, prompting the use of competing response practice, and reinforcing the use of competing responses and reductions in engaging in the habit. This means that the person is supported in recognizing when the habit is happening, encouraged to practice alternative behaviors to replace the habit, and rewarded for successfully using these alternative behaviors and reducing engagement in the habit.Rate this question:
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- 36.
What factor should you consider when selecting intervention strategies?
- A.
Contexual fit
- B.
Evidence base
- C.
Ethical and professional standards
- D.
Least restrictive alternative
- E.
All of the above
Correct Answer
E. All of the aboveExplanation
When selecting intervention strategies, it is important to consider various factors. Contextual fit refers to the appropriateness of the intervention in the specific environment or situation. Evidence base indicates that the intervention should be supported by research or proven to be effective. Ethical and professional standards ensure that the intervention is conducted in a morally and legally responsible manner. Least restrictive alternative means that interventions should aim to be the least intrusive or restrictive while still achieving the desired outcome. Considering all these factors together is crucial in selecting appropriate and effective intervention strategies.Rate this question:
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- 37.
Lotte found a systematic review on an intervention she was thinking of using with her client. Lotte checked the review for any signs of bias to ensure that it was up to evidence base standards. She found that the systematic review does not display any systematic differences between baseline characteristics of sample populations and the participants were not assigned to different conditions at random. What source of bias has Lotte spotted with this systematic review?
- A.
Performance bias
- B.
Detection bias
- C.
Selection bias
- D.
None of the above
Correct Answer
C. Selection biasExplanation
Lotte has spotted selection bias in the systematic review. Selection bias occurs when the participants in a study are not randomly assigned to different conditions or if there are systematic differences between the baseline characteristics of the sample populations. In this case, the participants were not assigned to different conditions at random, indicating a potential bias in the selection process.Rate this question:
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- 38.
Kevin engages in out of seat behavior so his teacher decides to implement a ... procedure. She decides to reinforce Kevin when he is sitting in his seat is. Kevin only receives reinforcement (ex. token) for sitting in his seat while reinforcement is withheld when Kevin is out of his seat. What DR procedure is this?
- A.
DRO
- B.
DRI
- C.
DRL
- D.
DRA
Correct Answer
B. DRIExplanation
This procedure is called DRI, which stands for Differential Reinforcement of Incompatible Behavior. In this case, the incompatible behavior is sitting in his seat, which is reinforced by giving Kevin tokens. By withholding reinforcement when Kevin is out of his seat, the teacher is promoting the desired behavior of staying seated. DRO (Differential Reinforcement of Other Behavior) would involve reinforcing any behavior other than being out of seat, DRL (Differential Reinforcement of Low Rates of Behavior) would involve reinforcing the behavior when it occurs at a lower rate, and DRA (Differential Reinforcement of Alternative Behavior) would involve reinforcing a specific alternative behavior.Rate this question:
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- 39.
Sarah engages in shouting out behavior after her teacher poses a question to the class. Her teacher decides to use a ... procedure in which Sarah is only reinforced for raising her hand to answer a question. Shouting out is no longer reinforced. What procedure is being used here?
- A.
DRO
- B.
DRL
- C.
DRI
- D.
DRA
Correct Answer
D. DRAExplanation
The procedure being used here is Differential Reinforcement of Alternative behavior (DRA). This means that Sarah is being reinforced for engaging in an alternative behavior (raising her hand to answer a question) instead of the problem behavior (shouting out). By reinforcing the desired behavior and not reinforcing the problem behavior, the teacher is effectively reducing the occurrence of shouting out and promoting the appropriate behavior of raising hand to answer questions.Rate this question:
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- 40.
Julie pulls strands of hair out of her head when she is completing independent work. Her teacher decides to use ... in order to reinforce the absence of pulling her hair. Using this procedure, the teacher sets a timer for three minutes on Julie's desk. If Julie does not pull her hair for the entire three minutes then she is reinforced. If Julie does pull her hair, she is not reinforced and the timer is reset. What DR procedure is this?
- A.
DRO
- B.
DRI
- C.
DRL
- D.
DRA
Correct Answer
A. DROExplanation
This procedure is an example of Differential Reinforcement of Other Behavior (DRO). In this case, the teacher is reinforcing the absence of hair pulling behavior by setting a timer for three minutes. If Julie does not pull her hair for the entire three minutes, she is reinforced. However, if she does pull her hair, she is not reinforced and the timer is reset. This procedure aims to reinforce the occurrence of any behavior other than hair pulling, which is the targeted behavior.Rate this question:
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- 41.
James uses socially appropriate behavior to greet peers but does so up to ten times in one class period. His teacher decides to use ... procedure. She decides to deliver reinforcement (ex. computer time) to James if he greets peers five or fewer times during the class period. If he greets peers more than five times, he does not receive reinforcement. What DR procedure is this?
- A.
DRO
- B.
DRA
- C.
DRL
- D.
DRI
Correct Answer
C. DRLExplanation
This procedure is DRL (Differential Reinforcement of Low Rates). The teacher is reinforcing James for displaying a behavior (greeting peers) at a lower rate (five or fewer times) during the class period. This is done by providing reinforcement (computer time) only when James meets the criterion of greeting peers five or fewer times. If he exceeds this rate, he does not receive reinforcement.Rate this question:
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Feb 08, 2023Quiz Edited by
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May 10, 2020Quiz Created by
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