Eex 3601 #2

Extinction is the process of withholding reinforcement for a previously reinforced behavior in order to reduce the occurrence of that behavior. By no longer rewarding the behavior, individuals are less motivated to engage in it, leading to a decrease in its frequency over time. Extinction is often used as a strategy to eliminate unwanted behaviors and promote the development of more desirable ones.

When behavior is differentially controlled by antecedent stimuli, it means that the presence or absence of certain stimuli influences the occurrence or non-occurrence of the behavior. This is known as stimulus control, where the behavior is under the control of specific antecedent stimuli.

Positive reinforcement is a behavioral concept that involves providing rewards or incentives to encourage the repetition of a desired behavior. It is a process in which a positive consequence is given immediately after a behavior, increasing the likelihood of that behavior being repeated in the future. This can include things like praise, rewards, or privileges. Positive reinforcement is effective in shaping behavior and promoting desired outcomes.

Setting events refer to the circumstances or factors in a student's life that can temporarily change the effectiveness of reinforcers. These setting events can include cultural influences, such as the values and beliefs of the student's community, as well as environmental factors that may make the student feel uncomfortable or distracted. These setting events can impact the student's motivation and ability to respond to reinforcement, making it important for educators to consider and address these factors when designing interventions or support strategies.

This statement suggests that a certain response is reinforced when specific discriminative stimuli (SD's) are present, but is not reinforced when a specific stimulus (S∆) is present. In other words, the response is only rewarded in certain conditions and not in others.

The statement is true because the effectiveness of a primary reinforcer, such as food or water, can be influenced by a student's level of deprivation or need for that reinforcer. If a student is highly deprived of a specific reinforcer, it is likely to be more effective in motivating their behavior. On the other hand, if a student is not deprived of a reinforcer, it may not have the same motivating effect. Therefore, the level of deprivation plays a role in determining the effectiveness of a primary reinforcer.

Different students may exhibit the same behavior for different reasons or functions. For example, one student may exhibit disruptive behavior as a way to seek attention, while another student may exhibit the same behavior as a way to avoid a task or responsibility. Therefore, it is possible for two different students to exhibit the same behavior but have different underlying functions or motivations.

Functional analysis is indeed a strategy used to understand and modify a student's behavior by manipulating their environment and observing the resulting effects. This approach involves identifying the function or purpose of the behavior and then implementing interventions or changes in the environment to address the underlying causes. By carefully analyzing the relationship between the environment and behavior, educators can gain insights into effective strategies for supporting students and promoting positive behavior change.

The antecedent-behavior-consequence or ABC Chart is a structured form of an anecdotal report. This means that it is a systematic way of documenting and analyzing the events that occur before, during, and after a specific behavior. By using this chart, individuals can identify patterns and potential triggers for certain behaviors, as well as the consequences that may reinforce or discourage those behaviors. This tool is commonly used in behavior analysis and intervention planning.

The statement suggests that one of the main responsibilities of a teacher is to teach students how to respond appropriately to different stimuli. This implies that teachers play a crucial role in helping students develop skills and behaviors that are suitable for various situations and contexts. By providing guidance and instruction, teachers can help students navigate and adapt to different stimuli they may encounter in their academic and personal lives.

Response cost is a procedure in which tokens or other exchangeable reinforcers are taken away or withdrawn as a consequence of inappropriate behavior. This technique aims to decrease the occurrence of the undesired behavior by reducing the individual's motivation to engage in it. By removing a valued item or privilege, response cost creates a negative consequence for the behavior, making it less likely to be repeated in the future.

When teachers react to inappropriate behavior by offering a student various items or activities until the inappropriate behavior stops, they risk maintaining the inappropriate behavior with positive reinforcement. Positive reinforcement occurs when a behavior is followed by a rewarding stimulus, increasing the likelihood of that behavior being repeated in the future. In this case, by providing the student with items or activities in response to their inappropriate behavior, the teacher is inadvertently reinforcing and encouraging the continuation of that behavior.

The given correct answer is Scatter Plot Analysis. This observation strategy is designed to identify patterns of behavior based on various variables such as time of day, people present, activities, and other combinations. It involves creating a scatter plot graph to visually analyze the relationship between the variables and behavior patterns. This method helps in understanding the factors that influence behavior and can be useful in developing interventions or strategies to address problematic behaviors.

IDEA, which stands for Individuals with Disabilities Education Act, requires the writing of a positive behavior support plan when a student's challenging behavior may result in a suspension of up to 10 days or a change in the student's educational placement. Positive behavior support is a proactive approach that focuses on teaching and reinforcing positive behaviors rather than focusing on punishment or negative consequences. This plan is designed to provide strategies and interventions to support the student in improving their behavior and achieving success in their educational setting.

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During the extinction procedure, the teacher should expect the rate, duration, or intensity of student behavior to increase. This is because when a behavior that has been previously reinforced is no longer reinforced, it may initially increase in frequency as the student engages in the behavior more frequently in an attempt to receive the previously provided reinforcement. This is known as an extinction burst and is a common occurrence during the early stages of an extinction procedure.

Antecedents are the stimuli that signal or occasion the opportunity to perform a behavior. They can be environmental cues, events, or situations that trigger a specific behavior. Antecedents play a crucial role in behavior analysis as they influence the likelihood of a behavior occurring. By identifying and manipulating antecedents, behavior change strategies can be implemented effectively. Therefore, antecedents are the correct answer in this context.

Based on the given scenario, the child's behavior of interrupting the mother when she wants something has been reinforced by the mother's response. The mother abruptly ended her call and attended to the child when the interruptions became louder and more insistent. This positive reinforcement is likely to encourage the child to repeat the behavior in the future, leading to the expectation that the child will interrupt the mother again when she wants something while the mother is on the phone.

During A-B-C descriptive analysis, data should be collected for a minimum of 5 days. This duration allows for a more comprehensive understanding of the behavior being analyzed. Collecting data for less than 5 days may result in incomplete or inaccurate observations, as certain patterns or trends may not be fully captured within a shorter timeframe. Therefore, 5 days is considered the minimum period necessary to obtain reliable and valid data for A-B-C descriptive analysis.

Both classroom noise or temperature level and hunger can be considered setting events. A setting event is a condition or situation that occurs before a behavior and can influence the likelihood or intensity of that behavior. In this case, both the noise or temperature level in the classroom and hunger can create a setting that affects a person's behavior. For example, a noisy or uncomfortable classroom environment can make it difficult for students to concentrate and may increase the likelihood of disruptive behavior. Similarly, hunger can affect a person's mood, energy levels, and focus, potentially influencing their behavior.

After receiving the same happy face sticker as reinforcement for turning in her homework for four weeks, the student may have become satiated or over-satisfied with the reward. This means that the sticker no longer holds the same value or motivation for her, leading to a decrease in her willingness to complete her homework.

The correct sequence for developing a behavior support plan is as follows:
1. Teacher identifies problem behavior
2. Screening
3. Conduct functional assessment
4. Conduct functional analysis.

This sequence ensures that the teacher first identifies the problem behavior, then conducts screening to gather more information, followed by a functional assessment to understand the underlying causes of the behavior, and finally conducts a functional analysis to determine the most effective interventions and strategies to address the behavior.

Banging a pencil is most likely to gain a teacher's attention because it involves making a loud noise, which is more noticeable compared to reading quietly or taking notes. The noise created by banging a pencil is likely to grab the teacher's attention and prompt them to address the behavior. Reading quietly and taking notes are more passive behaviors that may not immediately capture the teacher's attention.

Functional assessment is not a strategy of manipulating the student's environment and observing the effect on his or her behavior. Instead, it is a process of gathering information to understand the function or purpose of a student's behavior in order to develop effective interventions. This process involves conducting interviews, observations, and assessments to determine the antecedents, consequences, and maintaining variables of the behavior.

A limited hold contingency does not allow the teacher to make the reinforcer available for long periods of time following the elapsed interval. Therefore, the correct answer is false.

To determine the most effective intervention for a behavior, it is necessary to analyze both the consequences and antecedents. Antecedents refer to the events or stimuli that occur before the behavior, while consequences refer to the events or stimuli that occur after the behavior. By analyzing both the antecedents and consequences, one can identify the triggers and reinforcements that may be influencing the behavior. This analysis allows for a more comprehensive understanding of the behavior and helps in designing interventions that address both the antecedents and consequences effectively.

A multielement design is often used during a functional analysis. This design involves systematically manipulating and measuring multiple factors or variables to determine their individual effects on a behavior. It allows researchers to analyze the functional relationship between the variables and the behavior, which can help identify the underlying causes and determine the most effective interventions. The ABAB design, on the other hand, is commonly used in single-subject research to evaluate the effectiveness of an intervention by repeatedly introducing and withdrawing it.

The textbook states that when a student has been placed in time out, one to five minutes is generally sufficient, but no longer than 15 minutes. This means that the student should be given a time out for a duration of one to five minutes, depending on the severity of their disruption. However, the time out should not exceed 15 minutes as it may be excessive and ineffective.

The student's behavior of screaming is followed by the removal of the difficult task, which results in the cessation of the screaming. This suggests that the student is engaging in the behavior of screaming to escape or avoid the difficult task. Therefore, the function of the behavior is escape.

Overcorrection is considered the most intrusive procedure on the hierarchy of procedural alternatives for behavior reduction. This is because overcorrection involves requiring the individual to engage in a corrective behavior that is exaggerated or excessive in order to make amends for their inappropriate behavior. It is a more intense form of punishment compared to extinction, time-out, and response cost, which are generally less intrusive and involve removing or withholding reinforcement.

A token reinforcement system requires two components: the tokens themselves and backup reinforcers. Backup reinforcers are additional rewards that can be exchanged for the tokens earned in the system. These backup reinforcers serve as a backup or alternative source of reinforcement, providing motivation for individuals to continue earning tokens and engaging in desired behaviors.

Restitutional overcorrection is a form of punishment that requires the individual to engage in excessive efforts to restore the environment to its original state or to go beyond what is necessary to correct their behavior. In this case, the student who frequently throws things at other students is given the task of performing various cleaning and organizing tasks during recess, which goes beyond what is necessary to correct their behavior. This punishment aims to teach the student the importance of maintaining a clean and orderly classroom and discourage them from engaging in the disruptive behavior of throwing things.

Indirect strategies for gathering functional assessment information on a student include interview forms, scales, and questionnaires. These methods involve obtaining information from individuals who interact with the student, such as teachers, parents, or caregivers. Interview forms allow for structured questioning, scales provide a rating system for specific behaviors or characteristics, and questionnaires gather information on a broader range of topics. These indirect strategies can provide valuable insights into the student's behavior, skills, and needs, helping professionals develop appropriate interventions and supports.

When students escape from a task or environment by performing an inappropriate behavior, that behavior is likely to be maintained by negative reinforcement. Negative reinforcement occurs when a behavior is reinforced by the removal or avoidance of an unpleasant stimulus. In this case, the student's inappropriate behavior allows them to escape from the task or environment, which is likely to be an unpleasant or aversive experience for them. As a result, the behavior is reinforced and more likely to occur in the future as a means of avoiding or escaping the aversive situation.

Behavior rating scales are a commonly used strategy during a functional assessment to gather information about an individual's behavior from multiple sources, such as teachers, parents, or caregivers. This involves rating the frequency, intensity, or severity of specific behaviors on a scale. Direct observation, scatter plot, and A-B-C data analysis are all strategies that involve directly observing and recording the individual's behavior in different contexts or situations. Therefore, behavior rating scales are the only strategy that is not included in the options provided.

The given scenario involves a student who is frequently disruptive in class and is required to repeat certain steps after each disruption. This process of repeating the steps, which includes reciting the rules, raising hand and waiting for the teacher's call, and asking for permission, is known as positive practice overcorrection. This technique aims to correct the disruptive behavior by providing the student with an opportunity to practice the appropriate behavior multiple times, reinforcing the desired behavior and reducing the frequency of disruptions.

Functional assessment is a set of information gathering strategies used to understand the function or purpose of a student's behavior. It involves collecting data through various methods such as direct observation, interviews, and behavior rating scales. On the other hand, functional analysis is a specific strategy within functional assessment where the student's environment is manipulated to observe how it impacts their behavior. This is done to identify the antecedents and consequences that maintain the behavior, which helps in developing effective interventions.

Differential reinforcement is a technique used to strengthen desired behaviors and reduce unwanted behaviors. It involves providing reinforcement, such as rewards or praise, for the desired behavior while ignoring or providing consequences for the unwanted behavior. By selectively reinforcing the desired behavior, individuals are more likely to engage in it, while the unwanted behavior is discouraged. This approach is often used in behavior modification programs to promote positive behavior change.

The discriminative stimulus, or SD, is a cue or signal that sets the occasion for a specific behavior to occur. It indicates to the individual that a particular response will be reinforced or rewarded in a specific situation. In other words, the presence of the discriminative stimulus signals to the individual that it is the appropriate time and place to engage in the target behavior.

The given answer states that (S-delta) refers to a second stimulus or a non-discriminative stimulus. This means that (S-delta) does not signal the availability of reinforcement or punishment and does not elicit a response. It is used in discrimination training to teach an organism to respond to a specific stimulus (S) and not respond to the (S-delta).

The three major types of stimulus prompts, also known as cues, are movement, position, and redundancy. Movement prompts involve physically guiding or directing a person to perform a certain action. Position prompts involve placing objects or cues in a specific location to signal or remind a person of what they need to do. Redundancy prompts involve providing multiple cues or reminders to reinforce a certain behavior or action. These types of prompts are commonly used in various settings, such as education, therapy, and training, to help individuals understand and respond to specific stimuli or tasks.

The 3 major types of response prompts (cues) are verbal, modeling, and physical guidance. Verbal prompts involve using words or instructions to guide a person's response. Modeling prompts involve demonstrating the desired response for the person to imitate. Physical guidance prompts involve physically assisting the person in performing the desired response. These prompts are commonly used in various teaching and learning settings to support individuals in acquiring new skills or behaviors.