Eex 3601 Applied Behavior

1. One important task of a behaviorist teacher is to describe their students’ behaviors in observable and ___________________ terms.

A behaviorist teacher needs to describe their students' behaviors in observable and measurable terms in order to accurately assess and track their progress. By using measurable terms, the teacher can gather data and evidence to determine if the desired behaviors are being achieved or if adjustments need to be made to their teaching methods. Measurable terms also allow for clear communication and understanding between the teacher, students, and other stakeholders involved in the educational process.

Explanation

A behaviorist teacher needs to describe their students' behaviors in observable and measurable terms in order to accurately assess and track their progress. By using measurable terms, the teacher can gather data and evidence to determine if the desired behaviors are being achieved or if adjustments need to be made to their teaching methods. Measurable terms also allow for clear communication and understanding between the teacher, students, and other stakeholders involved in the educational process.

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2. ___________________ is the ability to perform a behavior or response over time without any reteaching.

Maintenance is the ability to perform a behavior or response over time without any reteaching. It refers to the sustained proficiency or competence in a skill or knowledge area without the need for continuous instruction or practice.

Explanation

Maintenance is the ability to perform a behavior or response over time without any reteaching. It refers to the sustained proficiency or competence in a skill or knowledge area without the need for continuous instruction or practice.

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3. _________________ refers to the ability to perform-and adapt, if necessary-the behavior under conditions different from those in place during acquisition.

Generalization refers to the ability to apply and adjust learned behavior in situations that may be different from the ones in which the behavior was initially learned. It involves using knowledge and skills in new or unfamiliar contexts, demonstrating flexibility and adaptability. Generalization allows individuals to transfer what they have learned to various situations and environments, enhancing their overall learning and problem-solving abilities.

Explanation

Generalization refers to the ability to apply and adjust learned behavior in situations that may be different from the ones in which the behavior was initially learned. It involves using knowledge and skills in new or unfamiliar contexts, demonstrating flexibility and adaptability. Generalization allows individuals to transfer what they have learned to various situations and environments, enhancing their overall learning and problem-solving abilities.

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4. The ________ interval recording method should be used when a teacher's goal is to increase behavior because this method slightly under-estimates the actual occurrence of behavior.

The whole interval recording method should be used when a teacher's goal is to increase behavior because this method slightly under-estimates the actual occurrence of behavior. This means that if the behavior is consistently occurring throughout the entire interval, it will be recorded as present. This can provide a more conservative estimate of the behavior and can be useful when trying to track progress and determine if the behavior is increasing over time.

Explanation

The whole interval recording method should be used when a teacher's goal is to increase behavior because this method slightly under-estimates the actual occurrence of behavior. This means that if the behavior is consistently occurring throughout the entire interval, it will be recorded as present. This can provide a more conservative estimate of the behavior and can be useful when trying to track progress and determine if the behavior is increasing over time.

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5. In order to check the accuracy of their behavioral definition of "appropriate letter formation," a teacher and her FSU practicum student independently scored the writing papers of a first grade student. The scores for the two observers are presented below. Paper: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Observer 1: 30 40 60 30 40 70 90 80 90 90 90 80 90 90 90 Observer 2: 40 40 60 30 50 80 80 70 90 90 90 80 90 80 90 The percent of interobserver agreement for these two observers is exactlty ____ percent.

The percent of interobserver agreement for these two observers is 60%. This means that 60% of the scores given by Observer 1 matched the scores given by Observer 2. The agreement between the two observers indicates that they had a similar understanding of what constitutes "appropriate letter formation" and were consistent in their scoring.

Explanation

The percent of interobserver agreement for these two observers is 60%. This means that 60% of the scores given by Observer 1 matched the scores given by Observer 2. The agreement between the two observers indicates that they had a similar understanding of what constitutes "appropriate letter formation" and were consistent in their scoring.

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6. The partial interval recording method slightly ______-estimates the actual occurrence of behavior.

The partial interval recording method overestimates the actual occurrence of behavior because it involves dividing the observation period into smaller intervals and recording whether the behavior occurs at any point within each interval. This method assumes that the behavior is occurring for the entire interval, even if it only occurs for a brief moment. Therefore, it tends to overestimate the frequency or duration of the behavior.

Explanation

The partial interval recording method overestimates the actual occurrence of behavior because it involves dividing the observation period into smaller intervals and recording whether the behavior occurs at any point within each interval. This method assumes that the behavior is occurring for the entire interval, even if it only occurs for a brief moment. Therefore, it tends to overestimate the frequency or duration of the behavior.

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7. __________ is a measurement of how long a student engages in a behavior.

Duration is the measurement of how long a student engages in a behavior. It refers to the length of time that a behavior occurs or is sustained. In the context of student behavior, duration can be used to track and analyze the length of time a student spends engaging in a specific behavior, such as studying, participating in class, or completing assignments. By measuring duration, educators and researchers can gain insight into the extent to which students are engaged in certain behaviors and make informed decisions about interventions or instructional strategies.

Explanation

Duration is the measurement of how long a student engages in a behavior. It refers to the length of time that a behavior occurs or is sustained. In the context of student behavior, duration can be used to track and analyze the length of time a student spends engaging in a specific behavior, such as studying, participating in class, or completing assignments. By measuring duration, educators and researchers can gain insight into the extent to which students are engaged in certain behaviors and make informed decisions about interventions or instructional strategies.

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8. The treatment or intervention procedure that will be used to change a behavior in single-subject research is the _________________variable.

The treatment or intervention procedure that is used to change a behavior in single-subject research is known as the independent variable. This variable is manipulated or controlled by the researcher to determine its effect on the behavior being studied. In this case, the independent variable refers to the specific treatment or intervention that is being implemented in order to bring about a desired change in behavior.

Explanation

The treatment or intervention procedure that is used to change a behavior in single-subject research is known as the independent variable. This variable is manipulated or controlled by the researcher to determine its effect on the behavior being studied. In this case, the independent variable refers to the specific treatment or intervention that is being implemented in order to bring about a desired change in behavior.

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9. ______ reinforcers are a category of secondary reinforcers that include facial expressions, proximity, physical contact, words, and phrases.

The correct answer is "social". Social reinforcers are a category of secondary reinforcers that involve social interactions and communication, such as facial expressions, proximity, physical contact, words, and phrases. These reinforcers can be used to motivate and reward individuals in social settings and can play a significant role in shaping behavior and promoting social connections.

Explanation

The correct answer is "social". Social reinforcers are a category of secondary reinforcers that involve social interactions and communication, such as facial expressions, proximity, physical contact, words, and phrases. These reinforcers can be used to motivate and reward individuals in social settings and can play a significant role in shaping behavior and promoting social connections.

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10. The behavior to be changed in single-subject research is the _________ variable

In single-subject research, the behavior that is being observed and measured is the dependent variable. This variable is dependent on the independent variable, which is the factor being manipulated or changed in the study. The dependent variable is the outcome or response that is being studied to determine the effect of the independent variable. By changing the independent variable, researchers can observe how it influences or affects the dependent variable.

Explanation

In single-subject research, the behavior that is being observed and measured is the dependent variable. This variable is dependent on the independent variable, which is the factor being manipulated or changed in the study. The dependent variable is the outcome or response that is being studied to determine the effect of the independent variable. By changing the independent variable, researchers can observe how it influences or affects the dependent variable.

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11. Secondary reinforcers, or "learned" reinforcers, are also know as ________________________ reinforcers.

Secondary reinforcers, or "learned" reinforcers, are also known as conditioned reinforcers. This term refers to reinforcers that have acquired their reinforcing properties through association with primary reinforcers or through previous conditioning. In other words, conditioned reinforcers are stimuli that have been paired with a primary reinforcer, such as food or water, and have come to elicit a similar reinforcing effect. These stimuli can include things like money, praise, or tokens, which have been learned to be reinforcing through previous experiences and associations.

Explanation

Secondary reinforcers, or "learned" reinforcers, are also known as conditioned reinforcers. This term refers to reinforcers that have acquired their reinforcing properties through association with primary reinforcers or through previous conditioning. In other words, conditioned reinforcers are stimuli that have been paired with a primary reinforcer, such as food or water, and have come to elicit a similar reinforcing effect. These stimuli can include things like money, praise, or tokens, which have been learned to be reinforcing through previous experiences and associations.

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12. _______________________________ consent ensures that program participation was not coerced by threats or rewards. This type of consent makes it unethical for teachers or administrators to suggest that, unless a particular procedure is used, children will have to be placed in more restrictive settings.

The term "voluntary" refers to an action or decision made willingly, without any external pressure or coercion. In the context of the given statement, it means that program participation should be based on the individual's free choice, without any threats or rewards influencing their decision. This ensures that teachers or administrators cannot manipulate or force children into a certain procedure by suggesting that they will be placed in more restrictive settings if they don't comply.

Explanation

The term "voluntary" refers to an action or decision made willingly, without any external pressure or coercion. In the context of the given statement, it means that program participation should be based on the individual's free choice, without any threats or rewards influencing their decision. This ensures that teachers or administrators cannot manipulate or force children into a certain procedure by suggesting that they will be placed in more restrictive settings if they don't comply.

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13. Deprivation and satiation are two kinds of ____________ events that temporarily change the value of reinforcers

Deprivation and satiation are two kinds of events that temporarily change the value of reinforcers. In the context of this question, "setting" refers to the environment or circumstances in which these events occur. The setting can influence an individual's level of deprivation or satiation, which in turn affects the value or desirability of reinforcers. Therefore, the correct answer is "setting."

Explanation

Deprivation and satiation are two kinds of events that temporarily change the value of reinforcers. In the context of this question, "setting" refers to the environment or circumstances in which these events occur. The setting can influence an individual's level of deprivation or satiation, which in turn affects the value or desirability of reinforcers. Therefore, the correct answer is "setting."

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14. _______________________________ consent is based upon a full understanding of the planned behavior change program. Parents and advocates must demonstrate they comprehend all aspects of the program, including any risk. If necessary, information must be provided in the native language of those involved.

The correct answer is "informed." This is because the explanation provided states that consent is based upon a full understanding of the planned behavior change program. This implies that individuals must be informed about all aspects of the program, including any risks involved. Additionally, it mentions that information should be provided in the native language of those involved if necessary. Therefore, the answer "informed" aligns with the idea that consent is based on being well-informed.

Explanation

The correct answer is "informed." This is because the explanation provided states that consent is based upon a full understanding of the planned behavior change program. This implies that individuals must be informed about all aspects of the program, including any risks involved. Additionally, it mentions that information should be provided in the native language of those involved if necessary. Therefore, the answer "informed" aligns with the idea that consent is based on being well-informed.

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15. Consider the following two objectives:
Given a worksheet with 20 division problems with two-digit dividends and single-digit divisors, Lauren will write the correct answer in the appropriate place on the radical with 90% accuracy for 4 consecutive days.

Given a worksheet with 20 division problems with two-digit dividends and single-digit divisors, Lauren will write the correct answer in the appropriate place on the radical (within 20 minutes) with 90% accuracy for 4 consecutive days.

By adding a time limit (within 20 minutes), the teacher is moving from acquisition to increasing the ___________________ of Lauren's performance.

By adding a time limit, the teacher is moving from acquisition to increasing the fluency of Lauren's performance. This means that the teacher is not only expecting Lauren to write the correct answers with accuracy but also within a specific time frame. Fluency refers to the ability to perform a task quickly and accurately, and by setting a time limit, the teacher is emphasizing the importance of speed and efficiency in completing the division problems.

Explanation

By adding a time limit, the teacher is moving from acquisition to increasing the fluency of Lauren's performance. This means that the teacher is not only expecting Lauren to write the correct answers with accuracy but also within a specific time frame. Fluency refers to the ability to perform a task quickly and accurately, and by setting a time limit, the teacher is emphasizing the importance of speed and efficiency in completing the division problems.

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16. The statement, 'point to the correct answer,' is an example of this component of a behavioral objective. This component is called the: ______ __________.

The statement "point to the correct answer" is an example of the target behavior component of a behavioral objective. The target behavior refers to the specific action or skill that is being assessed or measured in a given situation. In this case, the target behavior is the act of pointing to the correct answer, which is the desired outcome or action expected from the individual.

Explanation

The statement "point to the correct answer" is an example of the target behavior component of a behavioral objective. The target behavior refers to the specific action or skill that is being assessed or measured in a given situation. In this case, the target behavior is the act of pointing to the correct answer, which is the desired outcome or action expected from the individual.

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17. After a student has reached the acquisition level stated in a behavioral objective, teachers should be concerned with the next level in the hierarchy of response competence. This level refers to the appropriateness of the rate at which a student is accurately performing the newly acquired response. This level of the response competence hierarchy is called ___________.

After a student has reached the acquisition level stated in a behavioral objective, teachers should be concerned with the next level in the hierarchy of response competence. This level refers to the appropriateness of the rate at which a student is accurately performing the newly acquired response. This level of the response competence hierarchy is called fluency.

Explanation

After a student has reached the acquisition level stated in a behavioral objective, teachers should be concerned with the next level in the hierarchy of response competence. This level refers to the appropriateness of the rate at which a student is accurately performing the newly acquired response. This level of the response competence hierarchy is called fluency.

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18. Conditions are ______________ stimuli related to the target behavior.

Conditions are antecedent stimuli related to the target behavior. Antecedents are events or situations that occur before the target behavior and can influence its occurrence. They can include cues, prompts, instructions, or environmental factors that signal or trigger the behavior. By manipulating the antecedent conditions, one can increase or decrease the likelihood of the target behavior occurring.

Explanation

Conditions are antecedent stimuli related to the target behavior. Antecedents are events or situations that occur before the target behavior and can influence its occurrence. They can include cues, prompts, instructions, or environmental factors that signal or trigger the behavior. By manipulating the antecedent conditions, one can increase or decrease the likelihood of the target behavior occurring.

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19. A student answers 19 questions correctly on a 20 question quiz.
The percentage of correct responses is exactly ___ percent.

The student answered 19 out of 20 questions correctly, which means they got 95% of the questions right. This can be calculated by dividing the number of correct answers (19) by the total number of questions (20), and then multiplying by 100 to get the percentage.

Explanation

The student answered 19 out of 20 questions correctly, which means they got 95% of the questions right. This can be calculated by dividing the number of correct answers (19) by the total number of questions (20), and then multiplying by 100 to get the percentage.

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20. This technique places the contingencies for reinforcement into a written document. The one word name for this technique is

This technique refers to the practice of documenting the contingencies for reinforcement in a written agreement, commonly known as a contract. A contract serves as a legally binding document that outlines the terms and conditions agreed upon by two or more parties. By putting the contingencies for reinforcement in writing, all parties involved have a clear understanding of their obligations and expectations. This helps to ensure accountability and provides a reference point in case of any disputes or misunderstandings.

Explanation

This technique refers to the practice of documenting the contingencies for reinforcement in a written agreement, commonly known as a contract. A contract serves as a legally binding document that outlines the terms and conditions agreed upon by two or more parties. By putting the contingencies for reinforcement in writing, all parties involved have a clear understanding of their obligations and expectations. This helps to ensure accountability and provides a reference point in case of any disputes or misunderstandings.

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21. One way for teachers to facilitate the ethical use of ABA procedures is to involve other people-especially parents and students--in assessing the significance of the target behavior, the appropriateness of the procedures, and the importance of the results of any behavioral intervention. This process is called: ___________ _________________.

Teachers can facilitate the ethical use of ABA procedures by involving other individuals, such as parents and students, in assessing the significance of the target behavior, the appropriateness of the procedures, and the importance of the results of any behavioral intervention. This process is referred to as social validation.

Explanation

Teachers can facilitate the ethical use of ABA procedures by involving other individuals, such as parents and students, in assessing the significance of the target behavior, the appropriateness of the procedures, and the importance of the results of any behavioral intervention. This process is referred to as social validation.

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22. Two students observed Dr. Menchetti to find out whether he was looking at them when he lectured. They used 15 second intervals to record occurrences (O) and nonoccurrence (X) of looking. The first ten intervals were scored: Student 1: O O O O X O O X O O Student 2: O O O O O O O X O O The percentage of interobserver agreement for this method of recording "looking" behavior is exactly ____ percent.

The percentage of interobserver agreement is calculated by dividing the number of agreements (both students recording the same occurrence or nonoccurrence) by the total number of observations and multiplying by 100. In this case, both students agreed on 9 out of the 10 intervals, resulting in a percentage of 90% agreement.

Explanation

The percentage of interobserver agreement is calculated by dividing the number of agreements (both students recording the same occurrence or nonoccurrence) by the total number of observations and multiplying by 100. In this case, both students agreed on 9 out of the 10 intervals, resulting in a percentage of 90% agreement.

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23. You decide to use a partial interval recording system to record Dr. Menchetti's "talking" behavior during a five minute segment of his lectures. You use 10 second intervals to record occurrences (O) and nonoccurrence (X) of talking. Intervals for the five minute segment were scored: Minute 1: O O O O X O Minute 2: O O O O O O Minute 3: X O O O O O Minute 4: O O O O O X Minute 5: O O O O O O The percentage of talking behavior exhibited by Dr. Menchetti was exactly ____ percent

The percentage of talking behavior exhibited by Dr. Menchetti was exactly 90% because out of the total 30 intervals (6 intervals per minute for 5 minutes), he talked during 27 intervals (O) and did not talk during 3 intervals (X). To calculate the percentage, we divide the number of intervals with talking behavior (27) by the total number of intervals (30) and multiply by 100. This gives us (27/30) * 100 = 90%.

Explanation

The percentage of talking behavior exhibited by Dr. Menchetti was exactly 90% because out of the total 30 intervals (6 intervals per minute for 5 minutes), he talked during 27 intervals (O) and did not talk during 3 intervals (X). To calculate the percentage, we divide the number of intervals with talking behavior (27) by the total number of intervals (30) and multiply by 100. This gives us (27/30) * 100 = 90%.

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24.

Reducing inappropriate behavior by denying the student access, for a fixed period of time, to the opportunity to receive reinforcement is known as ________ - ______.

Time out is a behavioral management technique that involves removing a student from a reinforcing environment for a fixed period of time in order to reduce inappropriate behavior. By denying the student access to reinforcement, such as attention or privileges, during the time out period, it aims to discourage and decrease the occurrence of undesirable behaviors. This technique is commonly used in schools and other settings to teach students appropriate behavior and promote self-regulation.

Explanation

Time out is a behavioral management technique that involves removing a student from a reinforcing environment for a fixed period of time in order to reduce inappropriate behavior. By denying the student access to reinforcement, such as attention or privileges, during the time out period, it aims to discourage and decrease the occurrence of undesirable behaviors. This technique is commonly used in schools and other settings to teach students appropriate behavior and promote self-regulation.

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25. A supposedly "unpleasant" event (e.g., teacher reprimand) that is presented quickly after a response and increases the probability of the response is functioning as a ________________ _______________. (Hint: This a two-word answer.)

When an unpleasant event, such as a teacher reprimand, is presented quickly after a response and increases the probability of the response, it is functioning as positive reinforcement. Positive reinforcement refers to the addition of a rewarding stimulus to strengthen a behavior and increase the likelihood of it occurring again in the future. In this case, the reprimand serves as a consequence that reinforces the response, making it more likely to happen again.

Explanation

When an unpleasant event, such as a teacher reprimand, is presented quickly after a response and increases the probability of the response, it is functioning as positive reinforcement. Positive reinforcement refers to the addition of a rewarding stimulus to strengthen a behavior and increase the likelihood of it occurring again in the future. In this case, the reprimand serves as a consequence that reinforces the response, making it more likely to happen again.

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26. Mr. Jackson targeted Rob's out‑of‑seat behavior for a behavior change program. He counted 20 occurrences during a reading period. To verify his data, he asked his student teacher to record at the same time. The student teacher recorded 18 occurrences. These data are in sufficient agreement for a behavior change program to begin.

True

False

The given answer is true. The data collected by Mr. Jackson and the student teacher show a high level of agreement, with only a difference of 2 occurrences. This level of agreement suggests that the out-of-seat behavior is consistent and reliable, making it suitable for a behavior change program.

Explanation

The given answer is true. The data collected by Mr. Jackson and the student teacher show a high level of agreement, with only a difference of 2 occurrences. This level of agreement suggests that the out-of-seat behavior is consistent and reliable, making it suitable for a behavior change program.

27. ___________ reinforcers (such as food) may have biological importance to an individual; such reinforcers are innately motivating

Primary or unconditioned reinforcers are stimuli that have innate biological importance to an individual and do not require any prior learning or conditioning to be reinforcing. These reinforcers, such as food, water, or shelter, fulfill basic physiological needs and are naturally motivating. They are considered primary because they have inherent value and do not depend on any other stimuli or associations for their reinforcing properties.

Explanation

Primary or unconditioned reinforcers are stimuli that have innate biological importance to an individual and do not require any prior learning or conditioning to be reinforcing. These reinforcers, such as food, water, or shelter, fulfill basic physiological needs and are naturally motivating. They are considered primary because they have inherent value and do not depend on any other stimuli or associations for their reinforcing properties.

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28. All the required components are included in this behavioral objective: Joe will write in cursive handwriting, 20 fourth grade spelling words from dictation by the resource teacher, with no more than two errors for 3 consecutive weeks.

True

False

The given statement is true. The behavioral objective clearly states that Joe will write in cursive handwriting, 20 fourth-grade spelling words from dictation by the resource teacher, with no more than two errors for 3 consecutive weeks. This objective includes all the necessary components, such as the specific task (writing in cursive handwriting), the number of words (20), the source of the words (dictation by the resource teacher), the maximum number of errors allowed (no more than two), and the duration of the task (3 consecutive weeks).

Explanation

The given statement is true. The behavioral objective clearly states that Joe will write in cursive handwriting, 20 fourth-grade spelling words from dictation by the resource teacher, with no more than two errors for 3 consecutive weeks. This objective includes all the necessary components, such as the specific task (writing in cursive handwriting), the number of words (20), the source of the words (dictation by the resource teacher), the maximum number of errors allowed (no more than two), and the duration of the task (3 consecutive weeks).

29. The effective application of behavioral interventions often reduces the need for more drastic procedures such as psychosurgery, drug therapy, and electroconvulsive shock.

True

False

The statement suggests that behavioral interventions can be effective in reducing the need for more extreme procedures like psychosurgery, drug therapy, and electroconvulsive shock. This implies that by implementing behavioral interventions, individuals may experience positive changes in their behavior and mental health, making more invasive procedures unnecessary. Therefore, the answer "true" is correct because it aligns with the information provided in the statement.

Explanation

The statement suggests that behavioral interventions can be effective in reducing the need for more extreme procedures like psychosurgery, drug therapy, and electroconvulsive shock. This implies that by implementing behavioral interventions, individuals may experience positive changes in their behavior and mental health, making more invasive procedures unnecessary. Therefore, the answer "true" is correct because it aligns with the information provided in the statement.

30. An operational definition may contain a long list of specific behaviors considered to represent the broader behavior in question (e.g., on-task)

True

False

An operational definition is a clear and concise description of how a specific behavior or concept will be measured or observed. In this case, the operational definition includes a long list of specific behaviors that are considered to represent the broader behavior of being "on-task." This means that the definition provides specific criteria for what behaviors would be considered as being on-task, allowing for consistent and objective measurement of this behavior. Therefore, the statement is true.

Explanation

An operational definition is a clear and concise description of how a specific behavior or concept will be measured or observed. In this case, the operational definition includes a long list of specific behaviors that are considered to represent the broader behavior of being "on-task." This means that the definition provides specific criteria for what behaviors would be considered as being on-task, allowing for consistent and objective measurement of this behavior. Therefore, the statement is true.

31. When a previously reinforced behavior is no longer reinforced, its rate of occurrence decreases. This procedure is called:

Extinction

Negative reinforcement

Positive punishment

Positive reinforcement

When a behavior is no longer reinforced, its rate of occurrence decreases. This process is known as extinction. Extinction involves withholding the reinforcement that was previously given for the behavior, which leads to a decrease in the behavior over time.

Explanation

When a behavior is no longer reinforced, its rate of occurrence decreases. This process is known as extinction. Extinction involves withholding the reinforcement that was previously given for the behavior, which leads to a decrease in the behavior over time.

32. The amount of time Tony remains on task has consistently decreased over the last three days. At this point, it would be appropriate for his teacher to initiate an intervention to increase his time on task.

True

False

Based on the information given, it is stated that Tony's time on task has consistently decreased over the last three days. Therefore, it would be appropriate for his teacher to initiate an intervention to increase his time on task.

Explanation

Based on the information given, it is stated that Tony's time on task has consistently decreased over the last three days. Therefore, it would be appropriate for his teacher to initiate an intervention to increase his time on task.

33. Data collection and ongoing evaluation of the effects of ABA programs on student behavior are important parts of the teacher’s ethical responsibilities

True

False

Data collection and ongoing evaluation of the effects of Applied Behavior Analysis (ABA) programs on student behavior are important parts of a teacher's ethical responsibilities. This is because ABA is a scientific approach that focuses on understanding and modifying behavior through systematic observation and measurement. By collecting data and evaluating the effects of ABA programs, teachers can ensure that they are providing effective interventions and making informed decisions to support their students' behavioral needs. This ethical responsibility helps to ensure that teachers are using evidence-based practices and promoting the best outcomes for their students.

Explanation

Data collection and ongoing evaluation of the effects of Applied Behavior Analysis (ABA) programs on student behavior are important parts of a teacher's ethical responsibilities. This is because ABA is a scientific approach that focuses on understanding and modifying behavior through systematic observation and measurement. By collecting data and evaluating the effects of ABA programs, teachers can ensure that they are providing effective interventions and making informed decisions to support their students' behavioral needs. This ethical responsibility helps to ensure that teachers are using evidence-based practices and promoting the best outcomes for their students.

34. Save During the same two (2) hour observation session, Observer A records 35 occurrences of a behavior and Observer B records 28 occurrences of the behavior. What is their percentage of interobserver agreement for the entire session (rounded to the nearest whole number)?

80%

125%

44%

55%

Observer A recorded 35 occurrences of a behavior and Observer B recorded 28 occurrences of the same behavior. To calculate the percentage of interobserver agreement, we need to find the agreement between the two observers. The agreement can be calculated by dividing the number of agreements (in this case, the number of occurrences both observers recorded) by the total number of occurrences observed by both observers. In this case, the total number of occurrences observed by both observers is 35 + 28 = 63. The agreement is 35/63 = 0.5555. Multiplying this by 100 gives us the percentage, which is approximately 55%. However, since we are asked to round to the nearest whole number, the correct answer is 55%.

Explanation

Observer A recorded 35 occurrences of a behavior and Observer B recorded 28 occurrences of the same behavior. To calculate the percentage of interobserver agreement, we need to find the agreement between the two observers. The agreement can be calculated by dividing the number of agreements (in this case, the number of occurrences both observers recorded) by the total number of occurrences observed by both observers. In this case, the total number of occurrences observed by both observers is 35 + 28 = 63. The agreement is 35/63 = 0.5555. Multiplying this by 100 gives us the percentage, which is approximately 55%. However, since we are asked to round to the nearest whole number, the correct answer is 55%.

35. Mick's homework in both math and social studies was so poor that his teacher, Mr. King, decided to intervene. First, Mr. King collected baseline on Mick's math and social studies homework. At the beginning of day six, Mr. King told Mick that he could have 15 minutes of free-time on each day that his math homework was 90 percent correct or better. (At this point in time, there was no change in conditions for social studies homework) At the beginning of day 11, Mr. King announced to Mick that he could only have his15 minutes of free-time on any day that his social studies homework was also 90 percent or better. The data for percent correct on homework assignments are reported below: Day: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 % CR Math 30 40 60 30 40 70 90 80 90 90 90 80 90 90 90 %CR Soc. Stud. 50 40 60 30 50 20 60 50 40 20 90 70 90 80 90

The level and trend of the percent correct on both Mick's math and social studies increased as a result of Mr. King's intervention.

True

False

Mr. King's intervention of allowing Mick to have 15 minutes of free-time on days when his math homework was 90 percent correct or better and later extending the same condition to his social studies homework resulted in an increase in the level and trend of the percent correct on both subjects. This is evident from the data provided, where Mick's percent correct on both math and social studies homework consistently improved after the intervention. Therefore, the statement "The level and trend of the percent correct on both Mick's math and social studies increased as a result of Mr. King's intervention" is true.

Explanation

Mr. King's intervention of allowing Mick to have 15 minutes of free-time on days when his math homework was 90 percent correct or better and later extending the same condition to his social studies homework resulted in an increase in the level and trend of the percent correct on both subjects. This is evident from the data provided, where Mick's percent correct on both math and social studies homework consistently improved after the intervention. Therefore, the statement "The level and trend of the percent correct on both Mick's math and social studies increased as a result of Mr. King's intervention" is true.

36. The factor that differentiates between seclusionary and nonseclusionary time-out procedures is removal from the instructional setting to a separate room.

True

False

The explanation for the given answer is that seclusionary time-out procedures involve physically removing a student from the instructional setting and placing them in a separate room, whereas nonseclusionary time-out procedures do not involve this level of physical removal. This factor of removal from the instructional setting to a separate room is what differentiates between the two types of time-out procedures.

Explanation

The explanation for the given answer is that seclusionary time-out procedures involve physically removing a student from the instructional setting and placing them in a separate room, whereas nonseclusionary time-out procedures do not involve this level of physical removal. This factor of removal from the instructional setting to a separate room is what differentiates between the two types of time-out procedures.

37. In order to better understand Gina's behavior, her teacher wrote down: (a) the antecedent stimuli Gina came into contact during the observation; (b) the specific responses Gina made to those stimuli; and (c) the consequences she experienced as a result of each of her responses. What data collection procedure did this teacher use?

Anecdotal report

Duration recording

Permanent product

Event recording

The teacher used an anecdotal report as a data collection procedure. Anecdotal reports involve recording specific observations of behavior, including the antecedent stimuli, the responses made, and the consequences experienced. This allows for a comprehensive understanding of the behavior and its context. Duration recording involves measuring the length of time a behavior occurs, permanent product involves collecting tangible evidence of behavior, and event recording involves counting the number of times a behavior occurs.

Explanation

The teacher used an anecdotal report as a data collection procedure. Anecdotal reports involve recording specific observations of behavior, including the antecedent stimuli, the responses made, and the consequences experienced. This allows for a comprehensive understanding of the behavior and its context. Duration recording involves measuring the length of time a behavior occurs, permanent product involves collecting tangible evidence of behavior, and event recording involves counting the number of times a behavior occurs.

38. Behaviorists say the goal of applied behavior analysis is to increase a student's ability to make choices and exercise options.

True

False

The given statement is true. Applied behavior analysis (ABA) is a therapeutic approach that focuses on understanding and modifying behavior. One of the main goals of ABA is to increase an individual's ability to make choices and exercise options. By using behavior analysis techniques, such as reinforcement and prompting, ABA aims to teach individuals new skills and behaviors, empowering them to have more control over their actions and decisions.

Explanation

The given statement is true. Applied behavior analysis (ABA) is a therapeutic approach that focuses on understanding and modifying behavior. One of the main goals of ABA is to increase an individual's ability to make choices and exercise options. By using behavior analysis techniques, such as reinforcement and prompting, ABA aims to teach individuals new skills and behaviors, empowering them to have more control over their actions and decisions.

39. A teacher measured Jane's out‑of‑seat behavior during reading, music, and math periods. The appropriate design for use in this instance would be the:

Multiple baseline design

Alternating treatments design

Reversal design

Changing criterion design

The multiple baseline design would be the appropriate design to use in this instance because it allows the teacher to measure Jane's out-of-seat behavior in different periods (reading, music, and math) separately. This design involves implementing the intervention or treatment at different times for each period, allowing for a comparison of behavior across different conditions. This design is useful when it is not feasible or ethical to withdraw the treatment or intervention, as in the case of measuring behavior in different subjects or settings.

Explanation

The multiple baseline design would be the appropriate design to use in this instance because it allows the teacher to measure Jane's out-of-seat behavior in different periods (reading, music, and math) separately. This design involves implementing the intervention or treatment at different times for each period, allowing for a comparison of behavior across different conditions. This design is useful when it is not feasible or ethical to withdraw the treatment or intervention, as in the case of measuring behavior in different subjects or settings.

40. An FSU practicum student suggested observing Nicola continuously for five minutes, dividing the observational time into 30 intervals, and recording whether Nico was working anytime during each 10 second interval. This practicum student was suggesting:

Partial interval recording

Duration recording

Momentary time sampling

Whole interval recording

The practicum student is suggesting using partial interval recording. This method involves dividing the observational time into intervals and recording whether the behavior occurs at any point during each interval. In this case, the intervals are 10 seconds long and the observer would record whether Nico was working during each interval. This method allows for a quick and efficient observation, but may not provide as accurate information about the duration of the behavior compared to other methods like duration recording or whole interval recording.

Explanation

The practicum student is suggesting using partial interval recording. This method involves dividing the observational time into intervals and recording whether the behavior occurs at any point during each interval. In this case, the intervals are 10 seconds long and the observer would record whether Nico was working during each interval. This method allows for a quick and efficient observation, but may not provide as accurate information about the duration of the behavior compared to other methods like duration recording or whole interval recording.

41. Three data points at zero level of performance is sufficient for a stable baseline.

True

False

Having three data points at zero level of performance is sufficient for a stable baseline because it allows for a more accurate assessment of the performance trend. With three data points, it is possible to identify any patterns or fluctuations in the performance data, which can help in making informed decisions and predictions. Additionally, having multiple data points reduces the likelihood of outliers or random variations influencing the baseline calculation. Therefore, three data points provide a reliable and stable baseline for performance evaluation.

Explanation

Having three data points at zero level of performance is sufficient for a stable baseline because it allows for a more accurate assessment of the performance trend. With three data points, it is possible to identify any patterns or fluctuations in the performance data, which can help in making informed decisions and predictions. Additionally, having multiple data points reduces the likelihood of outliers or random variations influencing the baseline calculation. Therefore, three data points provide a reliable and stable baseline for performance evaluation.

42. Which dimension of behavior is illustrated by the following statement: Harold writes all the 4 s backward on his math paper.

Duration

Topography

Rate

Force

The dimension of behavior illustrated by the statement "Harold writes all the 4 s backward on his math paper" is topography. Topography refers to the physical form or characteristics of a behavior, such as how it looks or sounds. In this case, the behavior of writing the number 4 backward on the math paper is a specific topography of Harold's writing behavior.

Explanation

The dimension of behavior illustrated by the statement "Harold writes all the 4 s backward on his math paper" is topography. Topography refers to the physical form or characteristics of a behavior, such as how it looks or sounds. In this case, the behavior of writing the number 4 backward on the math paper is a specific topography of Harold's writing behavior.

43. This dimension of behavior refers to the length of time from the start to the finish of a response.

Intensity

Duration

Latency

Rate or percentage

Duration refers to the length of time from the start to the finish of a response. It is a measure of how long a behavior lasts. Intensity, on the other hand, refers to the strength or force of a behavior. Latency refers to the time it takes for a behavior to begin after a stimulus is presented. Rate or percentage refers to the frequency or proportion of a behavior occurring within a specific time frame. Therefore, duration is the most appropriate dimension of behavior that relates to the length of time from start to finish.

Explanation

Duration refers to the length of time from the start to the finish of a response. It is a measure of how long a behavior lasts. Intensity, on the other hand, refers to the strength or force of a behavior. Latency refers to the time it takes for a behavior to begin after a stimulus is presented. Rate or percentage refers to the frequency or proportion of a behavior occurring within a specific time frame. Therefore, duration is the most appropriate dimension of behavior that relates to the length of time from start to finish.

44. Applied behavior analysis does not lend itself easily to accountability.

True

False

Applied behavior analysis (ABA) actually lends itself well to accountability. ABA is a scientific approach that focuses on measuring and analyzing behavior in order to make data-based decisions. This emphasis on data collection and analysis allows for accountability, as progress can be objectively measured and evaluated. ABA practitioners regularly track and monitor behavior change, which helps ensure that interventions are effective and accountable. Therefore, the statement that ABA does not lend itself easily to accountability is false.

Explanation

Applied behavior analysis (ABA) actually lends itself well to accountability. ABA is a scientific approach that focuses on measuring and analyzing behavior in order to make data-based decisions. This emphasis on data collection and analysis allows for accountability, as progress can be objectively measured and evaluated. ABA practitioners regularly track and monitor behavior change, which helps ensure that interventions are effective and accountable. Therefore, the statement that ABA does not lend itself easily to accountability is false.

45. In Pavlovian terminology, a stimulus such as food which elicits a response without preliminary training is called

Primary stimulus

Secondary stimulus

Conditioned stimulus

Discriminative stimulus

A primary stimulus refers to a stimulus that naturally triggers a response without any prior conditioning or training. In Pavlovian terminology, this means that the stimulus, such as food, automatically elicits a response, such as salivation, without the need for any previous associations or learning. This is in contrast to a conditioned stimulus, which is a stimulus that acquires its ability to elicit a response through association with another stimulus. A secondary stimulus refers to a stimulus that is associated with a primary or conditioned stimulus and can also elicit a response. A discriminative stimulus refers to a stimulus that signals the availability of reinforcement or punishment.

Explanation

A primary stimulus refers to a stimulus that naturally triggers a response without any prior conditioning or training. In Pavlovian terminology, this means that the stimulus, such as food, automatically elicits a response, such as salivation, without the need for any previous associations or learning. This is in contrast to a conditioned stimulus, which is a stimulus that acquires its ability to elicit a response through association with another stimulus. A secondary stimulus refers to a stimulus that is associated with a primary or conditioned stimulus and can also elicit a response. A discriminative stimulus refers to a stimulus that signals the availability of reinforcement or punishment.

46. Knowing that a student is developmentally disabled because of a chromosomal disorder tells a teacher everything about how to arrange classroom conditions to promote learning for that student.

True

False

The statement suggests that knowing a student has a chromosomal disorder provides all the necessary information for a teacher to arrange classroom conditions for optimal learning. However, this is not true as each student with a chromosomal disorder is unique and may have different learning needs and abilities. It is important for teachers to consider individualized strategies and accommodations based on the specific needs of each student, rather than assuming that a chromosomal disorder alone determines all the necessary classroom arrangements.

Explanation

The statement suggests that knowing a student has a chromosomal disorder provides all the necessary information for a teacher to arrange classroom conditions for optimal learning. However, this is not true as each student with a chromosomal disorder is unique and may have different learning needs and abilities. It is important for teachers to consider individualized strategies and accommodations based on the specific needs of each student, rather than assuming that a chromosomal disorder alone determines all the necessary classroom arrangements.

47. This design does NOT adequately rule out confounding variables which may be causing behavior to change. Consequently, teachers cannot confidently state that their intervention was the primary cause of behavior change.

The AB design

The ABAB reversal design

The multiple baseline across behavior design

The multiple baseline across settings design

The AB design does not adequately rule out confounding variables because it only involves measuring behavior before and after an intervention. Without a control group or other measures to control for external factors, it is difficult to determine if the behavior change was solely due to the intervention or if other variables influenced the results. Therefore, teachers cannot confidently state that their intervention was the primary cause of behavior change using the AB design.

Explanation

The AB design does not adequately rule out confounding variables because it only involves measuring behavior before and after an intervention. Without a control group or other measures to control for external factors, it is difficult to determine if the behavior change was solely due to the intervention or if other variables influenced the results. Therefore, teachers cannot confidently state that their intervention was the primary cause of behavior change using the AB design.

48. A behavioral objective has four components. These are:

Target behavior, area, criteria, instructor

Learner, target behavior, conditions, criteria

Pinpoint, conditions, practicum supervisor, learner

Criteria, target behavior, learner, instructor

This answer is correct because it accurately identifies the four components of a behavioral objective. The learner refers to the person who will be performing the target behavior. The target behavior is the specific action or skill that the learner is expected to demonstrate. The conditions refer to the specific circumstances or environment in which the target behavior will be performed. And finally, the criteria are the specific standards or measures that will be used to determine if the learner has successfully met the objective.

Explanation

This answer is correct because it accurately identifies the four components of a behavioral objective. The learner refers to the person who will be performing the target behavior. The target behavior is the specific action or skill that the learner is expected to demonstrate. The conditions refer to the specific circumstances or environment in which the target behavior will be performed. And finally, the criteria are the specific standards or measures that will be used to determine if the learner has successfully met the objective.

49.

Reinforcers that are later exchanged for something of value to the student are known as:

Proprioceptive reinforcers

Tactile reinforcers

Token reinforcers

Activity reinforcers

Token reinforcers are a type of reinforcer that are given to students and can later be exchanged for something of value. These tokens serve as a form of currency that can be traded for rewards or privileges. This type of reinforcement is often used in behavior modification programs to encourage desired behaviors and motivate students. By earning tokens for their actions, students are motivated to engage in positive behaviors in order to accumulate tokens and exchange them for rewards.

Explanation

Token reinforcers are a type of reinforcer that are given to students and can later be exchanged for something of value. These tokens serve as a form of currency that can be traded for rewards or privileges. This type of reinforcement is often used in behavior modification programs to encourage desired behaviors and motivate students. By earning tokens for their actions, students are motivated to engage in positive behaviors in order to accumulate tokens and exchange them for rewards.

50. In the operant conditioning model, a stimulus which precedes a behavior is called:

A punisher

A reinforcer

An antecedent

A consequence

In the operant conditioning model, an antecedent refers to a stimulus that occurs before a behavior. It sets the occasion for the behavior to occur. This stimulus can be a cue, signal, or event that signals the individual to engage in a specific behavior. The antecedent does not directly cause the behavior but rather influences the likelihood of the behavior occurring.

Explanation

In the operant conditioning model, an antecedent refers to a stimulus that occurs before a behavior. It sets the occasion for the behavior to occur. This stimulus can be a cue, signal, or event that signals the individual to engage in a specific behavior. The antecedent does not directly cause the behavior but rather influences the likelihood of the behavior occurring.

51. This dimension of behavior refers to the time that elapses between an antecedent and a response.

Intensity

Rate

Latency

Duration

Latency refers to the time that elapses between an antecedent and a response. It measures the delay or the amount of time it takes for a behavior to occur after the stimulus or trigger is presented. In this context, intensity refers to the strength or force of a response, rate refers to the frequency or number of responses in a given time period, and duration refers to the length of time a behavior persists.

Explanation

Latency refers to the time that elapses between an antecedent and a response. It measures the delay or the amount of time it takes for a behavior to occur after the stimulus or trigger is presented. In this context, intensity refers to the strength or force of a response, rate refers to the frequency or number of responses in a given time period, and duration refers to the length of time a behavior persists.

52. During a small group activity, the teacher frequently praises all students who are attending and ignores those who are not paying attention. The teacher observes a dramatic decrease in the rate of off-task behavior in a target student. This is an example of

The use of DRI to reduce off-task behavior

The use of extinction to reduce off-task behavior

The use of DRL to reduce off-task behavior

The use of punishment to reduce off-task behavior

The teacher's frequent praises for students who are attending and ignoring those who are not paying attention is an example of Differential Reinforcement of Incompatible behavior (DRI). In this case, the target student's off-task behavior is incompatible with attending to the task, so by praising the attending students, the teacher is reinforcing the behavior that is incompatible with being off-task. This leads to a decrease in the off-task behavior of the target student.

Explanation

The teacher's frequent praises for students who are attending and ignoring those who are not paying attention is an example of Differential Reinforcement of Incompatible behavior (DRI). In this case, the target student's off-task behavior is incompatible with attending to the task, so by praising the attending students, the teacher is reinforcing the behavior that is incompatible with being off-task. This leads to a decrease in the off-task behavior of the target student.

53. This part of a behavioral objective specifies the context under which the behavior is to occur, including the instructions, materials, and setting. It may also include types of assistance available to students.

The operational defintion

The condition statement

The target behavior

The criterion statement

The condition statement in a behavioral objective specifies the context under which the behavior is to occur. It includes instructions, materials, and setting, as well as any types of assistance available to students. This statement provides the necessary information for understanding the specific circumstances in which the behavior is expected to be demonstrated.

Explanation

The condition statement in a behavioral objective specifies the context under which the behavior is to occur. It includes instructions, materials, and setting, as well as any types of assistance available to students. This statement provides the necessary information for understanding the specific circumstances in which the behavior is expected to be demonstrated.

54. Which of the following is NOT an appropriate target behavior for an objective?

Understand the value of coins

Increase the number of times student raises her hand during a 30-minute lesson

Independently operate a microwave oven

Point to the correct algebraic formula

The objective is to identify a target behavior that is NOT appropriate. The other three options - increase the number of times student raises her hand during a 30-minute lesson, independently operate a microwave oven, and point to the correct algebraic formula - are all specific, observable behaviors that can be measured. However, "understand the value of coins" is not a specific behavior that can be directly observed or measured.

Explanation

The objective is to identify a target behavior that is NOT appropriate. The other three options - increase the number of times student raises her hand during a 30-minute lesson, independently operate a microwave oven, and point to the correct algebraic formula - are all specific, observable behaviors that can be measured. However, "understand the value of coins" is not a specific behavior that can be directly observed or measured.

55. It is appropriate to end the baseline phase if two stable data points are collected and plotted.

True

False

The statement is false because ending the baseline phase after only two stable data points have been collected and plotted is not appropriate. The purpose of the baseline phase is to establish a stable and consistent level of behavior before implementing any interventions or treatments. Ending the baseline phase prematurely may not provide an accurate understanding of the behavior or allow for proper comparison and evaluation of the effectiveness of any interventions.

Explanation

The statement is false because ending the baseline phase after only two stable data points have been collected and plotted is not appropriate. The purpose of the baseline phase is to establish a stable and consistent level of behavior before implementing any interventions or treatments. Ending the baseline phase prematurely may not provide an accurate understanding of the behavior or allow for proper comparison and evaluation of the effectiveness of any interventions.

56. A teacher delivers reinforcement ONLY when a student makes the desired or targeted response. This teacher is applying:

The law of reinforcement size or magnitude

The law of contingent reinforcement

The law of immediate reinforcement

The law of frequent reinforcement

The law of contingent reinforcement states that reinforcement should only be delivered when a desired or targeted response is made. In this case, the teacher is only providing reinforcement when the student makes the desired response, which aligns with the law of contingent reinforcement.

Explanation

The law of contingent reinforcement states that reinforcement should only be delivered when a desired or targeted response is made. In this case, the teacher is only providing reinforcement when the student makes the desired response, which aligns with the law of contingent reinforcement.

57. Teachers write behavioral objectives only to change behavioral excesses (e.g., too much talking during independent work).

True

False

The statement suggests that teachers write behavioral objectives solely to address behavioral excesses, such as excessive talking during independent work. However, this is not true. Behavioral objectives are written by teachers to outline specific, measurable, and observable behaviors that students should be able to demonstrate after a lesson or activity. These objectives can be used to address a variety of learning goals and outcomes, not just behavioral excesses.

Explanation

The statement suggests that teachers write behavioral objectives solely to address behavioral excesses, such as excessive talking during independent work. However, this is not true. Behavioral objectives are written by teachers to outline specific, measurable, and observable behaviors that students should be able to demonstrate after a lesson or activity. These objectives can be used to address a variety of learning goals and outcomes, not just behavioral excesses.

58. The data collected on a behavior prior to intervention or instruction which describes a student's current performance level is known as the:

Functional relationship

Baseline

Independent variable

Dependent variable

Baseline refers to the data collected on a behavior prior to intervention or instruction, which describes a student's current performance level. It provides a starting point or reference point against which the effects of intervention or instruction can be measured. Functional relationship refers to the relationship between the independent variable and the dependent variable, while independent variable and dependent variable are terms used to describe variables in an experiment or study.

Explanation

Baseline refers to the data collected on a behavior prior to intervention or instruction, which describes a student's current performance level. It provides a starting point or reference point against which the effects of intervention or instruction can be measured. Functional relationship refers to the relationship between the independent variable and the dependent variable, while independent variable and dependent variable are terms used to describe variables in an experiment or study.

59. Individuals with this philosophical orientation reject any systematic effort to change behavior on the grounds that it is coercive and a violation of free will and personal freedom.

Humanists

Constructivists

Existentialists

Behaviorists

Humanists believe in the importance of personal freedom and free will. They reject any attempts to change behavior through coercion or force, as they believe it goes against an individual's autonomy. Instead, they focus on promoting self-actualization and personal growth, emphasizing the importance of individual choice and responsibility.

Explanation

Humanists believe in the importance of personal freedom and free will. They reject any attempts to change behavior through coercion or force, as they believe it goes against an individual's autonomy. Instead, they focus on promoting self-actualization and personal growth, emphasizing the importance of individual choice and responsibility.

60. Rank the procedures below from the most accurate to least accurate record of behavior.

Event recording, interval recording, time sampling

Event recording, time sampling, interval recording

Time sampling, interval recording, event recording

Interval recording, event recording, time sampling

Event recording is the most accurate record of behavior because it involves directly observing and recording each occurrence of a specific behavior. Interval recording is less accurate as it involves dividing the observation period into intervals and recording whether the behavior occurred or not within each interval. Time sampling is the least accurate as it involves observing and recording the behavior only at specific time points or intervals, which may not capture the full range of behavior.

Explanation

Event recording is the most accurate record of behavior because it involves directly observing and recording each occurrence of a specific behavior. Interval recording is less accurate as it involves dividing the observation period into intervals and recording whether the behavior occurred or not within each interval. Time sampling is the least accurate as it involves observing and recording the behavior only at specific time points or intervals, which may not capture the full range of behavior.

61. If the number of trials or the amount of time in each observation session cannot be held constant, frequency data collected with event records:

Can be converted to percentages or rates

Can be converted to latency measures

Can be converted to duration measures

Can never be used

Frequency data collected with event records can be converted to percentages or rates if the number of trials or the amount of time in each observation session cannot be held constant. This is because converting the data to percentages or rates allows for comparison and analysis across different observation sessions with varying trial numbers or time durations. Converting to percentages or rates helps to standardize the data and make it more meaningful and comparable.

Explanation

Frequency data collected with event records can be converted to percentages or rates if the number of trials or the amount of time in each observation session cannot be held constant. This is because converting the data to percentages or rates allows for comparison and analysis across different observation sessions with varying trial numbers or time durations. Converting to percentages or rates helps to standardize the data and make it more meaningful and comparable.

62. Ana consistently increases the number of baskets she makes each basketball game. If the number of baskets she made over the last seven games were plotted on a graph, a _____ trend would be evident.

Descending

Variable

Ascending

Stable

The correct answer is ascending. This means that the number of baskets Ana makes in each basketball game is consistently increasing over the last seven games. This trend can be observed on a graph where the data points representing the number of baskets made would be moving upwards or towards higher values as the games progress.

Explanation

The correct answer is ascending. This means that the number of baskets Ana makes in each basketball game is consistently increasing over the last seven games. This trend can be observed on a graph where the data points representing the number of baskets made would be moving upwards or towards higher values as the games progress.

63. Directly observable behaviors include:

To identify, to apply, to be aware

To name, to point to, to read orally

To think, to analyze, to determine

To discover, to understand, to appreciate

Directly observable behaviors refer to actions or behaviors that can be seen or witnessed directly without any interpretation or inference. These behaviors include naming objects or things, pointing to specific items, and reading aloud. These actions can be easily observed and verified by others without any additional explanation or analysis.

Explanation

Directly observable behaviors refer to actions or behaviors that can be seen or witnessed directly without any interpretation or inference. These behaviors include naming objects or things, pointing to specific items, and reading aloud. These actions can be easily observed and verified by others without any additional explanation or analysis.

64. Interval recording is typically used for very long observation sessions (e.g., more than one hour).

True

False

Interval recording is a data collection method where observations are made at specific time intervals. It is not specifically used for very long observation sessions, but rather for situations where continuous observation is not feasible or necessary. Therefore, the given statement is false.

Explanation

Interval recording is a data collection method where observations are made at specific time intervals. It is not specifically used for very long observation sessions, but rather for situations where continuous observation is not feasible or necessary. Therefore, the given statement is false.

65. A contract should NOT:

Reinforce the performance after it occurs

Reinforce frequently with small amounts

Reinforce small approximations

Be stated negatively: "if you do not..., then I will..."

A contract should not be stated negatively because it focuses on what should not be done rather than what should be done. This type of language can create a negative and punitive atmosphere, which is not conducive to fostering positive behavior. It is more effective to frame contracts in positive terms, stating what actions or behaviors are expected and reinforcing those behaviors with positive reinforcement.

Explanation

A contract should not be stated negatively because it focuses on what should not be done rather than what should be done. This type of language can create a negative and punitive atmosphere, which is not conducive to fostering positive behavior. It is more effective to frame contracts in positive terms, stating what actions or behaviors are expected and reinforcing those behaviors with positive reinforcement.

66. The teacher who frequently presents aversive consequence to reduce inappropriate and challenging behaviors risks

Students fearing and avoiding the teacher

Students learning aggressive forms of behavior

Having to use more intense levels of punishment

All of the above

The teacher who frequently presents aversive consequences to reduce inappropriate and challenging behaviors risks all of the above. Students may develop fear and avoidance towards the teacher, as they associate them with negative consequences. Additionally, students may learn aggressive forms of behavior as they observe the teacher's use of aversive consequences. Lastly, the teacher may have to resort to using more intense levels of punishment in order to maintain control over the students' behavior.

Explanation

The teacher who frequently presents aversive consequences to reduce inappropriate and challenging behaviors risks all of the above. Students may develop fear and avoidance towards the teacher, as they associate them with negative consequences. Additionally, students may learn aggressive forms of behavior as they observe the teacher's use of aversive consequences. Lastly, the teacher may have to resort to using more intense levels of punishment in order to maintain control over the students' behavior.

67. Forms of Recognized applied behavior analysis include

Hypnosis

Drug therapy

Electroconvulsive shock therapy

None of the above

The given answer "None of the above" is correct because the question asks for forms of recognized applied behavior analysis, and none of the options listed (hypnosis, drug therapy, electroconvulsive shock therapy) are recognized forms of applied behavior analysis. Applied behavior analysis is a scientific approach that focuses on understanding and improving behavior through the application of behavioral principles and techniques.

Explanation

The given answer "None of the above" is correct because the question asks for forms of recognized applied behavior analysis, and none of the options listed (hypnosis, drug therapy, electroconvulsive shock therapy) are recognized forms of applied behavior analysis. Applied behavior analysis is a scientific approach that focuses on understanding and improving behavior through the application of behavioral principles and techniques.

68. This dimension of behavior refers to the number of times a response occurs within a given period of time or per opportunity.

Latency

Rate or percentage

Duration

Intensity

Rate or percentage refers to the number of times a response occurs within a given period of time or per opportunity. This dimension of behavior focuses on the frequency or occurrence of a behavior, rather than the duration, intensity, or latency of the behavior.

Explanation

Rate or percentage refers to the number of times a response occurs within a given period of time or per opportunity. This dimension of behavior focuses on the frequency or occurrence of a behavior, rather than the duration, intensity, or latency of the behavior.

69. The delivery of the most basic reinforcement includes the following elements:

The teacher presents the antecedent discriminative stimulus

The student performs the requested response

The appropriate reinforcer is presented to the student by the teacher

All of the above

The correct answer is "all of the above" because the delivery of the most basic reinforcement includes all the mentioned elements. The teacher presents the antecedent discriminative stimulus, which cues the student to perform the requested response. After the student performs the response, the teacher presents the appropriate reinforcer as a consequence. Therefore, all three elements are necessary for the delivery of the most basic reinforcement.

Explanation

The correct answer is "all of the above" because the delivery of the most basic reinforcement includes all the mentioned elements. The teacher presents the antecedent discriminative stimulus, which cues the student to perform the requested response. After the student performs the response, the teacher presents the appropriate reinforcer as a consequence. Therefore, all three elements are necessary for the delivery of the most basic reinforcement.

70. Any behavior which has an effect on the environment and is controlled by consequent events is called:

An unconditioned reflex

Operant behavior

Respondent behavior

A releaser

Operant behavior refers to any behavior that is influenced by its consequences. It is controlled by the events that follow it, such as rewards or punishments. This behavior is not automatic or reflexive, but rather voluntary and influenced by the outcomes it produces. Unlike respondent behavior, which is elicited by specific stimuli, operant behavior is shaped and modified through reinforcement and punishment. A releaser refers to a specific stimulus that triggers a fixed action pattern in an organism. Therefore, the correct answer is operant behavior.

Explanation

Operant behavior refers to any behavior that is influenced by its consequences. It is controlled by the events that follow it, such as rewards or punishments. This behavior is not automatic or reflexive, but rather voluntary and influenced by the outcomes it produces. Unlike respondent behavior, which is elicited by specific stimuli, operant behavior is shaped and modified through reinforcement and punishment. A releaser refers to a specific stimulus that triggers a fixed action pattern in an organism. Therefore, the correct answer is operant behavior.

71. Behavioral objectives often address the rate of a behavior. Which of the following is NOT an acceptable rate statement?

Solve 20 problems correctly each session

Work for 2 hours without taking a break

Complete 4 reports per grading period

Read 30 words correctly per minute

This statement is not an acceptable rate statement because it does not specify a measurable behavior or a specific rate. It only states a duration of time without any indication of what the person should be doing during that time. The other options provide clear and measurable rate statements such as solving a certain number of problems correctly, completing a specific number of reports, or reading a certain number of words per minute.

Explanation

This statement is not an acceptable rate statement because it does not specify a measurable behavior or a specific rate. It only states a duration of time without any indication of what the person should be doing during that time. The other options provide clear and measurable rate statements such as solving a certain number of problems correctly, completing a specific number of reports, or reading a certain number of words per minute.

72. To be maximally effective as a reinforcer, teacher praise should

Be delivered only after a student makes a target response

Specify the target behavior being reinforced (e.g., “good sitting!”)

Be paired often with tangible or activity reinforcers

All of the above

To be maximally effective as a reinforcer, teacher praise should be delivered only after a student makes a target response. This ensures that the praise is directly linked to the desired behavior, reinforcing its occurrence. Additionally, specifying the target behavior being reinforced, such as saying "good sitting!" or "great job raising your hand!", helps the student understand exactly what they are being praised for, further strengthening the association between the behavior and the praise. Finally, pairing teacher praise with tangible or activity reinforcers, such as giving a small reward or allowing the student to participate in a preferred activity, can enhance the effectiveness of the praise as a reinforcer. Therefore, all of the above options contribute to maximizing the effectiveness of teacher praise as a reinforcer.

Explanation

To be maximally effective as a reinforcer, teacher praise should be delivered only after a student makes a target response. This ensures that the praise is directly linked to the desired behavior, reinforcing its occurrence. Additionally, specifying the target behavior being reinforced, such as saying "good sitting!" or "great job raising your hand!", helps the student understand exactly what they are being praised for, further strengthening the association between the behavior and the praise. Finally, pairing teacher praise with tangible or activity reinforcers, such as giving a small reward or allowing the student to participate in a preferred activity, can enhance the effectiveness of the praise as a reinforcer. Therefore, all of the above options contribute to maximizing the effectiveness of teacher praise as a reinforcer.

73. When teachers make high frequency behaviors, such as working on the computer contingent upon the performance of low frequency behaviors, such as completing classroom assignments; they are applying

Stimulus control principles

The law of immediate reinforcement

The Premack principle

The law of contingent reinforcement

The Premack principle states that a more preferred activity can be used to reinforce a less preferred activity. In this scenario, teachers are using the high frequency behavior of working on the computer as a reward or reinforcement for the low frequency behavior of completing classroom assignments. By applying the Premack principle, teachers are motivating students to engage in the less preferred behavior by offering them the opportunity to engage in the more preferred behavior.

Explanation

The Premack principle states that a more preferred activity can be used to reinforce a less preferred activity. In this scenario, teachers are using the high frequency behavior of working on the computer as a reward or reinforcement for the low frequency behavior of completing classroom assignments. By applying the Premack principle, teachers are motivating students to engage in the less preferred behavior by offering them the opportunity to engage in the more preferred behavior.

74.

In this behavior management technique, the teacher reinforces a behavior that is a functional equivalent of an inappropriate behavior--so the student is taught to engage in a more socially acceptable behavior.

DRA

DRL

DRO

DRI

In this behavior management technique, the teacher reinforces a behavior that is a functional equivalent of an inappropriate behavior. This means that instead of punishing or ignoring the inappropriate behavior, the teacher identifies a more socially acceptable behavior that serves the same purpose for the student. By reinforcing this alternative behavior, the teacher is teaching the student to engage in a more appropriate behavior instead of the inappropriate one. This technique is known as Differential Reinforcement of Alternative behavior (DRA).

Explanation

In this behavior management technique, the teacher reinforces a behavior that is a functional equivalent of an inappropriate behavior. This means that instead of punishing or ignoring the inappropriate behavior, the teacher identifies a more socially acceptable behavior that serves the same purpose for the student. By reinforcing this alternative behavior, the teacher is teaching the student to engage in a more appropriate behavior instead of the inappropriate one. This technique is known as Differential Reinforcement of Alternative behavior (DRA).

75. Behavioral objectives are important elements of:

Behavioral objectives are important elements of:

Individualized transition plans (ITPs)

Behavioral intervention plans (BIPs)

All of the above

Behavioral objectives are important elements of both individualized transition plans (ITPs) and behavioral intervention plans (BIPs). ITPs are personalized plans that outline goals and strategies to help individuals with disabilities transition from school to adulthood. Behavioral objectives are crucial in ITPs as they help identify specific behaviors that need to be addressed and improved upon to ensure a successful transition. Similarly, BIPs are plans designed to address challenging behaviors and provide strategies for improvement. Behavioral objectives play a vital role in BIPs as they help define the target behaviors and set clear goals for behavior change. Therefore, the correct answer is all of the above.

Explanation

Behavioral objectives are important elements of both individualized transition plans (ITPs) and behavioral intervention plans (BIPs). ITPs are personalized plans that outline goals and strategies to help individuals with disabilities transition from school to adulthood. Behavioral objectives are crucial in ITPs as they help identify specific behaviors that need to be addressed and improved upon to ensure a successful transition. Similarly, BIPs are plans designed to address challenging behaviors and provide strategies for improvement. Behavioral objectives play a vital role in BIPs as they help define the target behaviors and set clear goals for behavior change. Therefore, the correct answer is all of the above.

76. This part of a behavioral objective specifies the standards for determining when the objective has been accomplished.

None of the above

The target behavior

The criterion statement

The condition statement

The criterion statement is the part of a behavioral objective that specifies the standards for determining when the objective has been accomplished. It outlines the specific criteria or measures that will be used to assess whether the desired behavior has been achieved. This statement helps to provide clarity and objectivity in evaluating the success of the objective.

Explanation

The criterion statement is the part of a behavioral objective that specifies the standards for determining when the objective has been accomplished. It outlines the specific criteria or measures that will be used to assess whether the desired behavior has been achieved. This statement helps to provide clarity and objectivity in evaluating the success of the objective.

77. Event recording is the most efficient way to measure

Moderate frequency, discrete behaviors

Moderate frequency, continuous behaviors

Very high frequency, discrete behaviors

Very high frequency, continuous behaviors

Event recording is the most efficient way to measure moderate frequency, discrete behaviors. This means that when behaviors occur at a moderate frequency and are easily distinguishable from one another, event recording is the most effective method of measurement. Event recording involves tallying the number of times a specific behavior occurs within a given time period, making it suitable for behaviors that are not continuous and occur at a moderate rate.

Explanation

Event recording is the most efficient way to measure moderate frequency, discrete behaviors. This means that when behaviors occur at a moderate frequency and are easily distinguishable from one another, event recording is the most effective method of measurement. Event recording involves tallying the number of times a specific behavior occurs within a given time period, making it suitable for behaviors that are not continuous and occur at a moderate rate.

78. In terms of making the closest representation of the actual occurrence of a behavior, time sampling is the most exact.

True

False

Time sampling is a method used in behavioral observation where the observer records the occurrence or absence of a behavior during specific time intervals. While it provides some information about the behavior, it does not capture the continuous nature of the behavior and may miss important details. Continuous observation methods, such as event sampling or duration recording, are generally considered more accurate in representing the actual occurrence of a behavior. Therefore, the statement that time sampling is the most exact representation of behavior occurrence is false.

Explanation

Time sampling is a method used in behavioral observation where the observer records the occurrence or absence of a behavior during specific time intervals. While it provides some information about the behavior, it does not capture the continuous nature of the behavior and may miss important details. Continuous observation methods, such as event sampling or duration recording, are generally considered more accurate in representing the actual occurrence of a behavior. Therefore, the statement that time sampling is the most exact representation of behavior occurrence is false.

79. A teacher directly observes a student reading a 50 word passage aloud from a book. The teacher immediately notes when the student makes an error and tallies the total number of reading errors for each passage. This teacher is using:

Duration recording

Permanent product recording

Event recording

An anecdotal record

The teacher is using event recording because they are directly observing and noting the specific events of the student making errors while reading the passage aloud. This method involves recording the occurrence and frequency of specific behaviors or events as they happen in real-time.

Explanation

The teacher is using event recording because they are directly observing and noting the specific events of the student making errors while reading the passage aloud. This method involves recording the occurrence and frequency of specific behaviors or events as they happen in real-time.

80. __________ refers to the researcher’s efforts to ensure that changes in the dependent variable are directly related to manipulations of the independent variable.

Baseline recording

Repeated measurement

Experimental control

Social validation

Experimental control refers to the researcher's efforts to ensure that changes in the dependent variable are directly related to manipulations of the independent variable. This means that the researcher carefully designs and controls all aspects of the experiment, such as controlling for extraneous variables and randomizing conditions, in order to isolate the effects of the independent variable on the dependent variable. By doing so, the researcher can confidently attribute any observed changes in the dependent variable to the manipulation of the independent variable.

Explanation

Experimental control refers to the researcher's efforts to ensure that changes in the dependent variable are directly related to manipulations of the independent variable. This means that the researcher carefully designs and controls all aspects of the experiment, such as controlling for extraneous variables and randomizing conditions, in order to isolate the effects of the independent variable on the dependent variable. By doing so, the researcher can confidently attribute any observed changes in the dependent variable to the manipulation of the independent variable.

81. Which is considered a common component of single-subject designs used in research?

Measure of stable baseline performance

Measure of performance under an intervention condition

Replication of the use of the intervention within the design

All of the above

In single-subject designs used in research, it is common to include a measure of stable baseline performance. This helps establish a baseline level of performance before any intervention is introduced. Additionally, it is important to measure performance under an intervention condition to determine the effectiveness of the intervention. Finally, replication of the use of the intervention within the design is necessary to ensure the reliability and validity of the results. Therefore, all of the above components are considered common in single-subject designs.

Explanation

In single-subject designs used in research, it is common to include a measure of stable baseline performance. This helps establish a baseline level of performance before any intervention is introduced. Additionally, it is important to measure performance under an intervention condition to determine the effectiveness of the intervention. Finally, replication of the use of the intervention within the design is necessary to ensure the reliability and validity of the results. Therefore, all of the above components are considered common in single-subject designs.

82. Save Developmental explanations of human behavior are more verifiable and parsimonious than behavioral explanations of human behavior.

True

False

Developmental explanations of human behavior are not necessarily more verifiable and parsimonious than behavioral explanations of human behavior. Both types of explanations have their own strengths and limitations. Developmental explanations focus on how individuals' behavior changes and develops over time, while behavioral explanations focus on the immediate causes and consequences of behavior. The verifiability and parsimony of an explanation depend on the specific research methods and evidence used to support it, rather than the type of explanation itself. Therefore, the statement that developmental explanations are more verifiable and parsimonious than behavioral explanations is false.

Explanation

Developmental explanations of human behavior are not necessarily more verifiable and parsimonious than behavioral explanations of human behavior. Both types of explanations have their own strengths and limitations. Developmental explanations focus on how individuals' behavior changes and develops over time, while behavioral explanations focus on the immediate causes and consequences of behavior. The verifiability and parsimony of an explanation depend on the specific research methods and evidence used to support it, rather than the type of explanation itself. Therefore, the statement that developmental explanations are more verifiable and parsimonious than behavioral explanations is false.

83. This dimension of behavior refers to the number of times a response occurs within a given period of time (e.g., during a 1-minute reading probe).

Duration

Intensity

Rate

Latency

Rate refers to the number of times a response occurs within a given period of time. It measures the frequency or frequency per unit of time of a behavior. In the context of the question, rate would be the appropriate dimension of behavior to consider when counting the number of times a response occurs during a specific time period, such as a 1-minute reading probe. Duration refers to the length of time a behavior occurs, intensity refers to the strength or force of a behavior, and latency refers to the time it takes for a behavior to occur after a specific event or stimulus.

Explanation

Rate refers to the number of times a response occurs within a given period of time. It measures the frequency or frequency per unit of time of a behavior. In the context of the question, rate would be the appropriate dimension of behavior to consider when counting the number of times a response occurs during a specific time period, such as a 1-minute reading probe. Duration refers to the length of time a behavior occurs, intensity refers to the strength or force of a behavior, and latency refers to the time it takes for a behavior to occur after a specific event or stimulus.

84. Tom is frequently disrupting your classroom. For three days, you record that Tom displays an average of 40 disruptive behaviors (e.g., talk-outs, out-of-seat, hitting, etc.) per day when he is seated next to Harry. On the fourth day, you separate the two students by seating Tom at the opposite end of the classroom from Harry. On days 4-8, the frequency of Tom's disruptive behaviors drops to an average of only 2 disruptions per day for each student. To demonstrate that your intervention caused the change, on days 9-11 you seat Tom and Harry next to one another again. Tom's disruptive behavior increases to an average of 38 per day. What is the independent variable in the situation described in this scenario?

Event recording of disruptive behavior

The different types of disruptive behaviors observed

Seating students at opposite ends of the classroom

The frequency of Tom's disruptive behaviors

The independent variable in this scenario is the seating arrangement of the students. This is because it is the variable that is deliberately manipulated by the experimenter to observe its effect on Tom's disruptive behavior. By separating Tom from Harry and seating them at opposite ends of the classroom, the experimenter is testing whether this change in seating arrangement will cause a decrease in Tom's disruptive behaviors.

Explanation

The independent variable in this scenario is the seating arrangement of the students. This is because it is the variable that is deliberately manipulated by the experimenter to observe its effect on Tom's disruptive behavior. By separating Tom from Harry and seating them at opposite ends of the classroom, the experimenter is testing whether this change in seating arrangement will cause a decrease in Tom's disruptive behaviors.

85. Tom is frequently disrupting your classroom. For three days, you record that Tom displays an average of 40 disruptive behaviors (e.g., talk-outs, out-of-seat, hitting, etc.) per day when he is seated next to Harry. On the fourth day, you separate the two students by seating Tom at the opposite end of the classroom from Harry. On days 4-8, the frequency of Tom's disruptive behaviors drops to an average of only 2 disruptions per day for each student. To demonstrate that your intervention caused the change, on days 9-11 you seat Tom and Harry next to one another again. Tom's disruptive behavior increases to an average of 38 per day. What single-subject design is described in this scenario?

A multiple baseline across students

An ABA reversal

The alternating treatment design

The event recording design

The scenario describes an ABA reversal design. In this design, the intervention (separating Tom and Harry) is implemented during the B phase, and the behavior (Tom's disruptive behavior) is measured during the A and B phases. The baseline phase (A) is established when Tom and Harry are seated next to each other and Tom displays a high frequency of disruptive behaviors. The intervention phase (B) is when Tom is seated away from Harry and his disruptive behavior decreases significantly. The reversal phase (A) is when Tom and Harry are seated together again, and Tom's disruptive behavior increases back to the baseline level. This demonstrates that the intervention (separating Tom and Harry) caused the change in behavior.

Explanation

The scenario describes an ABA reversal design. In this design, the intervention (separating Tom and Harry) is implemented during the B phase, and the behavior (Tom's disruptive behavior) is measured during the A and B phases. The baseline phase (A) is established when Tom and Harry are seated next to each other and Tom displays a high frequency of disruptive behaviors. The intervention phase (B) is when Tom is seated away from Harry and his disruptive behavior decreases significantly. The reversal phase (A) is when Tom and Harry are seated together again, and Tom's disruptive behavior increases back to the baseline level. This demonstrates that the intervention (separating Tom and Harry) caused the change in behavior.

86. Every time Andy raises his hand, he receives one point. In single-subject research “raising his hand” is considered the:

Independent variable

Dependent variable

Uncontrolled variable

Confounding variable

In single-subject research, the dependent variable is the variable that is being measured or observed to determine the effect of the independent variable. In this case, the dependent variable is the number of points Andy receives, which is being measured based on whether or not he raises his hand. Therefore, "raising his hand" is considered the dependent variable in this scenario.

Explanation

In single-subject research, the dependent variable is the variable that is being measured or observed to determine the effect of the independent variable. In this case, the dependent variable is the number of points Andy receives, which is being measured based on whether or not he raises his hand. Therefore, "raising his hand" is considered the dependent variable in this scenario.

87. Which component is missing from the following objective? Jason will fill the ice cube tray independently during 4 out of 5 sessions.

All the components are present (i.e., none missing)

Condition

Target behavior

Criteria for acceptable performance

The missing component from the objective is the "condition". The objective states that Jason will fill the ice cube tray independently during 4 out of 5 sessions, but it does not specify any conditions under which this will occur. The condition could be something like "without any assistance" or "within a specified time frame". Without the condition, the objective is incomplete and lacks important information about the circumstances under which the target behavior should occur.

Explanation

The missing component from the objective is the "condition". The objective states that Jason will fill the ice cube tray independently during 4 out of 5 sessions, but it does not specify any conditions under which this will occur. The condition could be something like "without any assistance" or "within a specified time frame". Without the condition, the objective is incomplete and lacks important information about the circumstances under which the target behavior should occur.

88. A teacher would like to rigorously evaluate the effectiveness of a popular behavior management intervention on a student's out-of-seat behavior in reading, math, and music classrooms. Which single-subject design would be most appropriate?

The AB design

The changing conditions design

A multiple baseline across settings

A multiple baseline across students

A multiple baseline across settings design would be most appropriate for rigorously evaluating the effectiveness of a behavior management intervention on a student's out-of-seat behavior in different classrooms. This design involves implementing the intervention at different times in different settings, allowing for a comparison of the student's behavior across settings. By establishing baselines and introducing the intervention at different times, it becomes possible to determine if the intervention is specifically responsible for any changes observed in the student's behavior. This design helps to establish a causal relationship between the intervention and the behavior change.

Explanation

A multiple baseline across settings design would be most appropriate for rigorously evaluating the effectiveness of a behavior management intervention on a student's out-of-seat behavior in different classrooms. This design involves implementing the intervention at different times in different settings, allowing for a comparison of the student's behavior across settings. By establishing baselines and introducing the intervention at different times, it becomes possible to determine if the intervention is specifically responsible for any changes observed in the student's behavior. This design helps to establish a causal relationship between the intervention and the behavior change.

89.

Michael counts on his fingers in order to answer arithmetic computation problems. The teacher wants to wean him off this technique. The teacher gives Michael, consecutively, different types of assistance which lessen the concrete nature of the arithmetic prompt. The most appropriate design for evaluating the teacher’s approach is:

Changing criterion design

Changing conditions design

Reversal design

Multiple baseline design

The most appropriate design for evaluating the teacher's approach is the changing conditions design. This design involves systematically changing the conditions or interventions to observe their effects on the behavior being targeted. In this case, the teacher is providing different types of assistance to Michael in order to wean him off counting on his fingers. By changing the conditions and observing how Michael's behavior changes, the teacher can determine the effectiveness of each intervention and make informed decisions about how to proceed.

Explanation

The most appropriate design for evaluating the teacher's approach is the changing conditions design. This design involves systematically changing the conditions or interventions to observe their effects on the behavior being targeted. In this case, the teacher is providing different types of assistance to Michael in order to wean him off counting on his fingers. By changing the conditions and observing how Michael's behavior changes, the teacher can determine the effectiveness of each intervention and make informed decisions about how to proceed.

90. Which component is missing from the following objective? When presented with a textbook and the verbal directive to read a specific page, Allison will open her book and begin reading.

Conditions under which the behavior is to be displayed

Target behavior

Learner

Criteria for acceptable performance

The missing component from the objective is "criteria for acceptable performance." This component specifies the standards or expectations that need to be met in order to determine whether Allison's behavior of opening her book and beginning to read is considered acceptable. It provides a clear benchmark for evaluating her performance.

Explanation

The missing component from the objective is "criteria for acceptable performance." This component specifies the standards or expectations that need to be met in order to determine whether Allison's behavior of opening her book and beginning to read is considered acceptable. It provides a clear benchmark for evaluating her performance.

91. The simplest form of the reversal design has:

Two phases

Three phases

Four phases

Five phases

The simplest form of the reversal design consists of three phases. In this design, the researcher introduces a baseline phase, followed by an intervention phase, and then returns to the baseline phase. This allows for the comparison of behavior before and after the intervention, providing a clearer understanding of the intervention's effectiveness. By having three phases, the design can capture the initial baseline, the intervention's impact, and the return to baseline, providing valuable data for analysis.

Explanation

The simplest form of the reversal design consists of three phases. In this design, the researcher introduces a baseline phase, followed by an intervention phase, and then returns to the baseline phase. This allows for the comparison of behavior before and after the intervention, providing a clearer understanding of the intervention's effectiveness. By having three phases, the design can capture the initial baseline, the intervention's impact, and the return to baseline, providing valuable data for analysis.

92. You decide to use a changing criterion design to evaluate instruction designed to increase the number of vocabulary words spelled correctly by a student with learning disabilities. You record the following baseline data for the number of words spelled correctly: Monday 9 Tuesday 10 Wednesday 7 Thursday 6 Friday 8 If you choose to increase the criterion level in each intervention sub-phase by the computed mean of the baseline data, how many intervention sub-phases will be required to reach the goal of 40 words spelled correctly? My answer is: ____________ intervention sub-phases.

9 sub-phases

6 sub-phases

10 sub-phases

5 sub-phases

The baseline data shows that the student spelled an average of 8 words correctly. To reach the goal of 40 words spelled correctly, the criterion level in each intervention sub-phase will need to be increased by the computed mean of the baseline data, which is 8. Therefore, it will take 9 intervention sub-phases (8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 = 72) to reach the goal of 40 words spelled correctly.

Explanation

The baseline data shows that the student spelled an average of 8 words correctly. To reach the goal of 40 words spelled correctly, the criterion level in each intervention sub-phase will need to be increased by the computed mean of the baseline data, which is 8. Therefore, it will take 9 intervention sub-phases (8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 = 72) to reach the goal of 40 words spelled correctly.

93. The schedule of reinforcement that is least resistant to extinction is:

CRF

FI

VR

VRD

The correct answer is VR. VR stands for Variable Ratio schedule of reinforcement, which means that reinforcement is delivered after a variable number of responses. This schedule is the least resistant to extinction because it is unpredictable and provides reinforcement at an unpredictable rate. As a result, the behavior is more likely to persist even when reinforcement is no longer provided consistently.

Explanation

The correct answer is VR. VR stands for Variable Ratio schedule of reinforcement, which means that reinforcement is delivered after a variable number of responses. This schedule is the least resistant to extinction because it is unpredictable and provides reinforcement at an unpredictable rate. As a result, the behavior is more likely to persist even when reinforcement is no longer provided consistently.

94. Of the following, which is considered the LEAST intrusive strategy for reducing behavior?

Sherri loses her free time for not turning in her homework

Melissa is required to clean all of the desks in the classroom after writing on her own desk.

Sam is sent to the corner to “think about his inappropriate behavior” for 5 minutes.

Jerry being taught to point to a picture to communicate his hunger instead of pushing materials off his desk is considered the least intrusive strategy for reducing behavior. This approach focuses on teaching Jerry an alternative and appropriate way to express his needs, rather than punishing or removing privileges like in the other options. By teaching him a non-disruptive method of communication, it promotes positive behavior and reduces the likelihood of negative behaviors occurring in the future.

Explanation

Jerry being taught to point to a picture to communicate his hunger instead of pushing materials off his desk is considered the least intrusive strategy for reducing behavior. This approach focuses on teaching Jerry an alternative and appropriate way to express his needs, rather than punishing or removing privileges like in the other options. By teaching him a non-disruptive method of communication, it promotes positive behavior and reduces the likelihood of negative behaviors occurring in the future.

95. This term has been used to describe the application of operant procedures to change behavior. It is sometimes confused with procedures such as electroconvulsive shock and drug therapies and has lead to negative reactions toward applied behavior analysis.

Psychoanalysis

Gestalt therapy

Discovery learning

Behavior modification

Behavior modification is the correct answer because it refers to the application of operant procedures to change behavior. This term is often confused with other procedures such as electroconvulsive shock and drug therapies, which has resulted in negative reactions towards applied behavior analysis.

Explanation

Behavior modification is the correct answer because it refers to the application of operant procedures to change behavior. This term is often confused with other procedures such as electroconvulsive shock and drug therapies, which has resulted in negative reactions towards applied behavior analysis.

96. An explanation that provides reliable answers about what students are likely to do under certain environmental circumstances is said to have:

Inclusiveness

Verifiability

Predictive utility

Parsimony

Predictive utility refers to the ability of an explanation to accurately predict the behavior or actions of individuals in specific environmental conditions. It means that the explanation can reliably forecast what students are likely to do in certain circumstances. This suggests that the explanation is practical and useful in understanding and anticipating student behavior, making it a valuable tool for educators and researchers.

Explanation

Predictive utility refers to the ability of an explanation to accurately predict the behavior or actions of individuals in specific environmental conditions. It means that the explanation can reliably forecast what students are likely to do in certain circumstances. This suggests that the explanation is practical and useful in understanding and anticipating student behavior, making it a valuable tool for educators and researchers.

97. During reading sessions, a special education teacher tape records a student reading a passage orally. After school, the teacher plays the tape and records number of words read correctly. This data collection procedures is an example of:

An anecdotal record

Time sampling

Interval recording

Permanent product recording

In this scenario, the special education teacher uses a tape recording to capture the student's reading performance. The tape serves as a permanent product that can be played back and reviewed later to count the number of words read correctly. This method of data collection is known as permanent product recording, as it involves capturing and analyzing a tangible outcome or product of the behavior being observed.

Explanation

In this scenario, the special education teacher uses a tape recording to capture the student's reading performance. The tape serves as a permanent product that can be played back and reviewed later to count the number of words read correctly. This method of data collection is known as permanent product recording, as it involves capturing and analyzing a tangible outcome or product of the behavior being observed.

98. Jerry’s behavior in his regular class was reported as “disruptive.” The teacher checked Jerry’s behavior every fifteen minutes during a three hour observation session. This teacher was using:

Event recording

Interval recording

Time sampling

Permanent product recording

The teacher in this scenario was using time sampling to observe Jerry's behavior. Time sampling involves checking the behavior at specific intervals, in this case every fifteen minutes, during a longer observation session. This method allows the teacher to get a snapshot of Jerry's behavior at different points in time without having to continuously monitor him throughout the entire session.

Explanation

The teacher in this scenario was using time sampling to observe Jerry's behavior. Time sampling involves checking the behavior at specific intervals, in this case every fifteen minutes, during a longer observation session. This method allows the teacher to get a snapshot of Jerry's behavior at different points in time without having to continuously monitor him throughout the entire session.

99. What is most often used in the classroom to decrease behaviors that are being maintained by teacher attention?

Noncontingent reinforcement

Extinction

Positive reinforcement

Differential reinforcement of alternative behaviors or DRA

Extinction is the most effective strategy to decrease behaviors that are being maintained by teacher attention in the classroom. When a behavior is no longer reinforced or rewarded, it gradually decreases and eventually stops. In this case, if a behavior is being maintained by teacher attention, by removing or withholding that attention, the behavior will no longer be reinforced and will decrease over time. This can be achieved by ignoring the behavior, redirecting attention to other students, or implementing a behavior plan that specifically addresses the use of extinction.

Explanation

Extinction is the most effective strategy to decrease behaviors that are being maintained by teacher attention in the classroom. When a behavior is no longer reinforced or rewarded, it gradually decreases and eventually stops. In this case, if a behavior is being maintained by teacher attention, by removing or withholding that attention, the behavior will no longer be reinforced and will decrease over time. This can be achieved by ignoring the behavior, redirecting attention to other students, or implementing a behavior plan that specifically addresses the use of extinction.

100. In the operant learning model, any event that is generally considered unpleasant (e.g., teacher reprimands) but quickly follows a response (e.g., student talk-outs) and increases the probability of that response is technically called:

A punisher

An antecedent

A releaser

A reinforcer

In the operant learning model, a reinforcer is any event that follows a response and increases the probability of that response occurring again. It can be something pleasant or unpleasant, but in this case, it is specifically mentioned that the event is generally considered unpleasant (e.g., teacher reprimands). However, because it quickly follows a response (e.g., student talk-outs) and increases the probability of that response, it is still considered a reinforcer in the operant learning model.

Explanation

In the operant learning model, a reinforcer is any event that follows a response and increases the probability of that response occurring again. It can be something pleasant or unpleasant, but in this case, it is specifically mentioned that the event is generally considered unpleasant (e.g., teacher reprimands). However, because it quickly follows a response (e.g., student talk-outs) and increases the probability of that response, it is still considered a reinforcer in the operant learning model.

101. Behavioral objectives often address the latency dimension of a behavior. Which of the following is NOT an acceptable latency statement?

No longer than one hour from when the test begins

Within 20 seconds after a physical prompt is given

Within 10 seconds after cue to begin

Remain in seat for 10 minutes

The given statement "remain in seat for 10 minutes" is not an acceptable latency statement because it does not specify a time frame or duration within which the behavior should occur. Latency statements typically describe the time it takes for a behavior to occur after a specific event or cue. In this case, the statement should specify the time it takes for the individual to remain in their seat after a particular event or cue, such as "within 10 seconds after being asked to sit down" or "within 5 minutes after the start of the class."

Explanation

The given statement "remain in seat for 10 minutes" is not an acceptable latency statement because it does not specify a time frame or duration within which the behavior should occur. Latency statements typically describe the time it takes for a behavior to occur after a specific event or cue. In this case, the statement should specify the time it takes for the individual to remain in their seat after a particular event or cue, such as "within 10 seconds after being asked to sit down" or "within 5 minutes after the start of the class."

102. According to your textbook, this is the design teachers should use when they want to rapidly evaluate the effectiveness of two different interventions and do not want to withold or delay the intervention because of ethical reasons (e.g., self-injurious behaviors):

An ABA design

The changing conditions design

The alternating treatment design

Multiple baseline across settings

The alternating treatment design is the design that teachers should use when they want to rapidly evaluate the effectiveness of two different interventions without withholding or delaying the intervention. This design allows for the quick comparison of the two interventions by alternating between them in a systematic manner. It is particularly useful in situations where ethical concerns, such as self-injurious behaviors, prevent the withholding or delaying of interventions.

Explanation

The alternating treatment design is the design that teachers should use when they want to rapidly evaluate the effectiveness of two different interventions without withholding or delaying the intervention. This design allows for the quick comparison of the two interventions by alternating between them in a systematic manner. It is particularly useful in situations where ethical concerns, such as self-injurious behaviors, prevent the withholding or delaying of interventions.

103. This occurs when teachers thin the reinforcement schedule too quickly and students do not earn enough reinforcement to maintain their responding. It results in significant decreases in student responding.

Deprivation

Limited–hold contingency

Negative reinforcement

Ratio strain

Ratio strain occurs when teachers thin the reinforcement schedule too quickly and students do not earn enough reinforcement to maintain their responding. This leads to significant decreases in student responding.

Explanation

Ratio strain occurs when teachers thin the reinforcement schedule too quickly and students do not earn enough reinforcement to maintain their responding. This leads to significant decreases in student responding.

104. The reinforcing properties of any stimulus object or stimulus event must be verified by observing:

The availability of the stimulus in the classroom setting

The schedule of reinforcement

The teacher’s preference for the use of the stimulus

The effect of the stimulus has on a target behavior

This answer is correct because the reinforcing properties of a stimulus can only be determined by observing its effect on a target behavior. The availability of the stimulus in the classroom setting, the schedule of reinforcement, and the teacher's preference may provide some context, but they do not directly determine whether the stimulus is reinforcing or not. Only by observing the effect of the stimulus on a target behavior can it be determined if it is reinforcing or not.

Explanation

This answer is correct because the reinforcing properties of a stimulus can only be determined by observing its effect on a target behavior. The availability of the stimulus in the classroom setting, the schedule of reinforcement, and the teacher's preference may provide some context, but they do not directly determine whether the stimulus is reinforcing or not. Only by observing the effect of the stimulus on a target behavior can it be determined if it is reinforcing or not.

105. An index which estimates the reliability of continuous behavioral assessment. This is usually expressed as a percentage or a correlation coefficient.

Functional analysis

Planned activity check

Interobserver agreement

Time sample

Interobserver agreement refers to the level of agreement between different observers when assessing a behavior. It is a measure of reliability and is usually expressed as a percentage or a correlation coefficient. This index helps to determine the consistency and accuracy of behavioral assessments, making it the most suitable answer in this context.

Explanation

Interobserver agreement refers to the level of agreement between different observers when assessing a behavior. It is a measure of reliability and is usually expressed as a percentage or a correlation coefficient. This index helps to determine the consistency and accuracy of behavioral assessments, making it the most suitable answer in this context.

106. This recording technique allows the teacher to observe the result of a student's behavior, rather than the behavior itself.

Event recording

Duration recording

Interval recording

Outcome recording

Outcome recording is a recording technique that allows the teacher to observe the result of a student's behavior, rather than the behavior itself. This means that instead of focusing on the specific actions or behaviors displayed by the student, outcome recording focuses on the end result or outcome of those behaviors. This can be useful in situations where the teacher wants to assess the effectiveness or impact of a student's behavior on a specific outcome or goal.

Explanation

Outcome recording is a recording technique that allows the teacher to observe the result of a student's behavior, rather than the behavior itself. This means that instead of focusing on the specific actions or behaviors displayed by the student, outcome recording focuses on the end result or outcome of those behaviors. This can be useful in situations where the teacher wants to assess the effectiveness or impact of a student's behavior on a specific outcome or goal.

107. In a research study, this single-subject design would be most appropriate for evaluating the effectiveness of an intervention designed to incrementally increase the number of math workbook pages completed by students.

The changing criterion design

The ABA reversal design

The ABAB reversal design

The baseline-intervention comparison

The changing criterion design would be most appropriate for evaluating the effectiveness of an intervention designed to incrementally increase the number of math workbook pages completed by students. This design involves gradually increasing the criteria or goals for the intervention over time. It allows for a systematic evaluation of the intervention's impact on the desired behavior by comparing the student's performance at different stages of the intervention. This design is ideal for studying behavior change and determining the effectiveness of interventions in a single-subject study.

Explanation

The changing criterion design would be most appropriate for evaluating the effectiveness of an intervention designed to incrementally increase the number of math workbook pages completed by students. This design involves gradually increasing the criteria or goals for the intervention over time. It allows for a systematic evaluation of the intervention's impact on the desired behavior by comparing the student's performance at different stages of the intervention. This design is ideal for studying behavior change and determining the effectiveness of interventions in a single-subject study.

108. The process of refining broad generalizations into specific, observable, measurable behaviors is known as:

Individualizing

Specifying

Pinpointing

Modifying

Pinpointing refers to the process of refining broad generalizations into specific, observable, measurable behaviors. It involves narrowing down and specifying the behaviors that need to be observed or measured in order to accurately assess or understand a situation or phenomenon. This process helps in making the generalizations more precise and concrete, allowing for a more accurate analysis or evaluation.

Explanation

Pinpointing refers to the process of refining broad generalizations into specific, observable, measurable behaviors. It involves narrowing down and specifying the behaviors that need to be observed or measured in order to accurately assess or understand a situation or phenomenon. This process helps in making the generalizations more precise and concrete, allowing for a more accurate analysis or evaluation.

109. This type of behavior can be present at birth, requires no previous learning, or it can be acquired through systematic arrangement of antecedent events.

Introspective behavior

Operant behavior

Respondent behavior

Neutral stimulus

Respondent behavior refers to a type of behavior that can be present at birth or acquired through the arrangement of antecedent events. It does not require previous learning. This type of behavior is reflexive and involuntary, meaning it is elicited by a specific stimulus without conscious control. Examples of respondent behavior include blinking when a bright light is shined in the eyes or salivating at the sight or smell of food.

Explanation

Respondent behavior refers to a type of behavior that can be present at birth or acquired through the arrangement of antecedent events. It does not require previous learning. This type of behavior is reflexive and involuntary, meaning it is elicited by a specific stimulus without conscious control. Examples of respondent behavior include blinking when a bright light is shined in the eyes or salivating at the sight or smell of food.

110. A student who is frequently disruptive during small group activities is told to move slightly away from the group each time he misbehaves. This is an example of:

Seclusionary time-out

Response cost

Positive practice overcorrection

Nonseclusionary time-out

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Explanation

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111. The ultimate goal of using any schedule of reinforcement should be to have a student on a ______ reinforcement schedule

Continuous

Ratio

Intermittent

Natural

The ultimate goal of using any schedule of reinforcement should be to have a student on a natural reinforcement schedule. This means that the reinforcement is provided in a way that closely resembles real-life situations and natural consequences. It allows the student to generalize their skills and behaviors to various settings and contexts, promoting long-term retention and application of learned skills. Unlike continuous or intermittent schedules, which may not reflect real-life situations accurately, a natural reinforcement schedule ensures that the student's behavior is reinforced in a way that aligns with their everyday experiences.

Explanation

The ultimate goal of using any schedule of reinforcement should be to have a student on a natural reinforcement schedule. This means that the reinforcement is provided in a way that closely resembles real-life situations and natural consequences. It allows the student to generalize their skills and behaviors to various settings and contexts, promoting long-term retention and application of learned skills. Unlike continuous or intermittent schedules, which may not reflect real-life situations accurately, a natural reinforcement schedule ensures that the student's behavior is reinforced in a way that aligns with their everyday experiences.

112. This operant learning principle is defined as following a response with a consequence that causes a decrease in the rate of that response

Negative punishment

Negative reinforcement

Positive punishment

Positive reinforcement

Positive punishment is the correct answer because it involves following a response with a consequence that causes a decrease in the rate of that response. This means that something unpleasant or aversive is added or applied after a behavior to decrease the likelihood of that behavior occurring again in the future. It is a form of punishment that aims to decrease the frequency of a behavior by introducing an undesirable consequence.

Explanation

Positive punishment is the correct answer because it involves following a response with a consequence that causes a decrease in the rate of that response. This means that something unpleasant or aversive is added or applied after a behavior to decrease the likelihood of that behavior occurring again in the future. It is a form of punishment that aims to decrease the frequency of a behavior by introducing an undesirable consequence.

113. The schedule of reinforcement in which an individual is reinforced for the first target response occurring after a five–minute time period is called a:

Variable–ratio schedule

Fixed–ratio schedule

Fixed–interval schedule

Variable–interval schedule

A fixed-interval schedule of reinforcement is when an individual is reinforced for the first response that occurs after a specific amount of time has passed. In this case, the individual is reinforced for the first target response that occurs after a five-minute time period. This means that regardless of how many responses the individual makes within the five minutes, they will only receive reinforcement for the first response after the time period has elapsed.

Explanation

A fixed-interval schedule of reinforcement is when an individual is reinforced for the first response that occurs after a specific amount of time has passed. In this case, the individual is reinforced for the first target response that occurs after a five-minute time period. This means that regardless of how many responses the individual makes within the five minutes, they will only receive reinforcement for the first response after the time period has elapsed.

114. Within Bloom's (1956) hierarchy of learning, which of the following levels requires use of methods, concepts, or theories in various concrete situations? An example of this level of learning would be the FSU practicum student who uses ABA techniques in her classroom to observe and record behavior.

Synthesis

Analysis

Application

Evaluation

The level of learning that requires the use of methods, concepts, or theories in various concrete situations is application. This level involves applying knowledge and skills to solve problems or complete tasks in real-life situations. In the given example, the FSU practicum student is using applied behavior analysis (ABA) techniques in her classroom to observe and record behavior, which demonstrates the application of theoretical knowledge in a practical setting.

Explanation

The level of learning that requires the use of methods, concepts, or theories in various concrete situations is application. This level involves applying knowledge and skills to solve problems or complete tasks in real-life situations. In the given example, the FSU practicum student is using applied behavior analysis (ABA) techniques in her classroom to observe and record behavior, which demonstrates the application of theoretical knowledge in a practical setting.

115. Which of the following is the most effective and efficient way to record continuous behaviors?

Event recording

Latency recording

Anecdotal recording

Interval recording

Interval recording is the most effective and efficient way to record continuous behaviors. This method involves dividing the observation period into equal intervals of time and recording whether the behavior occurs or not within each interval. It provides a systematic and structured approach to data collection, allowing for the measurement of behavior frequency and duration. This method is particularly useful when the behavior being observed is continuous and occurs at a high frequency, as it allows for a more manageable and accurate recording process.

Explanation

Interval recording is the most effective and efficient way to record continuous behaviors. This method involves dividing the observation period into equal intervals of time and recording whether the behavior occurs or not within each interval. It provides a systematic and structured approach to data collection, allowing for the measurement of behavior frequency and duration. This method is particularly useful when the behavior being observed is continuous and occurs at a high frequency, as it allows for a more manageable and accurate recording process.

116. Paige is learning her multiplication facts. During instruction her teacher reinforces an average of every third correct response. Paige is on a ________ schedule of reinforcement.

FI3

FR3

3 VI

VR3

VR3 stands for variable ratio 3 schedule of reinforcement. In this schedule, reinforcement is delivered after an average number of responses, but the exact number of responses required for reinforcement varies. In this case, Paige is reinforced after an average of every third correct response, but sometimes it may take fewer or more responses to receive reinforcement. This type of schedule tends to produce high and steady response rates, as the individual is unsure of when the reinforcement will occur and therefore continues to respond consistently.

Explanation

VR3 stands for variable ratio 3 schedule of reinforcement. In this schedule, reinforcement is delivered after an average number of responses, but the exact number of responses required for reinforcement varies. In this case, Paige is reinforced after an average of every third correct response, but sometimes it may take fewer or more responses to receive reinforcement. This type of schedule tends to produce high and steady response rates, as the individual is unsure of when the reinforcement will occur and therefore continues to respond consistently.

117. From the following choices, which procedures is considered the LEAST INTRUSIVE on the hierarchy of procedural alternatives for behavior reduction presented in your textbook?

Overcorrection

Response cost

Time-out

Extinction

Extinction is considered the least intrusive procedure on the hierarchy of procedural alternatives for behavior reduction. It involves removing the reinforcement that is maintaining a behavior, which leads to a decrease in that behavior over time. Unlike overcorrection, response cost, and time-out, extinction does not involve any form of punishment or aversive consequences. It simply involves withholding the reinforcement, making it a less intrusive method for behavior reduction.

Explanation

Extinction is considered the least intrusive procedure on the hierarchy of procedural alternatives for behavior reduction. It involves removing the reinforcement that is maintaining a behavior, which leads to a decrease in that behavior over time. Unlike overcorrection, response cost, and time-out, extinction does not involve any form of punishment or aversive consequences. It simply involves withholding the reinforcement, making it a less intrusive method for behavior reduction.

118. A teacher observes a high rate of off-task behavior when a student with attention deficit disorders is required to work at her seat independently. The teacher requests a study carrel be placed in the classroom. Afterwards, when the student is observed to be off-task, she is sent to the carrel to work. Her rate of off-task behavior decreases. This is an example of:

The use of DRL to reduce off-task behavior

The use of overcorrection to reduce off-task behavior

The use of DRO to reduce off-task behavior

The use of nonseclusionary time-out to reduce off-task behavior

The given scenario describes a situation where a student's off-task behavior is reduced by using a study carrel as a nonseclusionary time-out. A nonseclusionary time-out involves removing the student from the regular learning environment without isolating them completely. In this case, the student is sent to the carrel to work independently, which helps to decrease their off-task behavior. This strategy is effective in redirecting the student's attention and providing a more focused learning environment.

Explanation

The given scenario describes a situation where a student's off-task behavior is reduced by using a study carrel as a nonseclusionary time-out. A nonseclusionary time-out involves removing the student from the regular learning environment without isolating them completely. In this case, the student is sent to the carrel to work independently, which helps to decrease their off-task behavior. This strategy is effective in redirecting the student's attention and providing a more focused learning environment.

119. The number of problems Nicola worked correctly on her math homework during a six day baseline recording period was: 2, 3, 6, 7, 8, and 10. In order for this baseline to be considered stable, what is the lowest number of correct problems that should be recorded?

9

6

3

2

The baseline recording period is used to establish a stable performance level. In this case, Nicola worked on her math homework for six days and the number of correct problems recorded each day was 2, 3, 6, 7, 8, and 10. To determine the lowest number of correct problems that should be recorded for the baseline to be considered stable, we need to find the lowest number that is representative of Nicola's performance. Since 3 is the lowest number recorded and it is not an outlier compared to the other numbers (2, 6, 7, 8, and 10), it can be considered as the lowest number of correct problems that should be recorded for the stable baseline.

Explanation

The baseline recording period is used to establish a stable performance level. In this case, Nicola worked on her math homework for six days and the number of correct problems recorded each day was 2, 3, 6, 7, 8, and 10. To determine the lowest number of correct problems that should be recorded for the baseline to be considered stable, we need to find the lowest number that is representative of Nicola's performance. Since 3 is the lowest number recorded and it is not an outlier compared to the other numbers (2, 6, 7, 8, and 10), it can be considered as the lowest number of correct problems that should be recorded for the stable baseline.

120. The colleague who used the label “anal-retentive” to describe Professor Grundy’s organization of his research material was utilizing which of the following explanations of Grundy’s hoarding behavior

Biophysical

Developmental

Cognitive

Behavioral

The colleague who used the label "anal-retentive" to describe Professor Grundy's organization of his research material was utilizing the cognitive explanation of Grundy's hoarding behavior. This suggests that the colleague believes Grundy's hoarding behavior is a result of his thoughts, beliefs, and cognitive processes. The label "anal-retentive" implies that the colleague sees Grundy's behavior as being excessively organized and controlling, which aligns with cognitive explanations that focus on how individuals' thoughts and beliefs influence their behavior.

Explanation

The colleague who used the label "anal-retentive" to describe Professor Grundy's organization of his research material was utilizing the cognitive explanation of Grundy's hoarding behavior. This suggests that the colleague believes Grundy's hoarding behavior is a result of his thoughts, beliefs, and cognitive processes. The label "anal-retentive" implies that the colleague sees Grundy's behavior as being excessively organized and controlling, which aligns with cognitive explanations that focus on how individuals' thoughts and beliefs influence their behavior.

121. The number of problems Gina worked correctly on her math homework during a six day baseline recording period was: 2, 3, 6, 7, 8, and 10. In order for this baseline to be considered stable, what is the highest number of correct problems that should be recorded?

36

10

9

8

To determine the highest number of correct problems that should be recorded for the baseline to be considered stable, we need to look for a pattern in the data. The numbers 2, 3, 6, 7, 8, and 10 show an increasing trend, but the increase is not consistent. The highest number recorded is 10, but it is an outlier compared to the rest of the data. To ensure stability, we should consider the majority of the data points rather than the outlier. Therefore, the highest number of correct problems that should be recorded is 9, as it is the second highest value and more representative of the overall trend.

Explanation

To determine the highest number of correct problems that should be recorded for the baseline to be considered stable, we need to look for a pattern in the data. The numbers 2, 3, 6, 7, 8, and 10 show an increasing trend, but the increase is not consistent. The highest number recorded is 10, but it is an outlier compared to the rest of the data. To ensure stability, we should consider the majority of the data points rather than the outlier. Therefore, the highest number of correct problems that should be recorded is 9, as it is the second highest value and more representative of the overall trend.

122. Save The first procedure a teacher ought to choose to reduce the occurrence of inappropriate and challenging behavior should be based upon:

Presentation of aversive stimuli

Removal of desirable stimuli

Strategies reinforcement

Terminating reinforcement

The correct answer is "strategies reinforcement". This means that the first procedure a teacher should choose to reduce inappropriate and challenging behavior should involve implementing strategies that reinforce positive behavior. This could include using rewards, praise, or other forms of positive reinforcement to encourage and promote appropriate behavior. By focusing on reinforcing desired behavior, the teacher can help to decrease the occurrence of inappropriate behavior over time.

Explanation

The correct answer is "strategies reinforcement". This means that the first procedure a teacher should choose to reduce inappropriate and challenging behavior should involve implementing strategies that reinforce positive behavior. This could include using rewards, praise, or other forms of positive reinforcement to encourage and promote appropriate behavior. By focusing on reinforcing desired behavior, the teacher can help to decrease the occurrence of inappropriate behavior over time.

123. Winett and Winkler (1972) examined published articles reporting the application of ABA procedures and concluded that the technology of applied behavior analysis was being used primarily to:

Improve academic performance

Develop self-control behaviors

Enhance language skills

Establish "law and order" in the classroom

Winett and Winkler (1972) conducted a study on the application of ABA procedures and found that the primary use of applied behavior analysis was to establish "law and order" in the classroom. This suggests that ABA techniques were being implemented to promote discipline and create a structured and controlled environment within the educational setting. The study implies that ABA was not primarily focused on improving academic performance, developing self-control behaviors, or enhancing language skills, but rather on maintaining order and discipline in the classroom.

Explanation

Winett and Winkler (1972) conducted a study on the application of ABA procedures and found that the primary use of applied behavior analysis was to establish "law and order" in the classroom. This suggests that ABA techniques were being implemented to promote discipline and create a structured and controlled environment within the educational setting. The study implies that ABA was not primarily focused on improving academic performance, developing self-control behaviors, or enhancing language skills, but rather on maintaining order and discipline in the classroom.

124. Which level of learning (Bloom, 1956), is represented by the following behavioral objective:
a coin and the verbal cue, "What is the name of this?," George will state the appropriate label on 18 Given out of 20 trial for five consecutive sessions.

Analysis

Application

Comprehension

Knowledge

The given behavioral objective represents the level of knowledge in Bloom's taxonomy. In this objective, George is expected to state the appropriate label for a coin when asked about its name. This requires him to recall and remember the information about the coin's name, indicating a basic level of knowledge.

Explanation

The given behavioral objective represents the level of knowledge in Bloom's taxonomy. In this objective, George is expected to state the appropriate label for a coin when asked about its name. This requires him to recall and remember the information about the coin's name, indicating a basic level of knowledge.

125. A teacher gives his class independent seatwork and tells students they must remain in their seats and work continuously for the remainder of the period (20 minutes). What schedule of reinforcement is the teacher using if a student is reinforced for being continuously in-seat and continuously on–task on the average of every 5 minutes?

Fixed–ratio schedule

Variable–response–duration schedule

Fixed–interval schedule

Variable–ratio schedule

The teacher is using a variable-response-duration schedule because the reinforcement is delivered based on the average time of every 5 minutes that the student remains continuously in-seat and continuously on-task. This schedule does not specify a fixed ratio or interval, but rather varies the duration of time between reinforcements based on the student's behavior.

Explanation

The teacher is using a variable-response-duration schedule because the reinforcement is delivered based on the average time of every 5 minutes that the student remains continuously in-seat and continuously on-task. This schedule does not specify a fixed ratio or interval, but rather varies the duration of time between reinforcements based on the student's behavior.

126. A student answers 36 problems correctly and 64 problems incorrectly on a three (3) hour FCAT test. What is the student's rate of correct responses per minute?

12.0

.30

.20

36.0

incorrect

Explanation

incorrect

127. In an attempt to keep up with his paperwork, Mr. Martin goes ahead and writes Frankie's IEP goals, objectives, and behavior management plan for the next year before Frankie's actual IEP meeting. Which ethical rule is Mr. Martin ignoring?

The right to the most effective treatment procedures available

The right to a therapeutic environment

The right to services whose overriding goal is personal welfare

Programs that teach functional skills

Mr. Martin is ignoring the ethical rule of "Programs that teach functional skills" by writing Frankie's IEP goals, objectives, and behavior management plan before the actual IEP meeting. This rule emphasizes the importance of individualized education programs that focus on teaching functional skills to students. By not involving Frankie and his team in the development of the plan, Mr. Martin is disregarding the collaborative and individualized approach required for effective teaching and learning.

Explanation

Mr. Martin is ignoring the ethical rule of "Programs that teach functional skills" by writing Frankie's IEP goals, objectives, and behavior management plan before the actual IEP meeting. This rule emphasizes the importance of individualized education programs that focus on teaching functional skills to students. By not involving Frankie and his team in the development of the plan, Mr. Martin is disregarding the collaborative and individualized approach required for effective teaching and learning.

128. Mr. Smith has developed an intervention to improve Tina’s arithmetic computation and work completion behaviors. The appropriate design to evaluate the effectiveness of Mr. Smith’s intervention is:

Changing criterion design

Changing conditions design

Reversal design

Multiple baseline design

A multiple baseline design would be the most appropriate design to evaluate the effectiveness of Mr. Smith's intervention. This design involves implementing the intervention at different times or in different settings with multiple participants or behaviors. By comparing the baseline data with the intervention data across different participants or behaviors, it allows for a more robust evaluation of the intervention's effectiveness. This design helps to establish a cause-effect relationship between the intervention and the observed changes in behavior.

Explanation

A multiple baseline design would be the most appropriate design to evaluate the effectiveness of Mr. Smith's intervention. This design involves implementing the intervention at different times or in different settings with multiple participants or behaviors. By comparing the baseline data with the intervention data across different participants or behaviors, it allows for a more robust evaluation of the intervention's effectiveness. This design helps to establish a cause-effect relationship between the intervention and the observed changes in behavior.