Reference no: EM133980485
Question
1. Nathan often forgets to turn in his math homework, even though he has completed it. His teacher tells him that if he turns in his math homework every day this week, he will not have to take Friday's math quiz. As a result, Nathan turns in his homework every day. Nathan often forgets to turn in his math homework, even though he has completed it. His teacher tells him that if he turns in his math homework every day this week, he will not have to take Friday's math quiz. As a result, Nathan turns in his homework every day.
Negative Reinforcement
Extinction
Positive Reinforcement
Punishment
2. Ms. Rollison revokes a student's line-leader status after she catches him running in the hallway; the student does not run in the hallway again.Which principle of behavior applies to this situation?
Punishment
Positive Reinforcement
Extinction
Negative Reinforcement
3. Nathan often forgets to turn in his math homework, even though he has completed it. His teacher tells him that he can earn five extra recess minutes on Friday if he turns in his math homework every day this week. As a result, Nathan turns in his homework every day.Which principle of behavior applies to this situation?
Extinction
Positive Reinforcement
Punishment
Negative Reinforcement
4. Joseph has a crush on Inez, who sits in front of him in class. When he kicks her chair, she turns around and glares at him. Joseph responds by flashing his most charming smile. After several days of this, Inez ignores Joseph whenever he kicks her chair. Joseph's chair-kicking behavior increases initially, then diminishes, and finally disappears. Eventually, Joseph resorts to more positive tactics to attract Inez's attention.
Which principle of behavior applies to this situation?
Punishment
Positive Reinforcement
Extinction
Negative Reinforcement
5. Discuss guidelines for developing a culturally sensitive FBA based on Salend and Taylor (2002).
6. Which of the following is not a type of indirect FBA?
Social skill rating scale
Adaptive behavior assessment
Behavior rating scale
Review of student records
ABC analysis
Classroom environment observation
7. What are the purposes of functional behavior assessment?
to gather information in order to understand a student's problem behavior
to determine the student's underlying motivation for engaging in a specific behaivor
to build interventions based on the topography of the behavior
to guide decisions for designing individualized behavior intervention plans
8. What is demonstrated when a behavior is no longer reinforced, causing the behavior to become eliminated?
Punishment
Antecedent control
Extinction
Reinforcement
Discriminative stimulus
9. What are the 2 primary purposes of indirect FBA procedures?
10. Student: Tiffany
Age: 4
Grade: Preschool
A preschool teacher consults with the school director about a new student, Tiffany. Ms. Leigh tells the director that Tiffany has a temper tantrum and gets out of control in the classroom. The director states that she will convene a team consisting of herself, Ms. Leigh, the behavior specialist, and the school counselor. Ms. Leigh agrees to rewrite the definition of the target behavior for the team to review. She gets back to her classroom and finds it much more difficult to say what Tiffany does specifically. She is puzzled about how difficult it is. She has seen these temper tantrums every day twice a day for the past two weeks! Why can't she write about it? She provides the following definition to the team the next day:
Tiffany engages in temper tantrums during transition time before large group activities. She is not aggressive toward other children, only adults in the classroom.
What elements of an operation definition are not included in Ms. Leigh's definition? (e.g., use positive terms, use observable terms, use measurable terms, be clear, concise, and complete)
What changes need to be made to make it an operational definition?
11. Student: Felicia
Age: 17
Grade: High School
Mr. Brown has had it with Felicia! He completed the paperwork to refer her to the school's student-support team a few weeks ago, and he finally has a meeting with the team this afternoon. He cannot wait to find out what he can do to get Felicia back under control in his class. The meeting starts promptly after school. Asked to explain Felicia's problems, Mr. Brown says, "I can't get her to do anything! She won't be quiet during my lesson. During independent work, she won't do her work. Instead, she looks out the window. She can't read on grade level." A team member asks Mr. Brown what he would like for Felicia to do instead. He ponders this for a moment then responds, "I would like for her to be on-task and perform on grade level."
List the three target behaviors that Mr. Brown identified for Felicia. Explain why you think each of these definitions is sufficient or insufficient.
List the two desired behaviors that Mr. Brown identified for Felicia. Explain why you think each of these definitions is sufficient or insufficient.
Choose one of the target behaviors Mr. Brown refers to and rewrite its definition to make it an operational definition.
12. Which of the following is not a SCORE (SIM) instructional stage?
Give an Advance Organizer
Conduct Verbal Practice
Conduct Role-Play Practice
Model the Skill
Gain Attention
Discuss the Skill Steps
Give a Post-Organizer
Introduce and Describe
Conduct an Application Activity
13. What is the term used to describe stimuli that precede behavior and signal that reinforcement following the behavior is likely to occur?
Abolishing operation
Motivating operation (MO)
Evocative effect
Mediating variable
Discriminative stimulus
Value-altering effect
14. What describes a relationship among events in which the rate of behavior's occurrence increases when some unusually aversive environmental condition is removed or reduced in intensity?
Evocative effect
Abative effect
Satiation
Functional behavior assessment
Punishment
Negative reinforcement
15. What describes a condition that occurs when there no longer is a state of deprivation?
Negative reinforcement
Antecedent control
Motivating operation
Satiation
Discriminative stimulus
16. What is the term used to describe the motivating operation that decreases the reinforcing effectiveness (or value) of a consequence?
Overcorrection
Evocative effect
Abolishing operation
Discriminative stimulus
Abative effect
Establishing operation
17. What is demonstrated when a behavior is followed by a consequence that increases the behavior's occurrence rate?
Discriminative Stimulous
Reinforcement
Functional Behavior Assessment
Antecedent Control
Punishment
18. A discriminative stimulus alters the value of the reinforcing consequence.
True
False
19. The motivating operation signals the availability of the reinforcing consequence.
True
False
20. If a target response is reinforced on average of a specified number of correct responses, what type of reinforcement schedule is being used?
Fixed interval schedule
Variable interval schedule
Continous schedule
Variable ratio schedule
Fixed ratio schedule
Fixed-response duration