Behavior Modification
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Course Introduction
Behavior Modification explores the principles and techniques of changing human behavior through the application of learning theories, particularly operant and classical conditioning. Students will examine how to assess, plan, implement, and evaluate behavior change programs across a variety of settings, including educational, clinical, and workplace environments. Emphasis is placed on ethical considerations, functional behavior assessment, intervention strategies, data collection, and reinforcement methods. The course also covers the application of behavior modification in addressing issues such as addiction, phobias, developmental disorders, and social skills training.
Recommended Textbook
Behavior Modification Principles and Procedures 5th Edition by Raymond G. Miltenberger
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Chapter 1: Introduction to Behavior Modification
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Q1) In behavior modification, measurement of behavior before and after treatment is important.
A)True
B)False
Answer: True
Q2) Another term for behavior modifications is _______________________________.
Answer: applied behavior analysis
Q3) Identify five areas of application of behavior modification.
Answer: Areas of application of behavior modification are developmental disabilities, education, community psychology, business, industry and human services, self-management, prevention, health-related behaviors, mental illness, rehabilitation, clinical psychology, child-management, sports psychology, and gerontology.
Q4) What does it mean to say that behavior is lawful?
Answer: To say that behavior is lawful is to say that its occurrence is systematically influenced by environmental events.
Q5) Behavior is defined as _________________________________________________________.
Answer: what people say and do
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Chapter 2: Observing and Recording Behavior
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Q1) A teacher observes and records instances of misbehavior by a student.This is an example of:
A) indirect assessment
B) direct assessment
C) covert observation
D) participant recording
Answer: B
Q2) Bernie recorded how long he studied each day.What dimension of behavior was he recording?
Answer: duration
Q3) Which method will NOT reduce reactivity of observation?
A) observe through a one-way observation window
B) tell the person you are observing his/her behavior
C) wait until the person you are observing is accustomed to your presence
D) use participant observers
Answer: B
Q4) Based on the previous question's scenario, what percentage is scored by observer B? _______________
Answer: 8/10; 80%
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Chapter 3: Graphing Behavior and Measuring Change
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Q1) A functional relationship between the treatment and the behavior is demonstrated in a multiple baseline across subjects design when the behavior of each subject changes only after the treatment is implemented for that subject.
A)True
B)False
Answer: True
Q2) Which research design does NOT control for the effect of confounding variables?
A) A-B
B) A-B-A-B
C) changing-criterion
D) multiple-baseline
Answer: A
Q3) The horizontal axis in a graph is used to record:
A) behavior
B) time
C) change
D) duration
Answer: B
Q4) In an A-B design, A= _________ and B= __________.
Answer: baseline; treatment
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Chapter 4: Reinforcement
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Q1) When a person has not experienced a reinforcer for a long time, will the reinforcer be more or less effective? ____________________ What is this process called?
Q2) Identify the five factors that influence the effectiveness of reinforcement.
Q3) Which of the following influences the effectiveness of reinforcement?
A) immediacy
B) contingency
C) establishing operations
D) all of these
Q4) Tom's supervisor tells him that for every 10 cars Tom sells he will get a $500 bonus.This is an example of a _______________ reinforcement schedule.
A) fixed interval
B) fixed ratio
C) variable interval
D) variable ratio
Q5) A(n) _________ is a behavior strengthened through the process of reinforcement.
Q6) In positive reinforcement, what happens immediately following the occurrence of the behavior?
Q7) Define reinforcement.
6
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Chapter 5: Extinction
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Q1) In comparison to a behavior that has been continuously reinforced, a behavior that has been intermittently reinforced will _____________ when reinforcement is stopped
A) decrease more rapidly
B) decrease at the same rate
C) decrease more slowly
D) remain at about the same level
Q2) When extinction begins and the behavior temporarily increases in frequency, duration, or intensity, this phenomenon is called a(n)
Q3) A common misconception is that extinction simply means ____________________ the behavior.
Q4) Extinction of a negatively reinforced behavior involves continuation of the _______ following the behavior.
A) aversive stimulus
B) reinforcer
C) conditioned stimulus
D) negative stimulus
Q5) Define spontaneous recovery following extinction.
Q6) What are the two factors that influence extinction?
Page 7
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Chapter 6: Punishment
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Q1) The difference between positive and negative punishment is whether the consequence of the behavior involves the or of a stimulus.
Q2) Punishment is defined as_______________.
Q3) An unconditioned punisher is .
Q4) Describe the difference between negative punishment and extinction.
Q5) TFPunishment can sometimes increase behavior in the future.
A)True
B)False
Q6) TFThe behavior modification definition of punishment can be quite different than a nonprofessional definition of punishment.
A)True
B)False
Q7) The removal of a stimulus following the behavior that influences the future probability of the behavior is a process that is either ____________ or
A) positive punishment ; positive reinforcement
B) negative punishment ; negative reinforcement
C) positive reinforcement ; negative punishment
D) negative reinforcement ; positive punishment
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Chapter 7: Stimulus Control: Discrimination and Generalization
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Q1) A behavior is less likely to occur in the presence of the S .
A)True
B)False
Q2) The presence of a discriminative stimulus causes a behavior to occur.
A)True
B)False
Q3) Which of the following shows the correct sequence in a three-term contingency?
A) discriminative stimulus, response, consequence
B) consequence, response, discriminative stimulus
C) response, consequence, discriminative stimulus
D) discriminative stimulus, consequence, response
Q4) In behavior modification, the stimulus that is present when a behavior occurs is referred to as a(n):
A) antecedent
B) consequence
C) cause
D) reinforcer
Q5) A behavior is less likely to occur in the presence of the S-delta.
A)True
B)False
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Chapter 8: Respondent Conditioning
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Q1) Respondent conditioning is not likely to occur when the CS ______________ (precedes / follows) the US.
Q2) In ____________ conditioning a response is emitted, and conditioning involves a contingency between the response and the consequence.
A) respondent
B) classical
C) Pavlovian
D) operant
Q3) In which temporal relationship between the unconditioned stimulus and the neutral stimulus is the unconditioned stimulus presented after the neutral stimulus ends?
A) delay conditioning
B) simultaneous conditioning
C) trace conditioning
D) backward conditioning
Q4) In respondent extinction, the CS occurs without the US and eventually the CS no longer elicits a CR.
A)True
B)False
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Chapter 9: Shaping
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Q1) Reinforcement and extinction are the two principles involved in shaping.
A)True
B)False
Q2) If the individual already engages in the target behavior at least occasionally, shaping is the best procedure to use.
A)True
B)False
Q3) ______________ reinforcers are used during shaping because they enable rapid delivery of the reinforcer and prevent satiation from occurring.
A) unconditioned
B) tangible
C) conditioned
D) edible
Q4) In which of the following instances can shaping be used?
A) to reinstate a previous behavior
B) to develop a novel behavior
C) to change a dimension of an existing behavior
D) all of these
Q5) Define shaping.Provide an example.
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Chapter 10: Prompting and Transfer of Stimulus Control
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Q1) Tammy's Dad is teaching her to drive.As they approach a stop sign, Tammy's Dad tells her to step on the brake and slow down.This is an example of a ____________ prompt.
A) stimulus
B) gestural
C) verbal
D) modeling
Q2) Telling the correct way to swing a bat.
A)verbal prompt
B)gestural prompt
C)modeling prompt
D)physical prompt
Q3) Having a child watch you swing a bat.
A)verbal prompt
B)gestural prompt
C)modeling prompt
D)physical prompt
Q4) The two major categories of prompts are ___________ prompts and ___________ prompts.
Q5) What are the 3 types of procedures to transfer stimulus control?
Page 12
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Chapter 11: Chaining
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Q1) In which of the following situations would it be inappropriate to use chaining?
A) behavioral acquisition
B) an individual is currently not capable of completing a task
C) noncompliance
D) A and B
Q2) Which of the following is true concerning a behavioral chain?
A) each subsequent response depends on the preceding response
B) the entire stimulus-response chain is under stimulus control
C) each subsequent response is independent of the preceding response
D) A and B
Q3) When prompting and fading are systematically applied to each component in the stimulus-response chain in order to teach the entire behavior, it is referred to as a ____________ procedure.
A) chaining
B) sequencing
C) behavioral
D) response
Q4) TFTotal task presentation teaches one component of the chain at a time. A)True B)False
Page 13
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Chapter 12: Behavioral Skills Training Procedures
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Q1) Describe how modeling, instructions, rehearsal and feedback are a part of a three-term-contingency.
Q2) A teacher wants to teach fire safety skills.What should the teacher do immediately after telling the students what to do when there is a fire and showing them what to do in a fire situation?
A) discuss the behaviors further
B) provide the opportunity to rehearse the skills in a simulated fire situation
C) ask them what they would do in a fire situation
D) ask them what they would do in a fire situation and provide feedback for their answers
Q3) Telling the learner how to engage in the correct behavior is called
Q4) The use of instructions, modeling, rehearsal, and feedback to teach skills is called
Q5) Behavioral skills training procedures are used:
A) to teach new behaviors
B) when learners cannot imitate models
C) to eliminate problem behaviors
D) all of these
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Chapter 13: Understanding Problem Behaviors Through Functional Assessment
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Q1) What are descriptive assessments?
Q2) A functional analysis demonstrates a ___________ between the antecedents/consequences and the problem behavior.
Q3) In direct assessment, it is important for the observer to be present in the client's ___________ when the problem behavior is most likely to occur.
Q4) When an autistic child engages in repetitive tapping of his pencil and this behavior is reinforced by the sound of the pencil hitting the table, this is an example of:
A) social negative reinforcement
B) automatic positive reinforcement
C) social positive reinforcement
D) automatic negative reinforcement
Q5) You have just conducted a functional assessment for Larry's problem behaviors of hitting, screaming and kicking.You hypothesize that when Larry's dad is busy and Larry throws a tantrum, his dad reinforces his problem behaviors by sitting down and talking with him.What would you do to determine your hypothesis is correct?
Q6) Interviews and questionnaires are examples of ___________ assessment methods.
Q7) List and describe the 3 ways to conduct an ABC observation.
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Chapter 14: Applying Extinction
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Q1) Extinction involves:
A) providing negative reinforcers for the behavior
B) providing punishers for the behavior
C) withholding the reinforcer for the behavior
D) A and C
Q2) Extinction should only be considered when all else has failed to decrease a problem behavior.
A)True
B)False
Q3) Which of the following is NOT a reason for collecting data on the problem behavior when using extinction?
A) to demonstrate change in the behavior following treatment
B) to determine the level of behavior before treatment
C) to identify aversive stimuli that can be used to decrease the behavior
D) to assess maintenance of behavior change
Q4) If a target behavior is maintained by negative reinforcement, extinction involves __________________________ escape from the aversive stimulus when the problem behavior occurs.
Q5) An extinction procedure should be used in conjunction with a(n) ___________ procedure.
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Chapter 15: Differential Reinforcement
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Q1) DRO intervals should be gradually shortened over time.
A)True
B)False
Q2) Reinforcement delivered when fewer than a specified number of responses occurs in a period of time is referred to as ___________ DRL.
Q3) The alternative behavior in a DRA procedure should require ___________ response effort than the problem behavior.
Q4) Differential reinforcement of a low probability behavior with the opportunity to engage in a high probability behavior is referred to as:
A) conditioning
B) characteristics of the consequence
C) an establishing operation
D) the Premack principle
Q5) The same reinforcers will be effective for most people.
A)True
B)False
Q6) Provide an example of DRO.
Q7) In a DRO procedure, the reinforcer is contingent on ___________.
Q8) Provide an example of full session DRL.
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Chapter 16: Antecedent Control Procedures
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Q1) Julie wants to replace drinking coffee with the alternative behavior of drinking water.Julie keeps a filled water bottle on her desk at work, and has her co-workers remind her to drink more water.In this example, Julie is using the antecedent control strategy of ____________ for desirable alternative behaviors.
A) increasing response effort
B) presenting the discriminative stimulus and cues
C) arranging establishing operations
D) eliminating establishing operations
Q2) Antecedent control procedures involve a change in the antecedents that evoke the occurrence of a problem behavior or the occurrence of _________________________ to replace the problem behavior.
Q3) When identifying and defining the desirable and competing behaviors you need to determine whether you can:
A) reduce the response effort for the desired behavior
B) decrease the response effort for the competing behaviors
C) increase the response effort for the desired behavior
D) A and B
Q4) How are extinction, differential reinforcement and antecedent manipulations functional?
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Chapter 17: Using Punishment: Time-Out and Response
Cost
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Q1) Which of the following is NOT true concerning the use of punishment in behavior modification?
A) it can involve the presentation of a stimulus event
B) it typically involves the use of a painful stimulus
C) its use can be controversial
D) it can involve the removal of a stimulus event
Q2) ___________ involves removal of a child from a reinforcing situation in which the child loses access to reinforcing activities or interactions.
Q3) When a time-out procedure is used, the ____________ environment must consist of positively reinforcing activities or interactions.
A) time-out
B) time-in
C) adjacent
D) distal
Q4) What behavioral principle(s) is involved in response cost?
A) positive punishment
B) negative reinforcement
C) negative punishment
D) negative punishment and extinction
Page 19
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Chapter 18: Positive Punishment Procedures and the Ethics
of Punishment
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Q1) Electric shock has been used as a punisher for self-injurious behaviors.
A)True
B)False
Q2) Bobby's Mom asks him to clean up his room, but he complains that he is too tired and continues to lie on his bed reading comic books.Bobby's Mom then physically guides him through the activity of picking up his clothes from the floor and placing them in the hamper, until Bobby starts to pick up the clothes on his own.Which punishment procedure is Bobby's Mom using?
A) contingent exercise
B) guided compliance
C) restitution
D) positive practice
Q3) Preventing an individual from engaging in a problem behavior by physically blocking the response is referred to as:
A) behavioral prevention
B) contingent restraint
C) response blocking
D) response prevention
Q4) Application of aversive activities is based on what principle? ___________
Page 20
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Chapter 19: Promoting Generalization
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Q1) A psychologist is working with a child who becomes aggressive when he is teased by other children.The psychologist uses role plays involving examples of the problem situations that the child may face, in order to teach the child the appropriate skills necessary to deal with any situation that may arise.Which strategy for promoting generalization is being used?
A) modifying natural contingencies of reinforcement and punishment
B) incorporating a variety of relevant stimulus situations in training
C) incorporating self-generated mediators of generalization
D) training skills that contact natural contingencies of reinforcement
Q2) Another way to promote generalization if reinforcing the behavior outside of training sessions is not feasible, is to ___________.
Q3) Describe general case programming.
Q4) Self recording may be an example of a self-generated mediator of generalization. A)True B)False
Q5) What does it mean to incorporate common stimuli?
Q6) Provide 2 examples of self generated mediators to promote generalization.
Q7) What is the most straightforward approach to promoting generalization?
Page 21
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Chapter 20: Self-Management
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Q1) Self-management involves the modification of __________ to make the target behavior more likely to occur.
A) antecedents
B) consequences
C) alternative behavior
D) all of these
Q2) When choosing appropriate self-management strategies, you should choose one or more strategies that manipulate relevant ___________ and relevant ___________.
Q3) A target behavior that is occurring too little that you would like to increase is called a
Q4) When behavior modification procedures are used by an individual to change his or her own behavior, the process is called ___________.
Q5) Whenever possible, it is a good idea to include a social support component in a self-management program.
A)True
B)False
Q6) Although smoking has its negative effects on a person's life in the future, why do people continue to smoke?
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Chapter 21: Habit Reversal Procedures
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Q1) A psychologist teaches Matt to put his hand in his pocket whenever his habit of cracking knuckles occurs or is about to occur.Training an individual to engage in a behavior that is incompatible with the habit behavior is referred to as ____________ training.
A) contingent response
B) awareness
C) operant
D) competing response
Q2) What function does a competing response serve when habit behaviors involve nervous habits and muscle tics?
A) the habit behavior is inhibited
B) an alternative behavior is provided to replace the habit
C) a punisher is presented when the habit occurs
D) all of these
Q3) A client usually engages in a competing response for 10-15 minutes.
A)True
B)False
Q4) What 2 basic skills does the client learn from a habit reversal program?
Q5) Tourette's disorder is diagnosed when ________________ and ________________ tics occur.
23
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Chapter 22: The Token Economy
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Q1) Provide 3 examples of items that can be used as tokens.________________
Q2) Why would you not want to use money (e.g., quarters) as tokens in a token economy for juvenile delinquents in a residential treatment program?
A) they may not know the value of money
B) theft may become a problem
C) counterfeiting may become a problem
D) they might lose it easily
Q3) A token must be tangible, practical, and convenient to carry and dispense.
A)True
B)False
Q4) When a response cost procedure is included, it should be introduced before the token economy has been in place for a period of time.
A)True
B)False
Q5) Nutritious meals and training activities are good examples of back-up reinforcers.
A)True
B)False
Q6) In a token economy tokens are exchanged for _________________________.
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Chapter 23: Behavioral Contracts
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Q1) Sally writes a behavioral contract with the school counselor in which she commits to studying 2 hours per evening.If she does (as verified by her mother), she avoids the loss of $10 that she deposited with the counselor.This is an example of a:
A) one party contract
B) quid pro quo contract
C) parallel contract
D) two party contract
Q2) When one individual writes a contract with a contract manager, it is called a(n)________________ party contract.
Q3) Which of the following is NOT true concerning a one-party behavioral contract?
A) it is used to increase and decrease behaviors
B) no personal relationship between contract manager and contractee is best
C) the contractee implements the contingencies
D) the contract manager should not gain from the contract contingencies
Q4) Each behavioral contract must state the time frame in which the target behavior must or must not occur.
A)True
B)False
Q5) Define a two party contract.
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Chapter 24: Fear and Anxiety Reduction Procedures
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Q1) Which relaxation procedure involves teaching an individual to systematically tense and relax each major muscle group in the body until a relaxed state has been achieved?
A) diaphragmatic breathing
B) in vivo desensitization
C) attention-focusing exercises
D) progressive muscle relaxation
Q2) List 3 procedures used to help people overcome problems of fear or anxiety.
Q3) A therapist does not have to know how a fear was conditioned in order to help the individual overcome the fear.
A)True
B)False
Q4) PMR must be done with a trained therapist.
A)True
B)False
Q5) What function does the use of a cue word serve in progressive muscle relaxation?
A) the cue word reinforces the use of progressive muscle relaxation
B) the cue word develops into a conditioned stimulus that elicits relaxation
C) the cue word helps the individual avoid anxiety producing thoughts
D) all of these
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Chapter 25: Cognitive Behavior Modification
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Q1) Which behavior modification procedure is used to teach the self-instructions that are used in cognitive coping skills training?
A) shaping
B) chaining
C) respondent conditioning
D) behavioral skills training
Q2) Which of the following is a cognitive behavior modification procedure?
A) cognitive restructuring
B) behavioral skills training
C) cognitive adaptation training
D) A and C
Q3) In cognitive therapy for depression, the therapist first
A) gets the client to stop focusing on negative events
B) gets the client to engage in more reinforcing activities
C) gets the client to engage in fewer activities so the client is not so easily disappointed with failure
D) asks the client a series of questions to challenge the client's distorted thinking
Q4) Who identifies and records the occurrence of cognitive behaviors?
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