Behavioral Interventions in Schools
Midterm Exam
Course Introduction
This course explores evidence-based behavioral interventions designed to support positive student behavior and address challenging behaviors within K-12 school settings. Students will examine theories of behavior management, functional behavior assessment, and the application of intervention strategies such as positive behavioral supports, social skills training, and response to intervention (RTI) frameworks. The course also covers practical considerations for collaborating with teachers, school staff, and families, as well as ethical and legal issues related to implementing behavioral interventions in diverse school environments.
Recommended Textbook
Behavior Modification Principles and Procedures 6th Edition by Raymond G. Miltenberger
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Page 2
Chapter 1: Introduction to Behavior Modification
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Sample Questions
Q1) What dimension of behavior is a measure of how much force is involved in the behavior?
A)latency
B)frequency
C)duration
D)intensity
Answer: D
Q2) Who is credited with laying the foundation of behavior modification?
A)Freud
B)Skinner
C)Watson
D)Pavlov
Answer: B
Q3) Which of the following is a characteristic of behavior modification?
A)focus on mental processes
B)procedures based on brain-behavior relationships
C)emphasis on past events
D)precise description of procedures
Answer: D
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Page 3
Chapter 1: A: Introduction to Behavior Modification
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Sample Questions
Q1) In behavior modification,measurement of behavior is taken:
A) before intervention
B) during intervention
C) following intervention
D) all of these
Answer: D
Q2) All behavior is overt or observable by others.
A)True
B)False
Answer: False
Q3) Another term for behavior modifications is _______________________________.
Answer: applied behavior analysis
Q4) Which of the following is NOT a characteristic of behavior?
A) behavior has dimensions
B) behavior is lawful
C) behavior can be observed,described,and recorded
D) behavior is always overt
Answer: D
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Chapter 2: Observing and Recording Behavior
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Sample Questions
Q1) Indirect assessment occurs through:
A)the person's recall of the behavior
B)watching the behavior and recording its occurrence
C)video recording the behavior and recording it from the video
D)all of these
Answer: A
Q2) If you record the number of time a child with ADHD gets up from his seat in class,what dimension of the behavior are you recording?
A)frequency
B)duration
C)intensity
D)latency
Answer: A
Q3) A good behavioral definition of a behavior involves:
A)a label for the behavior
B)a description of what the person says and does
C)reference to the person's motivation
D)a statement of the intention of the person engaging in the behavior
Answer: B
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Page 5
Chapter 2: A: Observing and Recording Behavior
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Sample Questions
Q1) A teacher wants to develop a behavior recording plan that she intends to use with one of her students.The teacher's first step would be:
A) deciding who will do the recording
B) determining where and when the recording will occur
C) defining the target behavior
D) choosing a recording method
Q2) 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
Q3) Recording how long a person studies is an example of intensity recording.
A)True
B)False
Q4) Based on the previous question's scenario,what percentage is scored by observer B?
Q5) Provide an example of time sample recording and interval recording.
Q6) What are two ways to reduce reactivity of observation?
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Chapter 3: Graphing Behavior and Measuring Change
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Q1) An A-B-A-B design:
A)is a research design
B)demonstrates a functional relationship
C)involves replication
D)all of these
Q2) A multiple-baseline design may be used:
A)when you are interested in the same target behavior exhibited by multiple subjects
B)when you are measuring a subject's behavior across two or more settings
C)when you have targeted more than one behavior of the same subject
D)all of these
Q3) An A-B design:
A)demonstrates a functional relationship
B)does not demonstrate a functional relationship
C)is a research design
D)is used to compare two treatments
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Chapter 3: A: Graphing Behavior and Measuring Change
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Q1) Does the A-B design demonstrate a functional relationship? Why or why not?
Q2) 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
Q3) There are ________ components necessary for a graph to be complete.
A) four
B) six
C) eight
D) ten
Q4) A vertical line on a graph indicating a change in treatment is called a:
A) baseline
B) time line
C) phase line
D) treatment line
Q5) In a __________________ research design,baseline and treatment sessions occur in rapid succession.
Q6) In an A-B design,A= _________ and B= __________.
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Chapter 4: Reinforcement
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Q1) A behavior that is strengthened through the process of reinforcement is called (n)_______________.
A)conditioned response
B)unconditioned response
C)operant behavior
D)conditioned stimulus
Q2) _______________ demonstrated the 'law of effect," one of the earliest demonstration of reinforcement.
A)Thorndike
B)Skinner
C)Pavlov
D)Watson
Q3) A student in a special education classroom receives a reinforcer (a token)after every five correct responses on her math worksheet.This is an example of what schedule of reinforcement?
A)CRF
B)FR
C)VR
D)FI
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Page 9
Chapter 4: A: Reinforcement
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Sample Questions
Q1) Andy answers a question in class,and is praised by the teacher.As a result,Andy is more likely to answer questions in class.Andy's behavior of answering questions in class is referred to as ____________ behavior.
A) controlled
B) natural
C) operant
D) situational
Q2) A schedule of reinforcement in which the reinforcer is delivered after X number of responses is __________________.
Q3) How does escape behavior differ from avoidance behavior?
Q4) All the reinforcement schedules that are in effect for a person's behavior at one time are referred to as ______________ schedules of reinforcement.
A) concurrent
B) overlapping
C) simultaneous
D) mixed
Q5) What are a couple examples of unconditioned reinforcers?
Q6) The consequence that strengthens an operant behavior is a(n)__________.
Q7) __________ is the researcher who first demonstrated the Law of Effect.
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Chapter 5: Extinction
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Sample Questions
Q1) When extinction occurs for a behavior that was continuously reinforced
A)the behavior decreases rapidly
B)the behavior decreases more gradually
C)the behavior does not decrease
D)the behavior increases
Q2) If a behavior is no longer followed by a reinforcing consequence,the person will:
A)continue to engage in the behavior
B)stop engaging in the behavior
C)undergo extinction
D)become extinguished
Q3) His parents give 4-year-old Tommy his favorite toy each time he cries.His parents decide his crying is a problem,so they no longer give him his toy when he cries.As a result,Tommy stops crying when he does not have his toy.This is an example of:
A)extinction of a negatively reinforced behavior
B)extinction of a positively reinforced behavior
C)intermittent reinforcement
D)none of these
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11
Chapter 5: A: Extinction
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Sample Questions
Q1) Which of the following factors does NOT influence the extinction process?
A) the schedule of reinforcement before extinction
B) reinforcement after extinction
C) the frequency of the behavior
D) B and C
Q2) During an extinction burst,novel behaviors or emotional behaviors may occur.
A)True
B)False
Q3) Extinction occurs when a previously reinforced behavior is ____________ reinforced.
A) continuously
B) intermittently
C) no longer
D) A and B
Q4) In an extinction burst,the behavior temporarily increases before it decreases.
A)True
B)False
Q5) A common misconception is that extinction simply means ____________________ the behavior.
Q6) What are the two factors that influence extinction?
Page 12
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Chapter 6: Punishment
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Q1) In negative punishment,a stimulus is ____________ following the behavior and the behavior is weakened (less likely to occur in the future).
A)provided
B)increased
C)added
D)removed
Q2) While changing a light bulb,Martha stuck her finger in the light socket and got a shock.As a result,she never again put her finger in a light socket.This is an example of:
A)positive reinforcement
B)positive punishment
C)negative punishment
D)extinction
Q3) ________________ is a stimulus that became a punisher by being paired with an unconditioned punisher or conditioned punisher.
A)conditioned punisher
B)conditioned reinforcer
C)unconditioned reinforcer
D)unconditioned punisher
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13
Chapter 6: A: Punishment
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Sample Questions
Q1) For punishment to be most effective,the consequences must follow the behavior immediately.
A)True
B)False
Q2) Provide an example of positive punishment and an example of negative punishment.
Q3) A more intense punisher will be less effective.
A)True
B)False
Q4) Individual differences in the effectiveness of punishment refers to the fact that:
A) punishers vary from person to person
B) a more intense stimulus will be more effective
C) A and B
D) none of these
Q5) A consequence can be considered a punisher if the:
A) consequence appears unfavorable
B) behavior decreases temporarily
C) behavior decreases in the future
D) consequence is extreme
Q6) Punishment by application is another name for _______________ punishment.
Page 14
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Chapter 7: Stimulus Control: Discrimination and Generalization
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Q1) ____________ takes place when the behavior occurs in the presence of stimuli that are similar to the S<sup>D</sup>:
A)stimulus control
B)reinforcement
C)stimulus discrimination training
D)generalization
Q2) A behavior is more likely to occur when a specific antecedent stimulus is present.What principle does this describe?
A)stimulus control
B)situation control
C)situation awareness
D)all of these
Q3) An antecedent stimulus that is present when the behavior is reinforced is a(n):
A)S-delta
B)reinforcer
C)discriminative stimulus
D)conditioned stimulus
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Page 15
Chapter 7: A: Stimulus Control: Discrimination and Generalization
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Sample Questions
Q1) _____________ occurs when a behavior occurs in the presence of stimuli that are similar to the S<sup>D</sup>.
Q2) _____________________ is the process in which the behavior is reinforced in the presence of the S<sup>D</sup> and not reinforced in the presence of the S-delta.
Q3) A(n)________________ is the stimulus that is present when the behavior is not reinforced.
Q4) Stimulus discrimination training may also occur with punishment. A)True
B)False
Q5) A behavior is less likely to occur in the presence of the S-delta. A)True B)False
Q6) Generalization is associated with broad stimulus control. A)True B)False
Q7) Provide an example of stimulus discrimination training.Identify the S<sup>D</sup> and the S-delta.
Q9) A three-term-contingency involves a relationship between , ,and . Page 16
Q8) When a(n)____________ is present the behavior is more likely to occur.
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Page 17
Chapter 8: Respondent Conditioning
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Sample Questions
Q1) A young child is at the aquarium was looking at fish swim by the glass on the side of the tank in front of her.Suddenly a large shark darted by the glass and startled the girl (she experienced autonomic arousal).The next time she was near the glass to the tank,she experienced the autonomic arousal again.In this example,identify the US and the CS.
A)shark;colorful fish
B)shark;autonomic arousal
C)shark,the glass to the tank
D)glass to the tank;autonomic arousal
Q2) When a neutral stimulus is paired with a US,the neutral stimulus becomes a CS that elicits a CR.This process is called:
A)operant conditioning
B)discrimination training
C)stimulus control
D)respondent conditioning
Q3) When food is in the mouth the person salivates.This is an example of:
A)a US and a UR
B)a US and a CR
C)a CS and a CR
D)a CS and a UR
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Chapter 8: A: Respondent Conditioning
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Sample Questions
Q1) Respondent and operant behaviors cannot occur together in the same situation.
A)True
B)False
Q2) After respondent extinction occurred in which the dog no longer salivated to the sound of the metronome,later Pavlov presented the metronome and the dog began to salivate (to a lesser extent).This is called .
Q3) As a result of being paired with a loud noise,a flashing light has come to elicit a startle reflex.When the flashing light is repeatedly presented without the loud noise,the startle reflex eventually stops occurring.This process in which a conditioned stimulus is no longer able to elicit a conditioned response is referred to as:
A) respondent extinction
B) secondary conditioning
C) operant extinction
D) reverse conditioning
Q4) For respondent conditioning to be most effective,the US should _____________ (precede / follow)the NS.
Q5) Respondent conditioning is not likely to occur when the NS ______________ (precedes / follows)the US.
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Chapter 9: Shaping
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Sample Questions
Q1) If you use shaping to help a person achieve an increase in the weight she can bench press until she reaches the target behavior (150 lbs),what variation of shaping are you using
A)generating a novel behavior
B)reinstating a previously exhibited behavior
C)changing some dimension of an existing behavior
D)all of these
Q2) In the example in the book,which variation of shaping was used to get Mrs.S to wait more time between bathroom visits?
A)generating a novel behavior
B)reinstating a previously exhibited behavior
C)changing some dimension of an existing behavior
D)all of these
Q3) ________________ is defined as differential reinforcement of successive approximations of a target behavior.
A)shaping
B)discrimination training
C)stimulus control
D)intermittent reinforcement
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Page 20
Chapter 9: A: Shaping
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Q1) When using shaping,each step should be ____________ to the target behavior.
A) identical
B) a closer approximation
C) irrelevant
D) B and C
Q2) Which of the following is (are)involved in the process of learning language?
A) reinforcement
B) successive approximations
C) extinction
D) all of these
Q3) Reinforcement and punishment are the two principles involved in shaping.
A)True
B)False
Q4) In _______________ successive approximations of the target behavior are differentially reinforced until the individual engages in the target behavior.
A) conditioning
B) prompting
C) shaping
D) positive reinforcement
Q5) Define shaping.Provide an example.
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Chapter 10: Prompting and Transfer of Stimulus Control
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Q1) An instructor puts her hands over the student's hands to help the student mold the clay as the clay is spinning on the wheel during a pottery class.What type of prompt is the instructor using?
A)verbal
B)gestural
C)modeling
D)physical
Q2) What is the gradual elimination of a prompt as the behavior continues to occur in the presence of the S<sup>D</sup>?
A)prompting
B)fading
C)prompt delay
D)all of these
Q3) Two types of stimulus prompts are:
A)verbal and gestural
B)modeling and physical
C)within stimulus and gestural
D)within-stimulus and extrastimulus
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22
Chapter 10: A: Prompting and Transfer of Stimulus Control
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Q1) Verbal,gestural,modeling and physical prompts are all examples of what category of prompts? ___________
Q2) When using prompting and transfer of stimulus control,a reinforcer should be delivered when the behavior occurs:
A) in the presence of the discriminative stimulus
B) following removal of a prompt
C) following a prompt
D) all of these
Q3) If a baseball coach throws slower pitches to his players at first to help them hit the ball,this is called a(n)___________- stimulus prompt.Plastic outlet covers to prevent children from playing with outlets,is a(n)___________- stimulus prompt.
Q4) A coach is using verbal and modeling prompts to teach John how to swing a golf club properly.As John begins to swing the club correctly,the coach provides fewer and fewer prompts.This is an example of:
A) stimulus delay
B) prompt fading
C) prompt delay
D) stimulus fading
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Chapter 11: Chaining
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Q1) ________________ is a chaining procedure in which you use prompting and fading to teach the last behavior in the chain first.
A)forward chaining
B)backward chaining
C)total task presentation
D)all of these
Q2) ________________ is a chaining procedure in which you use prompting and fading to teach the first behavior in the chain first.
A)forward chaining
B)backward chaining
C)total task presentation
D)all of these
Q3) You can conduct a task analysis by:
A)observing a competent person engaging in the task
B)asking an expert who performs the task well
C)performing the task yourself and recording each of the S<sup>D</sup>s and responses.
D)all of these
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24
Chapter 11: A: Chaining
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Q1) A complex behavior that is made up of many component behaviors that occur together in a sequence is called a(n)_____________.
Q2) It is important to use as many steps in a task analysis as possible.
A)True
B)False
Q3) To use forward chaining,you present the first ___________,___________ the correct response,and provide a(n)___________ following the correct behavior.
Q4) Each step in the behavioral chain consists of a:
A) discriminative stimulus
B) S-delta
C) response
D) A and C
Q5) Which of the following strategies can be used to conduct a task analysis?
A) observe a competent individual engage in the task and record each S-R component
B) ask a person who performs the task well to explain all the S-R components
C) perform the task yourself and record each S-R component
D) all of these
Q6) List 3 different ways to conduct a task analysis.
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Chapter 12: Behavioral Skills Training Procedures
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Q1) What is an important aspect of modeling?
A)the model should have similarity to the learner or high status
B)the model's behavior should result in a successful outcome
C)the model's behavior should occur in the proper context
D)all of these
Q2) After providing instructions and modeling,what is the next thing the trainer should do when using behavioral skills training?
A)ask the learner to describe the correct behavior
B)provide another model in case the learner was not paying attention the first time
C)provide the learner with an opportunity to rehearse the behavior
D)tell the learner what not to do
Q3) When an assessment takes place in the natural environment and the learner is not aware that an assessment is taking place,it is called:
A)in situ assessment
B)undercover assessment
C)in place assessment
D)surreptitious assessment
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Chapter 12: A: Behavioral Skills Training Procedures
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Q1) The components of the behavioral skills training procedure are generally used:
A) together in a training session
B) with individuals who have severely limited abilities
C) individually to teach different behaviors
D) A and B
Q2) A teacher shows students a film demonstrating what they should do in case of a fire.Which component of behavioral skills training involves demonstrating the correct behavior for the learner?
A) rehearsal
B) instruction
C) modeling
D) feedback
Q3) Generalization from training sessions to natural situations is more likely to occur if:
A) training situations are similar to natural situations
B) training occurs in a different context
C) the learner practices in relatively easy situations
D) all of these
Q4) Providing praise for correct performance and instructions for improvement following rehearsal is called _______________.
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Chapter 13: Understanding Problem Behaviors Through
Functioning Assessments
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Q1) Using behavioral interviews or questionnaires to gather information of the antecedents and consequences of the problem behavior is which functional assessment method?
A)indirect
B)direct observation
C)in situ assessment
D)experimental (functional analysis)
Q2) Missy engages in head banging when she has an earache and the pain of the earache is lessened.As a result,she is more likely to bang her head when she has an earache.This is an example of:
A)social positive reinforcement
B)social negative reinforcement
C)automatic positive reinforcement
D)automatic negative reinforcement
Q3) The process of identifying the antecedents and consequences of a problem behavior is called:
A)functional assessment
B)behavior recording
C)functional relationship
D)experimental control
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Chapter 13: A: Understanding Problem Behaviors Through Functioning Assessments
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Q1) 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.
Q2) A psychologist is working with a child who is disruptive in the classroom.The psychologist interviews the child's teacher to learn more about the disruptive behavior and the events that immediately precede and follow the behavior.Which method of conducting a functional assessment is the psychologist using?
A) experimental manipulations
B) indirect methods
C) direct observation
D) ABC observation
Q3) A treatment plan can be derived from a functional assessment.
A)True
B)False
Q4) Interviews and questionnaires are examples of ___________ assessment methods.
Q5) If a problem behavior produces stimulation that is reinforcing,this is an example of _______________________ positive reinforcement.
Q6) What is an advantage and a disadvantage of indirect assessment methods?
Q7) What are descriptive assessments?
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Chapter 14: Applying Extinction
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Q1) How does the schedule of reinforcement for a behavior prior to extinction affect extinction for that behavior?
A)the behavior will decrease more quickly following continuous reinforcement than following intermittent reinforcement
B)the behavior will decrease more quickly following intermittent reinforcement than following continuous reinforcement
C)the schedule of reinforcement does not affect extinction
D)extinction will not work following intermittent reinforcement
Q2) An extinction procedure should always be used in conjunction with a(n)______________ procedure.
A)reinforcement
B)stimulus control
C)in situ training
D)in situ assessment
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Chapter 14: A: Applying Extinction
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Q1) Define extinction and provide an example.
Q2) Ignoring the target behavior will function as an extinction procedure if ____________________________ is the reinforcer maintaining the behavior.
Q3) When an extinction procedure is used,the behavior will ____________________________ in the future.
Q4) Sally whines for candy every time she is at the grocery store with mom.Sally's mom gets sick of listening to the whining and usually ends up buying Sally a candy bar.What is the reinforcer for Sally's whining? How should her mom implement extinction to decrease Sally's whining in the store?
Q5) You conduct a(n)___________________________ to identify the reinforcer maintaining the problem behavior before using extinction.
Q6) Jesse is constantly going into mom's purse to get gum.Mom finds this behavior annoying and inappropriate and decides if she ignores Jesse the behavior will stop.What is most likely to happen to Jesse's purse rummaging behavior? What would you tell Jesse's mother to do to eliminate this behavior?
Q7) To use extinction,you must eliminate the ___________ that is maintaining the problem behavior.
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Chapter 15: Differential Reinforcement
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Q1) In ______________ the reinforcer is contingent on the absence of the problem behavior.
A)DRA
B)DNRA
C)DRL
D)DRO
Q2) In the DRL procedure you reinforce _____________________________.
A)an alternative behavior
B)the absence of the problem behavior
C)a lower rate of the behavior
D)a lesser magnitude of the behavior
Q3) What two behavioral principles are involved in DRA?
A)reinforcement and stimulus control
B)continuous reinforcement and intermittent reinforcement
C)reinforcement and extinction
D)social and automatic reinforcement
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Chapter 15: A: Differential Reinforcement
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Q1) DRA involves using ____________ for desirable behaviors and ___________ for undesirable behaviors.
A) reinforcement;extinction
B) reinforcement;punishment
C) extinction;reinforcement
D) extinction;punishment
Q2) If you are trying to get a child with intellectual disability to drink his milk slower and you want 10 sec.to elapse between each gulp,then ___________ DRL is most appropriate.
Q3) How do the procedures of whole-interval DRO and spaced-responding DRL differ?
A) DRO reinforces absence of behavior and DRL reinforces decreased rate of behavior
B) DRO resets the interval if the behavior occurs but DRL does not
C) DRO is used to decrease behavior and DRL is used to eliminate behavior
D) A and B
Q4) What is the difference between spaced responding DRL and DRO?
Q5) Sally is on a DRO 10 min.schedule for screaming.If after 5 min.Sally screams,what happens next? ______
Q6) Provide an example of full session DRL.
Q7) What happens in a DRA procedure?
Page 33
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Chapter 16: Antecedent Control Procedures
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Q1) Which antecedent control procedure is illustrated in this example? To make it more likely that she would go to bed at 11:00 (and not stay up too late),Melissa got up early and no longer took a nap after work.
A)present an AO
B)present an EO
C)remove the S<sup>D</sup>
D)increase response effort
Q2) Which antecedent control procedure is illustrated in this example? To make it more likely that she would work out in the student recreation center at noon,Melissa scheduled a class before noon at a building next to the recreation center
A)decrease response effort
B)present an EO
C)remove the S<sup>D</sup>
D)increase response effort
Q3) Which procedure is a functional intervention for problem behaviors?
A)extinction
B)differential reinforcement
C)antecedent control procedures
D)all of these
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Chapter 16: A: Antecedent Control Procedures
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Q1) Which of the following is NOT manipulated in antecedent control procedures?
A) reinforcers
B) response effort
C) discriminative stimuli
D) establishing operations
Q2) To determine which antecedent control procedures to use in any given situation,it is helpful to understand the situation by analyzing the _______________________ related to both the problem behavior and competing behaviors.
Q3) Decreasing response effort makes a behavior more likely to occur.
A)True
B)False
Q4) Antecedent control procedures are used when:
A) punishment procedures have proven ineffective
B) practical considerations make it impossible to manipulate antecedent events
C) the change agent has control over relevant antecedent events
D) all of these
Q5) It is not necessary to conduct a functional assessment when considering antecedent strategies.
A)True
B)False
35
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Chapter 17: Using Punishment: Time-Out and Response
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Q1) Johnny hit his sister while they were playing and as a result,his mother made him sit in a chair in the guest bedroom by himself for 5 minutes.What procedure is illustrated in this example?
A)exclusionary time-out
B)nonexclusionary time-out
C)response cost
D)extinction
Q2) What is the basic behavioral principle upon which time-out is based?
A)positive punishment
B)extinction
C)negative punishment
D)negative reinforcement
Q3) In which type of time-out does the child remain in the room while being removed from access to positive reinforcers?
A)removal time-out
B)exclusionary time-out
C)nonexclusionary time-out
D)sit-in-place time-out
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Chapter 17: A: Using Punishment: Time-Out and Response
Cost
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Q1) Nicole comes home past her curfew,and is not allowed to use the car for a week.As a result,Nicole no longer comes home past her curfew.Which punishment procedure is illustrated in this example?
A) extinction
B) time-out
C) negative reinforcement
D) response cost
Q2) Sitting down and talking with a child to prevent escape from time-out is acceptable.
A)True
B)False
Q3) Nonexclusionary time-out is not used when
A) the individual's continued presence in the room is disruptive to others
B) access to positive reinforcers can be removed while the individual is in the room
C) participating in the activities in the classroom was reinforcing for the individual
D) A and C
Q4) When should punishment procedures be considered?
Q5) How are response cost,time-out and extinction different?
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Chapter 18: Positive Punishment Procedures and the Ethics of
Punishment
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Q1) Identify a stimulus that has been used in punishment by the application of aversive stimuli.
A)ice
B)lemon juice
C)noise
D)all of these
Q2) Two major categories of aversive events used in positive punishment are:
A)application of aversive activities,application of aversive stimuli
B)time out and response cost
C)application of painful stimuli,reinforcer loss
D)application of painful stimuli,application of aversive stimuli
Q3) What is the SIBIS procedure?
A)an automated behavior recording procedure
B)an apparatus that uses shock to treat self-injurious behavior
C)a procedure that uses noise to decrease habit behaviors
D)a type of self-injurious behavior
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Chapter 18: A: Positive Punishment Procedures and the
Ethics of Punishment
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Q1) What is appropriate to do if an individual attempts to avoid or escape from the performance of an aversive activity? ___________
Q2) In guided compliance,what must the learner do following the problem behavior?
A) correct the environment damaged by the behavior
B) comply with the task that was requested prior to the problem behavior
C) repeatedly engage in the correct behavior
D) engage in an effortful behavior that is not related to the problem behavior.
Q3) How is compliance negatively reinforced in a guided compliance procedure?
Q4) The punishment procedure of time-out is used for problem behaviors that are maintained by ____________,and guided compliance is used for problem behaviors that are maintained by ____________.
A) attention;escape
B) escape;attention
C) positive punishers;negative punishers
D) negative reinforcers;positive reinforcers
Q5) List 3 different aversive stimuli that have been used in positive punishment procedures.
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Q6) What is the difference in terms of the aversive activity between contingent exercise and overcorrection?
Chapter 19: Promoting Generalization
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Q1) While teaching parenting classes to parents with disabilities,Joel has the parents bring their kids to class so the parents can practice the parenting skills with their actual kids.What strategy to promote generalization is illustrated in this example?
A)Incorporating common stimuli
B)Teaching a range of functionally equivalent responses
C)Providing cues in the natural environment
D)Incorporating self-generated mediators of generalization
Q2) In behavior modification,????????????????????_______________ is defined as the occurrence of the behavior in the presence of all relevant stimuli outside the training situation.
A)discrimination
B)reinforcement
C)generalization
D)discrimination training
Q3) If you want to promote generalized reductions in problem behaviors,you should:
A)conduct a functional assessment of the problem behavior
B)plan for generalization in advance
C)focus on functionally-equivalent behaviors to replace the problem behavior
D)all of these
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Chapter 19: A: Promoting Generalization
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Q1) What is the most straightforward approach to promoting generalization?
Q2) What is likely to happen to the problem behavior if functionally equivalent alternative behaviors aren't used to replace the problem?
Q3) Matthew's baseball coach is helping him improve his hitting.During practice the coach has the pitcher throw fast balls,curve balls,and sliders so that Matthew experiences a variety of pitches,and will be more likely to hit the ball successfully during a game.Which strategy for promoting generalization is the coach using?
A) incorporating a variety of relevant stimulus situations in training
B) teaching a range of functionally equivalent responses
C) reinforcing occurrences of generalization
D) incorporating self-generated mediators of generalization
Q4) An elementary school teacher attends a conference on child management and takes several notes.When she returns to her classroom she looks over her notes before implementing some of the techniques she learned.The teacher's notes are an example of a ___________.
Q5) Enhancing the likelihood that a behavior change will occur in all relevant situations in the person's life is called ___________.
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Chapter 20: Self-Management
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Q1) _______________ occurs when significant others in a person's life help the person succeed in a self-management program
A)reinforcement
B)prompting and fading
C)social support
D)behavioral contracting
Q2) What does it mean to short circuit the contingencies in a self-management plan?
A)providing a reinforcer even when a target behavior does not occur
B)failing to provide a punisher for a behavior when it should have been delivered
C)failing to implement contingencies as written in a self-management plan.
D)all of these
Q3) Why might people smoke cigarettes even though it can lead to long term negative outcomes such as lung cancer?
A)there is immediate reinforcement for smoking
B)smoking takes little response effort
C)the response effort is greater for other behaviors that produce the same outcome
D)all of these
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Chapter 20: A: Self-Management
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Q1) Which of the following is NOT true concerning goal setting?
A) goal setting is usually effective by itself as a self-management strategy
B) goal setting involves a criterion level and a time frame
C) the goals that are set should be achievable
D) goal setting is often used in conjunction with self-monitoring
Q2) A target behavior that is occurring too little that you would like to increase is called a ____________________.
Q3) When does social support become a self-management strategy?
Q4) Which of the following is NOT true concerning self-monitoring?
A) self-monitoring involves recording each instance of the target behavior
B) self-monitoring in conjunction with goal setting may change the behavior in the desired direction
C) self-monitoring is stopped once the behavior reaches the desired level
D) self-monitoring provides information on whether additional self-management strategies are required
Q5) What is the first step in a self-management plan?
A) goal setting
B) functional assessment
C) making the decision to engage in self-management
D) defining the target behavior and competing behaviors
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Chapter 21: Habit Reversal Procedures
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Q1) Nail biting,hair twirling or pulling,knuckle cracking,and thumb sucking are all examples of _____________.
A)nervous habits
B)motor tics
C)nervous tics
D)habit reversal
Q2) Which of these might be an acceptable competing response for nail biting?
A)grasping a pencil
B)keeping hands in pockets.
C)folding hands in lap
D)all of these
Q3) After learning to identify each occurrence of the habit,the client learns an incompatible behavior and practices this behavior in session after each occurrence of the habit.Which habit reversal component is this?
A)motivation strategy
B)awareness training
C)competing response training
D)social support
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Chapter 21: A: Habit Reversal Procedures
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Q1) Habit reversal procedures are most often implemented by another person acting as a change agent.
A)True
B)False
Q2) What is the competing response for a vocal tic?
A) learning to say acceptable words to replace the tic
B) learning to stop talking for 5 minutes each time a vocal tic occurs
C) slow,rhythmic breathing through the nose while keeping the mouth closed
D) all of these
Q3) The __________________ component of habit reversal teaches the client to become aware of each occurrence of the habit behavior.
Q4) What does the social support person do as part of the habit reversal procedure?
A) remind the person to use her competing response when the habit behavior is not occurring
B) remind the person to use her competing response when the habit behavior is occurring
C) have daily discussions with the person about the negative impact of the habit behavior
D) A and B
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Chapter 22: The Token Economy
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Q1) In a token economy,a _______________ must be something tangible that can be delivered after each instance of the desirable behavior.
A)reinforcer
B)back-up reinforcer
C)token
D)contract
Q2) Which type of reinforcement schedule is used when a token economy is started?
A)CRF
B)intermittent
C)fixed ratio
D)fixed interval
Q3) What should a change agent do each time he or she delivers a token?
A)nothing,just deliver the token
B)remind the client to keep engaging in the correct behavior
C)provide praise
D)all of these
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Chapter 22: A: The Token Economy
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Sample Questions
Q1) Most often the token exchange rate remains stagnant throughout the token economy program.
A)True
B)False
Q2) There is typically a delay between when the target behavior occurs and when the tokens are given.
A)True
B)False
Q3) In a response cost component of a token economy,a token is ____________________ after the occurrence of an undesirable target behavior.
Q4) What is the purpose of a token economy?
Q5) Provide 3 examples of items that can be used as tokens.________________
Q6) A token must be tangible,practical,and convenient to carry and dispense. A)True B)False
Q7) Tokens are _______________ reinforcers.
Q8) Why is it important for clients to earn enough tokens to exchange for back-up reinforcers in the early phases of the token economy?
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Q9) In a token economy tokens are exchanged for _________________________.
Chapter 23: Behavioral Contracts
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Q1) In a __________________ contract,one person seeks to change a target behavior and arranges reinforcement or punishment contingencies with a contract manager,who implements the contingencies.
A)two party
B)quid pro quo
C)one party
D)parallel
Q2) An acceptable method for measuring the target behavior in a behavioral contract is:
A)permanent product
B)automated recording
C)direct observation by the contract manager or an agreed-upon third party.
D)all of these
Q3) When Steve wrote a behavioral contract that said if he did not write 9 pages he would lose a record album (if he wrote 9 pages he avoided losing an album),what kind of contingency was he arranging?
A)negative reinforcement
B)positive reinforcement
C)negative punishment
D)positive punishment
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Chapter 23: A: Behavioral Contracts
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Q1) Melissa is trying to increase the number of classes that she attends each week,so she writes a behavioral contract with the school counselor.An agreement between one person who is attempting to change a target behavior and a contract manager who implements the contingencies is referred to as a ____________ contract.
A) two-party
B) one-way
C) bilateral
D) one-party
Q2) ________________ Jerry gets to pick out his dessert if he makes his bed every morning.
A) positive reinforcement
B) negative reinforcement
C) positive punishment
D) negative punishment
Q3) Quid pro quo and parallel contracts are two types of _________________ contracts.
Q4) Two party contracts are written between people who have some ________________ with each other.
Q5) How is a behavioral contract a form of public commitment?
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Chapter 24: Fear and Anxiety Reduction Procedures
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Q1) What respondent behavior is involved in a fear?
A)autonomic nervous system arousal
B)escape and avoidance behavior
C)negative thinking
D)all of these
Q2) _______________ is similar to systematic desensitization,except that the client gradually approaches or is gradually exposed to the actual fear-producing stimulus.
A)in vivo desensitization
B)systematic desensitization
C)flooding
D)all of these
Q3) In __________________,the person breathes deeply in a slow,rhythmic fashion to produce relaxation.
A)progressive muscle relaxation
B)diaphragmatic breathing
C)attention-focusing exercises
D)behavioral relaxation training
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Chapter 24: A: Fear and Anxiety Reduction Procedures
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Q1) Attention focusing exercises involve:
A) deep,rhythmic breathing
B) tensing and relaxing each of the major muscle groups in the body
C) focusing on a therapist who provides images of relaxing scene
D) assuming relaxed postures with all parts of the body supported in a recliner of comfortable chair
Q2) Which of the following is NOT true concerning in vivo desensitization?
A) the individual makes actual contact with the feared stimulus
B) there is not a problem with generalization
C) it does not require a lot of time to implement
D) relaxation training is not always used
Q3) Helen experiences so much anxiety when she is in public that she no longer leaves her house.When the level of anxiety and avoidance behavior severely disrupts an individual's life it is called a(an):
A) conditioned disorder
B) phobia
C) generalized disorder
D) avoidance disorder
Q4) List one advantage and one disadvantage of systematic desensitization. List one advantage and one disadvantage of in vivo desensitization.
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Chapter 25: Cognitive Behavior Modifications
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Q1) Which of the following is not one of the three basic steps in conducting cognitive restructuring?
A)help the client identify the distressing thoughts
B)help the client identify the emotional response,mood,or behavior that follows the distressing thought
C)help the client stop thinking the distressing thoughts and think more rational thoughts
D)help the client accept his or her distressing thoughts.
Q2) ___________________ procedures are designed to teach new cognitive behaviors that are then used to promote other desirable behaviors
A)cognitive behavior
B)cognitive coping skills training
C)cognitive restructuring
D)all of these
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Chapter 25: A: Cognitive Behavior Modifications
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Q1) List the 3 steps in cognitive restructuring.
Q2) Jamey tells herself "good job" when she completes all of her homework at night and is more likely to complete her homework.What is the function of this cognitive behavior? It is a(n)________________ for completing her homework.
Q3) Provide 3 examples of "cognitive distortions."
Q4) Which of the following is true regarding acceptance-based therapies?
A) the client learns to change her thinking to change her negative feelings
B) the client learns to accept her negative feelings because meaningful behavior change is impossible
C) the client learns to guide her own behavior through self talk
D) none of these
Q5) Which of the following is a behavioral definition of cognitive behavior?
A) self-esteem
B) self-confidence
C) self-efficacy
D) none of these
Q6) Cognitive therapy is often used to treat people with depression.
A)True
B)False
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