Instructor’s Manual with Tests and Practicum Exercises for
Martin and Pear
Behavior Modification What It Is and How to Do It Ninth Edition
CONTENTS Part I Thinking Levels
2
Bloom’s Taxonomy: A Modified Form
2
Uses of the Taxonomy
3
Levels of Study Questions in the Text
4
Parts II and III
Answers to Study Questions in the Text
OptionBased Questions
Chapter 1.
Introduction
14
113
Chapter 2.
Areas of Application: An Overview
17
118
Chapter 3.
Getting a Behavior to Occur More Often with Positive Reinforcement
20
121
Chapter 4.
Developing and Maintaining Behavior with Conditioned Reinforcement
24
125
Chapter 5.
Decreasing a Behavior with Extinction
26
127
Chapter 6.
Developing Behavioral Persistence Through the Use of Intermittent Reinforcement
29
130
Chapter 7.
Intermittent Reinforcement to Decrease Behavior
34
134
Chapter 8.
Doing the Right Thing at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization
37
136
Chapter 9.
Changing the Control of a Behavior with Fading
41
139
Chapter 10.
Getting a New Behavior to Occur With Shaping
44
142
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Answers to Study Questions in the Text
OptionBased Questions
47
144
Chapter 12. Eliminating Inappropriate Behavior Through Punishment
50
147
Chapter 13.
Establishing Behavior by Escape and Avoidance Conditioning
54
150
Chapter 14.
Procedures Based on Principles of Respondent Conditioning
56
152
Chapter 15.
Respondent and Operant Conditioning Together
61
155
Chapter 16.
Transferring Behavior to New Settings and Making It Last: Generality of Behavior Change
63
157
Chapter 17.
Antecedent Control: Rules and Goals
67
160
Chapter 18.
Antecedent Control: Modeling, Guidance, and Situational Inducement
70
162
Chapter 19.
Antecedent Control: Motivation
72
165
Chapter 20.
Behavioral Assessment: Initial Considerations
75
168
Chapter 21.
Direct Behavioral Assessment: What to Record and How
78
171
Chapter 22.
Doing Research in Behavior Modification
81
174
Chapter 23.
Functional Assessment of the Causes of Problem Behavior
85
177
Chapter 24.
Planning, Applying, and Evaluating a Behavioral Program
88
179
Chapter 25.
Token Economies
91
182
Chapter 26.
Helping an Individual to Develop Self-Control
94
185
Chapter 11.
Getting a New Sequence of Behaviors to Occur with Behavioral Chaining
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Chapter 27.
Cognitive Behavior Therapy, Self-Directed Coping Methods, and ACT
98
189
Chapter 28.
Areas of Clinical Behavior Therapy
102
193
Chapter 29.
Giving It All Some Perspective: A Brief History
106
197
Chapter 30.
Ethical Issues
109
201
Part IV Practicum Exercises 1.
Positive Reinforcement
205
2.
Extinction
207
3.
Schedules of Reinforcement
209
4.
Stimulus Control
211
5.
Escape and Avoidance Conditioning
213
6.
Respondent and Operant Components of Emotions
215
7.
Programming for Generality
217
8.
Rule-Governed Control Over Behavior
219
9.
Short-Cut Tactics with Stimulus Control
221
10.
Behavioral Assessment
223
11.
Planning a Treatment Program
225
12.
Token Reinforcement in a Self-Improvement Program
227
13.
Causes of Problems of Self-Control
229
14.
Task Analysis, Behavioral Progression, and
15.
Mastery Criteria
231
Planning Coping Self-Statements
233
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PREFACE Considering the extensive study aids already incorporated into the text, as well as our own experience in using the first eight editions of the text during the past 31 years, we believe that the most helpful additional material we can give an instructor is our detailed answer key to all of the study questions in the text, including the study questions on the Notes & Extended Discussion (N&ED) sections. Having such an answer key available can be a tremendous time-saver for instructors and can greatly facilitate accurate and consistent grading by teaching assistants. This manual, therefore, contains answers to all of the study questions. The form of the suggested answers varies somewhat according to the type of question asked. As mentioned in the Preface to the text itself, the N&ED sections contain information that might be used by instructors as springboards for lecture material. Our suggested answers to the study questions on the N&ED sections, besides being helpful to course graders, may also prove useful to instructors when elaborating or expanding on the material in the N&ED sections. For instructors who wish to use option-based questions, a pool of multiple-choice and true/false questions has been provided on a chapter-by-chapter basis. The multiple-choice and true/false questions were chosen so as to be closely related to the material contained in the answers to the study questions. This was a deliberate tactic so that students who master the textual material by learning answers to the study questions will perform well on the multiplechoice and true/false questions. These questions were prepared by Nickie Martin, Brunata Smyk, Nicole Duy, and Garry Martin. Included in the Instructor’s Manual are fifteen in-class practica or mini-lab exercises that have been developed and field tested. Each exercise is designed to be completed by a group of two or three students during a regularly scheduled class. After students have studied and been examined on relevant chapters, completion of a practicum helps them learn to talk about and apply behavior modification principles. Feedback from students indicates that the exercises constitute an excellent teaching tool. Also in this edition of the Instructor’s Resource Manual is a section on the Thinking Levels required by the Study Questions in the text. The information in this section is based on research carried out by Joseph Pear using the Study Questions in a Computer-Aided Personalized System of Instruction approach (see www.capsi.org). As mentioned in this section, there are a number of uses instructors can make of this information. Garry Martin and Joseph Pear
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