Applied Behavior Analysis for Teachers, 10th edition Paul A Alberto Test Bank

Type:

Test Bank

Resource:

Applied Behavior Analysis for Teachers

Edition:

10th Edition

Author(s):

Paul A. Alberto Anne C. Troutman Judah Axe

Table of Contents Chapter 1: Roots of Applied Behavior Analysis

1

Learning Outcome Quizzes

1

Application Exercises

14

Test Items

18

Test Answer Key

25

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

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Chapter 1: Roots of Applied Behavior Analysis Chapter 1 Learning Outcome Quizzes Learning Outcome 1.1: Describe the limitations and potential usefulness of biophysical and biochemical explanations.

[Q1] Which of the following is an example of a biophysical explanation of behavior?

1. Christopher engages in problem behavior due to a history of reinforcement.

2. Christopher engages in problem behavior because he lacks intrinsic motivation to work.

3. Christopher engages in problem behavior because he has failed to progress past the oral stage.

4. Christopher engages in problem behavior because of his genetic condition. [correct] [Feedback for Answer Choice 1] This explanation is aligned with a behavior analytic view.

[Feedback for Answer Choice 2] This explanation is aligned with a cognitive view.

[Feedback for Answer Choice 3] This explanation is aligned with a psychoanalytic view.

[Feedback for Correct Answer 4] This explanation suggests that an individual’s genes will largely dictate how their behavior is expressed, consistent with a biophysical view.

[Q2] Which of the following is an example of a biochemical explanation of behavior?

1. Riley’s learning challenges are due to her diagnosis.

2. Riley’s learning challenges are due to low levels of dopamine in her brain. [correct] 3. Riley’s parents had challenges learning, so it is hereditary.

4. Riley’s learning challenges are due to immature thought patterns.

[Feedback for Answer Choice 1] This explanation is aligned with the biophysical view.

[Feedback for Correct Answer 2] This explanation suggests that Riley’s brain functioning accounts for her behavior, consistent with the biochemical view.

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[Feedback for Answer Choice 3] This explanation is aligned with the biophysical view.

[Feedback for Answer Choice 4] This explanation is aligned with the developmental view.

[Q3] Which of the following is a strength of the biophysical and biochemical views of behavior?

1. Knowing an individual’s diagnosis will help predict their behavior.

2. Using genetics to explain behavior is parsimonious.

3. Certain genetic and psychological conditions can be tested. [correct] 4. Understanding the role of the brain in controlling behavior leads to immediate solutions for students.

[Feedback for Answer Choice 1] One’s diagnosis cannot accurately predict future behavior.

[Feedback for Answer Choice 2] One’s genes cannot accurately predict future behavior.

[Feedback for Correct Answer 3] This is a strength of this view, as this allows for verification of particular disorders and conditions. However, verifying their presence does not suggest they can accurately predict behavior.

[Feedback for Answer Choice 4] Teachers cannot manipulate or change student brains directly.

[Q4] Dr. Shallowford is a school psychologist conducting an assessment with a new student, Reggie. Dr. Shallowford gets a family history from Reggie’s parents and reads a psychological evaluation completed several years ago for Reggie. When Dr. Shallowford reads the report, he notes that Reggie was identified as at-risk for developing autism spectrum disorder. When observing Reggie, he notes that Reggie engages in frequent lining of objects and repetitive hand movements. Dr. Shallowford concludes that these behaviors must be due to differences in Reggie’s serotonin and dopamine levels, related to autism. Dr. Shallowford is aligned with which view of behavior?

1. Biochemical [correct] 2. Biophysical 3. Genetic 2 ..

4. Hereditary [Feedback for Correct Answer 1] Dr. Shallowford is assuming that brain chemistry is influencing the occurrence of Reggie’s behavior, consistent with a biochemical view.

[Feedback for Answer Choice 2] This example does not specifically feature genetic or hereditary factors, more consistent with the biophysical view.

[Feedback for Answer Choice 3] This example does not specifically include a relationship between genes and behavior.

[Feedback for Answer Choice 4] This example does not specifically mention the heritability of Reggie’s behaviors, nor his diagnosis.

Learning Outcome 1.2: State what can be learned from developmental explanations.

[Q1] Which of the following is an example of a psychoanalytic explanation of behavior?

1. George engages in problem behavior because of his inherited condition.

2. George engages in problem behavior because he has fixated on a particular stage. [correct] 3. George engages in problem behavior because he has failed to demonstrate concrete operations.

4. George engages in problem behavior because of a faulty thought pattern.

[Feedback for Answer Choice 1] This explanation is aligned with a biophysical view.

[Feedback for Correct Answer 2] This explanation suggests that failure to progress beyond a particular stage accounts for the observed behaviors, as theorized by Freud.

[Feedback for Answer Choice 3] This explanation is aligned with the developmental view, theorized by Piaget.

[Feedback for Answer Choice 4] This explanation is aligned with a cognitive view.

[Q2] 3 ..

Which of the following is an example of a developmental explanation of behavior?

1. Kathryn’s learning challenges are due to oral regression.

2. Kathryn’s learning challenges are due to insufficient reinforcement.

3. Kathryn’s learning challenges are due to failure to construct meaning.

4. Kathryn’s learning challenges are due to failure to achieve critical milestones. [correct] [Feedback for Answer Choice 1] This explanation is aligned with the psychoanalytic view.

[Feedback for Answer Choice 2] This explanation is aligned with the behavior analytic view.

[Feedback for Answer Choice 3] This explanation is aligned with the cognitive view.

[Feedback for Correct Answer 4] This explanation suggests that Kathryn’s challenges learning are due to poor progress through Piaget’s stages, consistent with the developmental view.

[Q3] Which of the following is a strength of the developmental view of behavior?

1. Developmental theories can help teachers develop intervention plans for students.

2. Developmental theories can be easily tested.

3. Developmental theories span a wide range of issues related to human development. [correct] 4. Developmental theories are very simple and directly account for behavior.

[Feedback for Answer Choice 1] Developmental theories do not include clear avenues for intervention that can be applied by teachers.

[Feedback for Answer Choice 2] Developmental theories cannot be easily verified.

[Feedback for Correct Answer 3] Developmental theories have been applied to explain a wide range of human behaviors, most positive and negative.

[Feedback for Answer Choice 4]

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Developmental theories explain behavior challenges on the basis of the presence or absence of other behaviors, which suggests the progression or lack of through particular phases/stages. This is not parsimonious.

[Q4] Dr. Shallowford is assessing a student that presents with significant developmental delays. He notes that despite being 9 years of age, the student is demonstrating skills in the early pre-operational stage. Dr. Shallowford recommends that the education team focus on the tasks included in the test, so that in the future the student will pass into the concrete operations stage. This will show the student has caught up developmentally.

What is the problem with this recommendation from an educational standpoint?

1. Fails to teach socially significant behaviors. [correct] 2. Fails to consider genetic conditions.

3. Fails to address oral regression.

4. Fails to address issues of brain chemistry.

[Feedback for Correct Answer 1] This plan will have the team “teach to the test” so that the student appears to progress to a later developmental stage, but does not actually address behaviors that are meaningful for the student.

[Feedback for Answer Choice 2] This plan does not address genetic conditions, but these do not carry strong predictive value for the purposes of education.

[Feedback for Answer Choice 3] This plan does not address oral regression, but this conceptualization of behavior does not carry strong predictive value for the purposes of education.

[Feedback for Answer Choice 4] This plan does not address brain chemistry, but brain chemistry is outside the range of issues a teacher would address for the purposes of education.

Learning Outcome 1.3: Explain the limitations of cognitive explanations of behavior.

[Q1] Which of the following is an example of a cognitive view of behavior?

1. Ann engages in off-task behavior due to setting events influencing motivation to escape tasks.

2. Ann engages in off-task behavior due to regression to the anal stage.

3. Ann engages in off-task behavior due to lack of intrinsic motivation to understand the topic. [correct] 5 ..

4. Ann engages in off-task behavior due to imbalanced neurotransmitters influencing brain chemistry.

[Feedback for Answer Choice 1] This explanation is aligned with a behavior analytic view.

[Feedback for Answer Choice 2] This explanation is aligned with a psychoanalytic view.

[Feedback for Correct Answer 3] This explanation suggests that intrinsic motivation, unique to the student and found internally, is the source of the problem. This is consistent with a cognitive view.

[Feedback for Answer Choice 4] This explanation is aligned with the biochemical view.

[Q2] Which of the following is an example of a cognitive view of behavior?

1. Jonathan is struggling in math class because he has not progressed to the preoperations stage.

2. Jonathan is struggling in math because he is not recognizing patterns and applying them to the activity. [correct] 3. Jonathan is struggling in math because his parents both struggled with math.

4. Jonathan is struggling in math because the operation symbols are not discriminative stimuli.

[Feedback for Answer Choice 1] This explanation is aligned with the developmental view.

[Feedback for Correct Answer 2] This explanation suggests that Jonathan is not engaging in mental operations that should lead to deep understanding of math, consistent with the cognitive view.

[Feedback for Answer Choice 3] This explanation is consistent with the biophysical view.

[Feedback for Answer Choice 4] This explanation is aligned with a behavior analytic view.

[Q3] Which of the following is a strength of the cognitive view of behavior?

1. The cognitive view can be applied to virtually any type of behavior. [correct] 6 ..

2. The cognitive view relies on easily observable events, making it easily testable.

3. The cognitive view is deeply invested in predicting the outcomes of learning.

4. The cognitive view takes a student-led approach to learning, which is helpful for students with disabilities.

[Feedback for Correct Answer 1] Cognitive explanations of behavior can be used to account for any behavior; however, this does not suggest they can be tested or proven.

[Feedback for Answer Choice 2] Cognitive explanations involve the mental activities of students, making them impossible to directly test.

[Feedback for Answer Choice 3] Cognitive theorists do not value the prediction of student behavior, as each student should create their own learning.

[Feedback for Answer Choice 4] Student-led learning is problematic for learners with disabilities as they often require more support, rather than less, to make meaningful progress.

[Q4] Dr. Shallowford is observing a student, Donald, in his inclusive preschool setting.

Donald plays on his own, repetitively lining up blocks then putting them back into containers. Donald engages in tantrums if other students disrupt or touch his blocks.

Donald’s teacher is concerned that these behaviors resemble the restricted and rigid interests of a child with autism spectrum disorder. She wants to introduce new activities and teach Donald to engage with them. After he tries the new activity briefly, he can play with his blocks. How would Dr. Shallowford, who takes a cognitive view on education, respond to this suggestion?

1. “Hmmmm, I think this behavior is consistent with being anal-retentive. We should refer him to a specialist.”

2. “Wonderful idea! Let’s gradually increase the time requirement for the new activities to shape the behaviors.”

3. “We should let Donald construct his own educational experience. If he is intrinsically motivated to play with blocks, we should allow him to do so.” [correct] 4. “Well, if Donald has autism spectrum disorder, it is genetic. You and I cannot change his genes, so we should probably consider a more restrictive placement.”

[Feedback for Answer Choice 1] This response is consistent with a psychoanalytic view.

[Feedback for Answer Choice 2] 7 ..

This response is consistent with a behavior analytic view.

[Feedback for Correct Answer 3] This response corresponds with values related to self-directed education with the teacher facilitating the experience indirectly, consistent with a cognitive view.

[Feedback for Answer Choice 4] This response is consistent with a biophysical view.

Learning Outcome 1.4: Describe the usefulness of behavioral explanations and define positive reinforcement, negative reinforcement, punishment, extinction, and antecedent control.

[Q1] Which of the following is an example of a behavior analytic explanation of behavior?

1. Emily engages in problem behavior because it is consistent with her diagnosis.

2. Emily engages in problem behavior because of unresolved childhood conflicts, which have led to oral fixation.

3. Emily engages in problem behavior because it has been reinforced with attention. [correct] 4. Emily engages in problem behavior because she has a traumatic brain injury.

[Feedback for Answer Choice 1] This is circular reasoning, and consistent with a biophysical view.

[Feedback for Answer Choice 2] This explanation is consistent with a psychoanalytic view.

[Feedback for Correct Answer 3] This explanation suggests that past instances of positive reinforcement can account for present behavior, consistent with a behavior analytic view.

[Feedback for Answer Choice 4] This explanation is consistent with a biochemical view, indicating the role of brain functioning in controlling behavior.

[Q2] Which of the following is an example of a behavior analytic explanation of behavior?

1. Amelia does not often raise her hand because she has failed to progress to an operations stage.

2. Amelia does not often raise her hand because she is rarely called on, leading to extinction of the behavior. [correct] 8 ..

3. Amelia does not often raise her hand because she is not intrinsically motivated by this topic.

4. Amelia does not often raise her hand because she has failed to construct meaning in the task.

[Feedback for Answer Choice 1] This explanation is consistent with a developmental view.

[Feedback for Correct Answer 2] This explanation suggests that the lack of reinforcement may account for the lack of behavior, consistent with a behavior analytic view.

[Feedback for Answer Choice 3] This explanation is consistent with a cognitive view, valuing intrinsic motivation.

[Feedback for Answer Choice 4] This explanation is consistent with a cognitive view, valuing internally constructed meaning.

[Q3] Which of the following is true about behavior analysis?

1. Behavior analysis relies on observable, measurable events that are systematically manipulated to produce a predictable outcome, making it both testable and predictable. [correct] 2. Behavior analysis was developed with a set of principles originally demonstrated with animals, making it of little value for understanding human behavior.

3. Behavior analysis relies fundamentally on only a couple of concepts, making it too simple to account for complex human behavior.

4. Behavior analysis relies on in-depth analysis of early life events so that early childhood events can be incorporated to understand present-day concerns.

[Feedback for Correct Answer 1] Behavior analysis relies exclusively on events that can be measured and events that can be manipulated. If the relationship between the event and the target behavior cannot be tested, a behavior analyst would likely not place value in this account and instead work to identify a testable hypothesis.

[Feedback for Answer Choice 2] This is a common objection to behavior analysis, but it is not grounded in fact. Behavior analysis has been applied to address many socially significant human behaviors.

[Feedback for Answer Choice 3] 9 ..

This is a common objection to behavior analysis, but it is not grounded in fact. Behavior analysis has been applied to teach complex skills and even address the behaviors of entire organizations.

[Feedback for Answer Choice 4] Behavior analysis is most focused on events in the present environment.

[Q4] Dr. Shallowford has been referred to assess a student’s anti-social behaviors. During recess, he notices that the student, Erica, will often approach and initiate appropriately with a peer, but the peer does not respond. When the peer does not respond, Erica teases and calls the peer rude names. Which recommendation would Dr. Shallowford, a behavior analyst, be most likely to make to help Erica?

1. Erica should receive medication to correct a neurochemical imbalance, causing her anti-social behavior.

2. Erica should be separated from her peers, as her behavior is attributed to a genetic condition and cannot be changed.

3. Erica should be in therapy to talk about her early childhood experiences, which may have led to regression.

4. Erica’s peers should be coached to provide positive reinforcement following an appropriate initiation. [correct] [Feedback for Answer Choice 1] This recommendation would be consistent with a biochemical view of behavior.

[Feedback for Answer Choice 2] This recommendation would be consistent with a biophysical view of behavior.

[Feedback for Answer Choice 3] This recommendation would be consistent with a developmental view of behavior.

[Feedback for Correct Answer 4] This recommendation to use reinforcement to increase a positive behavior, which may also lead to a decrease in an undesirable behavior, is consistent with behavior analysis.

Learning Outcome 1.5: Describe the origins of a behavioral explanation for behavior.

[Q1] A neutral stimulus is paired with electric shock and the subject’s heart rate goes up.

Eventually, only the neutral stimulus is presented and the subject’s heart rate still goes up. What process is this?

1. Operant conditioning 10 ..

2. Punishment 3. Negative reinforcement 4. Classical conditioning [correct] [Feedback for Answer Choice 1] In operant conditioning, behavior is modified through the delivery of consequences.

[Feedback for Answer Choice 2] Punishment leads to the decrease of a target behavior.

[Feedback for Answer Choice 3] Negative reinforcement relates to the removal of undesired stimuli to increase a behavior.

[Feedback for Correct Answer 4] The shock is an unconditioned stimulus, and the heart rate increase is an unconditioned response. The neutral stimulus becomes a conditioned stimulus, and the heart rate increase a conditioned response. This is consistent with classical conditioning.

[Q2] Which of the following is an example of respondent behavior?

1. Crying when told “no” 2. Blinking when air is blown into the eye [correct] 3. Taking medicine to alleviate pain 4. Pressing a button when a tone is presented [Feedback for Answer Choice 1] This pattern of behavior requires learning, suggesting it is an operant behavior.

[Feedback for Correct Answer 2] This is a reflexive or unlearned behavior under control of an antecedent, consistent with respondent behavior.

[Feedback for Answer Choice 3] Taking medicine had to be learned through operant conditioning.

[Feedback for Answer Choice 4] Pressing a button is a learned behavior, taught through operant conditioning.

[Q3] Which of the following is an example of operant conditioning?

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1. Pigeons pecking the green key, then food is provided. [correct] 2. Pigeons pecking food when they are hungry.

3. Rats drinking water when thirsty.

4. Rats running in a maze.

[Feedback for Correct Answer 1] In this example, a positive reinforcer is delivered following a behavior, consistent with operant conditioning.

[Feedback for Answer Choice 2] This is an example of operant behavior, but manipulations of the behavior are not included.

[Feedback for Answer Choice 3] This is an example of operant behavior, but manipulations of the behavior are not included.

[Feedback for Answer Choice 4] This is an example of operant behavior, but manipulations of the behavior are not included.

[Q4] Which is consistent with applied behavior analysis?

1. Rejection of all behavior unless it can be seen, to the point of denying the existence of silent thought or emotions.

2. Conditioning initially natural responses to stimuli to come under control of new elicitors.

3. Behaviors that are associated with one context will occur again when the context reoccurs.

4. Applying behavioral principles to treat behaviors of social significance. [correct] [Feedback for Answer Choice 1] This is consistent with Watson’s behaviorism.

[Feedback for Answer Choice 2] This is consistent with Pavlovian respondent conditioning.

[Feedback for Answer Choice 3] This is consistent with Thorndike’s work on lawful behavior.

[Feedback for Correct Answer 4]

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Applied behavior analysis has an explicit focus to study behaviors that may make a difference for the person, not behaviors that are easy or interesting to study.

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Chapter 1 Application Exercises Chapter 1: Roots of Applied Behavior Analysis Application Exercise 1.1: Unpacking Piaget’s Phases Learning Outcome 1.2: State what can be learned from developmental explanations.

[Q1] Use Pearson eText Video Example 1.2 to answer the following question. Ms. Wilkins just came back from a conference on developmental approaches to education. She is very excited to start testing her students on some of these tasks to see how they perform. She believes that knowing what stage each child is in may help her plan her educational goals for each student. How would you explain to her the potential problems with this approach to education? Consider verifiability, predictive ability, and parsimony in your answer.

[Q1 Model Response] I would explain that it has actually never been strongly, consistently verified that all children progress through these phases in this exact sequence. I would also suggest that even if a student is in a particular phase, that has very little strength in predicting their future progress. And finally, I would suggest that identifying the child’s developmental phase is not the most direct way to address problematic behaviors that are influencing their access to education.

[Q2] Use Pearson eText Video Example 1.2 to answer the following question. Ms. Wilkins just came back from a conference on developmental approaches to education. She is very excited to start teaching her students to respond correctly to some of the tasks related to egocentrism, centration, transformation, and irreversibility. When you ask her why she is planning to do this, what might her explanation be? Consider from the developmental perspective what mastery of these tasks suggests in your answer.

[Q2 Model Response] Ms. Wilkins might say that passing these tasks would suggest her students have learned to think in a more sophisticated manner and that passage of these tests would suggest they are now at a greater developmental level.

[Q3] Use Pearson eText Video Example 1.2 to answer the following question. Ms. Wilkins just came back from a conference on developmental approaches to education. She is very excited to start teaching her students to respond correctly to some of the tasks related to egocentrism, centration, transformation, and irreversibility. When you talk to her about how she intends to teach these skills, she mentions that she will present the 14 ..

task, prompt the desired response, and provide a desired item or activity for correct performance. She will take data to closely monitor progress and make changes as needed for the individual student. How might you explain to Ms. Wilkins that she is actually using an applied behavior analysis approach to her teaching? Draw parallels from her procedures to the applied behavior analysis procedures noted in this chapter.

[Q3 Model Response] I would explain to Ms. Wilkins that when she is presenting the task and prompting the response, she is developing antecedent control over a desired behavior. By providing a desired item or activity, she is providing positive reinforcement. Finally, by defining and measuring the target behaviors she is focusing on observable events, which is a foundation of behavior analysis.

Application Exercise 1.2: Breaking Down the Constructivist Approach Learning Outcome 1.3: Explain the limitations of cognitive explanations of behavior.

[Q1] Use Pearson eText Video Example 1.3 to answer the following question. Your colleague, Mr. Carson, observed in your classroom this week as part of a peer learning program. Mr. Carson was highly critical of the manner in which you stated clear objectives for each activity, taught to those objectives, and evaluated specific behaviors with respect to those objectives. Knowing Mr. Carson takes a very strong constructivist view on learning, why do you think he disapproves of these aspects of your classroom?

Link foundational elements of the constructivist view to your answer.

[Q1 Model Response] Mr. Carson has the view that each student should make their own learning experience.

He does not believe that their learning can be evaluated with a measure of observable behavior, as it is their own internal understanding that is changed through education.

Mr. Carson does not believe the educator should direct learning explicitly.

[Q2] Use Pearson eText Video Example 1.3 to answer the following question. Your colleague, Mr. Carson, observed in your classroom this week as part of a peer learning program. Mr. Carson was highly critical of the manner in which you use token reinforcement and behavior management systems in your classroom. Knowing Mr. Carson takes a very strong constructivist view on learning, why do you think he disapproves of these aspects of your classroom? Link foundational elements of the constructivist view to your answer.

[Q2 Model Response]

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Mr. Carson believes that motivation to learn should be internal, not arranged by the teacher. When students are internally motivated, he thinks they will have no reason to engage in problematic behavior.

[Q3] Use Pearson eText Video Example 1.3 to answer the following question. You have the opportunity to observe your colleague, Mr. Carson, in his classroom. You notice that throughout the day students have the opportunities to make many choices and engage in preferred activities. If they are misbehaving, they are asked to step away from the activity until they are calm. When students are engaged appropriately in learning tasks, Mr. Carson provides them positive affirmation and recognition for their efforts. At the end of the observation, you tell Mr. Carson, “Friend, you are a behavior analyst after all!” What elements of Mr. Carson’s classroom align with some of the behavior analytic concepts described in this chapter?

[Q3 Model Response] Mr. Carson is arranging contexts that will be motivating for many students. They have access to reinforcing activities when on task, which is a form of positive reinforcement.

When they are off task, they experience a removal of positive reinforcement, which is a form of punishment. When students are on-task, they experience attention and affirmation from the teacher, another form of positive reinforcement.

Application Exercise 1.3: Applying a Behavior Analytic Approach Learning Outcome 1.4: Describe the usefulness of behavioral explanations and define positive reinforcement, negative reinforcement, punishment, extinction, and antecedent control.

[Q1] You have a new student in your classroom, Raphael, who has a diagnosis of emotional disturbance, among other challenges. His education records suggest that he has engaged in outbursts of behavior that have put himself and others in danger. What assumptions might an educator with a biophysical or biochemical orientation make about Raphael?

[Q1 Model Response] They might assume that Raphael’s behavior is due to his diagnosis and that these factors are largely predetermined, outside of an educator’s ability to influence.

[Q2] You have a new student in your classroom, Raphael, who has a diagnosis of emotional disturbance, among other challenges. His education records suggest that he has engaged in outbursts of behavior that have put himself and others in danger. You note that in Raphael’s prior classroom that was based on a constructivist approach, he seemed to engage in these behaviors during unstructured activities that Raphael has said are hard for him. His prior teacher would send him out of class to sit with the school 16 ..

psychologist until the activity was over. In the office with the school psychologist, you learn that she and Raphael would talk together during these appointments and she would usually end the conversation with a trip to the snack machine, as he would complain of hunger. Applying a behavior analysis lens, what patterns do you notice about these events and how they may relate to Raphael’s behavior problems? Relate them back to the concepts of positive and negative reinforcement.

[Q2 Model Response] Raphael is accessing negative reinforcement by escaping hard tasks he does not like.

Raphael is accessing positive reinforcement by accessing one-on-one attention from the psychologist and a snack from the machine. These events may be increasing the future likelihood of the problem behaviors.

[Q3] You have a new student in your classroom, Raphael, who has a diagnosis of emotional disturbance, among other challenges. His education records suggest that he has engaged in outbursts of behavior that have put himself and others in danger. As he enters your classroom, what will be your task as an educator applying behavior analysis to help Raphael succeed? Focus on the “big picture,” not specific practices.

[Q3 Model Response] My task will be to develop a description of Raphael’s behavior and the environmental events that are influencing his behavior. Once I understand these events, I can change the environment to promote safer behavior.

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Chapter 1 Test Items True-False Questions 1-1.

Developmental theories verify and prove that inappropriate and maladaptive behavior can be explained by a failure to reach or pass a particular stage.

1-2.

Certain genetic characteristics may increase the probability of certain behavioral characteristics.

1-3.

According to the psychoanalytic theory, most people fixate at a certain stage thus becoming overeaters, smokers, verbally abusive, and/or anal-retentive.

1-4.

Gestalt psychology’s emphasizes humans imposing structure on their environment and seeing relationships rather than individual objects or events as separate entities.

1-5.

John Watson first distinguished operant from respondent conditioning.

1-6.

A parsimonious explanation of behavior includes explanations distant from observed behavior and its relationship to the environment.

1-7.

The Gestalt psychology cognitive explanation for behavior meets the criterion of inclusiveness, predictive utility, and parsimony for explaining behavior.

1-8.

Biophysical explanations of behavior include theories based on genetic or hereditary factors.

1-9.

Freud’s Psychoanalytic Theory provides a strong cognitive explanation of behavior.

1-10. Developmental theories are difficult to verify and prove that the causes of behavior may be attributed to passage through a certain developmental stage.

1-11. Gestalt psychology emphasizes that learning is a process of imposing structure on perceived information.

1-12. Reflexive behaviors that are not under voluntary control are associated with operant conditioning.

1-13. Behaviors that are voluntary in nature rather than reflexive are usually associated with operant conditioning.

1-14. Applied behavior analysis may be defined as the process of applying behavioral principles to improve behaviors while simultaneously evaluating whether noted changes may be attributed to the application of those principles.

Multiple Choice Questions 1-15. In explaining behavior, a useful theory must be: a. inclusive and justifiable b. inclusive, verifiable, and justifiable c. verifiable, exclusive, and predictable d. inclusive, verifiable, have predictive utility, and be parsimonious 18 ..

1-16. Information concerning a child's brain damage: a. can be useful in the teacher's selection of behavior management techniques b. helps teachers determine what a student can achieve c. can cause teachers to have low expectations of students and give them excuses not to teach d. none of the above 1-17. A genuine scientific explanation must: a. be inclusive of all behaviors b. predict one behavior to the exclusion of all other behaviors c. a and b d. none of the above 1-18. A relationship among events in which the rate of a behavior’s occurrence increases when an aversive environmental condition is removed is: a. differential reinforcement b. reinforcement c. positive reinforcement d. negative reinforcement 1-19. To the behaviorist, punishment occurs only when: a. the preceding behavior decreases b. the preceding behavior increases c. both a and b d. neither a or b 1-20. The focus of the behavioral approach is: a. observing and predicting b. facilitating behavior change c. recording and verifying aberrant behaviors d. all of the above 1-21. Pairing stimuli so that an unconditioned stimulus elicits a response is known as all the following EXCEPT: a. Pavlovian b. classical c. respondent conditioning d. shaping 1-22. “Jack can’t learn because he has Down syndrome” is an example of what explanation of behavior? a. biophysical explanation b. developmental explanation 19 ..

c. cognitive explanation d. behavioral explanation 1-23. An antecedent stimulus is: a. an event occurring before the behavior is performed b. an event occurring after the behavior is performed c. a and b d. none of the above 1-24. To qualify as a behavior, something must be: a. observable b. quantifiable c. a and b d. none of the above 1-25. Behaviorists are LEAST concerned with the following: a. functional relation b. observable behaviors c. present events d. genetic conditions 1-26. For an explanation of behavior to be “verifiable” it must a. account for a substantial quantity of behavior b. provide reliable answers about what people are likely to do under certain circumstances c. provide the simplest explanation d. be testable 1-27. Operant conditioning deals with a. emotional b. trained c. reflexive d. voluntary

behaviors.

1-28. When a previously reinforced behavior is no longer reinforced and its rate of occurrence decreases, what behavioral principle is being used? a. Punishment b. Positive Reinforcement c. Positive Punishment d. Extinction 1-29. When a student is given a pleasant consequence to a behavior and it results in an increase in the behavior’s rate of occurrence, what behavioral principle is being used?

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a. Negative Reinforcement b. Positive Reinforcement c. Punishment d. Stimulus control 1-30. An event is described as behavior decreases. a. Negative Reinforcement b. Positive Reinforcement c. Shaping d. Punishment

if the rate of occurrence of a preceding

1-31. What is known as a “demonstration of behavior”? a. Modeling b. Shaping c. Positive Reinforcement d. Operant Conditioning 1-32. The behavior principle that describes a relationship between behavior and an antecedent stimulus rather than behavior and its consequences are known as: a. Stimulus control b. Respondent conditioning c. The Law of Effect d. Principle of Parsimony 1-33. For an explanation of behavior to have predictive utility it must: a. account for a substantial quantity of behavior b. be testable c. provide the simplest explanation d. provide reliable answers about what people are likely to do under certain circumstances 1-34. The Law of Effect is associated with what behavioral principle? a. Reinforcement b. Extinction c. Punishment d. Antecedent prompting 1-35. For an explanation of behavior to be parsimonious, it must: a. account for a substantial quantity of behavior b. be testable c. provide the simplest explanation

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d. provide reliable answers about what people are likely to do under certain circumstances 1-36. Who is associated or responsible for the use of the term “behaviorism?” a. Skinner b. Watson c. Darwin d. Pavlov 1-37.

conditioning deals with behaviors that are voluntary rather than reflexive. a. Operant b. Respondent c. Reflexive d. Overactive

1-38. What is the major purpose of applied behavior analysis? a. to provide a process of systematically applying specific principles to facilitate behavior change b. to provide a systematic means of determining whether changes in behavior may be attributed to the application of behavioral principles. c. none of the above d. both a and b 1-39. John was scheduled to take a spelling test each Friday. His mother told him if he received 90% correct or better for three out of four spelling tests, he would get to buy a new video game. His mother was employing which of the following behavioral techniques? a. Punishment b. Negative Reinforcement c. Shaping d. Positive Reinforcement 1-40. Which of the following is attributed with the Stage Theory of Development? a. Jean Piaget b. Sigmund Freud c. Ivan Pavlov d. B. F. Skinner 1-41. Ms. Sims was having difficulty getting Tia to sit during morning circle. She decided that she would reinforce Tia’s attempts to sit during circle time. She began by reinforcing Tia when she was standing next to her chair, then when she had one knee on her chair. She continued this process until Tia remained seated during morning circle time. Ms. Sims employed which the following behavioral techniques?

22 ..

a. modeling b. shaping c. positive reinforcement d. negative reinforcement 1-42. Operant behaviors are are by stimuli. a. elicited, occasioned b. emitted, elicited c. occasioned, emitted d. none of the above

voluntarily, whereas respondent behaviors

1-43. Circumstances which temporarily alter the power of a reinforcer are known as . a. models b. negative reinforcers c. motivating operations d. positive reinforcers 1-44. Theorists who explain human behavior based on physical influences employ which of the following explanations? a. cognitive b. biophysical c. cognitive d. behavioral 1-45. Which of the following theorists is credited with classical conditioning? a. B. F. Skinner b. Jean Piaget c. Ivan Pavlov d. none of the above 1-46.

is the process of using successive approximations to teach a new behavior or skill. a. Stimulus control b. Shaping c. Modeling d. Generalization

Short Answer Questions 1-47. What is meant by extinguishing a behavior?

1-48. What is meant by a functional relation?

1-49. What is meant by stimulus control?

23 ..

1-50. Define and give an example of modeling.

Essay Questions 1-51. As a behaviorist working in a school of teachers who believe very strongly in developmental theory, how would you convince them that a behavioral approach may be more appropriate for some of their students?

1-52. Based on the criteria set forth by the usefulness explanation of human behavior (inclusiveness, verifiability, predictive utility, and parsimony) compare and contrast behaviorism with one of the following proposed explanations of human behavior: biophysical, developmental, or cognitive.

1-53. Define and differentiate between positive reinforcement, negative reinforcement, and punishment. Give an example of each.

1-54. List and discuss the contributions put forth by three behaviorists and explain how their contributions furthered the field of behaviorism.

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Chapter 1 Test Answer Key ANSWER KEY: True-False 1-1.

False

1-2.

True

1-3.

True

1-4.

True

1-5.

False

1-6.

False

1-7.

False

1-8.

True

1-9.

False

1-10. True 1-11. True 1-12. False 1-13. True 1-14. True Multiple Choice 1-15. D 1-16. D 1-17. C 1-18. D 1-19. A 1-20. D 1-21. D 1-22. A 1-23. A 1-24. C 1-25. D 1-26. D 1-27. D 1-28. D 1-29. B 25 ..

1-30. D 1-31. A 1-32. A 1-33. D 1-34. A 1-35. C 1-36. B 1-37. A 1-38. B 1-39. D 1-40. A 1-41. B 1-42. B 1-43. C 1-44. B 1-45. C 1-46. B Short Answer Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

1-47. Extinguishing a behavior means to no longer provide reinforcement for a behavior that previously was reinforced and as a result the rate of the occurrence of the behavior is reduced.

1-48. A functional relation occurs when an environmental variable has repeatable, verifiable effect upon a target behavior.

1-49. Stimulus control is the relation between an antecedent and a behavior which causes or occasions a behavior to occur.

1-50. Modeling is demonstration of a behavior. Example: A teacher walks a student through solving a math problem by completing each step of the problem-solving process while talking through each step.

Essay Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

26 ..

1-51. The developmental theory focuses on where a student may function within a developmental sequence, but does not provide any information for changing the behavior or moving the student through the developmental sequence. However, the behavioral theory focuses on using behavioral principles to change a behavior while establishing a functional relation.

1-52. See table below.

Theoretical Explanation

Inclusivenes s

Verifiability

Predictive Utility

Parsimony

(Fair) Focus on observable and quantifiable behaviors but also have examined more complex behaviors such as verbal language.

(Good) Behaviorist suggests a theory and then attempt to verify the theory through experimental investigation.

(Good) Focus is on behavior change with clear explanation on the process for behavior change.

(Good) Behavior is described in terms of observable, verifiable, and functional relation.

Biophysical/Biochemic (Poor) While al some behaviors can be explained through this theoretical explanation, only a small part of human behavior can be explained through this approach.

(Fair) Some explanations verifiable (e.g., Down Syndrome can be verified by examining chromosomes ).

(Poor) Evidence of a biophysical or biochemical disorder does not automaticall y mean a particular behavior will always be present.

(Poor) Not always parsimonious and may provide teachers with an excuse not to teach.

(Poor) Although can verify certain behaviors at particular ages, does

(Fair) While predicting some behaviors, does not predict or

(Poor) Not the most parsimonious explanation.

The simplest explanation

Behavioral

Developmental

(Good) Inclusive and explains human behavior.

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Theoretical Explanation

Inclusivenes s

Verifiability not prove a causal relationship.

Cognitive

(Good) Accounts for most of human behavior, including social and intellectual behaviors.

(Poor) All processes take place internally and provide no way to confirm existence.

Predictive Utility explain all behaviors and does not provide information concerning conditions that predict an individual’s behavior in a specific circumstanc e.

(Poor) Limited predictive utility. For example, a constructivis t viewpoint is that students construct their own learning which does not provide predictive utility for explaining human behavior.

Parsimony for an individual’s behavior is not always explained by referring to development al stages.

(Poor) Neither intellectual nor social areas are explanations necessary to understandin g or predicting behavior.

1-53. Positive reinforcement: • Definition: A behavior when followed by a consequence increases the likelihood of the rate of occurrence of the behavior.

• Example: Zoe wants to gain her teacher’s attention. When she raises her hand her teacher walks over to Zoe and begins to engage her in conversation, the attention of the teacher upon Zoe raising her hand increases the likelihood that Zoe will raise her hand again to gain her teacher’s attention.

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Negative reinforcement: • Definition: A behavior when followed by the removal of an environmental condition or reduced intensity increases the likelihood of the rate of the occurrence of the behavior.

• Example: John’s mother is constantly nagging him to complete his homework when he gets home from school. John completes his homework and his mother’s nagging stops increasing in the likelihood that he will complete his homework when he gets home from school.

Punishment: • Definition: A behavior when followed by a consequence reduces the likelihood of rate of the occurrence of the behavior • Example: Sara yells out in class. As result of her yelling out during class, she is not allowed to eat lunch with her friends, which results in Sara not yelling out in class.

1-54. Three behaviorists and their contributions to the field: • Ivan Pavlov o Respondent conditioning • Edward Thorndike o Associations between situations and responses o The Law of Effect and Exercise • John Watson o Coined phrase “behaviorism” o Focused on direct observation • B.F. Skinner o Operant conditioning

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Chapter 2 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

0-13-560623-3

ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 2: Responsible Use of Applied Behavior Analysis Procedures

1

Learning Outcome Quizzes

1

Application Exercises

13

Test Items

18

Test Answer Key

24

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

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Chapter 2: Responsible Use of Applied Behavior Analysis Procedures Chapter 2 Learning Outcome Quizzes Learning Outcome 2.1: Describe three factors that lead to concerns about the use of applied behavior analysis procedures.

[Q1] A colleague has some very strong opinions about the practices of behavior modification.

She shares these concerns when she learns that you are interested in applied behavior analysis. She says, “Behavior analysis forces people to change, even when they don’t want to. It has no respect for free will and forces students to do only what the teacher demands.” Which objection to applied behavior analysis is she articulating?

1. Not human-centric 2. Invasive procedures 3. Lack of social acceptability 4. Coercion [correct] [Feedback to Answer Choice 1] This criticism does not refer to use of animal research as a component in developing core principles of behavior analysis.

[Feedback to Answer Choice 2] This criticism does not refer to use of very invasive procedures such as shock or lobotomy (not a procedure from applied behavior analysis).

[Feedback to Answer Choice 3] This criticism does not refer to alleged lack of acceptability by stakeholders.

[Feedback for Correct Answer 4] This criticism is centered on a belief that behavior analysis forces people to change in alignment with someone else’s will or intent. This belief is false, as applied behavior analysis requires careful consideration and consent from the individuals that receive services. Behavior analysis has explicit goals to prevent coercive practices.

[Q2] A colleague has some very strong opinions about the practices of behavior modification.

He shares these concerns when he learns that you are interested in applied behavior analysis. He says, “Behavior analysis does not recognize the inherent value of human beings over other organisms. Behavior analysts study rats and pigeons and think that this is the same as studying a human. Human behavior is so unique and must be considered above all.” Which objection to applied behavior analysis is he articulating?

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1. Not human-centric [correct] 2. Out-of-step with education 3. Lack of prediction 4. Not verifiable [Feedback for Correct Answer 1] This colleague is correctly noting that behavior analysts consider principles of behavior to be lawful and therefore applicable to all behavior, not just human behavior. However, the concern that behavior analysts think human behavior is the same as animal behavior is not founded, as behavior analysts think each organism’s behavior is unique.

[Feedback to Answer Choice 2] This criticism does not refer to alignment with educational practices.

[Feedback to Answer Choice 3] This criticism is false, as behavior analysis relies very heavily on use of past events to predict future events and efforts to confirm or negate those predictions.

[Feedback to Answer Choice 4] This criticism is false, as behavior analysis relies on testable, provable principles of behavior.

[Q3] What is the best response to someone claiming that applied behavior analysis endorses the use of highly invasive procedures such as lobotomies and electric shock?

1. “Applied behavior analysis does not use punishment; you’re confusing A BA with behavior modification.”

2. “Applied behavior analysis only uses these types of procedures when families specifically ask for them.”

3. “Applied behavior analysis works to reduce the need for invasive procedures and relies on use of reinforcement first.” [correct] 4. “B. F. Skinner advocated for these procedures early on, but that was a long time ago and no one uses these practices anymore.”

[Feedback to Answer Choice 1] Applied behavior analysis does use punishment procedures, but considers punishment differently than most of the world. Punishment is any procedure that reduces the future frequency of a behavior.

[Feedback to Answer Choice 2] Applied behavior analysis follows ethical guidelines to have informed consent, which could be provided by a caregiver. But there are also ethical guidelines that require use 2 ..

of effective procedures and use of reinforcement. A behavior analyst would never use an invasive procedure simply because it was requested.

[Feedback for Correct Answer 3] It is the goal of behavior analysis to reduce use of punishment and coercion and has been since the time of B. F. Skinner.

[Feedback to Answer Choice 4] B. F. Skinner strongly opposed use of corporal punishment and advocated for a society driven by positive reinforcement.

[Q4] What is the best response to someone claiming that applied behavior analysis does not believe in free will and thinks all behavior has already been determined?

1. “Applied behavior analysis does assert that behavior is reciprocally influenced by the environment but is intended to increase choices and not diminish them.” [correct] 2. “Applied behavior analysis is aimed at changing behavior for the better, so the will of the individual is irrelevant and the outcomes already determined.”

3. “Applied behavior analysis considers behavior determined, so you and I were destined to have this conversation and the outcome has been preset.”

4. “Applied behavior analysis does assert that behavior is reciprocally influenced by the environment and is intended to help people make the choices society considers the best.”

[Feedback for Correct Answer 1] This response reflects the position that the environment influences behavior and behavior influences the environment. It’s an ongoing cycle. This position also reflects the goals of ABA to increase choices for individuals, essentially increasing their freedom.

[Feedback to Answer Choice 2] This response incorrectly suggests “predestiny,” as if all actions were already set and the future was knowable. Behavior analysts also do not view the will of an individual as irrelevant, as their freedom to choose is central.

[Feedback to Answer Choice 3] This response incorrectly suggests “predestiny,” as if all actions were already set and the future was knowable. Each action changes the environment and this environment changes future behavior, making this response incorrect.

[Feedback to Answer Choice 4] This response reflects the position that the environment influences behavior and behavior influences the environment, it’s an ongoing cycle. However, behavior analysts 3 ..

are aware of society’s rules and regulations but not under obligation to force individuals to align with the norms of society.

Learning Outcome 2.2: List the criteria for verifying that procedures for behavior change are being ethically implemented.

[Q1] Mrs. Cooper is working with a new behavior analyst in her classroom for children with mild disabilities. The behavior analyst has developed a new reading intervention she is very eager to try out with Izzy, a student with dyslexia. Mrs. Cooper asks the behavior analyst about her experiences working with students with dyslexia and the behavior analyst responds, “It’s all behavior, teaching reading with one student is the same as another.” Which ethical code does this behavior analyst need to review?

1. Responsibilities to client 2. Behavior change programs 3. Responsible conduct of behavior analysts [correct] 4. Assessing behavior [Feedback to Answer Choice 1] Client welfare and consent was not indicated as a concern in this scenario.

[Feedback to Answer Choice 2] The appropriateness and efficacy of the program for Izzy was not indicated in this scenario.

[Feedback for Correct Answer 3] The behavior analyst is practicing outside her scope of competence, having no experience working with a student with dyslexia.

[Feedback to Answer Choice 4] The methods of assessment were not indicated in this scenario.

[Q2] Mr. Deny’s has a student in his classroom that engages in self-injury in the form of hitting his head with his palm or fist. A behavior analyst comes to observe the student and after seeing one incident indicates that the behavior is absolutely maintained by sensory reinforcement. Mr. Deny’s asks her how she knows, and she replies, “I’ve seen this behavior a lot. It’s always sensory reinforcement.” Which ethical code does this behavior analyst need to review?

1. Behavior change programs 2. Assessing behavior [correct] 3. Responsibilities to colleagues 4. Responsibilities to client 4 ..

[Feedback to Answer Choice 1] The appropriateness and efficacy of the program for the student was not indicated in this scenario.

[Feedback for Correct Answer 2] The behavior analyst has not completed a sufficient, individualized assessment of this student. One observation is not an assessment.

[Feedback to Answer Choice 3] The behavior analyst’s treatment of colleagues was not indicated in this scenario.

[Feedback to Answer Choice 4] Client welfare and consent was not indicated as a concern in this scenario.

[Q3] Gerald engages in dangerous levels of aggression. The team attempted to use reinforcement-based procedures previously to decrease occurrences of the behavior. At this point, they are recommending a punishment-based procedure to his mother, and she has consented. The intervention plan includes teaching an alternative response of asking for desired items. The intervention will be monitored closely, and the behavior analyst has trained all the team members on the procedure. What element is missing for this plan to meet all criteria for an ethical behavior change program?

1. Gaining informed consent 2. Use of least restrictive settings 3. Promoting personal welfare 4. Plan for fading aversive intervention [correct] [Feedback to Answer Choice 1] The team has gained informed consent from Gerald’s caregiver.

[Feedback to Answer Choice 2] Given the behavior is dangerous, the team is justified in not providing treatment in the least restrictive setting.

[Feedback to Answer Choice 3] Reduction of dangerous problem behavior will promote personal welfare of the student.

[Feedback for Correct Answer 4] The team should have a plan for the eventual fading of the aversive components of the intervention based on ongoing monitoring of the behavior.

[Q4] 5 ..

Esmerelda’s teacher and behavior analyst work together to assess her current math skills. They conduct multiple forms of assessment and review her data from past weeks.

The behavior analyst suggests they implement a new token system in the classroom, to encourage Esmerelda to complete her work and ask for help when needed. The teacher decides to delegate the task to the classroom aide who works with Esmerelda. They give the aide the protocol and new tokens and tell her to give it a try. What element is missing for this plan to meet all criteria for an ethical behavior change program?

1. Training for the aide. [correct] 2. Informed consent.

3. A functional behavioral assessment.

4. Emphasis on positive reinforcement.

[Feedback for Correct Answer 1] The aide should be trained by the teacher or behavior analyst to ensure they can implement the system correctly.

[Feedback to Answer Choice 2] This change to a classroom reinforcement system does not likely warrant informed consent, though keeping parents informed of changes is a good practice.

[Feedback to Answer Choice 3] A functional behavioral assessment is not always warranted.

[Feedback to Answer Choice 4] This intervention is based on positive reinforcement.

Learning Outcome 2.3: Describe the effectiveness of providing accountability when using applied behavior analysis procedures.

[Q1] Ms. Cage and a behavior analyst have conducted a functional analysis, developed an intervention, and implemented a new intervention, with parental consent. After weeks the team meets again, and Ms. Cage shows the parent the updated graph showing the change in behavior since the intervention. What benefit of accountability will Ms. Cage get from sharing these results with the parent?

1. The parent can criticize the intervention.

2. The parent can copy the approach to use in other settings.

3. The parent can advocate for more services.

4. The parent can judge for themselves that the intervention is working. [correct] [Feedback to Answer Choice 1]

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This is a common fear of educators related to accountability, but very unlikely to occur if an educator is engaging in good practices and communicating with the stakeholders.

[Feedback to Answer Choice 2] Hopefully, the parent will do so, but this is not a direct benefit to Ms. Cage.

[Feedback to Answer Choice 3] If needed, hopefully the parent will do so, but this is not a direct benefit to Ms. Cage.

[Feedback for Correct Answer 4] By publicly sharing the intervention and results of the intervention, each member of the team can determine if the intervention is working. This benefits Ms. Cage, as she will have the parent’s insight on the effects of the intervention.

[Q2] At the end of the year, Ms. Cage presents interventions developed and graphs of student data to her supervisor as they meet for her annual review. Why should she maintain this level of accountability with her supervisor?

1. So that her supervisor can criticize her interventions.

2. So her supervisor can evaluate her competence and coach as needed. [correct] 3. So her supervisor can be impressed by her attention to detail and give her a raise.

4. So her supervisor can share these data with prospective families that may come to the district.

[Feedback to Answer Choice 1] Hopefully, this outcome would not occur, as Ms. Cage would be doing effective interventions with her student. Even if it did occur, Ms. Cage could rely on these data to support her efficacy with her students.

[Feedback for Correct Answer 2] Ms. Cage’s supervisor would have the opportunity to provide her positive feedback on skills that are well established and correct feedback for skills that need improvement.

This allows Ms. Cage to have a clear picture of how she can grow her own skills.

[Feedback to Answer Choice 3] Impressing supervisors is a nice positive outcome, but taking data and sharing it is not just to impress others—it’s to verify that the interventions are working.

[Feedback to Answer Choice 4] Sharing data with people not connected to the student would be an ethical violation.

[Q3] 7 ..

As Mr. Nicholas presents results from the functional behavioral assessment and intervention plan with a student’s grandmother, she becomes upset. She demands that the team stop tiptoeing around the behavior and use timeouts. She shares that this is what she does at home, and she doesn’t want to bother with all this “reinforcy-stuff.”

How should Mr. Nicholas respond to the grandmother?

1. Explain to her that she is being unethical and ignore her recommendation.

2. Ignore her, because she is not an expert, and a lay person cannot have any meaningful contributions to behavior analysis interventions.

3. Explain the reasons guiding the recommendations in more detail, using accessible language to help increase her understanding. [correct] 4. Do exactly what she is asking for, as she is a family member and the family’s requests must be honored at all times.

[Feedback to Answer Choice 1] The suggestion would not be ethical for an educator using an applied behavior analysis approach, but it is not unethical for a caregiver to use timeouts.

[Feedback to Answer Choice 2] Ignoring her does not create accountability on the team.

[Feedback for Correct Answer 3] Part of accountability is ensuring that all members of the team can fully understand the approach so that they can give their input. Starting with an explanation may help the grandmother understand the approach.

[Feedback to Answer Choice 4] Educators using a behavior analytic approach should not implement procedures that are not ethical, even if requested by a caregiver.

[Q4] Which statement provides the best description of why accountability will result in better practice for educators using applied behavior analysis?

1. Sharing your practices and results with stakeholders will help you grow in your skills. [correct] 2. Having someone double check your work will make sure that it is perfect.

3. Sharing your practices and results with stakeholders will make everyone feel very intimidated by you.

4. Having someone double check your work will make you afraid to make mistakes, so you won’t make mistakes.

[Feedback for Correct Answer 1]

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This is the most direct benefit of accountability, as others can recognize practices you are doing well and areas you may need to improve in.

[Feedback to Answer Choice 2] Accountability does not guarantee perfection, as applied behavior analysis cannot follow a recipe each time.

[Feedback to Answer Choice 3] Intimidation has no place in accountable dialogue with stakeholders.

[Feedback to Answer Choice 4] Fear of making mistakes will not prevent mistakes; it may lead to fear of accountability.

Learning Outcome 2.4: State the justification for ensuring that professionals working with individuals with challenging behaviors understand the theoretical basis of the procedures that they implement.

[Q1] Which of the following is an example of following a recipe for applied behavior analysis instead of relying on an analysis?

1. Mr. Munk decides to stop using classroom sticker charts and instead use edible treats, because that is what he saw in videos at a workshop he attended. [correct] 2. Mr. Munk analyzes student behavior charts and decides to try changing lowerperforming students’ reinforcement systems to include an edible along with a sticker.

3. Mr. Munk analyzes student behavior charts and decides to try giving stickers only for 100% correct scores for some of the highest-performing students.

4. Mr. Munk evaluates student preferences for particular types of stickers, then incorporates those preferences into the sticker chart system.

[Feedback for Correct Answer 1] Mr. Munk is using a procedure without having an analysis of why the procedure will work or be necessary. He forgot the analysis part of applied behavior analysis.

[Feedback to Answer Choice 2] Mr. Munk is using data to inform an intervention choice; this is analysis.

[Feedback to Answer Choice 3] Mr. Munk is using data to inform an intervention choice; this is analysis.

[Feedback to Answer Choice 4] Mr. Munk is using data to inform an intervention choice; this is analysis.

[Q2] 9 ..

Which of the following is an example of following a recipe for applied behavior analysis instead of relying on an analysis?

1. Ms. Beth measures instances of aggression over several days. She looks for patterns in the time of day the behavior occurs to develop a hypothesis about the behavior.

2. Ms. Beth watches the behavior and remembers another student whose behavior looked the same and assumes the function is the same as that former student. [correct] 3. Ms. Beth interviews individuals that know the student very well and uses these responses to form a hypothesis that she then evaluates in tightly controlled conditions.

4. Ms. Beth writes down what happens before and after aggression on several instances, then looks for relationships between these events to make a hypothesis about the behavior.

[Feedback to Answer Choice 1] Ms. Beth is using data to inform an intervention choice; this is analysis.

[Feedback for Correct Answer 2] Ms. Beth is relying on what the behavior looks like and making assumptions about the behavior based on her own experiences. She forgot the analysis part of applied behavior analysis.

[Feedback to Answer Choice 3] Ms. Beth is using data to inform an intervention choice; this is analysis.

[Feedback to Answer Choice 4] Ms. Beth is using data to inform an intervention choice; this is analysis.

[Q3] Mrs. Reginald has worked at summer camps and afterschool programs for years before she gets her credential for special education. She asserts that to teach students, all you need is a positive attitude and upbeat style. Just make learning fun, then learning will occur. When her students engage in property destruction, she takes this as a sign that the activity was not fun enough and gives them a new, better activity. She notices that property destruction is increasing. How is her philosophy of teaching insufficient for her students’ needs?

1. She did not take sufficient data.

2. She is unintentionally reinforcing property destruction. [correct] 3. She is putting too much emphasis on motivation.

4. She does not have enough experience with teaching.

[Feedback to Answer Choice 1] 10 ..

This might be the case, but it is not the primary concern at this time.

[Feedback for Correct Answer 2] Her philosophy of teaching is producing worsening of behavior for her students. She has failed to identify the relationship between her behavior (giving new, better activities) and her student’s behaviors.

[Feedback to Answer Choice 3] An emphasis on motivation is not to blame here. She has failed to identify the relationship between her behavior (giving new, better activities) and her students’ behaviors.

[Feedback to Answer Choice 4] Experience does not guarantee good teaching. She has failed to identify the relationship between her behavior (giving new, better activities) and her student’s behaviors.

[Q4] Mr. Jones is a highly experienced special education teacher, working in classrooms for decades. He has a very set way of instructing his students. Each year he follows his procedures, regardless of student performance. Some students succeed, others struggle significantly in his class. How is his philosophy of teaching insufficient for his students’ needs?

1. His form of instruction is not producing effective results for each student. [correct] 2. His form of instruction is too systematic and procedural.

3. His form of instruction is not an evidence-based practice.

4. His form of instruction is not based on allowing students to develop their own meaning.

[Feedback for Correct Answer 1] The bottom line is that there are students that are not succeeding, and they deserve access to effective instruction.

[Feedback to Answer Choice 2] Instruction can be systematic and procedural and be individualized to promote learner success.

[Feedback to Answer Choice 3] His instruction might be an evidence-based practice in a broad sense, but the evidence with his own students suggests it is not working for them at this time.

[Feedback to Answer Choice 4] This may be true, but it is not the likely cause of failure for his students.

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Chapter 2 Application Exercises Chapter 2: Responsible Use of Applied Behavior Analysis Procedures Application Exercise 2.1: Clearing up Misconceptions Learning Outcome 2.1: Describe three factors that lead to concerns about the use of applied behavior analysis procedures.

[Q1] Use Pearson eText Video Example 2.1 to answer the following question. This educator has some misconceptions about the aims and practice of behavior analysis. Pinpoint her misconceptions, describing at least two.

[Q1 Model Response] 1. The educator seems to view that behavior analysis is only related to practicing skills in highly controlled settings.

2. The educator seems to think that behavior analysis only treats skills with discrete trials.

3. The educator seems to think that behavior analysis is constrained to a very particular set of practices.

[Q2] Use Pearson eText Video Example 2.1 to answer the following question. This educator has some misconceptions about the aims and practice of behavior analysis. How would you respond to this educator to clarify her misconceptions? Address at least two of her concerns by clarifying the foundational principle of behavior analysis that seems to be misunderstood.

[Q2 Model Response] 1. Behavior analysis should treat behaviors in the relevant setting or have a plan for promoting generalization to the relevant setting.

2. Behavior analysis should address behaviors of social significance.

3. Behavior analysis should be effective for the individual, not a rigid package of predetermined components.

[Q3] Use Pearson eText Video Example 2.1 to answer the following question. The educator in video 2.1 developed her perspective on behavior analysis through experiences, it was learned. How might ineffective and unethical practice of behavior analysis play a role in perpetuating misconceptions about behavior analysis? What harm may come from this in relationship to the practice of behavior analysis?

[Q3 Model Response] 13 ..

If other educators see ineffective and unethical practice of behavior analysis, they will share negative views about the approach. Their views may change the views of other educators, who have never even seen or participated in a behavior analytic program.

These differences may make it very difficult for a student’s team to collaborate with one another, interfering with the goal to promote socially significant behavior change.

Application Exercise 2.2: Ethics in Action Learning Outcome 2.2: List the criteria for verifying that procedures for behavior change are being ethically implemented.

[Q1] Ms. Barina is a behavior analyst that has just recently begun consulting in a school for children with emotional disturbance. Many of the students at the school have experienced abuse and traumatic events. When you ask Ms. Barina about her training in trauma-informed care, she says, “Oh I don’t need any of that to help these students.

I’m a behavior analyst. I just study their behavior.” How might you respond to Ms. Barina, using her own ethical code as the source?

[Q1 Model Response] I would remind Ms. Barina that she must have competence in the area in which she is practicing. She should have training in the areas relevant to serving these students— specifically in the areas of trauma-informed care and treating victims of abuse. These are important factors that should be considered with respect to these student’s behavioral and educational needs.

[Q2] Ms. Barina is a behavior analyst that has just recently begun consulting in a school for children with emotional disturbance. Many of the students at the school have experienced abuse and traumatic events. Ms. Barina has developed a plan for treatment that involves severe restrictions of privileges if the students engage in problem behavior. You ask her if she has discussed this approach with the students themselves. She scoffs, “Why would I do that? I’m here to create safety in this school, not talk about their feelings.” How might you respond to Ms. Barina, using her own ethical code as the source?

[Q2 Model Response] I would remind Ms. Barina that her responsibility is to her clients first, not to the school as a whole. Her clients have the right to informed consent in their own treatment plans.

[Q3] Ms. Barina is a behavior analyst that has just recently begun consulting in a school for children with emotional disturbance. Many of the students at the school have experienced abuse and traumatic events. Ms. Barina has developed a plan for treatment that involves severe restrictions of privileges if the students engage in 14 ..

problem behavior. She says that it is time to consider punishment because the behaviors are very serious. What other guidelines related to punishment might you bring up to her for discussion?

[Q3 Model Response] Because she is new to the school, she cannot know the history of the reinforcementbased interventions that have been used. A plan should incorporate reinforcement over punishment, when possible, and include teaching alternative behaviors—not just punishing inappropriate behaviors. I would also ask her about how increased supervision and training will be provided to the staff members using the punishment procedures, as this is required.

Application Exercise 2.3: Ethical Collaboration Learning Outcome 2.2: List the criteria for verifying that procedures for behavior change are being ethically implemented.

[Q1] Michael is a student that engages in pica, a behavior that consists of eating inedible items. Ms. Landa is a behavior analyst that has been asked to consult with Michael’s team. She noted that Michael had been fully removed from typical educational settings, spending his entire day in a sanitized room with no items that could be broken or easily consumed. What are at least two concerns Ms. Landa may have with this space?

[Q1 Model Response] Michael has been placed in the most restrictive environment possible; he has no access to peers. This will prevent him from the opportunity to learn, practice, and enjoy social interactions with peers. In addition, he has limited access to things to look at, use, or engage with in any manner. This degree of restriction will prevent him from the opportunity to learn many types of functional skills. This degree of restriction will prevent him from accessing desired items and activities in the form of tangible reinforcers, which may further impede his learning.

[Q2] Michael is a student that engages in pica, a behavior that consists of eating inedible items. Ms. Landa is a behavior analyst that has been asked to consult with Michael’s team. She noted that Michael had been fully removed from typical educational settings, spending his entire day in a sanitized room with no items that could be broken or easily consumed. Ms. Landa asks what intervention is in place to treat the pica behavior. The team responds that they have modified the room so that the behavior cannot occur and he will be safe. What are at least two concerns Ms. Landa might have with this plan?

[Q2 Model Response]

15 ..

This plan does not include direct treatment of the behavior that led to the change in placement. Michael is not learning behaviors that will be socially significant and lead to lasting change.

[Q3] Michael is a student that engages in pica, a behavior that consists of eating inedible items. Ms. Landa is a behavior analyst that has been asked to consult with Michael’s team. She noted that Michael had been fully removed from typical educational settings, spending his entire day in a sanitized room with no items that could be broken or easily consumed. Ms. Landa asks how the team is monitoring his behavior to make decisions about whether the change in placement is necessary. The team says that they did a functional behavioral assessment at the beginning of the year. What are at least two concerns Ms. Landa might have with this response?

[Q3 Model Response] This response does not include any ongoing monitoring of the behavior to make decisions. The team is using an annual assessment to make decisions about an intervention, rather than collecting ongoing data.

Application Exercise 2.4: The Analysis in A BA Learning Outcome 2.4: State the justification for ensuring that professionals working with individuals with challenging behaviors understand the theoretical basis of the procedures that they implement.

[Q1] Mr. Latham has a student, Leo, that engages in aggressive behavior in the form of hitting and kicking others. Dr. Whelan is a behavior analyst that has come to consult on the case. He notices immediately that Mr. Latham’s team ignores Leo’s behavior when Leo engages in “low levels” of problem behavior, in the form of pounding his fist on his desk or the wall. These behaviors are almost always followed by instances of aggression. Dr. Whelan asks Mr. Latham why this is the case, and Mr. Latham responds that they only have a behavior support plan for the aggression, so they are not treating the other behaviors. Based on the text, what mistake is Mr. Latham making?

[Q1 Model Response] Mr. Latham’s team were only following the exact plan they were given, which is essentially a recipe. They did not apply the principles of reducing inappropriate behaviors as a broad principle.

[Q2] Mr. Latham has a student, Leo, that engages in aggressive behavior in the form of hitting and kicking others. Dr. Whelan is a behavior analyst that has come to consult on the case. He notices immediately that Mr. Latham’s team ignores Leo’s behavior when Leo engages in “low levels” of problem behavior, in the form of pounding his fist on his 16 ..

desk or the wall. These behaviors are almost always followed by instances of aggression. Dr. Whelan asks Mr. Latham why they are ignoring the fist-pounding behaviors. Mr. Latham responds that for another student that engages in similar behavior, his team was told to ignore those behaviors because they occur to get attention. Based on the text, what mistake is Mr. Latham making?

[Q2 Model Response] Mr. Latham’s team is applying a procedure from another student to Leo, because they have the same topography of behavior. This ignores the principle that behavior has unique functions, and each individual may engage in behavior for different reasons. This is an example of applying a recipe instead of a principle.

[Q3] Mr. Latham has a student, Leo, that engages in aggressive behavior in the form of hitting and kicking others. Dr. Whelan is a behavior analyst that has come to consult on the case. At first, Mr. Latham is very defensive that a behavior analyst is there to work with Leo. How might you explain to Mr. Latham the advantages of collaboration and accountability that could come through this process?

[Q3 Model Response] I would remind Mr. Latham that it is always our goal to provide the most effective services to our students. We are accountable to provide those services, so having other professionals see our work should not be a source of worry. Instead, it is an opportunity to gain competence by working with someone with expertise in a particular area. Not only may this help Leo, but it may grow Mr. Latham’s own competence in the area of problem behavior—allowing him to help even more students in the future.

17 ..

Chapter 2 Test Items True-False Questions 2-1.

2-2.

2-3.

2-4.

2-5.

2-6.

2-7.

2-8.

2-9.

2-10.

2-11.

2-12.

2-13.

2-14.

“Humanists” often perceive any systematic effort to change behavior as coercive and inhumane.

Behavioral approaches are less difficult to implement than most other procedures.

The term “behavior modification” refers ONLY to procedures derived from the experimental analysis of human behavior.

Research has shown that when positive reinforcement is used, intrinsic motivation is decreased.

Behavior analysis has the power to remove the ability of the individual to choose alternative responses.

It is unethical to exclude any student from the regular classroom regardless of its positive or negative effects.

Suppressing behaviors such as whistling and laughing while in school is ethical if it helps to establish “law and order” in the classroom.

It is not ethical to assure parents that if a procedure is used, their child will no longer require placement in a special class.

Informed consent is based on full understanding of all aspects of a planned program, including possible risks.

It is unethical for teachers to arbitrarily decide what to teach students to do or stop doing.

Applied Behavior Analysis is used to define the systematic methods employed for behavior change taught in this course.

It may be necessary to eliminate or reduce the rate of some student behaviors.

Voluntary consent implies publication of goals, procedures, and results so that they may be evaluated.

Applied Behavior Analysis refers only to procedures derived from the experimental analysis of human behavior.

Multiple Choice Questions 2-15.

refers only to procedures derived from experimental analysis of human behavior. a. Cognitive modification b. Applied behavior analysis c. Systematic analysis d. All of the above 2-16. Which of the following statements is false regarding use of aversive procedures: a. their misuse is common and often defined by the users as behavior modification 18 ..

2-17.

2-18.

2-19.

2-20.

2-21.

2-22.

2-23.

b. their use is always appropriate when administered by professionals c. their use causes more concern than other behavioral procedures d. they should typically be used only as a last resort.

The goal of behavior analysts is to the number of options available to people. a. decrease b. neutralize c. increase d. limit Which of the following is NOT important to the consumers of education (students, parents, community)? a. goals b. procedures c. outcomes d. standardized assessment instruments Voluntary participation is facilitated by: a. avoiding threats and incentives that are too powerful b. involving the subjects of the program in selecting as few aspects of the program as possible c. use of technical language d. none of the above For a new trainee, which of the following procedures should be supervised by qualified instructor: a. shaping b. punishment c. exclusion d. all of the above In learning applied behavior analysis procedures, good supervision includes: a. training, observation, evaluation b. evaluation, discussion c. observation, evaluation d. discussion, observation For those students with maladaptive behaviors and limited adaptive behaviors in their repertoire, the teacher may need to: a. just ignore the maladaptive behaviors b. eliminate the maladaptive behaviors first c. teach adaptive behaviors as soon as possible. d. both b and c The relationship between behavior and the environment is: 19 ..

2-24.

2-25.

2-26.

2-27.

2-28.

2-29.

2-30.

a. unilateral b. reciprocal c. parallel d. linear Teachers are accountable to: a. administrative supervisors b. parents of their students c. the community d. all of the above A primary consideration that guides teachers in designing a program to change a student’s behavior is: a. proven effectiveness of a technique b. administrative desires c. availability of materials d. student’s mental age The laws of behavior operate: a. only for the mentally handicapped b. for students with mental ages between 2–7 years c. for all but gifted students d. for all of us Forms of applied behavior analysis include: a. hypnosis b. drug therapy c. shaping d. electroconvulsive shock therapy Which factors must be considered when attempting to determine whether a proposed intervention is ethical? a. community standards b. individual freedom and responsibility of the student c. laws d. all of the above The primary reason to behave ethically is to: a. act within the law b. act consistently with what one believes is right c. act in a professional manner d. all of the above Which of the following would be a procedure used by an applied behavior analyst? a. Talk therapy 20 ..

2-31.

2-32.

2-33.

2-34.

2-35.

2-36.

b. Gestalt therapy c. Contingency contracting d. Drug therapy A position holds that human behavior is lawful and its causes can be identified in environmental events. a. Deterministic b. Constructivist c. Positivist d. Gestalt In order for a practice to be considered “socially valid” it must: a. meet the acceptability requirements of its consumers b. meet the expectations of administrators c. use techniques considered evidence-based by professionals d. all of the above Which of the following is NOT an appropriate means for assessing social validity? a. Questionnaires b. Interviews c. Relying on their own assessment d. Surveys A “therapeutic environment” is always: a. safe, humane, and responsive to individual needs b. the general education classroom c. the setting providing the fewest distractions thus providing greater effectiveness of behavioral strategies d. all of the above Jay is allowed to use his augmentative communication device only during break, lunch, and leisure time. According to his teacher, when his device is used during instructional time, it is distracting to other students. Which ethical rule has Jay’s teacher ignored? a. The right to a therapeutic environment b. The right to treatment by a competent behavior analyst c. The right to the most effective treatment procedures available d. The right to services whose overriding goal is personal welfare In an attempt to keep ahead with his paperwork and make his work life easier, Mr. Martin goes ahead and writes Frankie’s I E P goals, objectives, and behavior management plan for the next year before the I E P meeting. Which ethical rule is Mr. Martin ignoring? a. The right to the most effective treatment procedures available b. The right to services whose overriding goal is personal welfare 21 ..

2-37.

2-38.

2-39.

2-40.

2-41.

2-42.

c. The right to treatment by a competent behavior analyst d. The right to a therapeutic environment Voluntary participation in a behavior-change program must be: a. informed b. voluntary c. both a and b d. none of the above Which of the following statements is true? a. It is unethical to believe that a student with a disability is not capable of learning academic and preacademic skills. b. It is unethical to waste the time of students for whom there is clear evidence that they are not capable of mastering traditional academics. c. It is unethical to ignore the particular environment in which a student lives when making decisions about the skills to be taught. d. All of the above.

Which of the following statements is NOT true regarding the use of restrictive procedures? a. Restrictive procedures may be used when reinforcement-based approaches have been exhausted. b. Teaching alternative behaviors must accompany use of restrictive procedures. c. Behavior analysts never consider using restrictive procedures. d. Restrictive procedures require additional oversight and monitoring.

Which of the following are informed by assessment? a. Goals and objectives b. Intervention procedures c. Both a and b d. None of the above Which of the following is an example of competence? a. A behavior analyst read an article about a procedure. b. A behavior analyst used a procedure with one student and now uses it with a student with very different needs. c. A behavior analyst attended a workshop on a procedure early in their training and has not used the procedure in years. d. A behavior analyst was observed implementing a procedure by a supervisor and passed an integrity check.

Which of the following statements is true regarding academic goals? a. Academic goals are always functional for students. b. Academic goals may be functional for students depending on their skills and needs.

22 ..

c. Academic goals are never functional for students with disabilities. d. Academic goals are never functional for students with moderate to severe disabilities.

Short Answer Questions 2-43. Define what is meant by the statement ‟the relationship between behavior and the environment is reciprocal.” Give an example.

2-44. Define and give a rationale for social validity.

2-45. List and explain three rights of individuals who are recipients of behavioral change programs as described in the text.

2-46. Briefly discuss the importance of adequate training for persons who implement applied behavior analysis procedures.

2-47. Describe how teachers should be held accountable.

Essay Questions 2-48. Discuss the possible conflict(s) between the philosophy of full inclusion and the ethical use of applied behavior analysis procedures.

2-49. Differentiate between informed consent and voluntary consent.

2-50. For students with disabilities, I DEA requires that students receive services in the least restrictive environment (L RE). What is meant by least restrictive environment? Explain how L RE fits into a therapeutic environment.

2-51. Agree or disagree with the following statement, “Carr (1996) suggested that we modify our language even more drastically when addressing the general public, including parents and educators who are not behavior analysts” (p. 24). Provide examples to support your viewpoint.

23 ..

Chapter 2 Test Answer Key ANSWER KEY: True-False 2-1.

True

2-2.

False

2-3.

False

2-4.

False

2-5.

False

2-6.

False

2-7.

False

2-8.

True

2-9.

True

2-10. True 2-11. True 2-12. True 2-13. False 2-14. True Multiple Choice 2-15. B 2-16. B 2-17. C 2-18. D 2-19. A 2-20. D 2-21. A 2-22. D 2-23. B 2-24. D 2-25. A 2-26. D 2-27. C 2-28. D 24 ..

2-29. B 2-30. C 2-31. A 2-32. A 2-33. C 2-34. A 2-35. D 2-36. B 2-37. C 2-38. D 2-39. C 2-40. C 2-41. D 2-42. B Short Answer Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

2-43. The phrase “the relationship between behavior and the environment is reciprocal” means that events within the environment control behavior and as a result behavior will modify the environment. An example of this relationship: It is cold in the classroom. The teacher adjusts the thermometer to increase the temperature which alters the environment.

2-44. Social validity is defined as the acceptability of a program by the consumers of the program. This is critical to ensure that the behavior-change program serves the personal welfare of the individual served.

2-45. Students may select to discuss any three of the following seven listed rights: (1).

Therapeutic environment: A therapeutic environment is a safe environment that is humane and responsive to the individual.

(2).

Services whose overriding goal is personal welfare: This right address the issue of the behavior targeted for change should be beneficial to the student.

(3).

Treatment by competent behavior analyst includes continued training, observation, and evaluation of the behavior analyst to ensure appropriate use of behavioral principles.

(4).

Programs that teach functional skills: Depending on student, skills targeted for instruction should include those that are most relevant to the 25 ..

(5).

(6).

(7).

individual. It should be assumed, for the majority of students, that they will fully participate in the community around them.

Behavioral assessment and ongoing evaluation: Goals and objectives should be derived from careful observation under various conditions.

Most effective treatment procedures available: Treatment procedures selected should demonstrate proven effectiveness in changing similar behaviors in similar students.

Accountability: Interventions should be published so that they can be evaluated.

2-46. Adequate training for those who implement applied behavior analysis procedures is vital. While behavioral principles seem easy to understand, implementation of behavioral change procedures are often not so simple. Therefore, it is important that those who apply behavioral change principles receive adequate training. If adequate training is not provided there is an increased risk of harm to the individual targeted behavior change or to the community.

2-47. Teachers should be held accountable by (a) clearly state goals using behavioral terminology, (b) procedures should be described clearly so that anyone could observe and evaluate the implementation of the procedures, and (c) results should be defined in terms of direct, functional relations between the intervention and the behaviors.

Essay Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

2-48. Student responses should include the following components: Those who propose for full inclusion often do so on the premise that full inclusion is required because anything else results in segregation. From an applied behavior analysis view point the educational environment should provide a safe and humane environment sensitive to the individual needs of the student. (a) Safe environment: An environment that is physically and emotionally safe.

Physical safety is a major concern for all students. Safety from physical harm includes safety from others and access to materials or items that may be used in an unsafe manner. Emotional safety includes freedom from verbal abuse or bully from peers and other staff members. (b) Humane environment: A humane environment includes safety and also that a student is treated with dignity. (c) Environment sensitive to individual needs: An environment that is sensitive to the individual needs of the student provides opportunities to engage in age appropriate and functional activities.

The field of applied behavior analysis does support providing an appropriate educational placement based on the ability to provide a safe and humane environment that is sensitive to the individual needs of the student. This 26 ..

environment maybe the general education classroom or it may be a separate learning environment. The determination of the appropriate environment is based on the individual need of the student.

2-49. Informed consent is a full understanding of the planned programming including all possible risks associated with the program. Voluntary consent is obtained only if neither threats nor rewards are used to acquire such consent.

2-50. LRE is defined as the least restrictive environment. Federal law requires that students with disabilities receive instruction in the least restrictive environment.

The least restrictive environment is determined based on the individual student and his or her needs in order to provide the fewest restrictions necessary while providing an environment that is safe and appropriate for development. When determining the L RE, one could examine the components of a therapeutic environment, an environment that is safe, humane and responsive to the individual needs of the student.

2-51. Student responses will vary based on individual beliefs.

27 ..

Chapter 3 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

0-13-560623-3

ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 3: Preparing Behavioral Objectives

1

Learning Outcome Quizzes

1

Application Exercises

17

Test Items

21

Test Answer Key

27

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

iii ..

Chapter 3: Preparing Behavioral Objectives Chapter 3 Learning Outcome Quizzes Learning Outcome 3.1: Identify the purpose for writing behavioral objectives.

[Q1] At Javier’s IEP meeting last year he, his parents, and his education team developed a goal for him “To discover appropriate employment opportunities.” The team was very excited about the goal and the opportunities it may lead to for Javier. Over the year Javier participated in a vocational preparation program and even completed several work days without any prompts or support from his vocational training coach. However, as the IEP year was ending, his teacher realized that the team had selected an ambiguous verb, “discover,” in the objective. Which goal purpose was most adversely impacted?

1. Objectively evaluate progress [correct] 2. Agreement among stakeholders 3. Inform the student of expected behavior 4. Facilitates effective programming [Feedback for Correct Answer 1] It will be very difficult to objectively evaluate and measure Javier’s progress as the verb “discover” could be interpreted in many ways.

[Feedback to Answer Choice 2] The team agreed upon the goal and all stakeholders were supportive of the goal area.

[Feedback to Answer Choice 3] The student was engaged in learning and did not appear to need any clarification.

[Feedback to Answer Choice 4] The vocational program appeared to be effective at increasing Javier’s independence.

[Q2] At a recent student conference with Rebecca and her parents, Mr. Gomez expressed concern with increases in “off-task” behavior shown during math class. He showed a graph of how often Rebecca was off task. He explained an intervention he has developed that is aimed at reducing off-task behavior. At that point, Rebecca chimed in, “What are you talking about? I always finish my work. That’s doing my task.” Which purpose of a behavioral objective has not been met?

1. Objectively evaluate progress 2. Coordination across school personnel 3. Inform the student of expected behavior [correct] 1 ..

4. Facilitates effective programming [Feedback to Answer Choice 1] Mr. Gomez was able to measure the behavior, suggesting he had developed sufficiently objective definitions.

[Feedback to Answer Choice 2] This scenario does not explicitly relate to coordinating across school personnel.

[Feedback for Correct Answer 3] Rebecca thought she was meeting the expectations, as she was finishing her work.

Without a clear definition she could not match her behavior to the expectation.

[Feedback to Answer Choice 4] Mr. Gomez had identified an intervention, suggesting this step had not been negatively impacted.

[Q3] Desiree’s one-on-one aide was speaking with her science teacher about the quality of Desiree’s lab projects. The aide stated that she’s been giving Desiree low marks on the score rubric because Desiree’s handwriting was sloppy. The science teacher appeared confused, as many students have poor handwriting and they are not marked down. The science teacher was under the impression that work completion and participation were the priorities for Desiree. Which purpose of a behavioral objective has not been met?

1. Facilitates effective programming 2. Coordinate across school personnel [correct] 3. Promoting student engagement in process 4. Involve caregivers in decision-making [Feedback to Answer Choice 1] The quality of the programming was not specifically addressed in this scenario.

[Feedback for Correct Answer 2] The aide and science teacher were clearly on different pages regarding the standards for Desiree’s work.

[Feedback to Answer Choice 3] Desiree’s engagement in the process was not specifically addressed in this scenario.

[Feedback to Answer Choice 4] Desiree’s caregivers were not specifically involved in this scenario.

[Q4] 2 ..

Mrs. Charles met with Teresa’s one-on-one aide to discuss reports of “very bad” tantrums on the playground. Mrs. Charles began by asking Teresa’s aide to describe the incidents in detail. The aide initially responded that “Teresa was very upset…had a total meltdown.” Mrs. Charles patiently replied that she would really appreciate if the aide could try to describe exactly what she saw, almost like a play-by-play description without any commentary or guesses about Teresa’s feelings. This is an example of what pinpointing strategy?

1. Distinguishing between facts and inferences [correct] 2. Identifying cause–effect relationships 3. Formulating valid conclusions from written material 4. Distinguishes between relevant and irrelevant arguments [Feedback for Correct Answer 1] Mrs. Charles is helping the aide separate her assumptions or beliefs about Teresa’s behaviors from the actual observable events.

[Feedback to Answer Choice 2] Mrs. Charles and the aide have not reached the stage of discussing possible causes for the behavior.

[Feedback to Answer Choice 3] The team has not reached the stage of evaluating written data.

[Feedback to Answer Choice 4] Mrs. Charles and the aide have not reached the stage of reasoning through causes of behavior and determining which events are relevant or irrelevant.

Learning Outcome 3.2: Identify the process and components of writing educational goals.

[Q1] Before developing a formal educational goal, a behavior analyst and teacher may work together to discuss recent observations of a student. The behavior analyst may ask the teacher very specific follow-up questions about areas of concern for the student. This process is referred to as: 1. Data collection 2. Multidisciplinary assessment 3. Pinpointing [correct] 4. Standardized testing [Feedback to Answer Choice 1]

3 ..

Data collection would include some form of recording behaviors of interest using an appropriate measurement system; this example does not include this step.

[Feedback to Answer Choice 2] Multidisciplinary assessment would include formal assessment procedures from relevant professionals; the scenario described above includes multidisciplinary collaboration but no formal assessment.

[Feedback for Correct Answer 3] The pinpointing process involves taking steps to clearly define the areas of concern; this may include discussing observations and answering questions, this may involve collecting preliminary data.

[Feedback to Answer Choice 4] The teacher is not administering a standardized measure at this time.

[Q2] Before developing a formal educational goal, members of the IEP team will conduct relevant assessments matched to their respective disciplines. Results of these multidisciplinary assessments will be reviewed as part of the goal development process.

Why is evaluation by multiple professionals critical to the development of IEP goals?

1. Ensures professionals from all disciplines feel included 2. Provides the student lots of individualized attention 3. Helps uncover all the student’s weaknesses 4. Gives a well-rounded picture of the student’s functioning [correct] [Feedback to Answer Choice 1] Inclusion of a multidisciplinary team is for the benefit of the student, not the professionals themselves.

[Feedback to Answer Choice 2] Allowing the student an opportunity to meaningfully participate in the IEP process is important, but this is not necessarily addressed in the assessment process.

[Feedback to Answer Choice 3] Assessments are used to identify student areas of deficit and areas of strength.

[Feedback for Correct Answer 4] Multidisciplinary assessment promotes the identification of student strengths and weaknesses across a variety of areas.

[Q3] 4 ..

Educational goals are written broadly, as they are intended to span what period of time?

1. Calendar year 2. Academic year [correct] 3. 3–4 month period (quarter) 4. 3 years [Feedback to Answer Choice 1] Educational goals span 1 year, driven by the IEP date, not the school calendar.

[Feedback for Correct Answer 2] Educational goals are intended to address the student’s needs over the entire upcoming school year.

[Feedback to Answer Choice 3] Behavioral objectives may be addressed in a shorter period of time (i.e., quarter), but educational goals are intended to span the academic year.

[Feedback to Answer Choice 4] IEP meetings to determine eligibility for services will be repeated a minimum of every 3 years. Educational goals are updated each year.

[Q4] Aiden’s multidisciplinary assessment process indicated that he has only mild challenges in reading. Which educational goal is best suited for a student with only mild disabilities in a particular area?

1. Aiden will demonstrate grade level reading [correct] 2. Aiden will master 10 new sight words per quarter 3. Aiden will answer 3 comprehension questions about each paragraph 4. Aiden will read 1 new grade level book per week [Feedback for Correct Answer 1] For students with mild disabilities, broader goals that are most directly aligned with general education standards are preferable.

[Feedback to Answer Choice 2] This goal is written in a very specific manner for a basic reading skill with a quarterly span; this goal is appropriate for a learner with a more severe disability.

[Feedback to Answer Choice 3] This goal is written in a very specific manner for a basic reading skill; this goal is appropriate for a learner with a more severe disability.

5 ..

[Feedback to Answer Choice 4] This goal is written in a very specific manner over a shorter period, more consistent with a behavioral objective.

Learning Outcome 3.3: Identify the components of behavioral objectives.

[Q1] Review the following behavioral objective and determine what component is missing or incomplete: Given a map of the United States, Aiden will independently point to each of the 50 states when the capital is named by a teacher.

1. The learner 2. The target behavior 3. Conditions of the intervention 4. Criteria for acceptable performance [correct] [Feedback to Answer Choice 1] The learner is clearly stated—Aiden.

[Feedback to Answer Choice 2} The objective includes a clear verb—to point to a state.

[Feedback to Answer Choice 3] The antecedent conditions are clearly defined—presentation of a map and a named capital by a teacher.

[Feedback for Correct Answer 4] The criteria of independence with each of the 50 states are not clearly defined. The criteria should have included a more specific measurement criterion (e.g., 100% accuracy) and an indication of how often these criteria should be met (e.g., on 4 out of 5 sessions).

[Q2] Review the following behavioral objective and determine what component is missing or incomplete: Tanika will vocally label items related to vocational work with 90% accuracy across 3 consecutive sessions.

1. The learner 2. The target behavior 3. Conditions of the intervention [correct] 4. Criteria for acceptable performance [Feedback to Answer Choice 1] The learner is clearly stated—Tanika.

6 ..

[Feedback to Answer Choice 2} The objective includes a clear verb—to vocally label.

[Feedback for Correct Answer 3] The antecedent conditions are not defined. It is unclear if Tanika is expected to label 2D materials, 3D materials, when instructed, or spontaneously.

[Feedback to Answer Choice 4] The criteria are clearly stated—90% accuracy across 3 consecutive sessions.

[Q3] Review the following behavioral objective and determine what component is missing or incomplete: Sebastian will participate in math activities when directed by an instructor, on 90% of school days.

1. The learner 2. The target behavior [correct] 3. Conditions of the intervention 4. Criteria for acceptable performance [Feedback to Answer Choice 1] The learner is clearly stated—Sebastian.

[Feedback for Correct Answer 2] The objective does not include a clear verb—to participate in math activities could be interpreted in a number of different ways.

[Feedback to Answer Choice 3] The antecedent conditions are defined—when directed by an instructor.

[Feedback to Answer Choice 4] The criteria are clearly stated—90% of school days.

[Q4] Which behavioral objective is most suited for a student struggling to take turns with a peer?

1. During teacher-led activities with a peer, Liam will play appropriately with a peer on 4 out of 5 play sessions.

2. When given toys, Liam will take and wait his turn on most opportunities without prompts or reminders.

3. During teacher-led games with a peer, Liam will take and wait his turn independently.

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4. During teacher-led games with a peer, Liam will take and wait his turn independently across 3 exchanges. [correct] [Feedback to Answer Choice 1] This objective does not clearly state the target behavior.

[Feedback to Answer Choice 2] This objective does not clearly state the criteria for acceptable performance.

[Feedback to Answer Choice 3] This objective does not clearly state the criteria for acceptable performance.

[Feedback for Correct Answer 4] This objective includes the student, the conditions of the intervention, the target behavior, and the criteria for acceptable performance.

Learning Outcome 3.4: Identify ways to measure mastery based on a hierarchy of response competence.

[Q1] Tanika recently met her behavioral objective for sorting picture cards in a short period of time, with no errors. Her teacher monitored the skill over time and found that the skill continued to occur at high levels of performance. Her teacher decided to practice the skill with materials that had not been previously included in teaching sessions. This is an example of evaluating which dimension of response competence?

1. Acquisition 2. Fluency 3. Maintenance 4. Generalization [correct] [Feedback to Answer Choice 1] It is implied that Tanika already demonstrated acquisition; she can do the skill with accuracy and independence.

[Feedback to Answer Choice 2] It is implied that Tanika can complete the task within a short period of time, suggesting fluency.

[Feedback to Answer Choice 3] It is implied that the skill has maintained for Tanika, as she has continued to perform the skill well over time.

[Feedback for Correct Answer 4] 8 ..

Teaching with new materials is one way to target generalization.

[Q2] Aiden recently learned the name of all the planets, saying them with 100% accuracy when shown a diagram. His teacher decided to have Aiden practice reciting the names of the planets as fast as he could, without errors. This is an example of evaluating which dimension of response competence?

1. Acquisition 2. Fluency [correct] 3. Maintenance 4. Generalization [Feedback to Answer Choice 1] It is implied that Aiden already demonstrated acquisition; he can do the skill with 100% accuracy.

[Feedback for Correct Answer 2] Teaching a student to respond at a higher rate is consistent with fluency.

[Feedback to Answer Choice 3] There is no mention of ceasing instruction, thus this scenario does not fit a description of maintenance.

[Feedback to Answer Choice 4] There is no mention of adding variety to the instructional context, thus this scenario does not fit a description of generalization.

[Q3] Sebastian has been working very hard on reciting math facts. He has a stack of flashcards that each shows a different math fact. He picks up a card, solves the problem, and puts the card to the side. He can do many math problems correctly in just one minute, and he’s getting faster all the time. His teacher decided to have Sebastian move on to harder problems but will check on Sebastian’s retention of the skill periodically in the upcoming weeks. This is an example of evaluating which dimension of response competence?

1. Acquisition 2. Fluency 3. Maintenance [correct] 4. Generalization [Feedback to Answer Choice 1]

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It is implied that Sebastian already demonstrated acquisition; he can solve many problems correctly.

[Feedback to Answer Choice 2] It is implied that Sebastian already demonstrated fluency; he can solve many problems in a short period of time.

[Feedback for Correct Answer 3] Sebastian’s teacher is planning on having Sebastian stop working on simple math facts and move on to more complex, checking periodically to see if the skill still occurs at high levels even when practice stops. This is a clear example of evaluating maintenance.

[Feedback to Answer Choice 4] There is no mention of adding variety to the instructional context, thus this scenario does not fit a description of generalization.

[Q4] Liam is having difficulty taking turns with peers. During teacher-led activities he requires multiple prompts to both take and wait his turn. Currently the team is evaluating how many turns he will take and wait without prompts. This is an example of evaluating which dimension of response competence?

1. Acquisition [correct] 2. Fluency 3. Maintenance 4. Generalization [Feedback for Correct Answer 1] Liam is still working on mastering the skill of turn taking without teacher prompts. This is consistent with the acquisition phase.

[Feedback to Answer Choice 2] Liam’s turn-taking skills have yet to be established with independence; it would be inappropriate to target fluency.

[Feedback to Answer Choice 3] Liam’s turn-taking skills have yet to be established with independence; if intervention is paused, he will not continue to make progress, making an evaluation of maintenance inappropriate.

[Feedback to Answer Choice 4] Liam’s turn-taking skills have yet to be established with independence; changes in instructions, settings, and materials may actually interfere with his learning, making generalization an inappropriate phase.

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Learning Outcome 3.5: Identify ways to measure mastery based on a hierarchy of levels of learning.

[Q1] Danny has accurately identified the time of day down to the minute on analog and digital clocks. However, Danny’s teacher has noted that in day-to-day interactions, Danny does not seem aware of the time or reference clocks to support his performance of daily living skills. His teacher would like to see Danny utilizing the skill of telling time when it really counts. What level of learning would be appropriate to target next with Danny?

1. Knowledge 2. Application [correct] 3. Synthesis 4. Evaluation [Feedback to Answer Choice 1] Danny has already demonstrated recall and recognition of time concepts, consistent with the knowledge level.

[Feedback for Correct Answer 2] Danny has yet to use the skill of telling time in concrete situations, consistent with the application level.

[Feedback to Answer Choice 3] The synthesis level would consist of Danny joining together time-telling skills to produce a creative outcome. This is a more advanced level than Danny appears ready for, as he has yet to apply the skills in daily living situations.

[Feedback to Answer Choice 4] The evaluation level includes a component of value judgement, which is not indicated in this scenario. This is a more advanced level than Danny appears ready for, as he has yet to apply the skills in daily living situations.

[Q2] Cedric’s aide presents him with a diagram of the solar system and asks him to point to the planets when named. What level of learning is this description most consistent with?

1. Knowledge [correct] 2. Comprehension 3. Synthesis 4. Evaluation [Feedback for Correct Answer 1]

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Cedric is just learning to demonstrate knowledge of a content area by showing recognition of common terms.

[Feedback to Answer Choice 2] Cedric is not yet demonstrating comprehension by showing understanding of the meaning of the facts he is learning about the solar system.

[Feedback to Answer Choice 3] The synthesis level would consist of Cedric joining together time-telling skills to produce a creative outcome. This is a more advanced level than seems appropriate for Cedric at this time.

[Feedback to Answer Choice 4] The evaluation level includes a component of value judgement, which is not indicated in this scenario. This is a more advanced level than seems appropriate for Cedric at this time.

[Q3] Cedric has recently mastered pointing to the planets of the solar system when named by his aide. Which description is most consistent with the comprehension level?

1. Cedric will write an essay describing which planet he would most like to live on based on its features.

2. Cedric will vocally label each planet on the diagram.

3. Cedric will sequence the planets by their degree of proximity to the sun. [correct] 4. Cedric will write a paragraph about the living conditions of each planet, linking what he has learned about their average daily temperatures.

[Feedback to Answer Choice 1] In this example Cedric is adding a value judgement of the planets of the solar system; this is consistent with the evaluation level.

[Feedback to Answer Choice 2] In this example Cedric is still only reciting facts; this is consistent with the knowledge level, just using a different response form.

[Feedback for Correct Answer 3] In this example Cedric is attaching meaning to the previously learned sequence of planets by learning their relationship to sun, consistent with the comprehension level.

[Feedback to Answer Choice 4] In this example Cedric is joining information to form a creative response, consistent with the synthesis level.

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[Q4] Danny is ready to begin the application level of his time-telling skills. Which description is most consistent with the application level?

1. Danny will initiate the completion of academic and vocational tasks when given a time-based schedule. [correct] 2. Danny will draw the hands on an analog clock when a time is dictated to him.

3. Danny will explain how the short hand on an analog clock connects to the hours of a digital clock and the long hand on an analog clock connects to the minutes of a digital clock.

4. Danny will develop a hypothetical schedule to solve verbal problem scenarios related to appropriate employment behaviors.

[Feedback for Correct Answer 1] In this example Danny is using time concepts to support the completion of everyday, concrete tasks—consistent with the application level.

[Feedback to Answer Choice 2] In this example Danny is demonstrating comprehension of time concepts, but not applying them to support the completion of daily concrete activities.

[Feedback to Answer Choice 3] In this example Danny is breaking down components of what he’s learned about time telling on both forms of clocks and explaining their relationships—consistent with the analysis level.

[Feedback to Answer Choice 4] In this example Danny is joining information he has learned about appropriate employment behaviors with his time skills to create new ideas—consistent with the synthesis level.

Learning Outcome 3.6: Identify ways to incorporate behavioral objectives in individualized education programs.

[Q1] Jerris’ teacher reviews data collected on his objectives on a weekly basis. She noted that one of his objectives had recently met criteria for mastery. Rather than developing new short-term objectives, she decided to evaluate performance of the skill over time and across new contexts of instruction. This decision was consistent with which recommendation for IEP management?

1. Addressing maintenance and generalization [correct] 2. Objectives linked to goals 3. 2–3 objectives per domain 13 ..

4. Sequential progress within objectives [Feedback for Correct Answer 1] It is recommended that before new short-term objectives are added, teachers first address the maintenance and generalization of skills. This will promote integration across response competence and prevent IEPs from becoming unmanageable.

[Feedback to Answer Choice 2] Objectives should have a clear link to the goal area to ensure that the correct skills are prioritized for intervention; this is not a problem identified in this scenario.

[Feedback to Answer Choice 3] Including a reasonable number of objectives within a domain area is recommended, as a student with moderate to severe disabilities may be facing challenges across many areas. Adding additional objectives may have gone against this recommendation, but it is not the best answer for this question.

[Feedback to Answer Choice 4] Progressing along dimensions of competence within objectives is recommended, making this answer somewhat related to the scenario; but it is not the best answer.

[Q2] To address a writing objective, a teacher professes the criteria for acceptable performance from initially only requiring the student to form an approximation of a letter, to orienting the letter on the page, to staying within guidelines when writing each letter.

This decision was consistent with which recommendation for IEP management?

Addressing maintenance and generalization 1. Objectives linked to goals 2. 2–3 objectives per domain 3. Sequential progress within objectives [correct] [Feedback to Answer Choice 1] Programming for maintenance and generalization are not specifically referenced in this scenario.

[Feedback to Answer Choice 2] All these response forms may be relevant to objectives that are linked to educational goals.

[Feedback to Answer Choice 3] Including a reasonable number of objectives within a domain area is recommended but not specifically relevant to this scenario.

14 ..

[Feedback for Correct Answer 4] By systematically raising expectations for correct responses the teacher is progressing along dimensions of competence within a writing objective.

[Q3] Which statement best accounts for the reason for regular and consistent monitoring of student performance on objectives?

1. Parents must be updated daily of student progress on all objectives.

2. Teachers are expected to make timely, data-based decisions related to progressing objectives for all students. [correct] 3. Students with moderate to profound disabilities may no longer be eligible for services if an objective is met.

4. New objectives must be added immediately after a goal has met acquisition criteria for a student with moderate to profound disabilities.

[Feedback to Answer Choice 1] Parents are entitled to regular progress reports, but I DEA does not require specifically a daily frequency.

[Feedback for Correct Answer 2] Mastery of objectives should trigger a decision-making process for a teacher that may result in monitoring an objective in maintenance, evaluating generalization, developing new objectives, or recommending a reduction in services.

[Feedback to Answer Choice 3] It is very unlikely that mastery of one objective would change a student with moderate to profound disabilities eligibility for service.

[Feedback to Answer Choice 4] This goes against the recommendation to program for maintenance and generalization before adding new objectives.

[Q4] Which statement best accounts for the reason for selecting approximately 2–3 objectives per domain for students with moderate to profound disabilities?

1. Students with moderate to profound disabilities cannot meet more than 2–3 objectives per domain per year.

2. Students with moderate to profound disabilities do not need to master more than 2–3 objectives per domain per year.

3. Students with moderate to profound disabilities may have many areas of need per domain and they may be interconnected. [correct] 4. Teacher’s will only work on 2–3 objectives per domain per student.

15 ..

[Feedback to Answer Choice 1] The number of objectives met per student per year will vary drastically per student, per goal area. This is not the fundamental rationale for this recommendation.

[Feedback to Answer Choice 2] The areas of need will vary drastically per student, per goal area. This is not the fundamental rationale for this recommendation.

[Feedback for Correct Answer 3] The student’s disability is likely influencing multiple areas within a domain and selecting representative or greatest priority skills is considered best practice.

[Feedback to Answer Choice 4] The capacity of a teacher and classroom to serve a student with many objectives should be considered, but this is not the fundamental rationale for this recommendation.

16 ..

Chapter 3 Application Exercises Chapter 3: Preparing Behavioral Objectives Application Exercise 3.1: Moving from vague to clear behavioral objectives.

Learning Outcome 3.1: Identify the purpose for writing behavioral objectives.

[Q1] Douglas and his teacher, Ms. Jimenez, agreed that on the days he sat in his seat for the entire reading lesson he would be allowed to pick the teams for that day’s volleyball game. At the end of the second day, Douglas and Ms. Jimenez had a disagreement as to whether having his feet on his desk was appropriate in-seat behavior. Douglas argued that he was still in his seat when his feet were on the table. Ms. Jimenez responded that it’s not appropriate. Ms. Jimenez is worried that if Douglas earns his volleyball privilege now, he may continue to put his feet up in the future. She is also worried that if she doesn’t provide the privilege, Douglas may not buy into the system.

Question: If she had to do it over again, how might Ms. Jimenez overcome the challenge she is now facing?

[Q1 Model Response] Ms. Jimenez should begin with a clear behavioral objective. In the absence of a clear behavioral objective, she and Douglas cannot reach an agreement on whether the volleyball activity had been earned at the end of the day. The expectations were not clear to Douglas, and Ms. Jimenez was not sure how to follow through on her intervention program. Clear behavioral objectives would prevent both of these issues from arising.

[Q2] Douglas and his teacher, Ms. Jimenez, agreed that on the days he sat in his seat for the entire reading lesson he would be allowed to pick the teams for that day’s volleyball game. At the end of the second day, Douglas and Ms. Jimenez had a disagreement as to whether having his feet on his desk was appropriate in-seat behavior. Douglas argued that he was still in his seat when his feet were on the table. Ms. Jimenez responded that it’s not appropriate. Ms. Jimenez is worried that if Douglas earns his volleyball privilege now, he may continue to put his feet up in the future. She is also worried that if she doesn’t provide the privilege, Douglas may not buy into the system.

Question: What are two ways in which “in-seat behavior” could be operationalized such that Douglas is very clear what it means to be in his seat?

[Q2 Model Response] 1. Douglas will orient his body to the front of the classroom or the direction of the current activity, with both feet on the floor and bottom in his chair.

17 ..

2. Douglas will maintain appropriate body positioning in his chair by keeping his feet on the floor and bottom in his chair.

[Q3] Douglas and his teacher, Ms. Jimenez, agreed that on the days he sat in his seat for the entire reading lesson he would be allowed to pick the teams for that day’s volleyball game. At the end of the second day, Douglas and Ms. Jimenez had a disagreement as to whether having his feet on his desk was appropriate in-seat behavior. Douglas argued that he was still in his seat when his feet were on the table. Ms. Jimenez responded that it’s not appropriate. Ms. Jimenez is worried that if Douglas earns his volleyball privilege now, he may continue to put his feet up in the future. She is also worried that if she doesn’t provide the privilege, Douglas may not buy into the system.

Question: How would you write a criterion statement for an objective for Douglas’s inseat behavior?

[Q3 Model Response] Douglas will engage in “in-seat behavior” in the form of orientation to the teacher, feet on the floor, and bottom in the chair for 100% of the daily reading lesson.

Application Exercise 3.2: Developing useful behavioral objectives.

Learning Outcome 3.3: Identify the components of behavioral objectives.

[Q1] Recall the vignette from the text regarding Mr. Henderson and Alvin. Mr. Henderson thought that Alvin made excellent progress in toilet training; Alvin’s parents did not agree.

Presently, Alvin has approximately two to three toileting accidents per week. Alvin voids in the toilet several times per day, varying based on how much liquid he consumes during the day. His parents are most interested in stopping the accidents, so Alvin can stop wearing pullups.

Help this team communicate by providing a relevant behavioral objective.

[Q1 Model Response] Alvin’s parents have an ultimate goal of the reduction of accidents, which is not exactly the same as increasing voids in the toilet, which has been Mr. Henderson’s focus to date. The team can reframe their focus on the reduction of accidents, with an aim of reaching a socially significant change for Alvin. The objective should be direct, uncomplicated, and easily agreed upon by all stakeholders. For example, the objective may be that “Alvin will remain free from toileting accidents.”

[Q2] Recall the vignette from the text regarding Mr. Henderson and Alvin. Mr. Henderson thought that Alvin made excellent progress in toilet training; Alvin’s parents did not agree.

Presently, Alvin has approximately two to three toileting accidents per week. Alvin voids 18 ..

in the toilet several times per day, varying based on how much liquid he consumes during the day. His parents are most interested in stopping the accidents, so Alvin can stop wearing pullups.

Mr. Henderson recalled that Alvin has been very successful with other tasks when shown visual cues. His parents also nominated that at home they usually give Alvin a verbal reminder to use the bathroom. Help this team communicate by stating the conditions of the intervention along with the behavioral objective.

[Q2 Model Response] To ensure there is clear communication among stakeholders related to how the intervention will be implemented, the objective must clearly state the instructions and/or materials presented prior to toileting. Mr. Henderson’s input related to use of visual cues may be very helpful for this particular program. This procedure can be stated as a condition within the behavioral objective like so, “Alvin will remain free from toileting accidents when shown a visual cue on his schedule and given an hourly reminder to use the bathroom.”

[Q3] Recall the vignette from the text regarding Mr. Henderson and Alvin. Mr. Henderson thought that Alvin made excellent progress in toilet training; Alvin’s parents did not agree.

Presently, Alvin has approximately two to three toileting accidents per week. Alvin voids in the toilet several times per day, varying based on how much liquid he consumes during the day. His parents are most interested in stopping the accidents, so Alvin can stop wearing pullups.

Help this team by providing criteria for acceptable performance along with the conditions for intervention and behavioral objective.

[Q3 Model Response] To ensure all stakeholders are in agreement regarding the status of the objective as met or not met, clear criteria for mastery are needed. The specific criteria will vary depending on the nature of the goal, but should include a change in behavior considered to be significant for the individual. In this case, the objective relates to Alvin remaining free from accidents across the entire school day (already a type of criteria for performance). The objective could be enhanced further by noting on how many school days per week this level of performance will occur: “Alvin will remain free from toileting accidents on 4 out of 5 school days, when shown a visual cue on his schedule and given an hourly reminder to use the bathroom.”

Application Exercise 3.2: Progressing from acquisition to maintenance.

Learning Outcome 3.4: Identify ways to measure mastery based on a hierarchy of response competence.

[Q1] 19 ..

Use Pearson eText Video Example 3.3 to answer the following question: What level in the response hierarchy is Vince demonstrating during the sorting activity and how do you know?

[Q1 Model Response] Vince’s performance is consistent with acquisition. Vince is still requiring prompts to demonstrate the target behaviors; they have yet to be mastered. In this phase a learner will be prone to making mistakes, and close attention to prompts, prompt fading, and corrections is necessary.

[Q2] Use Pearson eText Video Example 3.3 to answer the following question: Once Vince sorts the pictures accurately and independently, with fluency, what level should his teacher target next and what would this entail?

[Q2 Model Response] Vince’s teacher should consider assessing the maintenance of the skill over time. An evaluation of maintenance would consist of continuing to evaluate Vince’s performance when instruction on sorting has stopped. This would allow his teacher to determine if the performance is durable, requiring minimal practice to occur at desired levels, or the skill requires more frequent practice and integration into daily activities.

[Q3] Use Pearson eText Video Example 3.3 to answer the following question: What dimensions of generalization might be relevant for this activity?

[Q3 Model Response] The sorting activity could be targeted for multiple dimensions of generalization. His teacher could use various instructions during the sorting activity. His teacher might present the same task but with different materials. Another teacher may work with Vince on the task. Finally, the task may be practiced in various settings at school. All of these efforts would serve to make the skill more durable and likely to occur in real-world, meaningful contexts.

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Chapter 3 Test Items True-False Questions 3-1. Behavioral objectives improve communication among professionals.

3-2. A statement of conditions lists antecedent stimuli, including instructions, materials, and setting.

3-3. A measure of response accuracy (e.g., 8 out of 10 correct) represents the acquisition level of response competence.

3-4. A statement of the conditions under which the target behavior is to be performed is not part of a traditional behavioral objective.

3-5. Criterion statements set minimum performance standards for a behavioral objective.

3-6. At Bloom’s learning level of analysis, the student should demonstrate the ability to bring parts together resulting in a different, original, or creative whole.

Each of the following (3-7 through 3-10) is an acceptable behavioral objective: 3-7. 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.

3-8. Bill will increase his skills in basketball by 50% for 3 weeks.

3-9. Tom will dress himself independently for 3 consecutive days.

3-10. After eating his dinner, Jerome will take his plate to the kitchen sink with no more than one verbal reminder 4 out of 5 days per week for four weeks.

3-11. Maintenance is the ability to perform a response over time without reteaching.

3-12. A generalized response is one that occurs after instruction has been terminated.

3-13. One core element of the I EP is a description of the parent’s responsibilities in the IEP process.

3-14. An operational definition provides concrete examples of a target behavior.

Multiple Choice Questions 3-15. The process of pinpointing behavior refines a broad generalization into: a. generic, observable and measurable behavior b. specific, observable and measurable behavior c. schedule, specific and observable behavior d. natural, measurable and specific behavior 3-16. Directly observable behaviors include: a. to know, to walk, to identify in writing b. to underline, to learn, to point c. to see, to put on, to understand d. to remove, to count orally to circle 3-17. Target behavior must be included in behavioral objectives because: a. the precise definition of the behavior facilitates continuity of instruction b. the statement allows for confirmation that a change has actually occurred 21 ..

3-18.

3-19.

3-20.

3-21.

3-22.

3-23.

3-24.

c. both a and b d. none of the above A behavioral objective should be written such that its contents are: a. observable b. measurable c. repeatable d. all of the above Antecedent stimuli or conditions may be defined by the teacher to set up the appropriate response. They may include: a. environmental setting, written instructions, or verbal responses b. demonstration, materials to be used, and number of responses c. identifiable behavior, amount of assistance, and demonstration d. demonstration, verbal instructions, and manner of assistance Criteria for acceptable performance include statements addressing duration.

Which of the following is NOT an acceptable duration statement? a. three times within one hour b. sometime within the next two weeks c. complete in five minutes or less d. approximately within 15 minutes Generalization is the performance of a skill in an untrained situation.

Generalization should occur across: a. various instructions and instructors b. various materials c. various settings d. all of the above A hierarchy of levels of learning is helpful in writing objectives because: a. they are written for cognitive, affective, and psychomotor areas b. focus on a knowledge base c. they suggest observable, measurable behaviors that may occur as the result of both simple and complex learning d. all of the above Objectives on the IEP include: a. short-term objective, person responsible, criteria for mastery, and review date b. person responsible, parent’s responsibility, and latency period c. short-term objective, student's name, and review date d. long-term goals, short-term objective, and criteria for mastery To write effective objectives, the applied behavior analyst must: a. broadly identify a target behavior for instruction b. define the instructional procedures to use for behavior change 22 ..

3-25.

3-26.

3-27.

3-28.

3-29.

3-30.

3-31.

c. refine broad generalizations into specific, observable, measurable objectives d. B and C only Educational goals are: a. statements of actual instructional intent b. statements of annual program intent c. usually three to four months long d. the length of a grading period for students with mild disabilities Behavioral objectives are: a. statements of annual program intent b. statements of actual instructional intent c. long term in nature d. generically defined Which component is missing from the following objective? “Jason will fill the ice cube tray independently during four out of five sessions.” a. Learner b. Target behavior c. Conditions of the intervention d. Criteria for acceptable performance refers to repeated practice after an objective has been initially accomplished. a. Response Prompting b. Fluency c. Overlearning d. Distributed practice An optimum number of overlearning opportunities is approximately % of the number of trials required for acquisition of the behavior. a. 50% b. 25% c. 33% d. 75% Requiring a student to use a method, concept, or theory in various concrete situations necessitates what level of learning? a. Comprehension b. Synthesis c. Application d. Evaluation Refining broad generalizations into specific, observable, measurable behaviors is known as: a. Pinpointing 23 ..

3-32.

3-33.

3-34.

3-35.

3-36.

3-37.

b. Specification c. Individualization d. Modification 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.” a. Learner b. Target behavior c. Criteria for acceptable performance d. Conditions of the intervention “Point to the correct answer” is an example of which component of a behavioral objective? a. Target behavior b. Learner c. Conditions of the intervention d. Criteria for acceptable performance It is important for a behavior to be operationally defined because: a. It ensures that the teacher is consistently observing the same behavior. b. It allows for confirmation by a third party. c. It facilitates continuity of instruction. d. All of the above Which of the following is not an appropriate target behavior for an objective? a. Understand the value of coins b. Point to the correct algebraic formula c. Increase the number of times student raises her hand during a 30-minute lesson d. Independently operate a microwave oven “When presented with a fast-food menu at Burger Barn, Brooke will place her order within 30 seconds, 8 out of 10 trials over 3 consecutive weeks.” This objective represents the level of response competence. a. Generalization b. Fluency c. Application d. Maintenance is the ability to perform a behavior under conditions different from those in place during acquisition. a. Generalization b. Fluency c. Overlearning 24 ..

3-38.

3-39.

3-40.

3-41.

3-42.

3-43.

d. Distributed Practice During the third grade, John learned his multiplication facts. Upon returning to school after the summer break, his fourth-grade teacher tested his ability to recite his multiplication facts. John’s fourth-grade teacher was assessing which skill level? a. Maintenance b. Generalization c. Fluency d. Overlearning Mike’s job coach was concerned with his production on the job site. Mike had mastered the assembly skills but was having difficulty keeping up with the competitive job production of his coworkers. Mike’s job coach should work on which of the following? a. Acquisition b. Fluency c. Generalization d. None of the above All of the following are reasons for identifying the target behavior in the behavioral objective EXCEPT: a. consistency in behavior observation b. required by law c. facilitates continuity of instruction d. confirmation by a third party Which of the following would be an example of a long-term educational goal for a student with a severe disability? a. demonstrate knowledge of how to solve an algebraic equation b. decrease out-of-seat behavior c. point to the largest item in an array for three consecutive sessions d. both B and C When selecting a criterion for mastery, the teacher should consider: a. nature of the content b. ability of the student c. number of learning opportunities to be provided d. all of the above Which of the following is NOT one of Bloom’s levels of learning? a. Analysis b. Generalization c. Synthesis d. Comprehension 25 ..

3-44. “After eating his dinner, Jerome will take his plate to the kitchen sink after finishing his meal, with no more than one verbal reminder, four out of five days per week for four weeks.” Which component of the objective is missing? a. Conditions of the intervention b. Criteria for acceptable performance c. Target behavior d. No components are missing Short Answer Questions 3-45. Educational goals for individual students must be developed on the basis of evaluation data and other factors. Briefly list five of these other factors.

3-46. List the four components of a behavioral objective.

3-47. A measurement of accuracy is only one dimension for evaluating performance. It represents the acquisition level of performance. Briefly describe the other three levels of performance.

Essay Questions 3-48. Compare and contrast Bloom’s taxonomy with the response hierarchy (i.e., acquisition, fluency, maintenance, generalization).

3-49. Describe the importance of operationally defining the target behavior. Write an operational definition for off-task behavior.

3-50. Write a behavioral objective including the four components of a behavioral objective. Describe the importance of each component in writing an effective objective.

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Chapter 3 Test Answer Key ANSWER KEY: True-False 3-1.

True

3-2.

True

3-3.

True

3-4.

False

3-5.

True

3-6.

True

3-7.

True

3-8.

False

3-9.

False

3-10. True 3-11. True 3-12. False 3-13. False 3-14. True Multiple Choice 3-15. B 3-16. D 3-17. C 3-18. D 3-19. D 3-20. C 3-21. D 3-22. C 3-23. A 3-24. C 3-25. B 3-26. B 3-27. C 3-28. C 3-29. A 27 ..

3-30. C 3-31. A 3-32. C 3-33. A 3-34. D 3-35. A 3-36. B 3-37. A 3-38. A 3-39. B 3-40. B 3-41. D 3-42. D 3-43. B 3-44. D Short Answer Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

3-45. Five factors to consider in educational goals: 1) Parental concerns, 2) recommendations of previous teachers, 3) social and academic demands of current classroom, 4) home demands, and 5) projected educational placement and projected work site.

3-46. Four components of a behavioral objective: 1) the learner, 2) the target behavior, 3) the conditions of the intervention, and 4) the criteria of acceptable performance.

3-47. Three levels of performance: 1) Fluency—the rate at which the behavior should be performed 2) Maintenance—performance of the behavior overtime without reteaching 28 ..

3) Generalization—performance of the behavior under different conditions than teaching conditions Essay Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

3-48. Compare: both designed to transition a skill to a functional behavior, both can be used across various skills Contrast: hierarchy of response competency traditionally for learners with significant disabilities versus hierarchy of levels of learning for typical or aboveaverage learners 3-49. Importance: eliminates ambiguity by providing a precise description of the target behavior that is observable and measurable. May include a list of examples and nonexamples of the target behavior, a time limit, topography of the behavior, and precise verb.

3-50. Importance of the four components: (1).

State the learner: forces the teacher to focus on the individual student (2).

State the target behavior: gives an exact response that represents the behavior and ensures consistent observation of the same behavior which allows for confirmation of behavior change by a third party.

(3).

State conditions of the intervention: ensures consistency in the learning experience (4).

State criteria acceptable for performance: measures the effectiveness of the intervention

29 ..

Chapter 4 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

0-13-560623-3

ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 4: Procedures for Collecting Data

1

Learning Outcome Quizzes

1

Application Exercises

17

Test Items

22

Test Answer Key

30

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

iii ..

Chapter 4: Procedures for Collecting Data Chapter 4 Learning Outcome Quizzes Learning Outcome 4.1: Identify the seven dimensions of behavior.

[Q1] Marvin’s teacher has been noticing that he is engaging in self-injury in the form of biting his hand throughout small group activities. The behavior is brief but of force sufficient to leave marks on his hand for several minutes. Each day there are varying amounts of small group time and the behavior appears to be very localized to these contexts. What dimension of behavior may be most relevant for measuring hand biting?

1. Duration 2. Latency 3. Rate [correct] 4. Frequency [Feedback to Answer Choice 1] As the duration of the behavior is brief, this measure is not the most critical dimension to consider.

[Feedback to Answer Choice 2] As the behavior occurs throughout small group time, a latency measure would only provide information on the first instance.

[Feedback for Correct Answer 3] By dividing the instances of behavior by the time in small group each day, his teacher can compare instances of hand biting across days, regardless of the varying lengths of group each day.

[Feedback to Answer Choice 4] As the periods of time in which the behavior may occur change each day, one day cannot be directly compared to the next. These day-to-day differences in lengths of time will make it difficult to compare results from one day to the next.

[Q2] As Matthew arrives to school each day he flops to the floor in the lobby. He may stay on the floor for just a few minutes before transitioning to class, or he may stay on the floor for several hours. What dimension of behavior may be most relevant for measuring flopping?

1. Duration [correct] 2. Intensity 3. Rate 1 ..

4. Frequency [Feedback for Correct Answer 1] The length of time Matthew spends on the floor is the most important consideration for addressing this behavior as it drastically impacts his access to education in the classroom.

[Feedback to Answer Choice 2] The intensity of the flopping behavior was not indicated as relevant in the scenario.

[Feedback to Answer Choice 3] The frequency of the behavior appears to be 1, so the rate would be measured across the school day and be quite low. This would make it appear that this behavior does not interfere much with learning, which is not the case.

[Feedback to Answer Choice 4] The frequency of the behavior appears to be 1. This count makes it appear that this behavior does not interfere much with learning, which is not the case.

[Q3] Isabel’s team wants to work with her on engaging in conversations with peers. She consistently responds to peer questions correctly, but it takes her about 8 s to answer the question. By that time, the peer has often lost interest in the interaction and left the area. What dimension of behavior may be most relevant for responding to peer questions?

1. Duration 2. Latency [correct] 3. Rate 4. Frequency [Feedback to Answer Choice 1] The length of Isabel’s response is not identified as a relevant dimension in this scenario.

[Feedback for Correct Answer 2] The time from the question to Isabel’s response is the latency. The long latency is the dimension preventing conversational exchanges from progressing with peers.

[Feedback to Answer Choice 3] Isabel consistently responds to peer questions correctly, so this dimension is not relevant in this scenario.

[Feedback to Answer Choice 4] 2 ..

Isabel consistently responds to peer questions correctly, so this dimension is not relevant in this scenario.

[Q4] Approximately once per week Gabriel engages in property destruction. The topography of property destruction can range from ripping a paper to throwing a piece of furniture at the wall. The behavior is typically over quickly, when it occurs. What dimension of behavior may be most relevant for measuring property destruction?

1. Duration 2. Intensity [correct] 3. Rate 4. Frequency [Feedback to Answer Choice 1] The length of the property destruction incidents is not the most relevant dimension.

[Feedback for Correct Answer 2] The intensity of the property destruction behavior is the priority for this student, as lowintensity forms of property destruction are a significantly lesser concern than the highintensity forms of property destruction that put staff members and students at risk for harm.

[Feedback to Answer Choice 3] As the frequency of the behavior is low, the rate would be even lower. This dimension does not capture how dangerous the behavior can be for Gabriel and those around him.

[Feedback to Answer Choice 4] As the frequency of the behavior is low, this dimension does not capture how dangerous this behavior can be for Gabriel and those around him.

Learning Outcome 4.2: Identify components of anecdotal reports.

[Q1] When he was collecting anecdotal data on Brian’s behavior during math class, the teacher paid careful attention to the time and noted it on the left-hand side of his paper.

During the observation the teacher noted how others interacted with Brian and which individuals interacted with Brian. Later, when reviewing his notes, the teacher evaluated his recording. He underlined one section, “Brian became very frustrated when presented with a math worksheet by Susie (Teacher’s Assistant). This lasted approximately 2 minutes.” What problem did the teacher detect with his anecdotal recording data?

1. Forgot to note temporal indications 2. Included own impression of the event [correct] 3 ..

3. Forgot to indicate who interacted with Brian 4. Included incorrect time of observation [Feedback to Answer Choice 1] The teacher noted that the behavioral episode lasted approximately two minutes, which is sufficient to give an estimate of the duration.

[Feedback for Correct Answer 2] The teacher included his own impression of the event rather than noting the specific behaviors Brian engaged in when he was “frustrated” (e.g., throwing items, stomping his feet, yelling).

[Feedback to Answer Choice 3] The teacher did indicate who interacted with Brian and their role.

[Feedback to Answer Choice 4] The teacher included the time on his data sheet as a first step.

[Q2] Mr. Reilly was recording data on instances of tantrum behavior for his student Brian. As he observed, he recorded events before, during, and after several tantrums. He later went to organize the observations into a structured ABC format. What information goes into the A column?

1. Events that occurred before the tantrum behavior occurred. [correct] 2. Events that occurred after the tantrum behavior occurred.

3. Details about the tantrum behaviors she observed.

4. Notes regarding the time of day and how long the tantrums lasted.

[Feedback for Correct Answer 1] Events that occur before the behavior are classified as antecedents—aligned with the A column of the ABC chart.

[Feedback to Answer Choice 2] Events that occur after the behavior are classified as consequences—aligned with the C column of the ABC chart.

[Feedback to Answer Choice 3] Details about the behavior belong in the B column of the ABC chart.

[Feedback to Answer Choice 4] Notes related to the time of day or duration may be included somewhere on the ABC chart, but not unique to the A column.

4 ..

[Q3] Mr. Reilly was recording data on instances of tantrum behavior for his student Brian. As he observed, he recorded events before, during, and after several tantrums. He observed several forms of behavior that he had never seen before but seemed connected to the tantrum events he was observing. Where should he record this information?

1. The A column 2. The B column [correct] 3. The C column 4. On the margins [Feedback to Answer Choice 1] Events that occur before the behavior go in the A column of the ABC chart.

[Feedback for Correct Answer 2] Details related to behaviors belong in the B chart, and at this stage the team should make note of any topographies of behavior that may be relevant.

[Feedback to Answer Choice 3] Events that occur after the behavior go in the C column of the ABC chart.

[Feedback to Answer Choice 4] The margins are not a consistent place to record data for anecdotal information.

[Q4] In what way might anecdotal recording be impractical in classrooms over sustained periods of time?

1. Anecdotal data may provide insight into the antecedents leading to behavior.

2. Anecdotal data may help identify consequences reinforcing behavior.

3. Anecdotal data is open to interpretation.

4. Anecdotal data requires close observation of one student for long periods of time. [correct] [Feedback to Answer Choice 1] This is a statement indicating the function of anecdotal data recording and does not speak to issues related to practicality.

[Feedback to Answer Choice 2] This is a statement indicating the function of anecdotal data recording and does not speak to issues related to practicality.

[Feedback to Answer Choice 3] 5 ..

This is a statement indicating a limitation of anecdotal data recording, but it does not speak to issues related to practicality.

[Feedback for Correct Answer 4] The isolated attention to one student may not be practical in many settings for sustained periods of time.

Learning Outcome 4.3: Identify components of permanent product recording.

[Q1] Which of the following target behaviors would be well aligned with using a permanent product recording system in the form of taking a picture on a tablet?

1. The frequency of social initiations by a student at lunch time.

2. The duration of sustained silent reading during English Language Arts.

3. The percentage of correct expressive responses during a discrete trial teaching activity.

4. The percentage of letters written with correct formation on a worksheet. [correct] [Feedback to Answer Choice 1] As social initiations occur at varying times and in varying forms, it would be difficult to apply any form of permanent product recording.

[Feedback to Answer Choice 2] A permanent product measure will not provide information on the duration of an activity.

[Feedback to Answer Choice 3] A permanent product measure in the form of a picture will not capture expressive language responses.

[Feedback for Correct Answer 4] A picture of a worksheet could be later scored by the teacher or occupational therapist for correct letter formation. The picture format would easily capture the dimension of interest, as it is visual.

[Q2] Which of the following target behaviors is well aligned with permanent product recording in the form of work product review?

1. The frequency of correctly folded napkins. [correct] 2. The latency of responses to peer questions.

3. The duration of gross motor activity.

4. The percentage of correctly greeted customers.

6 ..

[Feedback for Correct Answer 1] The frequency could be measured by counting the number of correctly folded napkins the student completed at the end of the activity.

[Feedback to Answer Choice 2] Permanent product recording will be poorly aligned with any latency objective, as the passage of time cannot be captured in this measurement system.

[Feedback to Answer Choice 3] Permanent product recording will be poorly aligned with any duration objective, as the passage of time cannot be captured in this measurement system.

[Feedback to Answer Choice 4] The greeting responses are fleeting and do not result in lasting change on the environment, making this a poor match to permanent product recording.

[Q3] Which is an example of permanent product recording?

1. Mr. Jenkins starts and stops a timer each time Javier engages with his work materials.

2. Mr. Jenkins tallies each time Javier greets a customer.

3. Mr. Jenkins takes a picture of the kitchen after Javier has cleaned it and compares it to a rubric to give a cleanliness score. [correct] 4. Mr. Jenkins sets a timer, then tallies how many napkins Javier folds in that time period.

[Feedback to Answer Choice 1] This is an example of duration recording.

[Feedback to Answer Choice 2] This is an example of event recording.

[Feedback for Correct Answer 3] The picture is capturing the permanent product created by Javier’s cleaning efforts.

[Feedback to Answer Choice 4] This is an example of event recording within a specific time interval.

[Q4] Which is an example of permanent product recording?

1. Ms. Lopez checks a box every time she sees Elizabeth pick her skin within a specific time interval.

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2. Ms. Lopez reviews a worksheet that Elizabeth completed and counts how many math problems were solved correctly and converts this to a percentage. [correct] 3. Ms. Lopez sets a timer on her phone, and each time it goes off she looks up at Elizabeth and records if she is out of her seat at that time.

4. Ms. Lopez checks a box if she sees that Elizabeth was oriented toward her work materials for the entire designated interval.

[Feedback to Answer Choice 1] This is an example of partial interval recording.

[Feedback for Correct Answer 2] The worksheet is the permanent product of Elizabeth’s math efforts.

[Feedback to Answer Choice 3] This is an example of momentary time sampling.

[Feedback to Answer Choice 4] This is an example of whole interval recording.

Learning Outcome 4.4: Identify the five observational recording systems and when to use each system.

[Q1] Which scenario describes event recording?

1. Ms. Johnson circles a plus on her data sheet each time a correct response occurs and a minus each time an incorrect response occurs. [correct] 2. Ms. Johnson gives an instruction, starts her timer, then stops it when her student responds.

3. Ms. Johnson tells her students to do silent reading, then measures how long the students all stay quiet.

4. Ms. Johnson writes down events as they occur in time, describing each person’s interaction with the student and all the student’s behaviors.

[Feedback for Correct Answer 1] Ms. Johnson is recording discrete events as they occur, differentiating between correct and incorrect.

[Feedback to Answer Choice 2] This is an example of latency recording.

[Feedback to Answer Choice 3] This is an example of duration recording.

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[Feedback to Answer Choice 4] This is an example of an anecdotal report.

[Q2] Which scenario describes whole-interval recording?

1. Mr. Woffa watches Lyssa during silent reading and checks a box if she stays engaged in the activity for the entire 10 s interval. [correct] 2. Mr. Woffa watches Lyssa during reading and checks a box if she talks to a peer at any time during the 15 s interval.

3. Mr. Woffa looks up each time he hears his 15 s timer and checks a box if Lyssa is engaged in silent reading.

4. Mr. Woffa starts a timer at the beginning of silent reading and stops it when Lyssa talks to a peer.

[Feedback for Correct Answer 1] Mr. Woffa is only recording in the interval if the behavior occurs for the entire interval; this is consistent with whole-interval recording.

[Feedback to Answer Choice 2] This is an example of partial-interval recording.

[Feedback to Answer Choice 3] This is an example of momentary time sampling.

[Feedback to Answer Choice 4] This is an example of a latency measure.

[Q3] Ms. Harris is targeting increasing physical activity with her student Jessica. She has noticed that once Jessica begins a physical activity, she seems to have fun and stay engaged. Ms. Harris sets up the activity, then tells Jessica, “Let’s go do the activity!” At that moment, Ms. Harris starts her timer. When Jessica approaches the activity, Ms. Harris stops the timer. What measurement system is Ms. Harris using?

1. Duration recording 2. Latency recording [correct] 3. Time sampling 4. Whole-interval recording [Feedback to Answer Choice 1] If Ms. Harris were starting the timer when Jessica engaged and stopping it when Jessica was no longer participating, this would reflect duration recording.

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[Feedback for Correct Answer 2] Ms. Harris’ system is tracking how long it takes for Jessica to begin the activity, or the latency, as this was the dimension of greatest interest to Ms. Harris.

[Feedback to Answer Choice 3] If Ms. Harris were periodically checking to see if Jessica was still engaged at varying time intervals, this would reflect time sampling.

[Feedback to Answer Choice 4] If Ms. Harris were recording if Jessica stayed engaged for the entire span of a particular interval, this would reflect whole-interval recording.

[Q4] Mrs. Forrester is working to increase the time on task for her entire classroom. She has defined on-task behavior as in seat, oriented to the teacher or materials, and using the materials for the intended purpose. She set her app to vibrate every 20 s. When her app vibrates, she looks at the student in the back left desk and records a check if this criteria is met by that student at that time. Next time the app vibrates, Mrs. Forrester looks at the student next to the first student and does the same. This continues throughout the instructional period such that each student is evaluated at least once. What measurement system is Mrs. Forrester using?

1. Event recording 2. Latency recording 3. Time sampling [correct] 4. Whole interval recording [Feedback to Answer Choice 1] If Mrs. Forrester were recording every single instance of on-task behavior, this would reflect event recording.

[Feedback to Answer Choice 2] If Mrs. Forrester were recording the time from her initial instruction to begin work to a student beginning their work, this would reflect latency recording.

[Feedback for Correct Answer 3] Mrs. Forrester is using a round-robin format in combination with time sampling to take data on her entire class. She only scores when her app vibrates, suggesting this is a sampling format.

[Feedback to Answer Choice 4] If Mrs. Forrester were watching each student for the entire interval, this would reflect whole-interval recording.

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Learning Outcome 4.5: Demonstrate how to calculate reliability for each of the five observational recording systems.

[Q1] Mr. Riley wanted to ensure that the recording system for Malcom’s off-task behavior was as reliable as possible. He asked his aide to take data at the same time as he did and then compared their results. Mr. Riley scored 38 intervals with an occurrence and 52 without an occurrence. The aide scored 42 intervals with an occurrence and 48 without an occurrence. Looking closely, Mr. Riley noted that his aide scored 4 instances of occurrence that he did not score. What is their percent of agreements?

1.

2.

3.

4.

38 / 52 = 73.1% 38 / 42 = 90.5% 86 / 90 = 95.6% [correct] 48 / 52 = 92.3%

[Feedback to Answer Choice 1] The proportion of intervals with occurrence (38) divided by the proportion without (52) for Mr. Riley’s data does not yield the percent of agreements.

[Feedback to Answer Choice 2] Mr. Riley’s occurrences (38) divided by the aide’s occurrences (42) does not yield the percent of agreements. This method of shorter over longer is appropriate for other forms of measurement.

[Feedback for Correct Answer 3] Mr. Riley and the aide agreed on 86 of the 90 intervals, they only had 4 intervals where the aide counted the behavior when Mr. Riley did not. 86 / 90 × 100 = 95.6% [Feedback to Answer Choice 4] The aide’s nonoccurrences (48) divided by Mr. Riley’s nonoccurrences (52) does not yield the percent of agreements.

[Q2] Mr. Baker wanted to ensure that the recording system for tracking verbal reading of sight words was as accurate as possible. He asked his aide to take data at the same time as he did and then compared their results. Mr. Baker scored 5 correct read sight words, out of 12. The aide scored 6 correctly read sight words. What is their percent of agreements?

1.

2.

3.

4.

5 / 12 = 41.7% 6 / 12 = 50% 6 / 5 = 120% 5 / 6 = 83.3% [correct] 11 ..

[Feedback to Answer Choice 1] This is the proportion of correct responses Mr. Baker obtained (5 / 12) and does not reflect the percent of agreements.

[Feedback to Answer Choice 2] This is the proportion of correct responses the aide obtained (6 / 12) and does not reflect the percent of agreements.

[Feedback to Answer Choice 3] This reflects dividing the higher number (6) by the lower number (5)—which will always be incorrect as the percentage will exceed 100.

[Feedback for Correct Answer 4] This reflects dividing the lower number (5) by the higher number (6)—which is correct.

[Q3] Mrs. West was measuring how long Jeremy continuously engaged in cleaning during his vocational program. To evaluate the accuracy of her measurement system, she and a vocational trainer stood at opposite sides of the room and signaled each other to start the timers on their tablets. They reviewed the operational definition of cleaning behavior also on the tablet and stopped their timer when Jeremy ceased engaging in cleaning for 3 s. Mrs. West scored 560 seconds of cleaning. The trainer scored 400 s of cleaning.

The goal is for Jeremy to clean for 10 minutes. What is their percent of agreements?

1.

2.

3.

4.

560 / 400 = 140% 400 / 560 = 71.4% [correct] 560 / 600 = 93.3% 400 / 600 = 66.7%

[Feedback to Answer Choice 1] This reflects dividing the higher number (560) by the lower number (400)—which will always be incorrect as the percentage will exceed 100.

[Feedback for Correct Answer 2] This reflects dividing the lower number (400) by the higher number (560)—which is correct.

[Feedback to Answer Choice 3] This reflects the percentage of a 10-minute interval Jeremy was cleaning according to Mrs. West’s data (560 / 600) .

[Feedback to Answer Choice 4]

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This reflects the percentage of a 10-minute interval Jeremy was cleaning according to the trainer’s data (400 / 600) .

[Q4] Mrs. Forrester wanted to evaluate how accurate her whole class, a round-robin recording system was for evaluating on-task behavior. The behavior analyst and Mrs. Forrester set their apps to vibrate every 15 s and started at the same moment. They watched the students in a particular order, and when the app vibrated they scored whether on-task behavior was observed or not. Mrs. Forrester scored 9 intervals of ontask behavior out of 10. The behavior analyst scored 7 intervals of on-task behavior.

They had 2 total disagreements. What is their percent of agreements?

1.

2.

3.

4.

2 / 10 = 20% 9 / 10 = 90% 7 / 10 = 70% 8 / 10 = 80% [correct]

[Feedback to Answer Choice 1] This reflects dividing the number of disagreements (2) by the total number of agreements and disagreements (10) and multiplying by 100, which yields the percent of disagreements.

[Feedback to Answer Choice 2] This reflects the proportion of sampled intervals Mrs. Forrester scored (9 / 10) .

[Feedback to Answer Choice 3] This reflects the proportion of sampled intervals the behavior analyst scored (7 / 10) .

[Feedback for Correct Answer 4] This reflects the number of agreements (8) by the total number of agreements and disagreements (10) and multiplying by 100, which yields the percent of agreements.

Learning Outcome 4.6: Identify factors that impact the accuracy and reliability of data collection.

[Q1] Mr. Riley and his aide have been recording data on Malcolm’s off-task behavior for several months. They have made efforts to do so covertly, using a clipboard to cover the data sheet. As Mr. Riley and the aide were initially very reliable with data collection, they decided to record data on multiple students using the same system. For each student they are scoring off-task behavior, but the definitions for each student are unique as every student is different. With their new system, Mr. Riley and the aide rotate across students for data collection. They never know when they are both recording data on the same student. They each record data for just one student at a time. When they compared their 13 ..

data for reliability they noticed that their percent of agreements has been steadily dropping. What might be the cause and what would be a reasonable solution?

1. Complexity; Mr. Riley and the aide should use different data sheets for each student.

2. Complexity; Mr. Riley and the aide should switch to an electronic system.

3. Reactivity; Mr. Riley and the aide should coordinate when they will observe each student.

4. Observer drift; create a table with all the definitions for each student and tape it to the clipboard for frequent review [correct] [Feedback to Answer Choice 1] Complexity could plausibly be a cause of drift in this scenario. However, using different data sheets would only increase the complexity, making this answer incorrect.

[Feedback to Answer Choice 2] Complexity could plausibly be a cause of drift in this scenario. However, switching to an electronic system of data collection in no way guarantees that data will be more accurate.

[Feedback to Answer Choice 3] The team has taken steps to avoid reactivity by covertly recording and semi-randomly recording across students. Coordinating their observations may introduce a new source of bias, making this answer incorrect.

[Feedback for Correct Answer 4] Observer drift is the most likely cause of bias in this scenario. By using a visual prompt for the operational definitions for each student’s off-task behavior, the team would most directly address the likely source of bias.

[Q2] Tanika’s teacher has noticed that lately she has been chewing on her shirt collar during class. The behavior tends to happen for longer periods of inconsistent length, often starting and stopping as she’s given new tasks or redirections. Her teacher selects a partial interval recording system and utilizes a special app that will buzz each time an interval is ended. She sets the intervals for 120 s and shows her aide how to use it for Tanika’s behavior. When she reviews the results at the end of the day, she sees that Tanika was engaging in chewing almost the whole day. This did not match her observations of Tanika during the day. What step could the teacher take to make the data collection system more accurate?

1. Shorten the length of the interval [correct] 2. Code multiple behaviors simultaneously 3. Use the round-robin format 4. Switch to whole-interval recording 14 ..

[Feedback for Correct Answer 1] An interval of 120 s with a partial interval recording system means that if the behavior happens for even 1 s, the entire interval will be scored. This can lead to substantial overestimates in the occurrences of behaviors. By shortening the interval to 10 or 15 s, the accuracy will improve.

[Feedback to Answer Choice 2] Coding multiple behaviors will not necessarily improve accuracy of recording. This may be efficient if there are multiple behaviors of interest but will not help the chewing data collection specifically.

[Feedback to Answer Choice 3] The round-robin format may make data collection easier if there are multiple students engaging in behaviors that should be tracked by the aide. This will not specifically improve the accuracy of Tanika’s chewing data.

[Feedback to Answer Choice 4] Whole-interval data collection will reduce the number of intervals scored with chewing, as the behavior has to occur the entire interval to be counted. However, with an interval of 120 s this means the behavior has to occur that entire time to be counted at all. This system may lead to substantial underestimation of the behavior, which is also inaccurate.

[Q3] Peter’s teacher has identified that he engages in rude verbal comments throughout the day toward other students. His teacher communicated this issue to the behavior analyst, and on one of her visits, the behavior analyst had a data sheet prepared to track the frequency of the verbal comments. Peter greeted the behavior analyst and smiled at her. Throughout the observation he kept looking at her and smiling. He demonstrated no rude comments the entire length of her visit. This is an example of what type of bias?

1. Complexity 2. Reactivity [correct] 3. Observer drift 4. Expectancy [Feedback to Answer Choice 1] The behavior analyst is using a very simple form of event recording, so this is not a likely source of drift.

[Feedback for Correct Answer 2] Peter is clearly behaving differently when the observer is in the room (i.e., reacting to her) and this is not reflective of his day-to-day behavior.

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[Feedback to Answer Choice 3] The data collection system is new, so drift is not possible.

[Feedback to Answer Choice 4] Given the teacher’s report, it was more likely that the behavior analyst would be expecting high rates of behavior rather than low.

[Q4] Mrs. LeDuc is very excited about her new intervention to reduce Peter’s rude comments to his peers. She collected baseline data and saw high, steady rates of the behavior during lunch, which she predicted would occur. She is anticipating the intervention will work really well and reduce the rate of the behavior. This is an example of what type of bias?

1. Complexity 2. Reactivity 3. Observer drift 4. Expectancy [correct] [Feedback to Answer Choice 1] The data collection system does not appear to be overly complex, making this form of bias unlikely.

[Feedback to Answer Choice 2] Mrs. LeDuc was able to capture steady rates of behavior in baseline, suggesting the student was not reacting to the observation any longer.

[Feedback to Answer Choice 3] Drift is possible, as the system has been in use for several days, but unlikely as Mrs. LeDuc is the only data collector at this time.

[Feedback for Correct Answer 4] Given Mrs. LeDuc’s excitement to see change in the behavior, she is at risk for an expectancy bias.

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Chapter 4 Application Exercises Chapter 4: Procedures for Collecting Data Application Exercise 4.1: Matching dimensions to larger goals Learning Outcome 4.1: Identify the seven dimensions of behavior.

[Q1] Tanika’s IEP team is committed to helping her develop vocational skills. The team is introducing an educational goal of learning vocational skills related to employment in a grocery store. In coordination with a vocational trainer they identify a number of different benchmarks that will be sequenced in order of difficulty across the year. The first benchmark they wish to work on with Tanika is cleaning the glass doors in the frozen food section of a supermarket. As it is a new skill, the team will target the skill initially only for acquisition. The team wants to simply see progress in completing the task independently, regardless of how long it takes Tanika to do it. What dimension of behavior would be most appropriate to target and which measurement system would you select?

[Q1 Model Response] The frequency of correct step completion is the most relevant dimension, as this relates most directly to acquisition of the skill itself. The team has emphasized the completion of the task steps over the rapidity of the task completion. To measure the frequency of the completion of steps, event recording would be appropriate within a task analysis.

[Q2] Tanika’s IEP team is committed to helping her develop vocational skills. The team is introducing an educational goal of learning vocational skills related to employment in a grocery store. In coordination with a vocational trainer they identify a number of different benchmarks that will be sequenced in order of difficulty across the year. The next benchmark they wish to work on with Tanika is cleaning the glass doors in the frozen food section of a supermarket, in a reasonable amount of time. What dimension of behavior would be most appropriate to target and which measurement system would you select?

[Q2 Model Response] The duration of the task is the most relevant dimension, as it relates to a unit of time.

The team has emphasized the rapidity of the task completion, now that task completion has been mastered with independence. As the team is interested in the exact amount of time it tasks Tanika to clean the class, they should select a duration recording system using a timer.

[Q3]

17 ..

Tanika’s IEP team is committed to helping her develop vocational skills. The team is introducing an educational goal of learning vocational skills related to employment in a grocery store. In coordination with a vocational trainer they identify a number of different benchmarks that will be sequenced in order of difficulty across the year. The last benchmark they wish to work on is time on-task while cleaning all of the glass doors in the frozen food section of a supermarket. For this phase, the team wishes to have the data collector move away from Tanika and only monitor her every now and then. What dimension of behavior would be most appropriate to target and which measurement system would you select?

[Q3 Model Response] The duration of Tanika's task completion remains the most relevant dimension. The team is now emphasizing her maintenance of the cleaning skills as the task grows in proportion. With the emphasis on remote, inconspicuous monitoring, the team will certainly need to consider a different form of measurement that relies on sampling or intervals. They could select a partial interval system or time sampling method of recording, both of which allow for intermittent observation.

Application Exercise 4.2: Practicing data collection.

Learning Outcome 4.4: Identify the five observational recording systems and when to use each system.

[Q1] Darius is demonstrating challenges remaining in his seat. He will sit appropriately for a brief period of time, then flop to the floor and remain on the floor. His aide is frequently assisting him to return to his seat and engage in the provided activities. As the behavior is interfering with his educational progress and disrupting the classroom, the team has decided to take data on occurrences of the behavior. If you were to collect data on inseat behavior, which measurement system would you select? Provide a brief rationale.

[Q1 Model Response] I would select duration because it would provide a direct measurement of the amount of time the student sat in his chair.

I would select an interval recording because it would provide an estimate of the amount of time the student sat in his chair and would not require me to stop and start a timer frequently. This may reduce the complexity of the data collection system.

I would select a time sampling because it would provide an estimate of the amount of time the student sat in his chair and may be manageable in a busy classroom.

[Q2] Darius is demonstrating challenges remaining in his seat. He will sit appropriately for a brief period of time, then flop to the floor and remain on the floor. His aide is frequently assisting him to return to his seat and engage in the provided activities. As the behavior 18 ..

is interfering with his educational progress and disrupting the classroom, the team has decided to take data on occurrences of the behavior. If you were to collect data on flopping to the floor, which measurement system would you select? Provide a brief rationale.

[Q2 Model Response] I would select event recording as it would indicate the total number of instances of flopping that occurred during the observation period. This would be relatively simple for the aide to do, simply making a tally mark or clicking on a counter when the behavior occurs.

I would select duration because it would provide a direct measurement of the amount of time the student spent on the floor. If Darius flops in only one instance, but remains on the floor for an extended period, duration data would help to reflect this challenge.

[Q3] Darius is demonstrating challenges remaining in his seat. He will sit appropriately for a brief period of time, then flop to the floor and remain on the floor. His aide is frequently assisting him to return to his seat and engage in the provided activities. As the behavior is interfering with his educational progress and disrupting the classroom, the team has decided to take data on occurrences of the behavior. The team has determined that they will collect frequency data on flopping.

To evaluate the accuracy of the data collection system, an aide in the classroom also collected frequency data at the same time as the teacher. After finishing her data collection she stated, “I’m pretty sure he flopped only 1 time and fell accidentally the other 2 times.” The teacher recorded 3 instances of flopping. What formula will you use to collect the percent of agreements? What is the percent of agreements? Explain how inclusion of an example and a nonexample may help increase accuracy in the data collection.

[Q3 Model Response] I will use the formula of the smaller number divided by the larger number, multiplied by 100. This will give us an agreement of: 1/ 3 × 100 = 33.33% It may be helpful to include a nonexample to clarify if, when a student falls from their chair by accident, this does not count as an instance of flopping.

Application Exercise 4.3: Developing measurement systems Learning Outcome 4.4: Identify the five observational recording systems and when to use each system.

[Q1] John is a fourth-grade student doing poorly in spelling. His teacher was interested in using a whole interval recording system during spelling to track when John was engaged in spelling. She decided to use a 15-second interval and made a data sheet to 19 ..

capture 5 minutes of data per school day. Describe the process of data collection in a step-by-step manner in accordance with whole interval recording.

[Q1 Model Response] 1. Start a timer counting down from 5 min and MotivAider with 15 s intervals.

2. Watch John the whole time.

3. When the end of a 15 s interval is reached, score whether John was engaged in reading the whole time with a plus.

4. Continue until 5 minutes has passed.

[Q2] John is a fourth-grade student doing poorly in spelling. His teacher was interested in using a momentary time sampling system during spelling to track when John was engaged in spelling. She decided to use a 15 second interval and made a data sheet to capture 5 minutes of data per school day. Describe the process of data collection in a step-by-step manner in accordance with momentary time sampling.

[Q2 Model Response] 1. Start a timer counting down from 5 min and a MotivAider with 15 s intervals.

2. When the 15 s interval is reached, score whether John was engaged in reading at that moment with a plus.

3. Continue until 5 minutes has passed.

[Q3] John is a fourth-grade student doing poorly in spelling. His teacher was interested in frequency recording to track when John spelled a word correctly. She decided to use the permanent product of a spelling worksheet he completes each day. Describe the process of data collection in a step-by-step manner in accordance with frequency recording.

[Q3 Model Response] 1. Give John a worksheet.

2. When spelling is over, count how many words were spelled correctly on his worksheet.

Application Exercise 4.4: Practicing calculating reliability Learning Outcome 4.5: Demonstrate how to calculate reliability for each of the five observational recording systems.

[Q1]

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Use Pearson eText Video Example 4.3 to help you answer the following question. An aide was also collecting data on the frequency of correct words read by Trae. What would be the formula for calculating the percent of agreements?

[Q1 Model Response] Lower number of correct responses observed divided by the higher number of correct responses observed, multiplied by 100 [Q2] Use Pearson eText Video Example 4.3 to help you answer the following question. An aide was also collecting data on the frequency of correct words read by Trae. The aide recorded 65 words read correctly. What is the percent of agreements?

[Q2 Model Response] 59 / 65 × 100 = 90.8%

[Q3] Use Pearson eText Video Example 4.3 to help you answer the following question. The aide says, “Trae reads so quickly, but kinda quietly—and the room can get busy! It was hard to hear from where I was standing. Also, I didn’t have the text in front of me, so I felt that I missed some things.” This report from the aide is aligned with what type of bias? What steps could you take to address this source of bias?

[Q3 Model Response] This is an example where the complexity of the situation may be influencing the data collection process. I would have the aide sit close to Trae, but not too close that he would react. I would give him or her a list of the reading words in advance. These steps may reduce the influence of complexity bias.

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Chapter 4 Test Items True-False Questions 4-1.

The method of data collection that provides the most accurate record of how long a behavior occurs is duration recording.

4-2.

The period between the presentation of a discriminative stimulus and the initiation of a response is called the latency period.

4-3.

Of the observational data recording systems, the one which results in the most accurate representation of the occurrence of the behavior is interval recording.

4-4.

A teacher and a paraprofessional observed a student in class using a new computer program simulation. Using 20-second intervals they recorded the data which appears below. These data are in sufficient agreement for a behaviorchange program to begin.

(T) X X X O X X O O X O (P) X O X O X O X O X X

4-5.

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.

4-6.

Permanent products are tangible items or environmental effects that result from a behavior.

4-7.

Interval recording allows an investigator to analyze written reports.

4-8.

“Good job, Max!” is an example of a consequent stimulus.

4-9.

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

4-10. Recording occurrences of discrete behaviors is known as whole-interval recording.

4-11. Interval recording is typically used for long observation periods.

4-12. Latency recording is used when the teacher is concerned with the length of time a student engages in a particular behavior.

4-13. Duration recording is primarily concerned with how long it takes a student to begin performing a behavior once its performance has been requested.

4-14. Anecdotal reports can help teachers to begin to determine what factors in the classroom are occasioning or maintaining appropriate and inappropriate behaviors.

4-15. Anecdotal reports are written to provide as complete a description of a student’s behavior in a particular setting or during an instructional period 22 ..

4-16. A ringing telephone is an example of an antecedent stimulus.

4-17. When using whole interval recording, the teacher would only record if the behavior occurred for the entire interval.

4-18. When using time sampling, the data collector records behavioral occurrence only if it occurs at the end of an interval.

Multiple Choice Questions 4-19. When using time-sampling the teacher notes occurrence or nonoccurrence of the behavior: a. any time during the interval b. at the end of the interval c. each time the behavior occurs within the interval d. any of the above 4-20. Duration data are collected: a. from the time the teacher gives a performance direction until the student begins to perform the response b. from the time the student begins the response until he or she completes the response c. from the time the teacher gives a performance direction until the student completes the response d. none of the above 4-21. To provide the broadest possible description of events occurring within a time period one would use: a. anecdotal recording b. observational recording c. permanent product recording d. topography recording 4-22. A teacher giving a written test is using: a. written data recording b. interval recording c. permanent product recording d. anecdotal recording 4-23. Mr. Garcia checked at five-minute intervals to see if Jane was playing appropriately in a small group. He was using: a. interval recording b. time sampling c. event recording d. duration recording 23 ..

4-24. Jessie is learning traffic signs in driver’s education. His teacher holds up the sign and immediately records if Jessie names it correctly. This type of data collection is known as: a. event recording b. time sampling c. latency recording d. permanent product recording 4-25. Mrs. Golden wanted to collect baseline data on how often Liu speaks to her neighbor during silent reading. She divided the 15 minutes into equal 30 second intervals and made a notation of Liu’s talking during each. The method of data collection she used was: a. event recording b. time sampling c. interval recording d. anecdotal recording 4-26. At the end of each play period, Mr. Carey counted the number of toys that Marta, Lukas, and Anita did not put back on the shelves. He was using: a. event recording b. interval recording c. time sampling d. permanent product recording 4-27. The data collection technique which notes every time a behavior occurs within an observation period is: a. event recording b. interval recording c. time sampling d. permanent product recording 4-28. “Catalina typed an average of 55 words per minute” is an example of what behavioral dimension? a. Frequency b. Rate c. Latency d. Locus 4-29. “Alva was out of her seat for 16 minutes during lunch period” is an example of what behavioral dimension? a. Latency b. Frequency c. Duration 24 ..

d. Rate 4-30. When determining of a behavior, we count the number of times the behavior occurs within an observation period. a. Frequency b. Rate c. Latency d. Duration 4-31.

is calculated by dividing the number of times a behavior occurred by the length of the observation period. a. Frequency b. Latency c. Duration d. Rate

4-32.

is a measurement of how long a student engages in a behavior. a. Duration b. Latency c. Frequency d. Locus

4-33.

is important when we are concerned not with the number of times a student engages in it, but how long. a. Duration b. Latency c. Rate d. Topography

4-34. The behavioral dimension determined when you measure the length of time between instructions to perform it and the occurrence of the behavior is known as: a. Latency b. Duration c. Frequency d. Rate 4-35. “When the bell rang, it took Blake 11 minutes to get to his next class” is an example of what behavioral dimension? a. Duration b. Frequency c. Latency d. Rate 4-36.

describes a behavior’s complexity or its motor components.

25 ..

a. Latency b. Locus c. Topography d. Force 4-37. The a. Rate b. Locus c. Latency d. Force

of behavior is its intensity.

4-38. The a. Force b. Locus c. Latency d. Topography

of behavior describes where it occurs.

4-39.

produces a written description of nearly everything that occurred in a specific time period or setting. a. Latency recording b. Anecdotal reports c. Event recording d. Permanent product recording

4-40.

are useful primarily for analysis, not for evaluation. a. Event recording b. Permanent product recording c. Anecdotal reports d. Latency recording

4-41. Which of the following is NOT considered to be an observational recording system? a. Anecdotal recording b. Event recording c. Duration recording d. Latency recording 4-42. A teacher who counts the number of times a student raises her hand is using what type of recording system? a. Event recording b. Interval recording c. Latency recording d. Time Sampling recording 26 ..

4-43. Ms. Lee wants to increase the amount of time her kindergarten students remain on task. What recording system would be most appropriate for Ms. Lee to use? a. Latency recording b. Duration recording c. Interval recording d. Event recording 4-44. Rate and/or frequency of a behavior may be determined through a. Interval recording b. Event recording c. Latency recording d. Time Sampling recording 4-45. Event recording must be used with behaviors that are a. Continuous b. Vague c. Discrete d. Open-ended 4-46. While in the community, Miss Nelson records whether or not Ethan is able to independently perform each step of the shopping task analysis. This is an example of what recording procedure? a. Interval recording b. Anecdotal recording c. Permanent product recording d. Event recording 4-47. What recording procedure should a teacher use if he wanted to be as exact as possible? a. Time Sampling b. Event Recording c. Interval recording d. Duration recording 4-48. Time sampling would be the most appropriate method for recording which behavior? a. hitting others b. a student raising his/her hand c. wandering around classroom/out-of-seat d. answering a ringing telephone 4-49.

and recording focus on a temporal rather than a numerical dimension of behavior. a. Duration and latency 27 ..

b. Interval and time sampling c. Event and Interval d. None of the above 4-50. Cole has difficulty making it to the bus stop on time each school morning. His parents purchased him a new alarm clock that sounds promptly at 6:15 a.m. Cole has yet to fail to get out of bed once his alarm has sounded. However, 45 minutes does not seem to be enough time for Cole to eat breakfast and get ready for school. Cole’s parents have decided that he probably needs to get up earlier.

What recording procedure could his parents use to determine how much earlier to set the alarm clock? a. Time sampling b. Interval recording c. Event recording d. Latency recording 4-51. What is considered the aim for a “reliable” percent of agreement for data collection? a. 75% b. 70% c. 90% d. 80% Short Answer Questions 4-52. Mr. Garza is going to collect data on Joe’s off-task behavior through partial interval recording. He has operationally defined off task as instances of talking to neighbors, doodling, and being out of seat without permission. Mr. Garza has decided to observe from 10:00 to 10:10 and will divide the period into 10-s intervals. Construct an appropriate coded data sheet to capture each topography during this observation.

4-53. Ms. Risley is concerned about Elka’s inappropriate talking during the reading lesson. Elka’s behavior starts quietly, then gets louder so it is hard for Ms. Risley to tell exactly when it starts. The reading lesson lasts 45 minutes. What type of data would Ms. Risley collect? Construct an appropriate data sheet she may use that will track the behavior.

4-54. Select three behaviors and describe the topography of each.

4-55. Discuss why a teacher might use anecdotal reporting.

Essay Questions 4-56. You are the supervisor to the special education teachers in your school district.

Most of your teachers either do not collect data or do so inaccurately. Describe how you would prepare your teachers to regularly collect accurate data on the students they serve. Discuss the rationale you would provide to teachers.

28 ..

4-57. Compare and contrast duration and latency data collection methods. Provide an example using both systems of data collection include an example of a data sheet with key components.

4-58. You are a lead teacher and several of the teachers you supervise have concerns about the frequency with which they should collect student data. Discuss how often data should be collected and what patterns, if any, the teachers should look for in the data?

4-59. Interobserver agreement provides a measurement of reliability in the recording of data being collected. Discuss the biases that can affect interobserver agreement.

4-60. A kindergarten teacher wants to collect data on a new behavior modification program to reduce out-of-seat behavior throughout the school day for three students in her class. Which data collection system would you recommend she use and why? Contrast the benefits of the system you recommended against two other systems of data collection.

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Chapter 4 Test Answer Key ANSWER KEY: True-False 4-1.

True

4-2.

True

4-3.

False

4-4.

False

4-5.

True

4-6.

True

4-7.

False

4-8.

True

4-9.

False

4-10. False 4-11. False 4-12. False 4-13. False 4-14. True 4-15. True 4-16. True 4-17. True 4-18. True Multiple Choice 4-19. B 4-20. B 4-21. A 4-22. C 4-23. B 4-24. A 4-25. C 4-26. D 4-27. A 4-28. B 4-29. C 30 ..

4-30. A 4-31. D 4-32. A 4-33. A 4-34. A 4-35. C 4-36. C 4-37. D 4-38. B 4-39. B 4-40. C 4-41. A 4-42. A 4-43. B 4-44. B 4-45. C 4-46. D 4-47. B 4-48. C 4-49. B 4-50. D 4-51. C Short Answer Questions (Please note that these are suggestions for key concepts that should be included in the responses.)

4-52. Data sheet should include the following components: Student’s name, target behavior, operational definition of the target behavior with codes (e.g., T=talking to neighbor, D=doodling, S=out-of-seat behavior), 60 ten-second intervals, and place for observer’s name and date.

4-53. Type of data collection—time sampling, partial interval, or whole interval.

Data sheet should include the following components: Student’s name, target behavior, operational definition of the target behavior, equal intervals that constitute the reading class period, and a place to list the dates and observer.

4-54. Examples could include any behavior with a topographical description 31 ..

Hitting desk—forceful movement with closed fist in which the student pounds desk with thumb side up 4-55. Reasons why teachers might use anecdotal recording: Anecdotal reporting provides a description of the student’s behavior during a particular time period or setting. This type of reporting serves as a method for initial analysis of a student’s behavior, identifying possible stimuli that occasion or maintain a behavior. It can be the first step in evaluating and establishing behavior-change programs for persistent behaviors.

4-56. Rational for collecting data: Accountability, helps to ensure effective instructional practices, and helps to evaluate when changes in programming are needed.

Recommendations for preparing teachers: Give overview of behavioral dimensions, pros and cons of various behavior data collection systems, provide example of data sheets, provide guidelines for how often to collect data, and monitor teachers’ collection of data.

4-57. Compare: Both temporal measures with clear beginning and ending Contrast: Duration concerned with the amount of time the behavior occurs. Latency concerned with the amount of time it takes for the behavior to begin.

4-58. Data Collection: Initial behavior or skill instruction—collect data every day or every teaching session until a steady progress for 6 data points or for 2 weeks. Once behavior shows steady progress, can collect data 2–3 times/week. If behavior targeted for reduction increases or skill acquisition slows, then return to daily data collection.

Once data returns to a steady progression can return to collecting data 2–3 times/week.

4-59. Reactivity—The concept that a student’s behavior may change (positive or negative) due to the awareness that they are being observed.

Observer drift—The concept that overtime the observer’s stringency to the operational definition may change.

Complexity—The difficulty associated with complex coding systems in ensuring reliability.

Expectancy—The concept that an observer’s expectancy of the student to exhibit certain behaviors based on prior knowledge of the student.

4-60. Recommended data collection system: Frequency Possible reasons why Frequency: Because the teacher is evaluating three students’ behavior across an extended period of time, I would recommend frequency. It could be implemented using a basic recording of tally marks on the board or moving clips from one pocket to the other to record the occurrence of the behavior. Benefits over interval or time sampling data collection procedures relates to ease of implementation, with both of these procedures the teacher must establish an interval period and then have some sort of curing system to prompt her to examine the student’s behavior.

32 ..

Chapter 5 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

0-13-560623-3

ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 5: Graphing Data

1

Learning Outcome Quizzes

1

Application Exercises

13

Test Items

16

Test Answer Key

23

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

iii ..

Chapter 5: Graphing Data Chapter 5 Learning Outcome Quizzes Learning Outcome 5.1: Identify the basic elements of a line graph.

[Q1] Mr. Peters has been collecting data on his student’s rate of calling out behavior for several days. He wants to graph these data to look at trends in the rate over days. The days of the week will be reflected on which part of the graph?

1. Data point 2. X-axis [correct] 3. Y-axis 4. Legend [Feedback to Answer Choice 1] The data point will reflect the specific value of y observed on day x.

[Feedback for Correct Answer 2] The x-axis will be days, as it is a unit of time. Most graphs are plotted with a unit of time on the x-axis.

[Feedback to Answer Choice 3] The rate of behavior is the unit of behavior of interest and will be reflected on the y-axis.

[Feedback to Answer Choice 4] The legend will be used to assist in differentiation of multiple data paths, if needed.

[Q2] Ms. Cleveland has been collecting data on the percentage of intervals her student is engaged in skin picking over the past several days. She wants to graph these data to look at trends in the percentage of skin picking intervals over days. The percentage of skin picking will be displayed on which part of the graph?

1. Data point 2. X-axis 3. Y-axis [correct] 4. Legend [Feedback to Answer Choice 1] The data point will reflect the specific value of y observed on day x.

1 ..

[Feedback to Answer Choice 2] The x-axis will be days, as it is a unit of time. Most graphs are plotted with a unit of time on the x-axis.

[Feedback for Correct Answer 3] The percentage of intervals with skin picking is the value of interest and will be reflected on the y-axis.

[Feedback to Answer Choice 4] The legend will be used to assist in differentiation of multiple data paths, if needed.

[Q3] Ms. Reginald’s student Doreen went on a family vacation for several weeks. When she returned from vacation, her time out of seat was substantially higher than before she went on vacation. Her graph looks pretty wild, with a sharp increase looking as it it’s coming from nowhere. What might be adjusted on this graph to help visually represent what actually occurred?

1. A break in the data path [correct] 2. A scale break in the y-axis 3. Multiple data paths 4. Changing to a bar graph [Feedback for Correct Answer 1] By interrupting the continuous line of the data path, it can be clearly shown that some events transpired that may be relevant to the subsequent increase in behavior.

[Feedback to Answer Choice 2] A scale break in the y-axis might be needed if crowding on the graph were a problem, which was not referenced in this scenario.

[Feedback to Answer Choice 3] Adding data paths will not resolve the immediate concern.

[Feedback to Answer Choice 4] Changing the type of graph will not resolve the concern, and may make visual analysis more challenging.

[Q4] At the IEP meeting, Mr. Torres shows a recent graph of Carl’s property destruction per hour. The scale of the graph was set from 0 to .1. When Carl’s mother saw the very high rates of behavior on the graph she was very concerned. She demanded to know what was being done to address this critical behavior. Mr. Torres explained that actually the 2 ..

behavior was rarely happening and not a concern for Carl at this time. What might be adjusted on this graph to help visually represent the actual occurrences of the behavior?

1. Change data points to circles 2. A scale break in the y-axis 3. Multiple data paths 4. Revise y-axis scale [correct] [Feedback to Answer Choice 1] Changing the data points from squares to circles will not clarify the interpretation of these data.

[Feedback to Answer Choice 2] Breaking the scale will not address this interpretation challenge.

[Feedback to Answer Choice 3] Adding data paths will not resolve the immediate concern.

[Feedback for Correct Answer 4] Changing the scale to a whole number will help Carl’s mother interpret these results, as it will show the behavior is actually occurring at low rates.

Learning Outcome 5.2: Demonstrate how to transfer data to a graph.

[Q1] Ms. Green has been collecting data on how long it takes her student to fold the laundry each day. What will be displayed on the y-axis?

1. Minutes [correct] 2. Rate per minute 3. Percentage of intervals 4. Percentage correct [Feedback for Correct Answer 1] The y-axis will be a unit of time to align with the duration measurement system.

[Feedback to Answer Choice 2] A duration measurement system would not align with a rate per minute y-axis.

[Feedback to Answer Choice 3] A duration measurement system would not align with a percentage of intervals y-axis.

[Feedback to Answer Choice 4] A duration measurement system would not align with a percentage correct y-axis.

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[Q2] Mr. Brown has been collecting data on how the latency from his instruction to his student’s initiation of a worksheet. What will be displayed on the y-axis?

1. Frequency 2. Rate per minute 3. Percentage of intervals 4. Seconds [correct] [Feedback to Answer Choice 1] A latency measurement system would not align with a frequency y-axis.

[Feedback to Answer Choice 2] A latency measurement system would not align with a rate per minute y-axis.

[Feedback to Answer Choice 3] A latency measurement system would not align with a percentage of intervals y-axis.

[Feedback for Correct Answer 4] Use of seconds on the y-axis will be the best way for Mr. Brown to visualize his data.

[Q3] Mrs. Rojas has been collecting data on how many correctly solved math problems Albert completes per day on worksheets. On her graph, the x-axis is the day and the y-axis is the number of correctly solved math problems. The graph makes it appear that Albert is solving a lot of math problems, when he’s actually skipping over half of them each worksheet. She has all the permanent products. What change should Mrs. Rojas make to her graph to clarify this issue?

1. Change x-axis to worksheets 2. Change y-axis to rate of correctly solved problems 3. Change y-axis to percentage correct [correct] 4. Change y-axis to seconds [Feedback to Answer Choice 1] Changing the x-axis to worksheets might show more clearly what Albert is doing on each worksheet, but will not clarify the main problem.

[Feedback to Answer Choice 2] Unless Mrs. Rojas has also been collecting data on the time spent per worksheet, she can’t make this conversation.

[Feedback for Correct Answer 3] 4 ..

Mrs. Rojas has the worksheets so she can convert each value to a percentage of correctly completed problems divided by the total problems presented.

[Feedback to Answer Choice 4] Use of seconds on the y-axis will not align with the permanent product data.

[Q3] Mr. Banner has been using event recording to track how many instances of headbanging his student Bruce demonstrates during group activities. Each day, group activities vary in length. He graphs the data with the x-axis reflecting days and the y-axis the number of instances of head-banging. These data look highly variable, some days high and others low. What change should Mr. Banner make to his graph to clarify this issue?

1. Change x-axis to individual group sessions 2. Change y-axis to rate of head-banging [correct] 3. Change y-axis to minutes of head-banging 4. Change nothing; sometimes data are just variable [Feedback to Answer Choice 1] Changing the x-axis to group sessions won’t address the problem of the different lengths of the group times each day.

[Feedback for Correct Answer 2] Changing the y-axis to rate will rectify the issue of varying lengths of group times each day.

[Feedback to Answer Choice 3] It is unlikely Mr. Banner has these data, and it still would not address the problem with the different lengths of group times each day.

[Feedback to Answer Choice 4] It is true that data may be variable, but in this case there is a flaw in the system related to the different lengths of group each day that should be corrected.

Learning Outcome 5.3: Identify graphing conventions (i.e., conditions, baseline, intervention).

[Q1] Mr. David has been working with Cynthia for some time on reducing instances of talking out. He’s tried several different interventions, and finally found one that seems to be working. What graphing convention is necessary to ensure the effects of the different interventions can each be analyzed on the behavior of talking out?

1. Scale break 5 ..

2. Axis labels 3. Phase lines between conditions [correct] 4. Adding data paths [Feedback to Answer Choice 1] A scale break will not resolve this graphing need.

[Feedback to Answer Choice 2] Graphs should always have axis labels; this will not address the specific graphing need.

[Feedback for Correct Answer 3] Phase lines between conditions will differentiate the changes in conditions on the single data path of talking out behavior.

[Feedback to Answer Choice 4] Adding data paths will not resolve this graphing need.

[Q2] Ms. Chong has been taking data on Darby’s rate of inappropriate comments during class. She has tried a lot of different procedures and always draws a line between old and new procedures. She has been labeling the different conditions numerically; for example, Intervention 1, Intervention 2, Intervention 3. Now she is on Intervention 10.

What element of her graph is problematic?

1. Connected data paths across conditions 2. Unclear condition labels [correct] 3. Missing phase lines 4. Poor alignment between measurement and graphing systems [Feedback to Answer Choice 1] When conditions change, data paths should not be connected to help differentiate between the conditions. This was not mentioned as a concern for this graph.

[Feedback for Correct Answer 2] Use of a numerical system for the conditions will make it difficult, even impossible, for anyone other than Ms. Chong to know what occurred and led to changes in behavior.

[Feedback to Answer Choice 3] Ms. Chong placed phase lines between conditions as she should.

[Feedback to Answer Choice 4] Rate is an appropriate measure for the target behavior and form of graphing described.

6 ..

[Q3] Mrs. Gentry has been taking data on Jared’s duration of time off task during class to get a sense of how often it occurs. Last week she started a differential reinforcement program. She drew a phase change line on the graph before starting the intervention.

What should she label the condition before the phase line?

1. Baseline [correct] 2. Maintenance 3. Differential reinforcement of lower rates of behavior 4. Intervention 1 [Feedback for Correct Answer 1] This period did not include an intervention and reflected the level of behavior before any changes were made to conditions.

[Feedback to Answer Choice 2] A maintenance phase would come after a successful intervention has been established, not before.

[Feedback to Answer Choice 3] This may be the proper label for the intervention condition, not the phase before intervention.

[Feedback to Answer Choice 4] This is a vague condition label and not recommended.

[Q4] Gerval’s IEP team is reviewing his graph on disruptive behaviors. The graph shows high rates of behavior in baseline, a phase line, then an intervention condition. However, Gerval’s data did not reduce until about 2 weeks passed in the intervention phase, then drastically decreased. His mother asked what caused the change, and his teacher mentioned that they had a change in staff at that time and that the new staff member was actually implementing the intervention with Gerval correctly. What should be added to the graph to clarify these events?

1. Disconnected data paths across conditions 2. Change the name of the condition 3. Change data path when new person started 4. Add a phase line to show when new person started [correct] [Feedback to Answer Choice 1] When conditions change, data paths should not be connected to help differentiate between the conditions. This was not mentioned as a concern for this graph.

7 ..

[Feedback to Answer Choice 2] Renaming the intervention will not clarify what occurred.

[Feedback to Answer Choice 3] A new data path is not needed, as the behavior of interest is the same.

[Feedback for Correct Answer 4] The change from incorrect implementation to correct implementation was a substantial change in conditions and should be reflected with a phase line.

Learning Outcome 5.4: Identify components and uses of cumulative graphs.

[Q1] Mrs. Mellon’s class is having a competition to read as many pages as they can. She teaches each student to make their own cumulative graphs. Which statement reflects the best rationale for the choice of a cumulative graph?

1. It will show differences in reading across students.

2. It will show increasing and decreasing trends as data go up and down.

3. It will let the students see how quickly they’ve been reading.

4. It will let the student see how many total pages they read in class. [correct] [Feedback to Answer Choice 1] Cumulative graphs can be displayed across students, but in this case each student has their own.

[Feedback to Answer Choice 2] On a cumulative graph, the data path will never go down.

[Feedback to Answer Choice 3] A cumulative graph does not reflect the reading pace directly.

[Feedback for Correct Answer 4] The cumulative graph will allow the student to see each day how many pages they’ve read over the course of the whole intervention.

[Q2] Student A’s data path on their cumulative graph rose quickly, then flattened. Which statement best reflects Student A’s performance?

1. Student A engaged in high rates of behavior, then stopped responding. [correct] 2. Student A continuously engaged in high rates of behavior.

3. Student A performance has been variable, high rates then low, high rates then low.

8 ..

4. Student A did not engage in the behavior often.

[Feedback for Correct Answer 1] On a cumulative graph, the steep slope corresponds with right rates of behavior, and the flat part corresponds with little to no behavior.

[Feedback to Answer Choice 2] This would appear as one steadily increasing, steep slope on the cumulative graph.

[Feedback to Answer Choice 3] This would appear like a step pattern on the cumulative graph.

[Feedback to Answer Choice 4] This would appear like a most flat line on the cumulative graph.

[Q3] Student B’s data path on their cumulative graph was initially flat, then rose gradually, then rose steeply. Which statement best reflects Student B’s performance?

1. Student B engaged in high rates of behavior the whole time.

2. Student B did not respond much, then gradually responded more, then finally responded frequently. [correct] 3. Student B did not respond to the intervention at all.

4. Student B’s responding fluctuated a lot throughout the intervention.

[Feedback to Answer Choice 1] This would appear as a continuous, steep slope on the cumulative graph.

[Feedback for Correct Answer 2] On a cumulative graph, minimal responding will produce a flat data path. As responding increases, the slope will become steeper.

[Feedback to Answer Choice 3] This would appear as a flat line on the cumulative graph.

[Feedback to Answer Choice 4] This would appear like a staircase with a steep slope followed by a flat slope.

[Q4] Student C’s behavior has been targeted for decrease. His team is using a cumulative graph to track the behavior. Which description suggests the intervention has worked?

1. A slope that is decreasing 2. A slope that starts flat then becomes steeper 9 ..

3. A continuous, steep slope 4. A slope that flattens and stays flat [correct] [Feedback to Answer Choice 1] Cumulative graphs cannot have a decreasing slope.

[Feedback to Answer Choice 2] This would suggest that the behavior is increasing, and the intervention is not successful.

[Feedback to Answer Choice 3] This would suggest the intervention had no effect on behavior and was not successful.

[Feedback for Correct Answer 4] This would suggest that the behavior ceased to occur, which was the goal of the reduction program.

Learning Outcome 5.5: Identify components and uses of bar graphs.

[Q1] A teacher wishes to compare how students in her class performed on the same test measure. Test scores will be on the y-axis; what will be displayed on the x-axis?

1. The test used 2. Student names [correct] 3. Sessions 4. Days [Feedback to Answer Choice 1] The test measure should be referenced in the title of the graph.

[Feedback for Correct Answer 2] The student’s names can be shown on the x-axis so that each student may have a bar corresponding to their individual performance.

[Feedback to Answer Choice 3] This is often used on line graphs, but would not apply to this scenario.

[Feedback to Answer Choice 4] This is often used on line graphs, but would not apply to this scenario.

[Q2]

10 ..

A teacher wishes to compare how one student did on multiple standardized tests. The test scores will be the measure on the y-axis. What will the different bars correspond to?

1. Test administrators 2. Interventions used 3. The test used [correct] 4. Students evaluated [Feedback to Answer Choice 1] This would not align with a y-axis of test score.

[Feedback to Answer Choice 2] Intervention effects were not specifically referenced in this scenario.

[Feedback for Correct Answer 3] Each measure could be displayed as a different color or pattern bar for quick comparison.

[Feedback to Answer Choice 4] The teacher is only interested in analyzing performance of one student on multiple measures.

[Q3] A teacher graphed the percentage of correct responses on the y-axis and used different bar colors to represent performance on a standardized measure before and after a new intervention. The gray bar corresponds to performance before intervention, and the black bar corresponds to performance after the intervention. If the intervention worked really well, what should the graph look like?

1. The gray and black bars should be of the same height.

2. The gray bar should be higher than the black bar.

3. The black bar should be thicker than the gray bar.

4. The black bar should be much higher than the gray bar. [correct] [Feedback to Answer Choice 1] This would suggest the intervention did not work.

[Feedback to Answer Choice 2] This would suggest that the intervention led to worsening performance.

[Feedback to Answer Choice 3] In this case, the width of the bars is irrelevant and should be the same.

[Feedback for Correct Answer 4] 11 ..

The post-intervention score should be higher than the pre-intervention score, so the black bar should be clearly higher than the gray bar.

[Q4] A teacher is evaluating whether the Good Behavior Game is working in his different class periods. He graphed the frequency of off-task behaviors on the y-axis. He took data on all 3 different classes at time 1, then started the intervention with class 1. He graphed those data by class, on the x-axis, with white bars. He took data again at time 2, after the intervention had been in place for 2 weeks with class 1 only. These new data were shown with black bars. If the intervention worked, what statement will be true?

1. The white and black bars will be approximately the same as one another for all 3 classes.

2. The black bars should be higher than all the white bars.

3. The black bar should be lower than the white bar for class 1 only. [correct] 4. The black bar should be lower than the white bar for classes 2 and 3.

[Feedback to Answer Choice 1] This would suggest the intervention did not have any effect for class 1.

[Feedback to Answer Choice 2] This would suggest all the classes had worsening off-task behavior.

[Feedback for Correct Answer 3] This suggests that off-task behavior reduced between times 1 and 2 (white to black) for only the class where the intervention was introduced.

[Feedback to Answer Choice 4] This would suggest that there was an improvement in off-task behavior in the classrooms where the intervention was not introduced.

12 ..

Chapter 5 Application Exercises Chapter 5: Graphing Data Application Exercise 5.1: Moving from data to analysis Learning Outcome 5.2: Demonstrate how to transfer data to a graph.

[Q1] Ms. Tarek has been collecting data on instances of self-injury and aggression for her student Cesar. Cesar has objectives addressing the reduction of both self-injury and aggression. Ms. Tarek uses an event recording system to track occurrences of both behaviors each day. Describe how you would set up the following features of a graph: a) x-axis, b) y-axis, and c) data paths.

[Q1 Model Response] a) The x-axis would be days. b) The y-axis would be number of occurrences c) There should be 2 data paths, one for self-injury and one for aggression.

[Q2] Ms. Tarek has been collecting data on instances of self-injury and aggression for her student Cesar. Cesar has objectives addressing the reduction of both self-injury and aggression. Ms. Tarek uses an event recording system to track occurrences of both behaviors each day. Ms. Tarek starts off by simply taking data; she does not have a specific intervention in place. After collecting data for two weeks she adds a differential reinforcement of alternative behavior intervention. Describe the changes you would make to the graph to represent these events.

[Q2 Model Response] The data from the first two weeks should have a condition label of baseline. Then a phase line should be added, and data after the phase line should have a condition label of differential reinforcement of alternative behavior.

[Q3] Ms. Tarek has been collecting data on instances of self-injury and aggression for her student Cesar. Cesar has objectives addressing the reduction of both self-injury and aggression. Ms. Tarek uses an event recording system to track occurrences of both behaviors each day. Ms. Tarek starts off by simply taking data; she does not have a specific intervention in place. After collecting data for two weeks she adds a differential reinforcement of alternative behavior intervention. Since the intervention was added, the data path for aggression has been decreasing with a sharp slope. The data path for self-injury has stayed stable. Interpret these results with relationship to the intervention.

[Q3 Model Response] 13 ..

The decreasing slope indicates that the frequency of aggression is decreasing. This suggests the intervention was effective for treating aggression. The stable data indicates that the frequency of self-injury is unchanged. This suggests the intervention was not effective for treating self-injury.

Application Exercise 5.2: Utilizing cumulative graphs Learning Outcome 5.4: Identify components and uses of cumulative graphs.

[Q1] Use Pearson eText Video Example 5.2 to help you answer the following question. The student described in the video, Pablo, is learning his letters. If the team is collecting data on the number of letters that Pablo has mastered each week, describe how you could set up Pablo’s cumulative graph including the axes and data path.

[Q1 Model Response] The x-axis would be weeks. The y-axis would be number of letters mastered. The data path would be letters mastered.

[Q2] Use Pearson eText Video Example 5.2 to help you answer the following question. The student described in the video, Pablo, is learning his letters. The team is collecting data on the number of letters that Pablo has mastered each week. Currently, Pablo’s cumulative graph has a gradual slope, and the last two data points have been on the same level as the prior data points. Interpret these results with relationship to the teaching plan for Pablo. Describe what is happening with Pablo’s learning and determine if the teaching plan is effective or not effective.

[Q2 Model Response] Pablo’s responding has slowed; he is not mastering any new letters lately. This suggests that the teaching plan is not effective and changes are needed.

[Q3] Use Pearson eText Video Example 5.2 to help you answer the following question. The student described in the video, Pablo, is learning his letters. The team is collecting data on the number of letters that Pablo has mastered each week. Initially, Pablo’s cumulative graph had a gradual slope with a plateau for several weeks. The team developed a new token reinforcement system, and Pablo has been rapidly mastering new letters. Describe what changes would be added to the graph with respect to graph elements and describe the data path since the change was made.

[Q3 Model Response] The initial data paths should be labeled as baseline, a phase line could be added, and the data after the phase line should be labeled token system. After the phase line, the data path will have a steep increasing slope.

14 ..

Application Exercise 5.3: Analyzing Bar Graphs Learning Outcome 5.5: Identify components and uses of bar graphs.

[Q1] Review Figure 5.16 and use it to respond to the following scenario. Data shown on the bar graph reflect tasks completed for 4 students in Mrs. Amsted’s science class over the first 10 weeks of class. Based on these data, which student is performing the best and which student is performing the worst? Relate the data from the graph to your assessment of their performance.

[Q1 Model Response] Amy is performing the best, completing 4 tasks. Ben is performing the worst, completing only 2 tasks.

[Q2] Review Figure 5.16 and use it to respond to the following scenario. Data shown on the bar graph reflect tasks completed for 4 students in Mrs. Amsted’s science class over the first 10 weeks of class. She continues to collect data for the next 10 weeks and graphs these data. Describe what these data would look like when added to the graph.

[Q2 Model Response] The data would be another set of bars, each next to the name of the respective student.

The new bars would be the same color, different from the initial bars.

[Q3] Review Figure 5.16 and use it to respond to the following scenario. Data shown on the bar graph reflect tasks completed for 4 students in Mrs. Amsted’s science class over the first 10 weeks of class. She continues to collect data for the next 10 weeks and graphs these data. Her recently collected data show that Amy completed 4 tasks, Ben completed 5 tasks, Eve completed 2 tasks, and Tom completed 5 tasks. Based on these data, which students showed improved, stayed the same, and worsened?

[Q3 Model Response] Ben and Tom improved in their responding. Amy’s responding stayed the same. Eve’s responding worsened.

15 ..

Chapter 5 Test Items True-False Questions 5-1.

The time dimension is indicated along the abscissa of a graph.

5-2.

The ordinate is also considered the x axis.

5-3.

The ordinate scale shows how frequently data were collected during the period represented on the graph.

5-4.

The label “percent of intervals of on-task behaviors” would be found on the abscissa.

5-5.

The labels “days,” “dates,” or “sessions” would be found on the abscissa.

5-6.

The ordinate scale always begins at “0.”

5-7.

The beginning point of the ordinate scale may be drawn directly on the x-axis.

5-8.

No more than five different data paths should be plotted on a single graph.

5-9.

A continuity break in a data path is used when there is a break in the expected sequence of intervention.

5-10. On a graph, data points are not connected across conditions.

5-11. On a cumulative graph, data points are plotted at the appropriate intersections without regard to performance during the previous session.

5-12. Cumulative graphs always demonstrate an upward curve if any behavior at all is being recorded.

5-13. Line graphs are also known as histograms.

5-14. Interval and time sampling data are reported as number or percent of total intervals during which a behavior occurs.

5-15. Duration data may be reported as number of occurrences, number correct, or percentage.

Multiple Choice Questions Answer the following questions (5.16–5.20) based on the graph below.

16 ..

5-16. The abscissa is indicated by what letter? a. E b. C c. D d. A 5-17. The ordinate is indicated by what letter? a. A b. C c. E d. D 5-18. The letter “D” indicates a. a continuous data path b. a continuity break c. the abscissa d. the beginning point of the ordinate scale 5-19. The “x” axis is indicated by what letter? a. B b. C c. F d. A 5-20. The “y” axis is indicated by what letter? a. C b. E c. A d. F 5-21. When drawing a graph, the axes are drawn in a ratio of: a. 1:3 b. 1:1 c. 2:4 d. 2:3 5-22.

data are reported as a number of items or a percent of items resulting from behavior. a. Rate b. Duration c. Latency d. Permanent product 17 ..

5-23. Conversion to rate data is required when the teacher is concerned with a. topography b. averaging performance scores c. both accuracy and speed d. percent of intervals 5-24. The following data can be reported on a graph as the number or percent of total behavioral occurrence a. Interval and time sampling b. Event c. Permanent product d. All of the above 5-25.

are phases of an intervention during which different approaches or techniques are used. a. Conditions b. Intervals c. Sessions d. Time Samples

5-26. Miss Curry records some initial data (without interceding) on the number of times Rico uses inappropriate language in her class. This data condition is known as: a. Performance b. Baseline c. Interval d. Intervention 5-27. Miss Curry decides to decrease Rico’s use of inappropriate language by requiring him to lose a behavior point for every inappropriate word he uses each day. Once implemented, she again gathers data on the number of times he uses inappropriate language in her class. This data condition is known as: a. Intervention b. Baseline c. Event recording d. Performance 5-28. When reporting percent on the ordinate scale: a. the scale always goes from 0 to 100% b. the scale ranges from 0 to the highest percent obtained c. there is no scale rule d. it is better to convert the ordinate to number 5-29. A histogram is a form of: a. line graph 18 ..

b. cumulative graph c. bar graph d. none of the above 5-30. When constructing a graph, behavior is plotted along the: a. x-axis b. horizontal axis c. vertical axis d. abscissa 5-31. When you graph the number of occurrences of a behavior in a given session after adding it to the number of occurrences of a prior session you are employing a: a. cumulative graph b. bar graph c. line graph d. histogram 5-32. When data are converted to the seconds/minutes/hours for which a behavior occurred, the type of recording used to collect the data was: a. latency recording b. time sampling c. interval recording d. duration recording 5-33. Which of the following would be found on the ordinate? a. number of behaviors b. rate of behaviors c. percentage of behaviors d. all of the above 5-34. A scale break indicates: a. that 50% of the data points are above a certain number b. that data points fall at zero c. that the ordinate scale is not continuous d. that the ordinate scale is continuous 5-35. Interval and time sampling data may be reported as: a. number and rate b. percent and number c. only rate d. only percent 5-36. A vertical solid line on the graph is used to: 19 ..

a. connect data points b. separate conditions c. draw the axes d. all of the above 5-37. Which of the following provides an illustration of a rapid rate of responding using a cumulative graph?

a. A only b. B only c. C only d. A and C 5-38. Which of the following components would be represented on the abscissa? a. number of sessions b. number of inappropriate behaviors c. percentage of call outs d. none of the above 5-39. A continuity break could be present on a graph for any of the following EXCEPT: a. student was sick b. winter break c. student was not responding well during the instructional session d. interval was paused while teacher was on vacation 5-40. Event recording can be reported as all of the following EXCEPT: a. percentage b. rate c. percent of intervals d. number 5-41. John has been learning to write his name. During each presentation, the teacher has him write each letter in his name once. Which of the following would his teacher use to report his data? a. number of items b. percentage of intervals 20 ..

c. rate of items d. none of the above 5-42. Based on the graph, what type of data collection system was employed?

Number of Occurrences

20 15 10 5 0 Sessions

a. event recording b. interval recording c. time sampling d. duration 5-43. Which of the following is missing from the following graph?

a. student identification b. ordinate label c. data paths d. abscissa Short Answer Questions 5-44. Carol is having difficulty with subtraction problems. Over a five-day period, out of 20 problems, she has gotten the following number of examples correct: M – 9; T – 11; W – 6; Th – 9; F – 8. Draw a line graph that accurately presents the preceding data.

21 ..

5-45. List the three ways in which event recording can be converted for reporting and graphing and explain how each conversion is used.

5-46. Construct a basic graph labeling each of the following: axes, abscissa and ordinate labels, data points, and data path.

5-47. Describe the three purposes for graphs.

5-48. Discuss the benefits to using a bar graph and a cumulative graph.

Essay Question 5-49. Discuss the benefits of graphing data when communicating with other teachers, parents, and students.

5-50. Create two scenarios, one for which you want to increase a behavior and one for which you want to decrease a behavior. Define the behavior and describe which data collection system you would use to measure change in behavior. Create a data collection sheet that supports the data collection system you selected and put in sample data. Graph the data from the data collection sheet you created.

Be sure to include all components of a basic line graph.

22 ..

Chapter 5 Test Answer Key ANSWER KEY: True-False 5-1. True 5-2.

False

5-3.

False

5-4.

False

5-5.

True

5-6.

True

5-7.

False

5-8.

False

5-9.

False

5-10. True 5-11. False 5-12. True 5-13. False 5-14. True 5-15. False Multiple Choice 5-16. D 5-17. B 5-18. B 5-19. D 5-20. A 5-21. D 5-22. D 5-23. C 5-24. D 5-25. A 5-26. B 5-27. A 5-28. A 5-29. C 23 ..

5-30. C 5-31. A 5-32. D 5-33. D 5-34. C 5-35. B 5-36. B 5-37. A 5-38. A 5-39. C 5-40. C 5-41. A 5-42. A 5-43. B Short Answer (Please note that these are suggestions for key concepts that should be included in the responses.)

5-44. .

5-45. Three ways event recording can be converted for reporting and graphing: (1).

Number of occurrences of a behavior if time is consistent across sessions.

If the teacher wanted to record and graph the number of times John was out of his seat, she would simply record the number of occurrences each day during the given time period that John exhibited the behavior. She would then graph day’s data as a separate data point.

(2).

Number correct or percent correct if consistent number of opportunities to respond. If the teacher wanted to teach a student multiplication facts for 24 ..

(3).

the numbers three through nine, she could record correct responses on each of the multiplication facts for the numbers three through nine across several days. Each day the total number of correct multiplication facts could be tallied and graphed based on total number correct or percent correct if the total number correct was divided by the total possible number correct and multiplied by 100.

Percent correct if the number of opportunities to respond varies. Ms. Smith wanted to record Stacey’s progress on weekly math quizzes. She recorded Stacey’s score as a percent correct because the number of questions on the quizzes varied each week. To calculate the percent correct each week she took the number of correct responses and divided it by the total number of questions and multiplied by 100. She then recorded the percent correct for each week on the graph.

5-46. .

5-47. Three purposes: (1).

Organize data during data collection process (2).

Creates a picture for formative evaluation (3).

Serves as a method for communicating student progress or occurrence of target behaviors 5-48. Benefits to using bar graphs and cumulative graphs:

25 ..

Bar Graphs: May provide a clearer interpretation of patterns of behavior when not clear in line graphs due to multiple behaviors or multiple students’ behavior recorded. Also, may be easier for younger students to interpret the data graphed.

Cumulative Graphs: Presents an additive view for a total occurrence. Also, gives insight into the rate of responding based on the slope of the data graphed.

Essay Questions (Please note that these are suggestions for key concepts that should be included in the responses.)

5-49. Benefits in talking with others: (a) graphs provide a clear visual of the occurrence of a target behavior, (b) provides a quick view without statistical analysis of the data, and (c) provides a method for students to monitor their own learning.

5-50. Behavior Increase: Example: When given the verbal cue “Write your name,” Joshua will correctly form the letters of his first name on a sheet of paper with 100% accuracy for three consecutive opportunities.

26 ..

Chapter 6 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

0-13-560623-3

ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 6: Single-Subject Designs

1

Learning Outcome Quizzes

1

Application Exercises

14

Test Items

19

Test Answer Key

28

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

iii ..

Chapter 6: Single-Subject Designs Chapter 6 Learning Outcome Quizzes Learning Outcome 6.1: Identify the components of an experiment required to establish a functional relation.

[Q1] Ms. Rodriguez is evaluating the use of a self-monitoring system on the occurrences of rude statements to peers for her student Chante. She plans to use an ABAB design.

What is the independent variable?

1. Baseline 2. Rude statements 3. Self-monitoring [correct] 4. ABAB [Feedback to Answer Choice 1] Baseline is a condition in which the dependent variable is evaluated before the independent variable is introduced.

[Feedback to Answer Choice 2] Rude statements are the dependent variable.

[Feedback for Correct Answer 3] Self-monitoring is the intervention that is being systematically introduced so the effects on the dependent measure can be determined.

[Feedback to Answer Choice 4] ABAB is the type of design used to evaluate the independent variable’s effect on the dependent variable.

[Q2] Mr. Snyder is using a class-wide reinforcement system to hopefully increase instances of quiet hand-raising for his students. He will evaluate it first in his first period, then in his second period, and finally in his third-period class. What is the dependent variable?

1. Class-wide reinforcement system 2. Hand-raising [correct] 3. Multiple baseline design 4. Increasing trend

1 ..

[Feedback to Answer Choice 1] The class-wide reinforcement system is the independent variable applied to the dependent variable.

[Feedback for Correct Answer 2] The occurrences of hand-raising are the dependent variable, as changes in this measure are being evaluated.

[Feedback to Answer Choice 3] A multiple-baseline design is being used to evaluate the effects of the independent variable.

[Feedback to Answer Choice 4] Mr. Snyder hopes there will be an increasing trend of hand-raising in the intervention phase.

[Q3] Which of the following explains why replications are important for establishing functional relations in single-subject design?

1. When the independent variable is applied to a dependent variable and the same effect is obtained multiple times, this increases confidence we have in understanding the relationship between these variables. [correct] 2. When more data are collected in an experiment, the more confidence we can have in the accuracy of the findings and the skills of the researcher.

3. When more data are collected, it allows the experimenter to determine if the effects of the experiment are statistically significant.

4. When the same independent variable is applied to help different students, the more confidence we can have in the utility of the independent variable to help many future students.

[Feedback for Correct Answer 1] Replications are needed to show that the change in the dependent variable can only be attributed to the independent variable and not a confounding variable.

[Feedback to Answer Choice 2] Regardless of experiment type, more data do not necessarily help establish a functional relation. Only the right data and right controls can establish a functional relation.

[Feedback to Answer Choice 3] Single-subject designs do not rely on inferential statistics to demonstrate an experimental effect.

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[Feedback to Answer Choice 4] The more individuals that can be successfully treated with the same independent variable, the greater the generality of the intervention. However, a functional relation is not necessarily demonstrated.

[Q4] Which of the following is an example of a way to control for the effects of confounding variables in an experiment?

1. Ask participants if anything new has happened to them recently before introducing the independent variable.

2. Change the time of day that data are collected randomly after you start intervention.

3. Start the intervention as soon as you’ve collected one baseline data point.

4. Introduce the independent variable when steady-state responding is observed in baseline. [correct] [Feedback to Answer Choice 1] Asking participants if they’ve experienced life changes is not a reliable way to control for confounding variables. Reports about behavior are not the same as the actual behavior of interest.

[Feedback to Answer Choice 2] Changing the time of day that data are collected is likely to introduce more confounds to the experiment, as it is another difference between conditions.

[Feedback to Answer Choice 3] With only one baseline data point, it is difficult to determine what is considered typical performance for the participant. It will be hard to determine if performance after the intervention is due to the intervention or typical levels of variability in behavior.

[Feedback for Correct Answer 4] By achieving steady-state responding in baseline, it makes changes in the dependent variable near to the introduction of the independent variable more readily attributable to the independent variable.

Learning Outcome 6.2: Identify the components of the different types of single-subject research designs and list the advantages and disadvantages of each.

[Q1] Which of the following is an example of taking repeated measures to establish baseline?

1. Collecting data on the same behavior, using the same measurement system [correct] 3 ..

2. Collecting data on the same behavior using different measurement tools 3. Collecting data on the same behavior using the same measurement system, months apart 4. Collecting data on the same behavior using the same measurement system after intervention has started [Feedback for Correct Answer 1] Collecting these data will allow the team to determine to what extent variability in the behavior is normal and to be expected without intervention.

[Feedback to Answer Choice 2] Collecting data on the same behavior with multiple measures may help evaluate a wellrounded assessment of the student, but cannot be used to establish a baseline.

[Feedback to Answer Choice 3] Collecting data on the same behavior months apart will not help determine what is typical for the student, as many things can change in that amount of time.

[Feedback to Answer Choice 4] Data collected after intervention cannot be a part of the baseline phase.

[Q2] Why does prediction matter for determining a functional relation?

1. Prediction allows the team to hypothesize what will happen when the intervention is introduced.

2. Prediction allows the team to figure out what type or amount of behavior is typical for the student.

3. Prediction allows the team to determine for which students an intervention will be most effective.

4. Prediction allows the team to determine what would have likely occurred with the behavior if the intervention was not introduced. [correct] [Feedback to Answer Choice 1] The team may make such a prediction, but this is not the role of prediction in determining a functional relation.

[Feedback to Answer Choice 2] This aligns with the descriptive function of baseline data collection.

[Feedback to Answer Choice 3]

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When functional relations are established for students, teachers may compare participant characteristics to determine additional students that might be appropriate for the intervention. However, this is not the meaning of prediction in this context.

[Feedback for Correct Answer 4] If the predicted level of behavior is substantially different from the level of behavior achieved after the independent variable is introduced, this suggests a functional relation between variables.

[Q3] In which of the following contexts would an intervention be appropriate to introduce?

1. Mr. Casey is planning to target a reduction in out-of-seat behavior, and the student’s behavior has been constantly changing each day.

2. Mr. Casey is planning to target a reduction in call-out behaviors, and the student’s behavior has been on an ascending trend. [correct] 3. Mr. Casey is planning to target a reduction in property destruction behavior, and the student’s behavior has been on a descending trend.

4. Mr. Casey is planning to target an increase in peer initiations, and the behavior has been highly variable.

[Feedback to Answer Choice 1] The frequent changes in behavior suggest stability has not been obtained. If intervention is introduced now, it will be difficult to determine if the intervention had an effect.

[Feedback for Correct Answer 2] If behavior is increasing, an introduction aimed at decreasing behavior can be introduced. If behavior suddenly decreases, it is likely due to the intervention.

[Feedback to Answer Choice 3] If behavior is decreasing, an introduction aimed at decreasing behavior is irrelevant.

[Feedback to Answer Choice 4] If behavior is highly variable, it will be difficult to determine if the intervention is responsible for any subsequent changes.

[Q4] Which of the following is true about single-subject design?

1. Single-subject design is less rigorous than group design because there are fewer participants.

2. Single-subject design is best for detecting which interventions work best for many individuals.

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3. Single-subject designs are best used for individuals with special needs.

4. Single-subject designs compare an individual’s behavior to their own behavior under different circumstances. [correct] [Feedback to Answer Choice 1] Rigor in single-subject designs is established differently than in group designs. Many participants are not needed to have a convincing result.

[Feedback to Answer Choice 2] Single-subject designs are not designed to speak to efficacy of an intervention across many members of a population.

[Feedback to Answer Choice 3] Single-subject designs can be used to study behavior of all types of people and organisms.

[Feedback for Correct Answer 4] Single-subject designs obtain strength by comparing performance before intervention, baseline, to performance after intervention. The more replications within the same person, the more certainty of the effects of the intervention.

Learning Outcome 6.3: Explain how to implement each of the different types of singlesubject research design and how to display the design using graphs.

[Q1] Ms. Ellis wishes to evaluate how frequently her student, Sarah, engages in calling out across several different conditions. In one condition, calling out results in calm, soothing conversation. In one condition, calling out results in verbal reprimands. In one condition, calling out results in close proximity but no interaction. In the final condition, Sarah has continuous attention throughout the entire period. Ms. Ellis intends to switch between conditions in a semi-random order. Which design is she planning to use?

1. Changing criterion design 2. ABAB design 3. Multiple baseline design 4. Alternating treatments design [correct] [Feedback to Answer Choice 1] This design would include only one intervention and progressive criteria for performance.

[Feedback to Answer Choice 2] This design would include only one intervention that is withdrawn then replaced again.

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[Feedback to Answer Choice 3] This design would include replication across different behaviors, settings, or participants.

[Feedback for Correct Answer 4] Use of multiple treatment conditions that are evaluated with a single behavior for short periods of time is the hallmark of this design.

[Q2] Mr. Robertson wishes to help his student, Patrick, run longer distances. He sets intermediate criteria and then tells Patrick the current goal level of performance is to earn special privileges. After Patrick’s running meets the target criterion, Patrick will increase the criteria to a new level. The requirements will increase at different proportions and are in place for varying lengths of time. Which design is he using?

1. Multiple-baseline design across behaviors 2. Reversal design 3. Changing criterion design [correct] 4. Alternating treatments design [Feedback to Answer Choice 1] This design would include one intervention applied to different behaviors.

[Feedback to Answer Choice 2] This intervention would include the removal of the entire intervention for periods of time.

[Feedback for Correct Answer 3] Use of the same intervention with different expected levels of performance is a hallmark of this design.

[Feedback to Answer Choice 4] This intervention would include different interventions applied to the same dependent variable.

[Q3] Which of the following describes a multiple baseline design across settings?

1. Ms. Summner applies Suzette’s self-management system in reading group, then math group, then recess. [correct] 2. Ms. Summner applies a self-management system across Suzette, Josie, and Paul.

3. Ms. Summner applies a self-management system across skin picking, pica, and swearing.

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4. Ms. Summner applies self-management, then removes self-management to see what happens to swearing behavior.

[Feedback for Correct Answer 1] The same intervention is applied across different settings with the same student, consistent with this design.

[Feedback to Answer Choice 2] This describes a multiple baseline across participants design.

[Feedback to Answer Choice 3] This describes a multiple baseline across behaviors design.

[Feedback to Answer Choice 4] This describes a reversal design.

[Q4] Which of the following describes a multiple-treatments design?

1. A token system is put into place following a baseline. No other changes are put into place, and the student is monitored in the token condition.

2. A token system is applied to increase reading, math facts, and hand-raising for a single student. The interventions are introduced systematically, only when it is effective in treating the prior behavior.

3. Different interventions are compared by semi-randomly presenting them across sessions for a single student.

4. After one condition is in place for several sessions with limited effect, a change is made to that intervention. That changed intervention is in place for a period of time, the baseline is reinstated. The final intervention is replicated again for several sessions. [correct] [Feedback to Answer Choice 1] This describes an AB design.

[Feedback to Answer Choice 2] This describes a multiple baseline design across behaviors.

[Feedback to Answer Choice 3] This describes an alternating-treatments design.

[Feedback for Correct Answer 4] This describes the ABCAC variation of a multiple-treatments design.

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Learning Outcome 6.4: Evaluate the outcomes of an intervention.

[Q1] Mr. Martinez has been evaluating a self-management protocol aimed at the reduction of rude comments to peers with his student, Manny. Since the intervention was introduced, Manny has been observed spending more time with peers, even outside of school hours. What type of criterion for success does this result exemplify?

1. Statistical 2. Clinical [correct] 3. Social validity 4. Experimental [Feedback to Answer Choice 1] This description does not include an inferential statistical analysis.

[Feedback for Correct Answer 2] This outcome aligns with meeting a clinical criterion, as the behavior has substantially reduced to the point that Manny is gaining social acceptance among peers.

[Feedback to Answer Choice 3] This would align with assessment of the acceptability of the intervention from the perspective of stakeholders.

[Feedback to Answer Choice 4] This example does not include a functional relation; thus it cannot meet an experimental criterion.

[Q2] Alberto’s teacher has been utilizing graduated guidance to teach him new self-care skills. His teacher shows Alberto’s parents videos of the intervention sessions and asks them to rate how comfortable they would be using the strategy at home. His parents indicate they are very pleased with the strategy and would love to use it with Alberto themselves. What type of criterion for success does this result exemplify?

1. Experimental 2. Clinical 3. Social validity [correct] 4. Generality [Feedback to Answer Choice 1] This example does not include reference to an experimental design.

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[Feedback to Answer Choice 2] Changes in Alberto’s behavior are not described; thus this criterion cannot be met.

[Feedback for Correct Answer 3] Alberto’s parents indicated they found the intervention to be highly acceptable, which is a form of social validity.

[Feedback to Answer Choice 4] Interventions with generality are highly desirable, but not yet achieved in this scenario.

[Q3] Which of the following describes a strength of the visual inspection method for interpreting results of single subject design?

1. It is highly replicable across evaluators.

2. It is based on mathematical equations.

3. It includes very systematic, consistent decision rules.

4. It favors substantial behavior change that is easy to see. [correct] [Feedback to Answer Choice 1] Different individuals may interpret results in slightly different ways, making this a limitation of visual inspection.

[Feedback to Answer Choice 2] Mathematical calculations can be included as a component of outcome evaluation, but is not a standard component of visual inspection.

[Feedback to Answer Choice 3] Visual inspection suffers from a lack of consistently adopted procedures for interpreting data.

[Feedback for Correct Answer 4] Visual inspection seeks to identify changes in behavior that are substantial enough that they are not likely due to chance.

[Q4] Which of the following is true about the use of single-subject designs in the course of educational services?

1. Experimental criterion should always be met for the outcome to be useful.

2. Use of highly rigorous designs is required for ethical practice.

3. They are the only optimal design for this field.

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4. Design components can be modified to fit the context. [correct] [Feedback to Answer Choice 1] A functional relation is not necessary for a useful outcome, though functional relations provide the greatest degree of certainty.

[Feedback to Answer Choice 2] In some cases, it may be unethical to use a rigorous experimental design.

[Feedback to Answer Choice 3] Depending on the research question, use of group design may be indicated.

[Feedback for Correct Answer 4] Elements of standard single-subject designs can be modified to maximize their utility and feasibility in educational contexts.

Learning Outcome 6.5: Identify the components of action research and explain how it parallels single-subject designs.

[Q1] Which best reflects the primary goal of action research?

1. Experimental manipulation to prove functional relation 2. Understand relationships between events to help student [correct] 3. Publication of work in peer-reviewed journal 4. Achieving a statistically significant outcome [Feedback to Answer Choice 1] Action research does not utilize experimental manipulations for the purpose of demonstrating a functional relation.

[Feedback for Correct Answer 2] Action research is a more naturalistic form of research that uses many elements of research, but with an aim to enhance instruction for a student.

[Feedback to Answer Choice 3] Publication is always a nice outcome, but it is not the goal of action research.

[Feedback to Answer Choice 4] Action research is individualized and does not utilize inferential statistics.

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[Q2] Mrs. Barbera has identified an area of challenge for a student she wants to learn more about and has started taking data. What should she do next in her action research process?

1. Intervene on the challenge 2. Present outcomes 3. Make a data sheet 4. Analyze and interpret [correct] [Feedback to Answer Choice 1] This is the final step of the process, but data must be analyzed and shared with stakeholders first.

[Feedback to Answer Choice 2] This would occur once data have been analyzed and interpreted by the teacher.

[Feedback to Answer Choice 3] The data sheet should already be created to complete the second step.

[Feedback for Correct Answer 4] This step is critical to determine what is learned from the collected data.

[Q3] Which procedure is a parallel process between single-subject designs and action research?

1. Use of permanent products [correct] 2. Replication of effects within student 3. Calculation of percentage of overlap 4. Quarter-intersect method [Feedback for Correct Answer 1] Permanent products such as videos, work samples, tests, etc. can be very useful in action research. These can be converted into matched types of measurement such as frequency or percentage correct.

[Feedback to Answer Choice 2] Replication is not a common component of action research, as the process is unique to the student.

[Feedback to Answer Choice 3] 12 ..

Calculation of percentage of overlap is used when a functional relation needs to be isolated from a graph, not needed in action research.

[Feedback to Answer Choice 4] Use of quarter-intersect method is used when a functional relation needs to be isolated from a graph, not needed in action research.

[Q4] Which single-subject design is best suited for action research?

1. Group design 2. Alternating-treatments design 3. AB design [correct] 4. Multiple-baseline design across participants [Feedback to Answer Choice 1] A group design would not apply, as the process is individualized to a student.

[Feedback to Answer Choice 2] This design compares the effects of many interventions, which is a type of manipulation not used in action research.

[Feedback for Correct Answer 3] The AB design includes only evaluation of before and after an intervention or change; this is well suited to action research.

[Feedback to Answer Choice 4] This design applies the same intervention to multiple students, which goes against the individualized process of action research.

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Chapter 6 Application Exercises Chapter 6: Single-Subject Designs Application Exercise 6.1: Identifying a functional relation Learning Outcome 6.1: Identify the components of an experiment required to establish a functional relation.

[Q1] Review Figure 6.4 and use it to respond to the following scenario. Mrs. Gilbert has been working on reading with her student Riland. Mrs. Gilbert graphed Riland’s correct responses in baseline and during intervention. Describe the baseline and intervention data paths using keywords from the chapter.

[Q1 Model Response] Riland gave few correct responses in baseline. Following intervention, an increase in the level of correct responding was observed. In intervention, a slight increasing trend is evident.

[Q2] Review Figure 6.4 and use it to respond to the following scenario. Mrs. Gilbert has been working on reading with her student Riland. Mrs. Gilbert graphed Riland’s correct responses in baseline and during intervention. How certain should Mrs. Gilbert be that the intervention she added is responsible for the change in Riland’s performance? In your answer, describe the threats to determining a functional relation.

[Q2 Model Response] Mrs. Gilbert should not be confident that she has established a functional relation. The effect might be due to confounding variables or a coincidental event. Without replication, she cannot be sure the intervention led to improvement in Riland’s reading.

[Q3] Review Figure 6.4 and use it to respond to the following scenario. Mrs. Gilbert has been working on reading with her student Riland. Mrs. Gilbert graphed Riland’s correct responses in baseline and during intervention. Mrs. Gilbert wants to continue collecting data using an ABAB design. What does she need to do to achieve this design?

[Q3 Model Response] Mrs. Gilbert will need to remove the intervention for a period of time and see if data return to the baseline levels. When stable or descending responding is observed in baseline, she can put the intervention back into place. Hopefully, the same increase in responding is observed; replicating the effect initially observed.

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Application Exercise 6.2: Utilizing a changing criterion design Learning Outcome 6.2: Identify the components of the different types of singlesubject research designs and list the advantages and disadvantages of each.

[Q1] Mrs. Silva is working with the physical education teacher to increase the number of minutes of active play for the students in her classroom. Mrs. Silva plans on setting a goal for the number of minutes of physical activity for the class. All students who individually meet the criterion will earn extra computer time. Describe how she could utilize a changing criterion design to evaluate this intervention.

[Q1 Model Response] Mrs. Silva would begin with a baseline for each student. Mrs. Silva would then set a criterion level greater than the baseline. Once student performance meets the criterion consistently, she would increase the criterion. She would repeat this process until student performance reaches an acceptable level. Each time student performance meets the criterion, this supports the strength of the overall design. The greater the number of demonstrations, the stronger the design.

[Q2] Mrs. Silva is working with the physical education teacher to increase the number of minutes of active play for the students in her classroom. Mrs. Silva plans on setting a goal for the number of minutes of physical activity for the class. All students who individually meet the criterion will earn extra computer time. After baseline, Mrs. Silva sets her initial criterion at 5 minutes of physical activity. Describe what steps she will follow if a student completes: a) 4 minutes, b) 5 minutes, and 3) 6 minutes.

[Q2 Model Response] a) If the student completes only 4 minutes of physical activity, they will not receive reinforcement, as this is below the criterion level. b) If the student completes 5 minutes, they will receive reinforcement, as this is at the criterion level. c) If the student completes 6 minutes, they will receive reinforcement and the educator may consider increasing the criterion, as it is too easy.

[Q3] Mrs. Silva is working with the physical education teacher to increase the number of minutes of active play for the students in her classroom. Mrs. Silva plans on setting a goal for the number of minutes of physical activity for the class. All students who individually meet the criterion will earn extra computer time. A student meets the first and second criteria quickly, but fails to meet the third criterion. Describe the strength of this result with respect to a changing criterion design. Was a functional relation demonstrated? Why, or why not?

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[Q3 Model Response] The student met the criterion on 2 occasions, but not on the third. This means that there were not enough replications to state there is a functional relation. A minimum of three replications is needed to demonstrate a functional relation with the changing criterion design.

Application Exercise 6.3: Selecting an appropriate design Learning Outcome 6.2: Identify the components of the different types of singlesubject research designs and list the advantages and disadvantages of each.

[Q1] Cameron engages in high rates of aggressive behavior throughout the day. His team wants to evaluate the effects of a reinforcement-based intervention to reduce occurrences of aggression. His teacher suggests the use of an ABAB design. Describe how this would be used and some ethical concerns that should be considered.

[Q1 Model Response] In an ABAB design, first a baseline is conducted. Then, an intervention is introduced. If the intervention has an effect, the baseline is put back into place. If responding decreases to prior levels, the introduction is reintroduced. There are ethical concerns, as the baseline period may include high rates of aggressive behavior that could lead to harm to others. Also, removing an intervention that is effective is inappropriate for this student.

[Q2] Cameron engages in high rates of aggressive behavior throughout the day. His team wants to evaluate the effects of a reinforcement-based intervention to reduce occurrences of aggression. His teacher suggests the use of a changing criterion design.

Describe how this would be used and some ethical concerns that should be considered.

[Q2 Model Response] In a changing criterion design, first a baseline is conducted. Then a criterion is set based on the baseline. If behavior is at that criterion, reinforcement is provided. New criteria are introduced systematically as the prior criteria are met. Changing criterion designs are useful for evaluating gradual changes in behavior. Cameron’s behavior requires a more rapid reduction in behavior, making this design a poor fit.

[Q3] Cameron engages in high rates of aggressive behavior throughout the day. His team wants to evaluate the effects of a reinforcement-based intervention to reduce occurrences of aggression. His teacher suggests the use of a multiple-baseline design across settings. Describe how this would be used and some advantages of this design for this situation.

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[Q3 Model Response] In a multiple-baseline design across settings, first a baseline is conducted in three different relevant settings. Next, intervention is introduced into the first setting. When a reduction is observed, the intervention is introduced into the next setting. This is repeated with the third setting. This design would allow the team to generalize the intervention across settings without having to withdraw the intervention in any settings.

Application Exercise 6.4: Interpreting an alternating treatments design Learning Outcome 6.4: Evaluate the outcomes of an intervention.

[Q1] Review Figure 6.20 and use it to respond to the following scenario. Mrs. Gilbert has been working on reading sight words with her student Nijal. Mrs. Gilbert created 2 groups of sight words and she will track the number of correct responses with each group of words. Describe how Mrs. Gilbert could compare the effects of two different prompting strategies using an alternating treatments design.

[Q1 Model Response] Mrs. Gilbert will first take a baseline on both groups of sight words. Then, Mrs. Gilbert will assign one group of words to one intervention and the other group to the other intervention. She will alternate sessions and compare the effects of the separate interventions on the separate sight words.

[Q2] Review Figure 6.20, the top panel, and use it to respond to the following scenario. Mrs. Gilbert has been working on reading sight words with her student Nijal. Mrs. Gilbert created 2 groups of sight words and she will track the number of correct responses with each group of words. Nijal’s graph shows that one intervention is better than another (top panel of 6.20). But, Mrs. Gilbert just realized that the words in one group were harder than the other. How does this change her interpretation?

[Q2 Model Response] If one group of words was easier than the other, she cannot be sure that the difference between the data paths is due to the intervention or due to the words being easier. Mrs. Gilbert should carefully screen the next group of sight words to ensure they are of equal difficulty. She can then repeat the comparison to evaluate which intervention is superior, now that this imbalance is corrected.

[Q3] Review Figure 6.20, the bottom panel, and use it to respond to the following scenario.

Mrs. Gilbert has been working on reading sight words with her student Nijal. Mrs. Gilbert created 2 groups of sight words and she will track the number of correct responses with each group of words. Nijal’s graph is shown on the bottom panel of 6.20. Describe the effects of the interventions themselves, determine if there is a functional relation, and 17 ..

state what decision Mrs. Gilbert should make with respect to picking an intervention strategy.

[Q3 Model Response] Both interventions led to increases in correct responding for Nijal. However, because there is no differentiation between the data paths, there is no functional relation. Mrs. Gilbert could use either approach, as they both appeared to produce correct responding.

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Chapter 6 Test Items True-False Questions 6-1.

The behavior to be changed is the dependent variable.

6-2.

The treatment or intervention procedure that will be used to change a behavior is the dependent variable.

6-3.

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

6-4.

A trend in data is defined as five data points in an obvious direction.

6-5.

A single-subject design will provide information concerning which reading series to use in the second grade.

6-6.

A multiple baseline design has two phases per dependent variable assessed.

6-7.

One way of using visual inspection for evaluating single-subject designs is by comparing the means of the phases.

6-8.

The existence of a functional relation can be determined through use of a multiple baseline design.

6-9.

The existence of a functional relation can be determined through use of a reversal design.

6-10. Use of a reversal design is appropriate for monitoring intervention effects on fighting behavior.

6-11. In research, the goal is to control for the presence or absence of variables that may affect outcomes.

6-12. An unexpected event is often referred to as a confounding variable.

6-13. A temper tantrum is an example of a dependent variable.

6-14. An insurance program that rewards following the speed limit is an example of an independent variable.

6-15. Winning the jackpot at the slot machine is an example of a dependent variable.

6-16. A drug company wants to test the effectiveness of a new flue prevention drug on 500–1000 people. For this study, a single-subject experimental design would be used.

6-17. It is appropriate to end the baseline phase if two stable data points are collected and plotted.

6-18. The amount of time Terrell remains on task has consistently decreased over the last three days. At this point, it would be appropriate for his teacher to initiate and intervention to increase his time on task.

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6-19. The basic AB design does not provide for the replication within an experiment that establishes a functional relation between the independent and dependent variables.

6-20. Using an AB design, a teacher can make a confident assumption of the existence of a functional relation.

6-21. Miss Hoffman wants to gradually decrease her caffeine intake from an average of eight cups of coffee or soda per day to no more than one serving per day. An appropriate research design for Miss Hoffman to use would be the changing criterion design.

6-22. With the changing criterion design, a functional relation is demonstrated if the individual’s performance level occasionally matches the continually changing criterion for performance.

6-23. A changing criterion design is appropriate to use when the target behavior calls for immediate action.

Multiple Choice Questions 6-24. An example of an independent variable is: a. numbers of minutes it takes to complete 20 math problems b. use of a number line for addition problems c. how long it takes a student to return from the bathroom d. how often a student asks for teacher assistance.

6-25. The measurement of a behavior before intervention begins is called: a. preliminary data b. variable data c. baseline data d. confounding data 6-26. A teacher measured Jane’s out-of-seat behavior during reading, music, and math periods. The appropriate design for use in this instance was: a. multiple baseline design b. alternating treatments design c. reversal design d. changing criterion design 6-27. Ms. Markham wants to compare the effectiveness of flashcard practice and a computer-based coding program on Peter’s rate of reading. The appropriate design for use in this instance is: a. changing criterion design 20 ..

b. alternating treatments design c. reversal design d. multiple baseline design 6-28. The experimental design that would be most appropriate for systematically increasing the number of workbook pages completed by a student is: a. alternating treatments design b. changing criterion design c. AB design d. multiple treatments design 6-29. Karim was off task for 50%, 60%, then 70% of intervals in math class. His teacher began a self-monitoring program and the percentage off task decreased substantially for three days. His teacher wants to be sure that the change was due to the intervention, so he decides to return to the baseline condition with no self-monitoring for a couple days. The most appropriate design for this example is: a. reversal design b. multiple baseline design c. changing criterion design d. AB design 6-30. Michael counts on his fingers in order to answer arithmetic computation problems. The teacher wants to Fade this component of the intervention. The most appropriate design for this example is: a. changing criterion design b. AB design c. reversal design d. multiple treatments design 6-31. The single-subject design which allows comparison of more than one treatment or intervention is the: a. multiple baseline design b. reversal design c. alternating treatments design d. none of the above 6-32. Mr. Williams wants to know if using a number line or counting chips would be more effective when teaching addition to James. The most appropriate design to use is: 21 ..

a. alternating treatments design b. multiple baseline design c. changing criterion design d. none of the above 6-33. Fractionation is used to evaluate performance change when using: a. a reversal design b. a multiple baseline design c. a multiple treatments design d. an alternating treatments design 6-34. A traditional reversal design has: a. two phases b. three phases c. four phases d. five phases 6-35. One disadvantage of an AB design is: a. it cannot evaluate performance over time b. it does not require a baseline c. it has only a nondescriptive function d. it does not allow for determining a functional relation 6-36. An interim criterion used in a changing criterion design is determined by: a. the highest performance level of baseline b. the lowest performance level of baseline c. the mean level of performance of baseline d. any of the above 6-37. Replication effect can be seen in a reversal design in the: a. first and second phases b. third and fourth phases c. first and third phases d. second and fourth phases 6-38. David can currently read 12 sight words. The curriculum criterion states that he must be able to read 50 sight. His teacher plans to systematically introduce 4 new sight words at a time as David masters each new set. David’s teacher should employ a: 22 ..

a. multiple baseline design b. ABAB design c. reversal design d. none of the above 6-39.

refers to any number of factors involved in research. a. Condition b. Intervention c. Variable d. Functional relationship

6-40. The intervention being used to facilitate a behavior change is known as a. Dependent variable b. Independent variable c. Confounding variable d. Intervention variable 6-41. In most cases, the first phase of a single-subject design is: a. implementing the independent variable b. collecting and recording baseline data c. graphic visual analysis of the dependent variable d. none of the above 6-42.

refers to the researcher’s efforts to ensure that changes in the dependent variable are directly related to manipulations of the independent variable. a. Baseline b. Experimental control c. Repeated measurement d. None of the above

6-43. The basic single-subject design is the a. AB Design b. Multiple Baseline Design c. Reversal Design d. Changing Criterion Design 6-44. ABAB design is a variation of what design? a. reversal 23 ..

b. alternating treatment c. changing criterion d. multiple baseline 6-45. The design evaluates the effectiveness of an independent variable by demonstrating that a behavior can be incrementally increased or decreased toward a terminal performance goal. a. alternating treatment b. multiple treatment c. changing criterion d. multiple baseline 6-46. When two or more behaviors associated with one student in a single setting are examined, what design is being used? a. multiple baseline across settings b. multiple baseline across behaviors c. multiple baseline across individuals d. alternating treatment design 6-47. The design of choice when the teacher is interested in applying an intervention procedure to more than one individual, setting, or behavior is the: a. multiple baseline design b. alternating treatment design c. reversal design d. changing criterion design 6-48. Every time Andres raises his hand, he receives one point. “Raising his hand” is considered the: a. Independent variable b. Dependent variable c. Uncontrolled variable d. Confounding variable 6-49. When Dolores screams, her mother picks her up and holds her close. “Picking up and holding Dolores close” is considered the: a. Independent variable b. Dependent variable c. Uncontrolled variable d. Confounding variable 24 ..

6-50. The student who follows the rules each day earns five extra minutes at recess.

Following the rules is considered the: a. Independent variable b. Dependent variable c. Uncontrolled variable d. Confounding variable 6-51. Which is considered a common component of single-subject designs? a. measure of baseline performance b. measure of performance under an intervention condition c. replication of the use of the intervention within the design d. all of the above 6-52. Ana consistently increases the number of baskets she makes each game. If the number of baskets she made over the last seven games were plotted on a graph, a trend would be evident. a. Descending b. Variable c. Ascending d. None of the above 6-53. The ABAB design is also known as the a. Multiple Baseline Design b. Changing Criterion Design c. Alternating Treatment Design d. Reversal Design 6-54. What do researchers need before they can say that a functional relation is demonstrated? a. Prediction b. Verification of prediction c. Replication of effect d. All of the above 6-55. Mr. Mason is working with Jacy to increase the number of pizza boxes she folds during her first 30 minutes at the pizza shop during her vocational instruction.

She currently folds an average of 15 boxes during a 30-minute period. Mr. Mason would like to increase this number to 100. What would be the most appropriate research design to use? a. Changing Criterion Design 25 ..

b. Multiple Baseline Design c. Alternating Treatment Design d. AB Design 6-56. The design depicted here is known as: a. Changing Criterion Design b. Alternating Treatments Design c. Multiple Treatment Design d. Reversal design

6-57.

refers to the magnitude and direction of the change in data from the end of one phase to the beginning of the next phase. a. Change in mean b. Level of performance c. Trend in performance d. Percentage of overlap

6-58. Which design examines an intervention across settings? a. reversal b. multielement c. AB d. multiple baseline Short Answer Questions 6-59. Define a functional relation.

6-60. The following data describe the number of problems on a worksheet completed correctly. There were 20 possible problems on the worksheet. Graph the baseline and determine whether or not it is stable: 13, 8, 16, 5, and 15.

6-61. Pose a question for which you would select an alternating treatments design to determine the answer.

6-62. Why are experimental designs important in applied behavior analysis?

6-63. Describe the purpose of baseline measures.

6-64. Discuss the difference between a teaching design and a research design.

26 ..

6-65. Discuss the advantages and disadvantages to using a multiple baseline design.

6-66. Discuss some of the advantages and limitations to the changing criterion design.

6-67. Discuss how single subject designs are evaluated through visual analysis of data.

Essay Questions 6-68. Compare and contrast each of the following experimental designs in relation to establishing a functional relationship: reversal design, multiple baseline design, and changing criterion design.

6-69. Using visual analysis analyze the data for the following two graphs (A and B).

Identify the design used and discuss the effectiveness of the intervention using visual analysis for graphs A and B. Has a functional relation been established in each graph? Why or why not?

6-70. Compare and contrast action research and experimental research.

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Chapter 6 Test Answer Key ANSWER KEY: True-False 6-1.

True

6-2.

False

6-3.

True

6-4.

False

6-5.

False

6-6.

True

6-7.

True

6-8.

True

6-9.

True

6-10. False 6-11. True 6-12. True 6-13. True 6-14. True 6-15. False 6-16. False 6-17. False 6-18. True 6-19. True 6-20. False 6-21. True 6-22. False 6-23. False Multiple Choice 6-24. B 6-25. C 6-26. A 6-27. B 28 ..

6-28. B 6-29. A 6-30. D 6-31. C 6-32. A 6-33. D 6-34. C 6-35. D 6-36. D 6-37. D 6-38. D 6-39. C 6-40. B 6-41. B 6-42. B 6-43. A 6-44. A 6-45. C 6-46. B 6-47. A 6-48. B 6-49. A 6-50. B 6-51. D 6-52. C 6-53. D 6-54. D 6-55. A 6-56. C 6-57. B 6-58. D 29 ..

Short Answer Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

6-59. A functional relation is established when the dependent variable systematically changes as a result of the manipulation of the independent variable.

6-60.

Number of Correct Problems

18 16

14 12

10 8

6 4 2 0 0

1

Add data points:

2

3

4

Sessions

5

6

13 +8 +16 +5+15= 57

Calculate the mean: 57 / 5 = 11.4 (round to 11) Multiply the mean by 50%= 11 ×.05= 5. (round up to 6) Calculate the range= 11+ 6= 17; 11−6= 5 The baseline is stable because all of the data points fall within the range (5, 17) 6-61. All possible questions should simultaneously compare two interventions and the interventions should be counterbalanced to control for carryover and sequencing events.

6-62. Experimental designs allow researchers to control for confounding variables thereby examining the effects of an independent variable on a dependent variable.

6-63. Baseline measures serve a descriptive function by describing the current level of the dependent variable and as a predictive function in that predicting future behavior if the intervention were not implemented.

6-64. Teaching designs provide information in regard to behavior for everyday classroom use but do not permit demonstration of a functional relation and do not control for confounding variables. A research design provides experimental control and allow for possible demonstration of a functional relation.

6-65. Advantages of multiple baseline design: Functional relation can be established without the withdrawal of the intervention and without gradual alteration.

Disadvantages of multiple baseline design: May not be practical because 30 ..

requires multiple target behaviors, students, or settings and requires collecting baseline over extended time period.

6-66. Advantages of changing criterion design: Can establish a functional relation while changing behavior in a positive direction without a withdrawal of the intervention.

Disadvantages of changing criterion design: May not be useful for behaviors that require an immediate change in the behavior due to the gradual behavior-change nature of the changing criterion.

6-67. Five ways that single-subject designs are evaluated through visual analysis: 1).

Means—Compare the means between phases by drawing a line for each phase that represents the mean for that particular phase. Then through visual analysis can easily examine the graph for changes in means across phases.

2).

Levels—Level of performance indicates the magnitude and direction of change from the end of one phase to the beginning of the next phase.

This can be analyzed by simply looking at the changes between the last data points of one phase and the initial data points of the next phase.

3).

Trends—Examine the graph visually for trends within phases of the data, either ascending or descending trends.

4).

Percentage of Overlapping Data Points—By calculating percent of overlapping data points the researchers are provided with an estimated effect size.

5).

Rapidity of Behavior Change—The length of time between onset or termination of one phase and changes in performance in the next phase.

Essay Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

6-68. Comparison: All three designs have two phases: baseline and intervention. The reversal and changing criterion designs are used to examine one behavior. All are designed to establish experimental control and can establish a possible functional relation.

Contrast: Reversal design is the only design with two baseline conditions.

Changing criterion design is the only design with subphases. Multiple baseline design is the only design that requires multiple behaviors, students, or settings to establish a functional relation.

6-69. Graph A: Multiple Baseline across Students Visual Analysis of Graph: A functional relation is established as the change in the dependent variable is established after implementation of the independent variable and replicated across tiers. All three tiers demonstrate an ascending trend with an immediacy effect.

Graph B: A B Design 31 ..

Visual Analysis of Graph: Graph B does not establish experimental control as a functional relation is not established. There is an ascending trend indicating that the intervention is effective, but there is no control for confounding variables and no replication.

6-70. Comparison: Both action research and experimental research provide information and can be used to inform future practices.

Contrast: Action research is nonexperimental and descriptive in nature, whereas experimental research seeks to control variables and identify a functional relation between a dependent variable and an independent variable. Action research is naturalistic and is designed to describe what is going on within the environment without manipulating any variables.

32 ..

Chapter 7 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

0-13-560623-3

ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 7: Determining the Function of Behavior

1

Learning Outcome Quizzes

1

Application Exercises

9

Test Items

14

Test Answer Key

22

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

iii ..

Chapter 7: Determining the Function of Behavior Chapter 7 Learning Outcome Quizzes Learning Outcome 7.1: Identify the six functions of behavior.

[Q1] Selina engages in self-injurious behavior in the form of hitting her head with her fist.

After the behavior occurs, her aide comes close to her and comforts her. The aide holds her hand and talks with her gently about how she should not hurt herself. As the team review ABC data, they note that the behavior often happens in group activities when the teacher and aide are responding to the needs of many students. What is the most likely function of behavior given this description?

1. To escape from attention 2. To gain attention [correct] 3. To gain tangible items 4. To escape from demands [Feedback to Answer Choice 1] The behavior occurs when Selina does not have attention and results in attention, so escape from attention does not seem likely.

[Feedback for Correct Answer 2] The behavior occurs when Selina has less attention and the behavior produces more attention, making this the most likely function.

[Feedback to Answer Choice 3] There is no mention of access to tangible items as a result of the behavior, making this unlikely.

[Feedback to Answer Choice 4] There is no mention of the presentation and removal of demands, making this unlikely.

[Q2] Neal engages in a loud screaming behavior. When he screams, his teacher asks him to sit in the sensory area to calm down. The sensory area is quiet and away from all peers.

The teacher’s observations suggest the behavior happens most often during free play when peers are close by. What is the most likely function of behavior, given this description?

1. To gain attention 2. To gain tangibles 3. To escape attention [correct] 1 ..

4. To escape demands [Feedback to Answer Choice 1] The behavior does not result in attention from others, making this unlikely.

[Feedback to Answer Choice 2] The behavior does not result in access to tangible items, making this unlikely.

[Feedback for Correct Answer 3] The behavior occurs when peers are close by and results in separation from peers, making this the likely function.

[Feedback to Answer Choice 4] The behavior occurs during free play, when demands are not occurring, making this unlikely.

[Q3] Mo engages in skin-picking behavior. When in the behavior, his work materials are removed and he is promptly taken to the nurse. The nurse checks him, and then he returns to class. Scatterplot data suggests the behavior happens most often during reading, which is very challenging for Mo. What is the most likely function of behavior given this description?

1. To gain tangibles 2. To gain attention 3. To escape attention 4. To escape demands [correct] [Feedback to Answer Choice 1] The behavior does not result in access to tangible items, making this unlikely.

[Feedback to Answer Choice 2] The behavior may result in attention from the nurse, but the pattern suggests the behavior is occurring most often during challenging tasks, making this unlikely.

[Feedback to Answer Choice 3] The behavior results in attention from the nurse, with a pattern suggesting a link to challenging demands, making this unlikely.

[Feedback for Correct Answer 4] The behavior results in the removal of work materials and occurs most often during difficult tasks, making this the most likely function.

[Q4] 2 ..

Emma intermittently grabs the hands of her aide and pushes them onto the sides of her head. If she is not close to her aide, she will push her head onto any surface she can find at her height. The behavior does not happen at predictable times. When interviewed, her aide reported that Emma seems in distress before the behavior occurs and seems relieved when someone puts pressure on her temples. What is the most likely function of behavior given this description?

1. To escape from sensory stimulation [correct] 2. To gain attention 3. To escape attention 4. To gain sensory stimulation [Feedback for Correct Answer 1] The behavior occurs unpredictably and does not depend on interaction with others for reinforcement. The aide’s report about distress and subsequent relief seems to suggest a function of pain attenuation or reduction.

[Feedback to Answer Choice 2] The behavior does not always result in access to attention, making this unlikely.

[Feedback to Answer Choice 3] The behavior does not always occur when Emma has attention, making this unlikely.

[Feedback to Answer Choice 4] The aide’s report about the appearance of distress and subsequent relief makes it seem that this behavior is most likely reducing painful or uncomfortable sensations rather than producing pleasurable sensations.

Learning Outcome 7.2: Identify the components of a Behavior Support Plan.

[Q1] Which antecedent strategy is most matched to a function of escape from demanding tasks?

1. Scheduled sensory activities 2. Scheduled access to preferred items, provided noncontingently 3. Opportunities to interact with preferred staff members on a one-on-one basis 4. Opportunities to make choices of tasks to complete [correct] [Feedback to Answer Choice 1] This antecedent strategy is most directly linked to a sensory stimulation function.

[Feedback to Answer Choice 2] This antecedent strategy is most directly linked to a gaining tangible items function.

3 ..

[Feedback to Answer Choice 3] This antecedent strategy is most directly linked to a gaining attention function.

[Feedback for Correct Answer 4] This antecedent strategy would match a behavior with a function to escape demanding tasks.

[Q2] Which consequence strategy is most matched to a function to escape attention from peers?

1. Prompt student to ask for desired items 2. Prompt student to ask for desired social interaction 3. Prompt student to ask for “space” from others [correct] 4. Prompt student to ask for help with a difficult task [Feedback to Answer Choice 1] This consequence strategy is most aligned with gaining tangible items.

[Feedback to Answer Choice 2] This consequence strategy is most aligned with gaining attention.

[Feedback for Correct Answer 3] This consequence strategy is most aligned with escaping peer attention, as it would produce the same effect but in an appropriate way.

[Feedback to Answer Choice 4] This consequence strategy is most aligned with escape from demanding tasks.

[Q3] Mr. Peters developed what he thinks is a wonderful behavior support plan for his student Clinton. He used multiple forms of assessment to develop a hypothesized function and matched treatment procedures. At the IEP meeting the group reviewed the plan and agreed that it was the best course of action. Mr. Peters printed the plan and gave it to all staff members that work with Clinton. Weeks have gone by, and the behavior has not improved. What step did Mr. Peters neglect?

1. Training implementors [correct] 2. Monitoring the behavior 3. Functional behavioral assessment 4. Use of protective equipment [Feedback for Correct Answer 1] 4 ..

Simply giving team members the plan was not enough to produce consistent implementation. Mr. Peters needs to train the team members on how to follow the plan.

[Feedback to Answer Choice 2] The behavior is being monitored, which is how they determined nothing was changing.

[Feedback to Answer Choice 3] Mr. Peters used multiple forms of assessment and developed a hypothesized function, so it seems he did conduct a functional behavioral assessment.

[Feedback to Answer Choice 4] Use of protective equipment was not specifically related to this scenario.

[Q4] Stanley’s outburst behaviors occasionally reach levels that are highly dangerous to himself and others. The situations can rapidly become emergencies if they are not deescalated quickly. What additional support is necessary for Stanley?

1. Functional analysis 2. Data collection 3. Restraint 4. Crisis plan [correct] [Feedback to Answer Choice 1] A functional analysis may be indicated regardless of whether the behavior is dangerous or not.

[Feedback to Answer Choice 2] Data collection is always required when addressing problems that interfere with access to education.

[Feedback to Answer Choice 3] Restraint may be a component of a crisis plan, but it is not always the safest option for dangerous behavior.

[Feedback for Correct Answer 4] In addition to a behavior support plan, Stanley needs a crisis plan that will be used to consistently de-escalate his behavior.

Learning Outcome 7.3: Identify the process for developing a Functional Behavior Assessment and Behavior Support Plan.

[Q1]

5 ..

Mrs. Caffery is certain that her student Nola’s arm-squeezing behavior occurs to gain sensory stimulation. She developed a behavior support plan that includes frequent breaks from tasks to complete a sensory diet. The intervention will reduce Nola’s time in instruction substantially, but the plan was endorsed by her Occupational Therapist. The team has a system to collect data on instances of behavior and a plan to train Nola’s parents to use the same procedure. What critical step was missed in this process?

1. Antecedent strategies 2. Plan for generalization 3. Crisis plan 4. Functional behavioral assessment [correct] [Feedback to Answer Choice 1] The sensory diet developed would be a form of antecedent strategy.

[Feedback to Answer Choice 2] Training Nola’s parents would be a reasonable plan for generalization.

[Feedback to Answer Choice 3] Arm squeezing is not a behavior that would require a crisis plan.

[Feedback for Correct Answer 4] The scenario does not include a description of how Mrs. Caffery became certain of the function. It does not sound as if she used any strategies to systematically develop a hypothesis for this behavior and simply followed her own assumptions.

[Q2] Ms. Jules interviewed all team members that work with her student, Myles, to get their input on recent occurrences of aggression directed toward peers. Next, she had each team member complete the Questions About Behavior Function tool. Finally, Ms. Jules collected ABC data on instances of the behavior. She developed a hypothesized function of access to tangibles and selected antecedent and consequence strategies matched to the function. The plan was reviewed with the caregivers at an IEP meeting, and the team agreed the plan was appropriate. The team puts the plan into place, and weeks go by. Some team members feel that the behavior improved, others think it has worsened. What step did the team overlook?

1. Functional behavioral assessment 2. Plan for monitoring the behavior [correct] 3. Indirect assessment 4. Direct assessment [Feedback to Answer Choice 1] Ms. Jules completed a thorough functional behavioral assessment.

6 ..

[Feedback for Correct Answer 2] Ms. Jules forgot to put a plan into place for monitoring the behavior. The team lacks a systematic means to evaluate the efficacy of the plan.

[Feedback to Answer Choice 3] Use of interviews and Q ABF was the indirect assessment portion of the process.

[Feedback to Answer Choice 4] Use of ABC data was the direct assessment portion of the assessment.

[Q3] Mr. Ambley’s student, Jacob, engages in high rates of property destruction. Mr. Ambley has used indirect and direct assessment tools, but conflicting results have prevented him from developing a strong hypothesis for the function of the behaviors. The team decides to conduct a functional analysis including a play condition, where Jacob has everything he wants including attention, no demands, and lots of fun items. Which description matches a description of a tangible condition?

1. A staff member will sit outside of the room and monitor Jacob while he is alone for a period of time. No one reacts to his behavior.

2. A staff member will give Jacob hard tasks. When he engages in property destruction, they will take away the tasks for 30 s.

3. A staff member will tell Jacob that they are busy right now and will not interact with him. When he engages in property destruction, they will pay attention to him for 30 s.

4. Desired items will be removed from Jacob and put on a shelf. When he engages in property destruction, he gets the items back for 30 s. [correct] [Feedback to Answer Choice 1] This description is aligned with an alone condition.

[Feedback to Answer Choice 2] This description is aligned with an escape condition.

[Feedback to Answer Choice 3] This description is aligned with an attention condition.

[Feedback for Correct Answer 4] This description is aligned with a tangible condition, as instances of problem behavior are followed by tangible items.

[Q4] Which explanation best supports how an alone condition may help to identify behavior with a function of sensory stimulation?

7 ..

1. The behavior occurs when people do not pay attention to the student, so when he or she is alone, it is most likely to occur.

2. The behavior occurs regardless of the response of others, so it should continue to occur at similar rates even when the student is alone. [correct] 3. The behavior occurs when the student does not have to do work.

4. The behavior occurs when the student does not have preferred items.

[Feedback to Answer Choice 1] Sensory stimulation behaviors would not necessarily occur when attention is or is not provided.

[Feedback for Correct Answer 2] The alone condition is used to show that the behavior occurs even when forms of reinforcement that involve other people do not occur. If the behavior occurs at high levels even when no one reacts, it suggests that stimulation produced by the behavior itself is the reinforcer.

[Feedback to Answer Choice 3] Removal of work is not a key variable for a sensory stimulation behavior.

[Feedback to Answer Choice 4] Limited access to preferred items is not a key variable for sensory stimulation behavior.

8 ..

Chapter 7 Application Exercises Chapter 7: Determining the Function of Behavior Application Exercise 7.1: Matching intervention to function Learning Outcome 7.1: Identify the six functions of behavior.

[Q1] Use Pearson eText Video Example 7.1 to help you complete the following activity.

Follow the events in the video and transcribe them in an ABC format. Focus on the behaviors exhibited by the student and the antecedents and consequences occurring before and after, respectively.

[Q1 Model Response] A: Math class, students are presented with challenging assignments.

B: Student puts head on desk and does not engage in assignment.

C, A: Teacher approaches student and quietly asks her to speak with him outside.

B: Student walks outside with teacher.

C: Teacher and student discuss the incident and make a plan to help student.

[Q2] Use Pearson eText Video Example 7.1 and Table 7.1 to help you answer the following question. Based on the antecedent and consequence events observed in the video, what is the likely function of behavior? State your specific hypothesis regarding the function of the student’s problem behavior of putting her head on her desk.

[Q2 Model Response] Putting her head on her desk is likely maintained by escape from a demanding task. It is also possible the behavior is maintained by access to teacher attention.

[Q3] Use Pearson eText Video Example 7.1 and Table 7.3 to help you answer the following question. Which function-matched intervention strategy does the educator discuss with the student? Why was this a good choice, given the student’s age and the context?

[Q3 Model Response] The educator and the student discuss using a functionally matched alternative response of asking for help or asking a peer for help. These are good choices, as extinction would consist of forcing the student to do her work, which would not be safe given the student’s age and the setting. Teaching her to communicate her frustration will help her in the future.

9 ..

Application Exercise 7.2: Interconnected behaviors Learning Outcome 7.1: Identify the six functions of behavior.

[Q1] Use Pearson eText Video Example 7.2 to help you complete the following activity.

Follow the events in the video and transcribe them in an ABC format for the student Tyler (who engages in yelling). Include the behaviors the educator prompts him to display.

[Q1 Model Response] A: Tyler is playing with blocks and Dudley takes the blocks.

B: Tyler jumps from his chair and follows Dudley, yelling for his blocks back.

C: Dudley walks away.

A: Teacher approaches. Teacher tells Tyler to say “I was using it.”

B: Tyler says, “I was using it.”

C: Dudley does not respond and keeps blocks. Teacher holds Tyler’s hand.

A: Teacher tells Tyler to wait.

B: Tyler finds a new activity and waits.

C: Dudley brings the blocks back.

[Q2] Use Pearson eText Video Example 7.2 to help you complete the following activity.

Follow the events in the video and transcribe them in an ABC format for the student Dudley (who takes the blocks). Include the behaviors the educator prompts him to display.

[Q2 Model Response] A: Tyler is playing with blocks.

B: Dudley takes the blocks and walks away.

C: Tyler yells at Dudley.

A: Teacher prompts Tyler to say, “I was using that.”

B: Dudley continues to play with the blocks.

C-A: Teacher offers Dudley choices and alternative ways to play with the blocks.

B: Dudley says no.

C-A: Teacher approaches Dudley and offers more choices.

B: Dudley pushes blocks back to Tyler.

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[Q3] Use Pearson eText Video Example 7 and Table 7.3 to help you answer the following question. Which function-matched intervention strategies does the educator use with Tyler and Dudley? Why were these a good choice, given the students’ ages and the context?

[Q3 Model Response] The educator prompts Tyler to engage in a functionally matched alternative response of saying, “I was using that,” rather than yelling. She also prompts an incompatible behavior, waiting. For Dudley, the response is on extinction, as he had to return the items. She also encouraged him to consider incompatible responses such as sharing.

These approaches fit the students’ ages as they were learning more appropriate ways to meet their needs and developing coping strategies when they could not have what they wanted.

Application Exercise 7.3: Conducting a Functional Behavioral Assessment Learning Outcome 7.3: Identify the process for developing a Functional Behavior Assessment and Behavior Support Plan.

[Q1] Angelo is a 16-year-old student with multiple physical disabilities and a developmental disability. Angelo’s teacher has pinpointed a behavior in the form of eloping from the classroom. The team has determined that they will use indirect assessment methods.

Describe two such methods and how you would utilize them to develop a hypothesized function.

[Q1 Model Response] I would use a behavioral interview with Angelo’s teacher. I would ask her a number of questions about the behavior, like when it occurs, where does he go, what is the effect of his behavior on the environment, what does she think is the cause of the behavior, etc. I would consider the responses and use them to help develop a hypothesized function.

I would also ask her to complete an indirect assessment tool such as the QABF or the F AST. I would print out the form, then ask the teacher and additional team members familiar with Angelo to complete the form. I would score the form and use these results to determine a hypothesized function.

[Q2] Angelo is a 16-year-old student with multiple physical disabilities and a developmental disability. Angelo’s teacher has pinpointed a behavior in the form of eloping from the classroom. The team has determined that they will use direct assessment methods.

Describe two such methods and how you would utilize them to develop a hypothesized function.

11 ..

[Q2 Model Response] I would use ABC data and record instances of the behavior when they occur, along with the recent antecedents and consequences. These results would be analyzed for patterns that suggest sources of motivation and reinforcement for the behavior.

I would use a scatterplot to evaluate patterns with regard to times of day, locations, and activities associated with the behavior. These patterns may help to determine contexts in which the behavior is likely to occur and contexts in which the behavior is unlikely to occur.

[Q3] Angelo is a 16-year-old student with multiple physical disabilities and a developmental disability. Angelo’s teacher has pinpointed a behavior in the form of eloping from the classroom. In the process of a functional behavioral assessment you determine that each incident occurs near lunch or snack time, always before the food has been provided in his classroom. When Angelo elopes, he always runs to the cafeteria. Based on these pieces of information, what is your hypothesized function and what is one intervention strategy that you may utilize to reduce instances of elopement?

[Q3 Model Response] The function is likely access to tangible items, specifically food. I would use a differential reinforcement of alternative behaviors approach to teach Angelo to ask for food, rather than run to retrieve it.

Application Exercise 7.4: Developing a functional analysis Learning Outcome 7.3: Identify the process for developing a Functional Behavior Assessment and Behavior Support Plan.

[Q1] Connor is an 18-year-old male with autism spectrum disorder. Connor engages in highly dangerous forms of problem behavior in the form of aggression and property destruction. The behaviors do not happen often, but when they do, they almost always result in use of restraint. The team has attempted to look for patterns of behavior for a long time using ABC data, scatterplots, interviews, and rating scales. There is not a consistent result, so the team cannot be sure of the function. Why would it be appropriate to use a functional analysis for Connor?

[Q1 Model Response] The team has attempted to use indirect and direct observation methods to determine the function but have been unsuccessful. The behavior continues to occur because the precise function has not been determined. It is important to use a functional analysis at this point to clearly identify the function(s) of these behaviors.

[Q2] 12 ..

Connor is an 18-year-old male with autism spectrum disorder. Connor engages in highly dangerous forms of problem behavior in the form of aggression and property destruction. The behaviors do not happen often, but when they do, they almost always result in use of restraint. The team has attempted to look for patterns of behavior for a long time using ABC data, scatterplots, interviews, and rating scales. While they did not identify a function, they did identify conditions under which the behavior never occurred.

When someone is sitting with Connor, talking about his preferred topics, with no demands present, he never engages in problem behavior. How would you use this information to form your “play” condition in the functional analysis and why is the play condition important?

[Q2 Model Response] The play condition should look exactly like this—no demands, preferred topics, and staff attention. Under these conditions, the problem behavior should not occur. This condition will serve as the control.

[Q3] Connor is an 18-year-old male with autism spectrum disorder. Connor engages in highly dangerous forms of problem behavior in the form of aggression and property destruction. The behaviors do not happen often, but when they do, they almost always result in use of restraint. The team has attempted to look for patterns of behavior for a long time using ABC data, scatterplots, interviews, and rating scales. While they did not identify a function, they noticed that Connor always pounded his desk before showing more severe forms of behavior. So, they decide to make this behavior the target of the functional analysis. The team also decides to use an attention condition and an escape condition in the functional analysis. Describe what these conditions should look like for Connor, including how they are set up and what happens when desk pounding is observed.

[Q3 Model Response] In the attention condition, the staff member will tell Connor they are busy and do other work. If Connor engages in a fist pound, they will stop what they are doing and pay attention to Connor for 30 s. They will repeat this until the condition is over.

In the escape condition, the staff member will tell Connor it is time to do work and present him with difficult tasks. If Connor engages in a fist pound, they will take away the work for 30s. They will repeat this until the condition is over.

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Chapter 7 Test Items True-False Questions 7-1.

A behavior’s function is determined by its topography.

7-2.

It is unethical to eliminate a behavior if an individual lacks an alternative behavior to serve that behavior’s function.

7-3.

An analysis of a problem behavior’s function is necessary for the selection of the most effective treatment procedures.

7-4.

Typical students are always appropriate models for students with disabilities.

7-5.

Informal assessment is the most effective way to gather data for a functional analysis.

7-6.

Jack dislikes math. He throws his pencil across the room and is sent to the principal’s office. This consequence allows him to get out of completing math.

The function of Jack’s behavior is likely escape.

7-7.

When replacing an inappropriate behavior with one that is appropriate, the new behavior must serve the same function as the old.

7-8.

Functional behavior assessment is a strategy of manipulating the student’s environment and observing the effect on his or her behavior.

7-9.

Setting events refer to the climate within which the behavior and the contingency occur.

7-10. Direct observation strategies to gather information by taking data on the behavior while the student is engaged in it are also known as informant assessment.

7-11. Behavior rating scales are instruments designed to obtain more qualitative information from informants.

7-12. The function of inappropriate behavior represented in the demand condition is negative reinforcement.

7-13. The function of inappropriate behavior represented in the alone condition of a functional analysis is to gain positive reinforcement.

7-14. Under the play condition of a functional analysis, instances of inappropriate behavior should be minimal or nonexistent for a student.

7-15. The same behavior exhibited by two different students may serve two different functions.

Multiple Choice Questions 7-16. The MAS is: a. Model/Analyze/Structure, a systematic method for teaching equivalent behaviors.

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b. Multielement Analysis of Stimuli, a method of verifying hypotheses about behavioral functions c. Motivation Assessment Scale, a structured questionnaire used for informant interviews d. Manipulation of Antecedent Stimuli, a way to avoid presenting events that occasion inappropriate behavior 7-17. All the following are useful generalizations from the emerging literature on behavior function, EXCEPT: a. for all students, inappropriate behavior leads to escape from aversive tasks or situations. b. inappropriate behavior can be decreased or eliminated by teaching a functionally equivalent, appropriate behavior. c. much inappropriate behavior serves a communicative function. d. inappropriate behavior may be occasioned based on sensory needs such as pain attenuation.

7-18. The primary purpose of scatter plot assessment is to: a. determine the cause of behaviors that occur in bursts. b. present data in an easily readable format. c. specifically identify potential controlling variables. d. identify time-related patterns of behavior.

7-19. When students escape from a task or environment by performing an inappropriate behavior that behavior is likely to be maintained by: a. positive reinforcement b. negative reinforcement c. extinction d. punishment 7-20. When an intervention like a token system works for all but one or two students in a group, it is likely that: a. the students have a comorbid diagnosis. b. there are powerful, competing reinforcers available outside the token system. c. the students’ home situation is so poor that their behavior is essentially unchangeable. d. those students will respond only to punishment.

7-21. Quantitative measures of topography include all EXCEPT: a. frequency. b. duration. c. percentage of intervals during which a behavior occurs. d. degree of malice involved.

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7-22. When parents or teachers react to inappropriate behavior by offering a student various items or activities until the inappropriate behavior stops, they risk maintaining the inappropriate behavior with: a. positive reinforcement b. negative reinforcement c. extinction d. punishment 7-23. Which of the following is NOT a limitation of informant assessment? a. informant’s memory b. informant’s potential bias c. informant’s ability to analyze behavior d. informant’s ability to verbalize what was seen 7-24. When developing a behavior support plan, which of the following should be the primary guide for the selection of behavior-change procedures? a. Frequency b. Topography c. Latency d. Function 7-25. Every time the teacher asks a question, an overly eager student raises and waves his hands in front of her. In order to get him to stop this behavior, the teacher calls on him for the answer. The probability of the student raising and waving his hands again is: a. increased b. decreased c. not likely d. a or b 7-26. The stimuli that occasion or signal the opportunity to perform a behavior are known as: a. Antecedents b. Behaviors c. Consequences d. Functions 7-27. To determine the most effective intervention for a behavior, it is necessary to analyze: a. Consequences only b. Behaviors and Consequences c. Consequences and Antecedents d. Antecedents only 16 ..

7-28. Which of the following would NOT be a reasonable hypothesis of the function of the behavior of lying on the floor instead of sitting in the desk? a. The function of the behavior is escape from tasks presented in the desk. b. The function of the behavior is access to sensory stimulation when lying down. c. The function of the behavior is access to attention when staff prompt the student to sit in the desk. d. The function of the behavior is feeling upset due to home events.

7-29. Which of the following is NOT considered a behavior rating scale? a. A-B-C Descriptive Analysis b. Functional Analysis Screening Tool (F AST) c. Motivation Assessment Scale (MAS) d. Problem Behavior Questionnaire (P BQ) 7-30. Which behavior may serve to gain a teacher’s attention in a classroom? a. reading quietly b. banging a pencil c. calling out d. all of the above 7-31. Which behavior may serve to gain a tangible object in a classroom? a. reading quietly b. banging a pencil c. calling out d. all of the above 7-32. A child who wants more juice interrupts her mother who is talking on the phone.

As the child’s interruptions become louder and more insistent, the mother abruptly ends her call and immediately attends to the child. More than likely, the next time the mother is on the phone and her child wants something: a. the mother will ignore the child. b. the child will take care of her own needs because her mother taught her how to do so. c. the child will interrupt the mother. d. the child will ask nicely and wait.

7-33. Students frequently engage in inappropriate behaviors when: a. their schedule is interrupted. b. they lack the ability to communicate effectively. c. they are disciplined. d. they are internally stimulated.

7-34. Which of the following is considered a setting event?

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a. classroom noise or temperature level b. hunger c. both a and b d. none of the above 7-35. Which is NOT an occasion in which I DEIA requires the development of a behavior support plan? a. When a student causes disruption in school and community-based educational environments. b. When a student’s behavior is such that it may result in a suspension up to 10 days. c. When a student’s behavior is such that it may result in a change of educational placement. d. When a pattern of behavior impedes the learning of the student or of another student.

7-36. An “operational definition”: a. clearly states the form of the behavior b. identifies the criterion of a behavior c. defines the condition for behavioral occurrence d. describes the setting events 7-37. Indirect strategies for gathering functional behavior assessment information on a student include: a. Anecdotal reports b. Scatter plot analysis c. Interview forms, scales and questionnaires d. A-B-C descriptive analysis 7-38. Generally, what is the minimum number of conditions in a functional analysis? a. One b. Two c. Three d. Four 7-39. Which of the following is not a condition examined during a functional analysis? a. Attention b. Sleep c. Demand d. Play 7-40. A functional analysis is conducted in order to: a. verify a hypothesis form a functional hypothesis b. clarify uncertain results from a functional assessment 18 ..

c. serves as an initial step in developing a hypothesis of a function d. all of the above 7-41. During a functional analysis condition, a student is presented with a difficult task and begins to scream. The teacher quickly removes the task and the student stops screaming. Which of the following might be the function of his behavior? a. self-stimulation b. attention c. escape d. none of the above 7-42. Which of the following designs is often used during a functional analysis? a. A B A B design b. multi-element design c. both a and b d. none of the above 7-43. Direct observation strategies used during a functional behavior assessment include all of the following EXCEPT: a. scatter plot b. anecdotal reports c. A-B-C data analysis d. behavior rating scales 7-44. During A-B-C descriptive analysis, data should be collected for a minimum of a. 3 days b. 5 days c. 9 days d. 10 days 7-45. The process of systematically manipulating antecedents and consequences to determine their effect on occasioning and maintaining the target behavior is . a. setting events b. enhanced functioning c. functional analysis d. intervention 7-46. After completing a functional behavior assessment, Ms. Jones hypothesizes that Chris’s behavior functions as a means of escaping disliked tasks. Which of the following conditions should Ms. Jones test during the functional analysis? a. Attention b. Demand c. Play 19 ..

d. Alone 7-47. Willis Middle School participates in a school-wide positive behavior supports program. Several students have been identified with repeated office referrals and suspensions. These students would fall into which level of the three-tiered model of intervention? a. universal b. intensive c. targeted d. none of the above 7-48. Mr. Williams has noticed that a student in his fourth period class has been exhibiting some inappropriate behaviors. Mr. Williams has attempted to correct the behavior using evidence-based behavior management programs, but Joseph continues to exhibit the behaviors. Mr. Williams and the I EP committee have decided to develop a Behavior Support Plan for Joseph. What is the next step in developing a Behavior Support Plan? a. conduct a functional assessment b. screening c. conduct a functional analysis d. identify the target behavior Short Answer Questions 7-49. Differentiate form (or topography) from function when describing inappropriate behavior.

7-50. What are the components of a functional behavior assessment?

7-51. Describe the use of scatter plot assessment in determining the function of behaviors.

7-52. Describe the sequence for developing a Behavior Support Plan.

7-53. Discuss the reasons a functional analysis would be conducted after completing a functional behavior assessment.

Essay Questions 7-54. Compare and contrast direct and indirect procedures for developing a hypothesized function of behavior. Be sure to list at least two forms of each in your response.

7-55. Describe the difference between functional behavior assessment and functional analysis. List and discuss the components of each.

7-56. Explain and give examples of the three-tier model of the Positive Behavioral Supports program.

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7-57. Compare and contrast functional analysis and a brief functional analysis. Which provides the most precise data?

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Chapter 7 Test Answer Key ANSWER KEY: True-False 7-1.

False

7-2.

True

7-3.

True

7-4.

False

7-5.

False

7-6.

True

7-7.

True

7-8.

False

7-9.

True

7-10. False 7-11. False 7-12. True 7-13. False 7-14. True 7-15. True Multiple Choice 7-16. C 7-17. A 7-18. D 7-19. B 7-20. B 7-21. D 7-22. A 7-23. C 7-24. D 7-25. A 7-26. A 7-27. C 7-28. D 7-29. A 22 ..

7-30. D 7-31. D 7-32. C 7-33. B 7-34. C 7-35. A 7-36. A 7-37. C 7-38. B 7-39. B 7-40. D 7-41. C 7-42. C 7-43. D 7-44. B 7-45. C 7-46. B 7-47. C 7-48. D Short Answer Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

7-49. The form of a behavior is a description of what the behavior looks like or the physical characteristics of the behavior. The function of the behavior is the reason why the student exhibits the behavior. John tantrums in math class because when he tantrums the teacher removes him from the class, and he does not have to complete his math assignment.

7-50. Components of a functional behavior assessment include: (1).

Indirect information-gathering strategies - behavioral interview - behavioral scales and questionnaires (2).

Direct information-gathering strategies - anecdotal - scatter plot analysis - A-B-C descriptive analysis 23 ..

7-51. Scatter plots are used to help identify the relationship between the frequency of the behavior and the environment. Scatter plots do not identify a causal relationship. They are easy for teachers to use to collect data and provide a quick reference point. Teachers indicate on a grid if the behaviors occurred at a high, low, or zero level.

7-52. Sequence for developing a Behavior Support Plan: Step 1: Identify the behavior (develop operational definition and collect initial confirming data) Step 2: Conduct Screening Step 3: Conduct Functional Behavior Assessment (indirect and direct information-gathering strategies) Step 4: Conduct Functional Analysis Step 5: Develop Behavior Support Plan based on information gained from previous steps 7-53. Reasons for conducting a functional analysis: (1). to verify a hypothesis resulting from a functional behavior assessment (2). to refine the hypothesis resulting from a functional behavior assessment (3). to clarify uncertain results of a functional behavior assessment (4). to serve as the initial step in development of a hypothesis of function Essay Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

7-54. Indirect methods: behavior interview, behavior rating scale (e.g., M AS; FAST; Q ABF) Direct methods: A-B-C analysis, anecdotal reports, scatter plot analysis Compare: can be conducted relatively easily in classrooms, subject to bias, cannot definitively identify the function of a behavior Contrast: indirect based on memory of respondents only, direct the relationships between events and behavior are captured through observation.

7-55. Difference between functional behavior assessment and functional analysis: Functional behavior assessment consists of information-gathering strategies, including indirect and direct strategies. The information that is gathered from a functional behavior assessment is based on antecedents and consequences of the behavior to identify patterns that lead to a hypothesis of the function of the behavior. Indirect information is gathered through behavioral interviews and behavioral rating scales. Direct information is gathered through observing the behavior. Strategies for direct information gathering include anecdotal notes, scatter plot analysis, and A-B-C descriptive analysis.

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Functional analysis consists of manipulating the environment and observing the effects on the student’s behavior in order to test a possible hypothesis of the function of the behavior. Five possible conditions are examined to determine the function of the behavior: attention, tangible, demand, alone, and play.

7-56. Explain and give examples of three-tier model of PBS program: Tier 1: Universal focuses on all students in the environment, typically the entire school. During this tier, students are given three to five positively state rules that are applied in all nonclassroom areas of the school. Example: Students will walk in the hall. Students will keep their hands to themselves. Students will use quiet voices.

Tier 2: Targeted focuses on students identified through office referrals and inschool suspensions as exhibiting problem behaviors not addressed by Tier 1.

Students receive social skills instruction and peer monitoring programs. Example: Jon and Sara have been identified as having excessive office referrals for arguing with peers. They are provided with an opportunity to participate in a social skills group that role plays ways to resolve conflicts.

Tier 3: Intensive focuses on students with chronic behaviors. Students identified for Tier 3 intervention, may require a functional behavior assessment in order to determine the function of the behavior and identify a function-based program to address the behavior problems. Example: Jon continues to struggle with getting along with his peers. The team decides that he needs to have an FBA conducted to determine the function of his behavior. After conducting the F BA, the function is determined to be attention. Jon argues with peers to gain the attention of his teacher. The team develops and implements an intervention program that teaches Jon an appropriate behavior that serves the same function, gain attention.

7-57. Compare and contrast functional analysis and brief functional analysis.

Comparison: Both the functional analysis and brief functional analysis are designed to determine and/or confirm the function of a behavior through systematic manipulation of the environment.

Contrast: The functional analysis can require as many as 50–60 sessions with each session lasting up to 30 minutes. The process to complete a traditional functional analysis can last days. A brief functional analysis can be completed in 90 minutes or less with each condition being examined in 5–10 minutes. The brief functional analysis is reduced over the traditional functional analysis in the number of sessions by not including all conditions.

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Chapter 8 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

0-13-560623-3

ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 8: Arranging Consequences That Increase Behavior

1

Learning Outcome Quizzes

1

Application Exercises

16

Test Items

21

Test Answer Key

28

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

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Chapter 8: Arranging Consequences That Increase Behavior Chapter 8 Learning Outcome Quizzes Learning Outcome 8.1: Identify the types of reinforcers and ways to effectively choose reinforcers.

[Q1] Which of the following is an example of a primary, sensory reinforcer?

1. Feeling a favorite blanket [correct] 2. Tokens you trade in 3. Praise from a loved one 4. Favorite snack [Feedback for Correct Answer 1] Feeling a blanket will produce a sensory experience—as long as it is a preferred feeling, it may serve as a reinforcer.

[Feedback to Answer Choice 2] Tokens are a form of secondary reinforcer, as they do not have any reinforcing properties on their own.

[Feedback to Answer Choice 3] Praise is a form of secondary reinforcer, as its value is gained through associations with other reinforcers.

[Feedback to Answer Choice 4] As long as food is preferred and motivating at the time, it is a primary reinforcer but it is a tangible reinforcer.

[Q2] Which of the following is an example of a secondary, social reinforcer?

1. Hearing music 2. Money 3. Smiling [correct] 4. Swinging [Feedback to Answer Choice 1] Hearing music is a form of primary, sensory reinforcement.

[Feedback to Answer Choice 2] Money is a form of generalized conditioned reinforcement.

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[Feedback for Correct Answer 3] Smiling is a form of social reinforcement and secondary, as its value is gained through association with other reinforcers.

[Feedback to Answer Choice 4] Swinging is a form of activity reinforcement; it may include sensory components.

[Q3] A student of the month certificate would be considered what type of reinforcer?

1. Primary, tangible reinforcer 2. Secondary, tangible reinforcer [correct] 3. Secondary, activity reinforcer 4. Secondary, social reinforcer [Feedback to Answer Choice 1] A certificate on its own has no value, so it cannot be a primary reinforcer.

[Feedback for Correct Answer 2] The certificate is a tangible item and it gains value through association with other items.

[Feedback to Answer Choice 3] The certificate is not an activity; it is a tangible item.

[Feedback to Answer Choice 4] The certificate may be associated with social reinforcers, but is itself a tangible item.

[Q4] A bite of chocolate chip cookie dough is an example of what type of reinforcer?

1. Secondary, tangible reinforcer 2. Primary, sensory reinforcer 3. Secondary, social reinforcer 4. Primary, tangible reinforcer [correct] [Feedback to Answer Choice 1] Ice cream is a tangible item and has direct value, making it a primary reinforcer.

[Feedback to Answer Choice 2] Ice cream is a tangible item, not a sensory reinforcer.

[Feedback to Answer Choice 3] Ice cream is tangible, not social, and has direct value on its own.

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[Feedback for Correct Answer 4] Ice cream is a tangible item with inherent value.

Learning Outcome 8.2: Differentiate between positive and negative reinforcement.

[Q1] Which is an example of a negative reinforcer?

1. Removing 10 tokens 2. Noise-cancelling headphones in a loud room [correct] 3. Getting an A+ on a test 4. Access to a straw to drink your beverage [Feedback to Answer Choice 1] Removing a desired item is a form of punishment; it will not serve to increase behavior.

[Feedback for Correct Answer 2] Removal of loud sounds will serve to increase behavior, consistent with the effects of reinforcement.

[Feedback to Answer Choice 3] A grade is added to the environment, making it a form of positive reinforcement.

[Feedback to Answer Choice 4] A straw may be added to the environment, making it a form of positive reinforcement.

[Q2] Which of the following is an example of positive reinforcement?

1. Telling someone to complete a task 2. Opening an umbrella on a rainy day 3. A speeding ticket 4. A high five [correct] [Feedback to Answer Choice 1] An instruction to complete a task is more likely to be a discriminative stimulus, not a reinforcer.

[Feedback to Answer Choice 2] Removal of rain is an example of negative reinforcement.

[Feedback to Answer Choice 3] A speeding ticket results in the loss of desired money, making it a form of punishment.

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[Feedback for Correct Answer 4] A high-five is an activity that is added to the environment; assuming the individual likes high-fives, this may serve as a positive reinforcer.

[Q3] It’s a very hot day and Will is out for a run. He sees a shady spot ahead and is very motivated to get to the shady spot for some relief. What type of reinforcer is the shady spot?

1. Primary, positive reinforcer 2. Primary, negative reinforcer [correct] 3. Secondary, positive reinforcer 4. Secondary, negative reinforcer [Feedback to Answer Choice 1] This illustration is most directly related to removal of the hot sun, making it an example of negative reinforcement. Nothing is being added to the environment; only the hot sun is removed.

[Feedback for Correct Answer 2] Experiencing the removal of heat/cool is a sensory experience, and we need no prior learning to experience these sensations as desirable or undesirable. The heat is removed, making it a negative reinforcer.

[Feedback to Answer Choice 3] Heat/cool are sensations of the body and do not require association with other stimuli to serve as reinforcers.

[Feedback to Answer Choice 4] Heat/cool are sensations of the body and do not require association with other stimuli to serve as reinforcers.

[Q4] Corin has been working very hard on her math work. Her teacher provides her with a coupon that, when traded in, allows her to take a break from math whenever she wishes. The actual break from math will serve as what type of reinforcer?

1. Primary, positive reinforcer 2. Primary, negative reinforcer 3. Secondary, positive reinforcer 4. Secondary, negative reinforcer [correct] [Feedback to Answer Choice 1] 4 ..

Corin had to experience math before finding that it was hard and, at times, aversive.

This learning was required for the function to be established, making this an example of a secondary reinforcer.

[Feedback to Answer Choice 2] Corin had to experience math before finding that it was hard and, at times, aversive.

This learning was required for the function to be established, making this an example of a secondary reinforcer.

[Feedback to Answer Choice 3] The coupon would be a form of secondary positive reinforcement, as it is added. But, a break from math relates to the removal of math (an aversive event).

[Feedback for Correct Answer 4] Corin has learned that math can be hard and sometimes aversive, and removal of this aversive experience is reinforcing.

Learning Outcome 8.3: Identify the types of reinforcers and ways to effectively choose reinforcers.

[Q1] Rebecca wanted to assess the preferences of her student Max. Rebecca gathered a list of lots of items Max likes, and she systematically presented two at a time to Max. She recorded which of the two he picked each time and calculated which items were picked the most often. What type of preference assessment is this an example of?

1. Free operant preference assessment 2. Multiple stimulus without replacement preference assessment 3. Single item presentation preference assessment 4. Paired stimulus preference assessment [correct] [Feedback to Answer Choice 1] In a free operant assessment the student would simply be observed interacting with items and the time recorded.

[Feedback to Answer Choice 2] In a multiple-stimulus assessment an array of choices would be presented and selections recorded, not just two at a time.

[Feedback to Answer Choice 3] In a single item presentation assessment only one item is presented at a time, not pairs.

[Feedback for Correct Answer 4]

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In this example Rebecca is presenting pairs of items, repeatedly, consistent with the paired stimulus preference assessment.

[Q2] Rebecca wishes to determine which part of the playground her student Liam likes the most. She watches him on the playground and records which item he spends the most time playing with. This is an example of which type of preference assessment?

1. Free operant preference assessment [correct] 2. Multiple stimulus without replacement preference assessment 3. Single item presentation preference assessment 4. Paired stimulus preference assessment [Feedback for Correct Answer 1] The items in this case can’t be moved, so Rebecca simply observed the duration of play with each item as they were found on the playground.

[Feedback to Answer Choice 2] Rebecca did not have Liam choose specifically among the equipment on the playground repeatedly, so this answer does not fit.

[Feedback to Answer Choice 3] Rebecca didn’t individually present the playground items and see if he played with each one, so this answer does not fit.

[Feedback to Answer Choice 4] Rebecca did not have Liam choose specifically among the equipment on the playground repeatedly, so this answer does not fit.

[Q3] Warren is a young man that does not consume many foods at school. His team decides it is time to make a long list of all the possible foods he may eat at lunch. At lunch, his aide presents each item one at a time and sees which ones he will take a bite of and which ones he pushes way. This is an example of which type of preference assessment?

1. Free operant preference assessment 2. Multiple stimulus without replacement preference assessment 3. Single item presentation preference assessment [correct] 4. Paired stimulus preference assessment [Feedback to Answer Choice 1] Warren was not allowed to make selections on his own from a buffet of food; each item was presented one at time.

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[Feedback to Answer Choice 2] Warren was not presented with an array of food items, and was allowed to pick from a bunch at one time.

[Feedback for Correct Answer 3] One item was presented at a time, and his selections or rejections were recorded.

[Feedback to Answer Choice 4] Warren was not presented with two choices of items at a time; only one at a time was presented.

[Q4] Mr. Reyes wants to use a multiple stimulus without replacement preference assessment with his student Keyvon. Which is the best description of this assessment?

1. Mr. Reyes will present two items at a time to Keyvon and record his choices. He will compare each item to each of the other items to find what is picked most often.

2. Mr. Reyes will present one item at a time to Keyvon and record what he picks or rejects.

3. Mr. Reyes will present an array of items and let Keyvon choose. That choice will be removed from the array, and Mr. Reyes will repeat the choice again until there is only one item left. [correct] 4. Mr. Reyes will bring Keyvon to the playroom and watch what Keyvon does in the room. Mr. Reyes will record which items were played with the longest.

[Feedback to Answer Choice 1] This is an example of a paired stimulus assessment, as items are presented two at a time.

[Feedback to Answer Choice 2] This is an example of a single presentation assessment, as the item is presented one at a time.

[Feedback for Correct Answer 3] The use of the array and repeated choices from the array is consistent with the multiple stimulus without replacement assessment.

[Feedback to Answer Choice 4] This is an example of a free operant assessment as items are as they are found in the natural environment.

Learning Outcome 8.4: Identify components of a behavioral contract and ways to use behavior contracts.

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[Q1] Ms. Lindsey has a behavior contract with her student Tobias. Tobias loves attending music class and wants to earn extra time in music class. Ms. Lindsey writes a contract with Tobias that requires him to stay in his chair during math class to earn 15 minutes of extra music time. What is missing from this contract example?

1. The reinforcer 2. The behavior 3. The conditions 4. The criterion [correct] [Feedback to Answer Choice 1] The reinforcer is stated, music class.

[Feedback to Answer Choice 2] The behavior is stated, staying in chair.

[Feedback to Answer Choice 3] The conditions are stated, math class.

[Feedback for Correct Answer 4] The criterion for how long or often Tobias has to sit in his chair is missing.

[Q2] Ms. Lindsey has a behavior contract with her student Tobias. Tobias loves attending music class and wants to earn extra time in music class. Ms. Lindsey writes a contract with Tobias that requires him to stay in his chair during the entire math class to earn 15 minutes of extra music time. Currently, he stays in his chair for an average of 5 of 50 minutes. Which principle of behavioral contracts does this decision violate?

1. Reinforce immediately 2. Reinforce according to individual’s preferences 3. Reinforce approximations [correct] 4. Reinforce according to the contract [Feedback to Answer Choice 1] The scenario does not include a reference to the immediacy of the fulfillment.

[Feedback to Answer Choice 2] Music class was chosen by Tobias, making this an individualized contract.

[Feedback for Correct Answer 3] Requiring 50 minutes right away is not likely to lead to success for Tobias.

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[Feedback to Answer Choice 4] The scenario does not include a reference to Ms. Lindsey’s follow-through on the contract.

[Q3] Which of the following is an example of a contract written for the absence of a behavior?

1. “If Susie does not hit for the entire school day, she will earn 30 minutes of YouTube access at the end of the school day.” [correct] 2. “If Susie keeps nice hands for the entire school day, she will earn 30 minutes of YouTube access at the end of the school day.”

3. “If Susie meets 3 of 4 class expectations during each 50-minute class, she earns 30 minutes of YouTube access at the end of the school day.”

4. “If I have nice hands for the whole school day, I will earn 30 minutes of YouTube access at the end of the school day.”

[Feedback for Correct Answer 1] This contract is phrased to reinforce the absence of behavior—hitting—rather than the presence or occurrence of target behaviors.

[Feedback to Answer Choice 2] This contract is phrased to reinforce the presence of nice hands, which is vague but still related to the occurrence of a behavior.

[Feedback to Answer Choice 3] This contract is phrased to reinforce meeting class expectations, which is vague but still related to demonstrating behavior in alignment with an expectation.

[Feedback to Answer Choice 4] This example is written from the student’s standpoint and related to the occurrence of behavior, having nice hands.

[Q4] Which contract may have a challenge related to the issue of fairness from the perspective of the student? Currently, Susie meets an average of 3 expectations per class period and earns 5 minutes of YouTube per day.

1. “If Susie meets 4 of 4 class expectations during each 50-minute class, she earns 30 minutes of YouTube access at the end of the school day.”

2. “If Susie meets 4 of 4 class expectations during each 50-minute class, she earns 5 minutes of YouTube access at the end of the school day.” [correct] 3. “If Susie meets 2 of 4 class expectations during each 50-minute class, she earns 5 minutes of YouTube access at the end of the school day.”

9 ..

4. “If Susie meets 1 of 4 class expectations during each 50-minute class, she earns 30 minutes of YouTube access at the end of the school day.”

[Feedback to Answer Choice 1] This contract seems fairly balanced between the teacher and student. Susie has to meet high expectations and she earns a substantial portion of a reinforcer. This contract may be effective at changing behavior because it is balanced from both perspectives.

[Feedback for Correct Answer 2] This contract is not balanced, as Susie has to meet high expectations and does not earn any extra amount of reinforcement than she already receives. This contract is not likely to be effective.

[Feedback to Answer Choice 3] This contract is not balanced from the perspective of the teacher, as Susie’s performance can worsen and she would earn the same amount of reinforcement she currently receives. This contract is not likely to be effective.

[Feedback to Answer Choice 4 ] This contract is not balanced from the perspective of the teacher, as Susie does not have to meet many expectations and she earns a large portion of the reinforcer. This contract is not likely to be effective.

Learning Outcome 8.5: Identify variations in the delivery of reinforcement.

[Q1] Ms. Cara has been working with her student Jason on learning to request desired items as a replacement for hitting. The skill is new for Jason and very critical to promote safety. What schedule of reinforcement should Ms. Cara use for requesting?

1. Continuous [correct] 2. Extinction 3. Intermittent 4. Interdependent [Feedback for Correct Answer 1] As this is a new skill, Ms. Cara should reinforce the behavior each time it occurs for it to replace hitting.

[Feedback to Answer Choice 2] If Ms. Cara puts requesting on extinction, it means she will never reinforce the behavior, which will lead to a reduction in requesting.

[Feedback to Answer Choice 3] 10 ..

If Ms. Cara uses an intermittent schedule, it means she will not always reinforce the behavior. As requesting is a new skill, this is not recommended.

[Feedback to Answer Choice 4] An interdependent contingency involves other students and is not individualized to the performance of just one student. This would not be a good choice for Jason at this time.

[Q2] Mrs. Rader has been working with her student Kevin on taking turns with peers. He has shown an initial increase in appropriate turn taking, but earns his reinforcers after only a few turns and loses motivation to keep playing. What schedule of reinforcement should Mrs. Rader use for turn-taking now that it is established?

1. Continuous 2. Extinction 3. Intermittent [correct] 4. Inter-dependent [Feedback to Answer Choice 1] Continuous reinforcement is currently in place and leading to satiation for Kevin.

[Feedback to Answer Choice 2] If turn-taking is on extinction, it will reduce, which is not what Mrs. Rader wants.

[Feedback for Correct Answer 3] Intermittent reinforcement will be a good fit, as Mrs. Rader will deliver reinforcement sometimes, but not every time. This will prevent Kevin from becoming satiated too quickly.

[Feedback to Answer Choice 4] An interdependent contingency would involve other students and would not be appropriate for Kevin at this time.

[Q3] Which of the following descriptions is consistent with a fixed interval schedule of reinforcement?

1. Mr. Roosevelt sets a timer on his app to go off every 5 minutes. When it does, he gives his students a sticker, whether they are on task or not.

2. Mr. Roosevelt sets a timer on his app to go off after an average of 5 minutes. When it does, he gives his students a sticker following the next correctly solved math problem.

11 ..

3. Mr. Roosevelt sets a timer on his app to go off every 5 minutes. When it does, he gives his students a sticker following the next correctly solved math problem. [correct] 4. Mr. Roosevelt gives his students a sticker after every 5 correctly solved math problems.

[Feedback to Answer Choice 1] This is an example of a noncontingent system of reinforcement because the reinforcer was not contingent upon the student’s behavior.

[Feedback to Answer Choice 2] This is a variable interval schedule of reinforcement, as the timer goes off after an average of 5 minutes.

[Feedback for Correct Answer 3] This is a fixed interval schedule, as the time is always set at 5 minutes.

[Feedback to Answer Choice 4] This is a fixed ratio schedule; as the number of behaviors determines the reinforcers, time is not related.

[Q4] Which description is consistent with an independent, variable ratio schedule of reinforcement?

1. Ms. Juliette provides her students a ribbon after each word problem they solve correctly.

2. Ms. Juliette provides her students a ribbon after they all solve varying numbers of word problems correctly.

3. Ms. Juliette provides her students with a ribbon if one student in the group solves his or her word problem correctly.

4. Ms. Juliette provides her students a ribbon after a varying number of correctly solved word problems. [correct] [Feedback to Answer Choice 1] This is an example of an independent, continuous schedule of reinforcement or a fixed ratio on schedule.

[Feedback to Answer Choice 2] This is an example of an interdependent, variable schedule of reinforcement.

[Feedback to Answer Choice 3] This is an example of a dependent, continuous schedule of reinforcement.

12 ..

[Feedback for Correct Answer 4] Each student independently earns the reinforcer, and the number of behaviors required varies.

Learning Outcome 8.6: Identify natural reinforcers.

[Q1] Which of the following is an example of a natural reinforcer for an adolescent student?

1. Earning candy for completing work 2. Earning happy face tokens that can be traded for toys 3. Earning money from a job [correct] 4. Earning extra portions of food for polite behavior at lunch [Feedback to Answer Choice 1] Candy is not a typical reinforcer available for adolescent students in school, making this not entirely natural.

[Feedback to Answer Choice 2] Secondary reinforcers are appropriate for adolescents, but use of a happy face token is age-appropriate.

[Feedback for Correct Answer 3] Money is a generalized conditioned reinforcer that is earned by many adolescents for work, making it natural.

[Feedback to Answer Choice 4] Extra food portions are not typically connected to politeness for adolescents, making this contingency arbitrary.

[Q2] Which of the following is an example of a natural reinforcer for a young child?

1. Earning candy for playing appropriately with a peer 2. Earning happy face for using polite language 3. Earning snacks for safe transitions 4. Earning class leader badge for following class rules [correct] [Feedback to Answer Choice 1] Candy may be ok for some young students to earn, but it is not naturally connected to play.

[Feedback to Answer Choice 2]

13 ..

Happy face systems may be appropriate for the student, but it is not naturally connected to politeness.

[Feedback to Answer Choice 3] Earning access to snacks may be appropriate in some classes, but is not naturally connected to safe transitions.

[Feedback for Correct Answer 4] Class jobs are a component of many classrooms and have a natural relationship to following class rules.

[Q3] Which of the following would be an appropriate natural reinforcer for safe play on the playground?

1. Extra tokens 2. Extra time on the playground [correct] 3. Extra snack in the classroom 4. Extra time on the tablet [Feedback to Answer Choice 1] Tokens are not naturally connected to any activity.

[Feedback for Correct Answer 2] Extended use of the playground following safe play on the playground are contingencies easily and naturally available across settings.

[Feedback to Answer Choice 3] Snacks are not naturally connected to playground activities.

[Feedback to Answer Choice 4] Tablet time is not naturally connected to playground activities.

[Q4] Which of the following would be an appropriate natural reinforcer for requesting, using a polite phrase?

1. Extra portions of the requested item or activity [correct] 2. Class points 3. Student of the month certificate 4. Ticket for a class lottery [Feedback for Correct Answer 1] 14 ..

Giving an extra portion of whatever was requested is a logical contingency that likely will be maintained in most environments.

[Feedback to Answer Choice 2] This type of secondary or generalized conditioned reinforcer system may be found in many classrooms and appropriate, but is not directly connected to the target behavior.

[Feedback to Answer Choice 3] This type of secondary or generalized conditioned reinforcer system may be found in many classrooms and appropriate, but is not directly connected to the target behavior.

[Feedback to Answer Choice 4] This type of secondary or generalized conditioned reinforcer system may be found in many classrooms and appropriate, but is not directly connected to the target behavior.

15 ..

Chapter 8 Application Exercises Chapter 8: Arranging Consequences That Increase Behaviors Application Exercise 8.1: Addressing Satiation Learning Outcome 8.1: Identify the types of reinforcers and ways to effectively choose reinforcers.

[Q1] Review “Mr. Alberto Eats Ice Cream” and the situation Mr. Alberto is facing with Jeff and the pecan ice cream. The pecan ice cream seemed to initially serve as a very effective reinforcer. When Jeff’s problem behaviors returned, Mr. Alberto spoke with Jeff’s mother and learned she’d been giving him the same ice cream at home. Explain how access to ice cream at home may have influenced the intervention at school.

[Q1 Model Response] Access to ice cream at home may have led to satiation on pecan ice cream. In other words, Jeff was no longer deprived of ice cream when he got to school, so it was no longer an effective reinforcer. With no reinforcer in place, Jeff’s behavior returned to prior levels.

[Q2] Review “Mr. Alberto Eats Ice Cream” and the situation Mr. Alberto is facing with Jeff and the pecan ice cream. The pecan ice cream seemed to initially serve as a very effective reinforcer. When Jeff’s problem behaviors returned, Mr. Alberto spoke with Jeff’s mother and learned she’d been giving him the same ice cream at home. Consider the recommendations related to how to delay or avoid satiation, then explain what you would do to resolve this situation using 2 of the recommendations.

[Q2 Model Response] 1. I would offer Jeff an array of choices each day. This would allow Jeff to select what he wants to earn instead of relying on Mr. Alberto to choose.

2. I would only deliver small portions of the chosen reinforcer and limit access to the reinforcers at home and in other contexts. This would keep Jeff from becoming satiated (or full) of ice cream— preserving the effectiveness of ice cream as a reinforcer.

[Q3] Review “Mr. Alberto Eats Ice Cream” and the situation Mr. Alberto is facing with Jeff and the pecan ice cream. The pecan ice cream seemed to initially serve as a very effective reinforcer. When Jeff’s problem behaviors returned, Mr. Alberto spoke with Jeff’s mother and learned she’d been giving him the same ice cream at home. Mr. Alberto decided it was time to switch to a token system. He knows he needs to carefully pair the ice cream 16 ..

with the tokens. Provide step-by-step recommendations of how he should accomplish this goal.

[Q3 Model Response] 1. Give Jeff a token, then immediately give him a bite of ice cream.

2. Eventually, make Jeff earn 1–3 tokens, then give a bite of ice cream.

3. Continue until Jeff has to earn varying number of tokens over longer periods of time before ice cream is earned.

Application Exercise 8.2: Utilizing Negative Reinforcement Learning Outcome 8.2: Differentiate between positive and negative reinforcement.

[Q1] Use Pearson eText Video Example 8.5 to answer the following question. The student Dylan in the video seems to want to watch YouTube rather than participate in group time. Explain what is the possible positive reinforcer and what is the possible negative reinforcer in this scenario.

[Q1 Model Response] Access to the tablet may be the positive reinforce, as it is being added to the environment. Removal of group time may be the negative reinforce, as this includes removal of something that may be less preferred to Dylan.

[Q2] Use Pearson eText Video Example 8.5 to answer the following question. The student Dylan in the video seems to want to watch YouTube rather than participate in group time. What recommendations related to the use of negative reinforcement is his teacher following with the token system?

[Q2 Model Response] Access to the tokens is contingent upon desired behaviors, and he can only have access to YouTube and leaving group when his tokens are earned. He also received positive teacher attention when he earned tokens.

[Q3] Use Pearson eText Video Example 8.5 to answer the following question. The student Dylan in the video seems to want to watch YouTube rather than participate in group time. At present, there does not appear to be a replacement behavior specific to escaping group. How could this be added to the current system while reserving YouTube as a positive reinforcer? Why might this be an important skill for Dylan?

[Q3 Model Response] 17 ..

Dylan could be taught to ask for a break from group, but he would not earn YouTube until he participates. This would allow him to have a safe way to communicate that he wants to escape. However, by not allowing him to have the tablet on break he may stay motivated to participate in group.

Application Exercise 8.3: Utilizing Group Contingencies Learning Outcome 8.5: Identify variations in the delivery of reinforcement.

[Q1] At a staff development workshop a teacher shared the idea of using stickers as tokens.

Ms. Briggs decided to use seasonal sticker tokens with her third-grade class. She began using stickers for in-seat behavior during group instruction sessions and center times. Each student had the opportunity to earn their own stickers and trade them in for their own reinforcers. The students were enthusiastic, and the roaming around the room so prevalent in her class was greatly reduced. However, Ms. Briggs found that it was taking a lot of time out of the day to manage each student’s reinforcement system. She decided to try a dependent group-oriented contingency system. Describe how the dependent contingency would work for increasing in-seat behavior during group and center times. Make sure to describe the conditions under which reinforcement would and would not be provided.

[Q1 Model Response] Ms. Briggs would pick a student from each group or center time, randomly, and not tell the class who she picked. If that student stays in their seat for the target time, the entire class earns a sticker. If they do not, no one earns a sticker.

[Q2] At a staff development workshop a teacher shared the idea of using stickers as tokens.

Ms. Briggs decided to use seasonal sticker tokens with her third-grade class. She began using stickers for in-seat behavior during group instruction sessions and center times. Each student had the opportunity to earn their own stickers and trade them in for their own reinforcers. The students were enthusiastic, and the roaming around the room so prevalent in her class was greatly reduced. However, Ms. Briggs found that it was taking a lot of time out of the day to manage each student’s reinforcement system. She decided to try an interdependent group-oriented contingency system. Describe how the interdependent contingency would work for increasing in-seat behavior during group and center times. Make sure to describe the conditions under which reinforcement would and would not be provided.

[Q2 Model Response] Ms. Briggs will make a tally on the board each time a student is out of their seat. If at the end of the group or center time the number of tallies is below the target number, all students in the class will earn tokens. If the number of tallies is above the target number, no one will earn tokens.

18 ..

[Q3] At a staff development workshop a teacher shared the idea of using stickers as tokens.

Ms. Briggs decided to use seasonal sticker tokens with her third-grade class. She began using stickers for in-seat behavior during group instruction sessions and center times. Each student had the opportunity to earn their own stickers and trade them in for their own reinforcers. The students were enthusiastic, and the roaming around the room so prevalent in her class was greatly reduced. However, Ms. Briggs found that it was taking a lot of time out of the day to manage each student’s reinforcement system. She decided to try the Caught Being Good Game and break her students up into small teams. Describe how the game would work for increasing in-seat behavior during group and center times. Make sure to describe the conditions under which reinforcement would and would not be provided.

[Q3 Model Response] Ms. Briggs will set a timer or MotivAider to vibrate every 5 minutes. She will give points to teams if all students are seated when the timer goes off. If the team has the target number of points at the end of the activity, they can earn their tokens. If they do not have the target number of points, no one in the group earns tokens.

Application Exercise 8.4: Moving to Natural Reinforcers Learning Outcome 8.6: Identify natural reinforcers.

[Q1] Use Pearson eText Video Example 8.4 to answer the following question. Summarize the reinforcement system shown in the video. Note which items are likely to be primary reinforcers and which are likely secondary reinforcers. Give a rationale for why the items are likely to be secondary or primary.

[Q1 Model Response] Students earn a colored clip matched to each activity of the day. At the end of the week the clips are counted for each student. Students earn treats and choices from the reinforcement bin at that time. The treats and choices from the bin are likely to be primary reinforcers that do not require a learning history to be enjoyed by the students.

The clips are secondary reinforcers that draw value through their association with the primary reinforcers earned at the end of the week.

[Q2] Use Pearson eText Video Example 8.4 and information from the chapter related to efficacy of token reinforcement to answer the following question. Which recommendations from Ayllon and Azrin (1968, p. 77) from the chapter are clearly being followed in this classroom? Pick a minimum of 3 and explain your rationale for each.

[Q2 Model Response] 19 ..

1. #1- The number of tokens (i.e., clips) seems to have a direct relationship with the amount of prizes earned at the end of the week.

2. #4- The clips can be continuously present on each student’s ribbon throughout the day.

3. #5- The clips come in a standard form, only varying by color.

4. #6- The clips are durable and would not be easily destroyed.

5. #10- The clips are portable and can easily be delivered by a teacher without disrupting the class routine.

6. #12- The clip system requires students to save up clips to earn prizes at the end of the week, teaching them delayed gratification.

7. #13- The clip system allows the educator to keep the system fresh and exciting, as the items in the prize bin can be changed frequently while maintaining the same overall system.

8. #14- The clips are delivered in a variety of settings, promoting generalization for the students.

[Q3] Use Pearson eText Video Example 8.4 to answer the following question. Does the system depicted in the video constitute natural reinforcement? Provide 2 reasons why the system may be considered natural and 2 reasons why the system could be considered arbitrary.

[Q3 Model Response] Natural- 1) The system uses a form of token reinforcement. Token reinforcement is ageappropriate for the students. 2) The system uses a highly intermittent schedule of reinforcement (for the prizes), which resembles the types of schedules of reinforcement that occur in everyday life.

Arbitrary- 1) Clips are not a consequence that would be typically produced in classrooms following appropriate behavior. Grades or stickers or points would be more commonplace. 2) The clips are given after each activity, which could be considered a fairly dense schedule of reinforcement given the age of the students. Delivering the clips less frequently might make the system a bit more natural.

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Chapter 8 Test Items True-False Questions 8-1.

8-2.

8-3.

8-4.

8-5.

8-6.

8-7.

8-8.

8-9.

8-10.

8-11.

8-12.

8-13.

8-14.

8-15.

8-16.

8-17.

8-18.

8-19.

8-20.

8-21.

8-22.

8-23.

Naturally occurring reinforcers are highly effective and sufficient for maintaining all desirable behaviors.

The longer the delay between the desired behavior and receipt of the reinforcer, the possibility that the student may engage in a behavior not under the contingency is decreased.

The use of a single reinforcer throughout the day is the most efficient way to establish a functional relationship and increase behavior.

The use of primary reinforcers facilitates the rapid acquisition of desired behaviors.

Generalized reinforcers may be exchangeable for something of value.

Contracting is placing the contingency for reinforcement into written or verbal agreement.

Negative reinforcement is the removal of a desired stimulus to decrease behavior.

Deprivation is a necessity if primary reinforcers are to be effective.

Token reinforcement systems allow a student to become accustomed to delayed gratification.

Preference assessments can be conducted using actual objects, pictures, and videos.

Negative reinforcement is the contingent removal of some unpleasant stimulus that increases behavior.

A positive reinforcer is also an antecedent stimulus.

Primary reinforcers are almost always effective.

The opposite of deprivation is satiation.

The more effective reinforcers are those selected by the target student.

Tangible reinforcers include things like extra time at recess or free time using the computer.

The Premack Principle states that any activity a student voluntarily performs frequently may be used as a reinforcer for any activity he seldom performs voluntarily.

A reinforcer that has been associated with a variety of behaviors or with access to a variety of other reinforcers is known as an activity reinforcer.

Generalized reinforcers are less susceptible to satiation.

Token reinforcement systems require two components: tokens and back up reinforcers.

To be effective, secondary reinforcers must be paired with primary reinforcers.

Schedules of reinforcement refer to patterns of timing for delivery of reinforcers.

The passage of time is associated with interval schedules of reinforcement.

21 ..

8-24. A limited hold contingency allows teacher to make the reinforcer available for long periods of time following the elapsed interval.

8-25. Intermittent reinforcement schedules are best for the acquisition phase because they are dense.

Multiple Choice Questions 8-26. Primary reinforcers include all of the following EXCEPT: a. juice b. stickers c. raisins d. cookies 8-27. A positive reinforcer is a consequence stimulus which: a. increases the future rate, is delivered contingently and immediately following a desired behavior b. maintains constant rates, and is delivered consequently c. decreases a behavior, is delivered contingently and immediately following a behavior d. maintains rate of a behavior, is delivered contingently and immediately following a desired behavior 8-28. All basic reinforcement systems have the following elements: a. the teacher presents the antecedent discriminative stimulus b. the student performs the requested response c. the appropriate reinforcer is presented to the student d. all of the above 8-29. Confirmation of the reinforcing properties of a stimulus lies in: a. the stimulus b. the effect on behavior c. the schedule d. the teacher 8-30. A “learned” reinforcer is also known as: a. natural reinforcer b. deprived reinforcer c. aversive reinforcer d. conditioned reinforcer 8-31. Individuals are L EAST likely to satiate on: a. CRF schedules b. FR schedules c. FI schedules 22 ..

d. VR schedules 8-32. Individuals are MOST likely to satiate on: a. CRF schedules b. FR schedules c. FI schedules d. VR schedules 8-33. Which of the following is an example of the Premack Principle? a. If you stay outside for 10 more minutes, then you must do your entire math problems b. If you finish all your work, then you may have free time for 10 minutes c. If you are the line leader for today, then you must be quiet during study period d. If you get a drink of water, then you must stay in your seat the rest of the day 8-34. A contract should NOT: a. reinforce small approximations b. reinforce the performance after it occurs c. be stated negatively, “if you do not..., then I will...” d. reinforce frequently with small amounts 8-35.

is a naturally occurring phenomenon. a. Time-out b. Reinforcement c. Contingency contracting d. Response cost

8-36. The symbol for positive reinforcement is R− a. S R+ b. S

c.

SD

d.

SR

8-37. Which of the following is NOT part of the Check-In, Check-out system? a. Teacher provides feedback and points on daily report card. b. Student discusses performance with caregiver and gets their signature. c. Student receives primary reinforcers following each class period. d. Student and teacher set a daily goal for performance.

8-38. What is reinforcing to a student depends on a. reinforcement history b. current state of deprivation c. age appropriateness of the reinforcer 23 ..

d. all of the above 8-39. The best way to determine whether something is reinforcing to a student is to use a. Preference assessments b. Systematic predicting c. Caregiver guesses d. Selective sampling 8-40. Immediacy of reinforcement delivery is necessary a. to avoid the hazard of inadvertently reinforcing an intervening behavior b. to establish a connection between a particular behavior and its consequences c. to convince the student of the veracity of the contingency d. all of the above 8-41.

reinforcers are natural, unlearned, or unconditioned. a. Tertiary b. Secondary c. Primary d. Variable

8-42. Which of the following is NOT considered a secondary reinforcer? a. paycheck b. a gold star c. verbal praise d. a nap 8-43. Which is considered a proprioceptive primary reinforcer? a. colored lights twinkling b. the smell of cinnamon rolls baking c. music playing softly d. swinging in a swing 8-44. Reinforcers that are exchangeable for some reinforcer of value to students is known as: a. Activity reinforcers b. Proprioceptive reinforcers c. Token reinforcers d. Tactile reinforcers 8-45. Effective use of teacher praise requires that: a. praise be delivered contingent on performance of the target behavior b. praise should specify the behavior being reinforced c. praise should be sincere with the teacher varying tone and content d. all of the above 24 ..

8-46. The reinforcement delivery system that enables teachers to tailor the system based on the unique characteristics of students in a classroom is: a. Independent group-oriented b. Dependent group-oriented c. Interdependent group-oriented d. None of the above 8-47. The schedule of reinforcement having a one-to-one ratio is: a. Intermittent b. Variable c. Interval d. Continuous 8-48. Continuous reinforcement schedules are most useful during which phase of learning? a. Acquisition b. Fluency c. Generalization d. All of the above 8-49. Which of the following is a characteristic of a F R schedule of reinforcement? a. The length of intervals affects the rate of responding b. As the schedule ratio increases, the student will often stop responding for a period of time following delivery of the reinforcer. c. Behaviors occur at a relatively low rate d. All of the above 8-50. Each time George puts a quarter in the gumball machine, he receives a gumball.

George is on what schedule of reinforcement? a. CRF b. FI c. VR d. VRD 8-51. The schedule of reinforcement that is least resistant to extinction is: a. CRF b. FI c. VR d. VRD 8-52. Negative reinforcement is abbreviated as: a. SR2 b. SR− 25 ..

c. NR d. NR− 8-53. A discriminative stimulus is represented by the symbol: a. SR+ b. SR− c. SD d. none of the above 8-54. After lunch Mrs. Davis began to work with Marquis on acquisition of his sight words. Marquis was reinforced on a C R F schedule with primary reinforcers (popcorn). However, Mrs. Davis notices that the popcorn was not serving as a reinforcer. What behavioral term describes the phenomenon that Mrs. Davis was observing? a. deprivation b. satiation c. pairing d. reinforcer sampling 8-55. Joe was on a C R F schedule to reinforce the behavior of raising his hand before speaking out. His teacher decided she needed to thin his schedule of reinforcement from a C R F to VI 10 schedule. Joe’s use of handing raising decreased, and he began to call out without raising his hand. The behavioral principle which explains this situation is . a. ratio strain b. thinning c. Premack Principle d. pairing 8-56. Thinning a schedule of reinforcement should result in all of the following EXCEPT: a. lower, more variable levels of responding b. decreasing expectation of reinforcement c. removal of teacher as a necessary behavior monitor d. maintenance of the behavior over longer periods of time 8-57. For every third response correct, Scott received reinforcement. What schedule of reinforcement was used? a. F I3 b. F R3 c. VI3 d. VR3

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8-58. 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. a. FI3 b. FR3 c. VI3 d. VR3 8-59. A student who is at the maintenance level of a new skill should be on a schedule of reinforcement. a. continuous b. intermittent c. natural reinforcement d. none of the above Short Answer Questions 8-60. Describe three ways to prevent reinforcer satiation.

8-61. Describe two problems associated with the use of edible reinforcers.

8-62. Define negative reinforcement and explain why it works.

8-63. Describe the difference between a token system and a levels system.

8-64. Discuss some of the limitations to using activity reinforcers.

8-65. What are the steps a teacher needs to follow in developing and implementing a token reinforcement system in his class?

8-66. What are the basic rules for the use of reinforcers in contracting?

8-67. List the three main types of group contingencies and briefly describe the contingency for each.

Essay Questions 8-68. A teacher cannot state with certainty in advance what will or will not be a positive reinforcer for a particular student. Explain.

8-69. Preference assessments must be systematic. Describe a method of conducting a preference assessment for students with severe disabilities.

8-70. Discuss the process of thinning a reinforcement schedule. Explain when a teacher should use a dense versus sparse schedule of reinforcement.

8-71. Explain the concept of contracting, and discuss the advantages associated with contracting

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Chapter 8 Test Answer Key ANSWER KEY: True-False 8-1.

False

8-2.

False

8-3.

False

8-4.

True

8-5.

True

8-6.

True

8-7.

False

8-8.

True

8-9.

True

8-10. True 8-11. True 8-12. False 8-13. False 8-14. True 8-15. True 8-16. False 8-17. True 8-18. False 8-19. True 8-20. True 8-21. True 8-22. True 8-23. True 8-24. False 8-25. False Multiple Choice 8-26. B 8-27. A 8-28. D 8-29. B 28 ..

8-30. D 8-31. D 8-32. A 8-33. B 8-34. C 8-35. B 8-36. B 8-37. C 8-38. D 8-39. A 8-40. D 8-41. C 8-42. D 8-43. D 8-44. C 8-45. D 8-46. A 8-47. D 8-48. A 8-49. B 8-50. A 8-51. C 8-52. B 8-53. C 8-54. B 8-55. A 8-56. A 8-57. B 8-58. D 8-59. B Short Answer Questions

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(Please note that these are just suggestions for key concepts that should be included in the responses.)

8-60. Three ways to prevent reinforce satiation: 1). Allow students to select reinforce 2). Assign specific reinforce to each task 3). When satiation begins switch to an alternate reinforce 4). Shorten instructional session 5). Decrease the size of the edible reinforce 6). Use schedules of reinforcement other than continuous schedules 7). Use multiple reinforcers 8-61. Two problems associated with the use of edible reinforcement: 1). Students may become satiated 2). Can be costly to utilize for long periods 3). Infections 4). Pests 5). Student allergies 8-62. Negative reinforcement is the contingent removal of an aversive stimulus immediately following a response that increases the future rate or probability of the response. Negative reinforcement is effective because the student performs the behavior to escape or avoid and thereby terminate the aversive stimulus.

8-63. Difference between token system and a level system.

A token system is the delivery of a token upon the performance of a behavior or set of behaviors. The tokens are later exchanged for predetermined backup reinforcers. A level system may use principles of a token system but is designed for shaping of appropriate student behaviors. Students progress through levels with each level requiring the student to meet a more rigorous standard in order to gain access to a wider variety of backup reinforcers.

8-64. Limitations to using activity reinforcers: 1). access to certain high-preference activities cannot always follow the behavior 2). an activity is often all or nothing 3). many activities must be freely available to students without contingency of performance of a certain behavior 4). may cause an interruption in the continuous performance of the target behavior 8-65. Steps for developing and implementing a token reinforcement system: 1). Determine what behaviors are required

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2). Determine the backup reinforcers and what will be used to represent the tokens (e.g., actual tokens, play dollar bills, etc.)—guard against counterfeiting 3). Determine the cost of each backup reinforce 4). Determine when students can exchange tokens for backup reinforcers 8-66. Basic rules for use of reinforcers in contracting: 1). reinforcers should be delivered immediately following behavior contingency 2). contract should specify and reward approximations 3). frequent delivery of reinforcement 4). reward accomplishment versus obedience 5). reinforcement is contingent of performance of state behavior in the contract 8-67. Three main types of group contingencies: Dependent group-oriented: Reinforcement for entire class contingent upon performance of one or more students.

Independent group-oriented: Reinforcement for each class member dependent upon the performance of that individual.

Interdependent group-oriented: Reinforcement contingent upon each group member, on average performance, or group reaching high/low level of performance.

Essay Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

8-68. Students should discuss the concept of deprivation and satiation and the impact it has on reinforcement. Students may discuss the concept of primary and secondary reinforcers and process of pairing secondary reinforcers with primary reinforcers to establish value of the secondary reinforcers. Students may discuss preference assessments as a way to attempt to determine possible reinforcers.

8-69. Method of preference assessment for students with severe disabilities: 1). The teacher should select six tangible items from various categories of reinforcement. Items may be selected based on previous history of reinforcement and parental suggestions.

2). The teacher may select one of the following three methods to determine tangible reinforcers: a) Single-item presentation: Individual items are presented to the student until the item is selected a predetermined number of times to indicate preference. b) Paired choice presentation: Pairs of items are presented to the student with the student selecting the preferred item among the two items. Each 31 ..

item is presented at least once with every other item. Items that are selected 75% of the trials are identified as high-preference items and items that are selected 25% of the trials are identified as low-preference items. c) Multiple stimulus presentation: All six items are presented at once. Each time is an item is selected it is removed and the student selects another item until all items are selected. Items are then rank ordered based on selection. This process is repeated several times to confirm ranking.

8-70. Thinning is a process of moving from a dense schedule of reinforcement (C R F) to a sparse schedule of reinforcement. Students should provide an example of thinning. A teacher should use a dense schedule of reinforcement when teaching a new skill and working toward skill acquisition. A sparse schedule of reinforcement should be used once a skill has been acquired and the teacher is working on maintenance.

Contracting is the process of placing the contingency for reinforcement into a written document. The teacher and the student negotiate the terms of the contract. The contract should include if…then statements, the behavior, the conditions, the criterion, and the reinforce. Advantages of contracting include written documentation of the variables of the original contingency, negotiation allows student to be an active participant, emphasizes individual instruction, and provides an interim document state current objectives.

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Chapter 9 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

0-13-560623-3

ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 9: Arranging Consequences That Decrease Behavior

1

Learning Outcome Quizzes

1

Application Exercises

11

Test Items

16

Test Answer Key

24

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

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Chapter 9: Arranging Consequences That Decrease Behavior Chapter 9 Learning Outcome Quizzes Learning Outcome 9.1: Identify and differentiate between the five reinforcement-based strategies for behavior reduction.

[Q1] Mr. George’s student, Daphne, engages in property destruction in the form of ripping papers and throwing them. The behavior occurs at a moderately high rate during independent work time, approximately every 5 minutes. Mr. George decides to set a timer for 4 minutes and check in with Daphne when the timer goes off. If she has gone that entire 4 minutes without engaging in property destruction, he provides her with praise, a happy face, and a fruit snack. Which reinforcement-based strategy is he using?

1. Differential reinforcement of incompatible behavior 2. Differential reinforcement of lower rates of behavior 3. Differential reinforcement of alternative behavior 4. Differential reinforcement of other behaviors [correct] [Feedback to Answer Choice 1] This would include a contingency for a behavior that is incompatible with property destruction.

[Feedback to Answer Choice 2] This would include a contingency specifying a criterion level of performance of property destruction (i.e., less than X times).

[Feedback to Answer Choice 3] This would include a contingency for behavior that meets the same function as the property destruction.

[Feedback for Correct Answer 4] The reinforcement contingency is related to the passage of time in the absence of the target behaviors, no other requirements.

[Q2] Mr. George’s student, Daphne, engages in property destruction in the form of ripping papers and throwing them. The behavior occurs at a moderately high rate during independent work time, approximately every 5 minutes. Mr. George decides to provide praise, a happy face, and a fruit snack each time she completes a worksheet. Which reinforcement-based strategy is he using?

1. Differential reinforcement of incompatible behavior [correct] 1 ..

2. Differential reinforcement of lower rates of behavior 3. Differential reinforcement of alternative behavior 4. Differential reinforcement of other behaviors [Feedback for Correct Answer 1] Completing a worksheet is incompatible with ripping a worksheet.

[Feedback to Answer Choice 2] This would include a contingency specifying a criterion level of performance of property destruction (i.e., less than X times).

[Feedback to Answer Choice 3] This would include a contingency for behavior that meets the same function as the property destruction; we don’t know the function, so we can’t be sure what to teach yet.

[Feedback to Answer Choice 4] This would include a contingency that is related to the passage of time in the absence of the target behaviors, no other requirements.

[Q3] Which of the following is an example of a differential reinforcement of alternative behavior?

1. Mark engages in self-injury with a function of access to tangible items. When he asks for a tangible, it is provided; but if he engages in self-injury, he does not get a tangible. [correct] 2. Mark engages in self-injury with a function of access to tangible items. His teacher gives him tangibles every now and then, regardless of whether he has engaged in a target behavior or not.

3. Mark engages in self-injury with a function of access to tangible items. If he goes 5 minutes without self-injury, he earns a tangible item.

4. Mark engages in self-injury with a function of access to tangible items. If he engages in self-injury, he does not get a tangible item.

[Feedback for Correct Answer 1] This example is correct, as behavior that meets the same function is being reinforced, while the problem behavior is on extinction.

[Feedback to Answer Choice 2] This is an example of noncontingent reinforcement, as the reinforcement is provided independent of the occurrence of a target behavior.

[Feedback to Answer Choice 3] 2 ..

This is an example of differential reinforcement of other behaviors, as the absence of the behavior is reinforced.

[Feedback to Answer Choice 4] This example only includes extinction.

[Q4] Which of the following is an example of a differential reinforcement of lower rates of behavior?

1. Ann asks for help in class very frequently, too frequently. Her teacher sets a goal for her to complete 4 or more problems on her own without help. If she completes 4 or more problems on her own, she earns a reinforcer.

2. Ann asks for help in class very frequently, too frequently. Her teacher sets a goal for her to ask for help only 5 times per activity. If she asks for help 5 or fewer times, she earns a reinforcer. [correct] 3. Ann asks for help in class very frequently, too frequently. Her teacher sets a goal for her to not ask for help for 5 minutes at a time. If she goes 5 minutes without asking for help, she earns a reinforcer.

4. Ann asks for help in class very frequently, too frequently. Her teacher decides to stop providing help and let her figure it out for herself.

[Feedback to Answer Choice 1] This is an example of a differential reinforcement of higher rates of behavior, as the rate of behaviors at or above the criterion is reinforced.

[Feedback for Correct Answer 2] This example is correct, as the reinforcer is delivered for rates of behavior at or below the criterion.

[Feedback to Answer Choice 3] This is an example of differential reinforcement of other behaviors, as the passage of time is required in the contingency.

[Feedback to Answer Choice 4] This is an example of extinction, as no reinforcement is provided.

Learning Outcome 9.2: Explain the problems associated with extinction.

[Q1] Ernest is a bit of a “class clown.” He is frequently cracking jokes in class, pulling pranks, and calling out commentary without raising his hand. His teacher decides to place the behavior on extinction, so he stops responding to Ernest’s antics. However, the students in the class continue to laugh. Which issue with extinction is illustrated here?

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1. Limited generalizability 2. Spontaneous recovery 3. Reinforcement by others [correct] 4. Extinction burst [Feedback to Answer Choice 1] This would relate to instances of off-task behavior increasing in other settings.

[Feedback to Answer Choice 2] This would include an initial reduction in behavior, then return of the behavior at some later point.

[Feedback for Correct Answer 3] The teacher has not effectively controlled the other student’s responses to Ernest, so they are continuing to provide reinforcement.

[Feedback to Answer Choice 4] This would include an increased rate or intensity of the behavior, which was not noted in this scenario.

[Q2] Dana has been observed to hit her teachers when she is hungry. The team has been providing her snacks after she hits so that she stops hitting. They decide to stop providing the reinforcement when she hits. The hitting initially gets much harder and more frequent. Which issue with extinction is illustrated here?

1. Limited generalizability 2. Spontaneous recovery 3. Reinforcement by others 4. Extinction burst [correct] [Feedback to Answer Choice 1] This would relate to instances of hitting increasing in other settings.

[Feedback to Answer Choice 2] This would include an initial reduction in behavior, then return of the behavior at some later point.

[Feedback to Answer Choice 3] This would include reinforcement coming from others in the room; this was not noted in this scenario.

[Feedback for Correct Answer 4] 4 ..

Dana’s behavior is consistent with an extinction burst, with an increase in both frequency and intensity.

[Q3] Which of the following is an example of limited generalizability?

1. Suzette’s whining behaviors were eliminated at school, but increased at home. [correct] 2. Suzette’s whining behaviors decreased for weeks, then suddenly returned.

3. Suzette’s whining behaviors increased in frequency.

4. Suzette’s whining behaviors persisted for many days before slowly reducing.

[Feedback for Correct Answer 1] This answer is correct, as the behavior was reduced in one setting but increased in another where the intervention was not in place.

[Feedback to Answer Choice 2] This is an example of spontaneous recovery.

[Feedback to Answer Choice 3] This is an example of increased frequency.

[Feedback to Answer Choice 4] This is an example of delayed effects.

[Q4] Which of the following is an example of spontaneous recovery?

1. Rosa’s biting behavior decreased in math class, but not in science class.

2. Rosa’s biting behaviors were initially reduced but returned at high rates after several days. [correct] 3. Suzette begins to imitate Rosa’s biting behaviors.

4. Rosa’s biting behaviors became much more intense and frequent before they eventually reduced.

[Feedback to Answer Choice 1] This is an example of limited generalizability.

[Feedback for Correct Answer 2] This is an example of spontaneous recovery, as the behavior was eliminated then returned.

[Feedback to Answer Choice 3] 5 ..

This is an example of another student imitating the inappropriate behavior.

[Feedback to Answer Choice 4] This is an example of an extinction burst.

Learning Outcome 9.3: Identify types of behavior reduction strategies associated with the removal of desired stimuli.

[Q1] Becca has a token system in class in which she earns smiles for nice behaviors directed toward peers. If she yells at a peer in class, she loses two of her tokens. What behavior reduction strategy is this consistent with?

1. Contingent observation 2. Timeout ribbon 3. Response-cost [correct] 4. Exclusion timeout [Feedback to Answer Choice 1] Contingent observation would include removal of the student from the activity while they watch peers complete the activity.

[Feedback to Answer Choice 2] This would include a ribbon/band signal.

[Feedback for Correct Answer 3] Becca’s tokens are removed following the undesirable behavior, consistent with response cost.

[Feedback to Answer Choice 4] This would include moving Becca out of the activities and situation entirely.

[Q2] If Liam pushes his peers during recess, he is removed from the setting and sits on a bench away from peers for 10 minutes. From his bench he can see his peers and all the fun they are having. What behavior reduction strategy is this consistent with?

1. Contingent observation [correct] 2. Timeout ribbon 3. Response-cost 4. Exclusion timeout [Feedback for Correct Answer 1]

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This is an example of contingent observation, as Liam can still see his peers as they access reinforcement for appropriate behavior.

[Feedback to Answer Choice 2] This would include a ribbon/band signal.

[Feedback to Answer Choice 3] Liam does not have any tokens or other specific items that are being removed.

[Feedback to Answer Choice 4] This would include moving Liam away from recess such that he could not even see the other children.

[Q3] Which example is consistent with an exclusionary timeout?

1. If Greg engages in aggression towards his peers, he loses 10 Good Citizen points from his bank.

2. If Greg engages in aggression towards his peers, he is removed from the classroom and he sits outside the room until he is calm. [correct] 3. If Greg engages in aggression toward his peers, he loses his star student badge and no one will interact with him for 4 minutes.

4. If Greg engages in aggression toward his peers, he sits in a chair away from the other students in the classroom.

[Feedback to Answer Choice 1] This is an example of response cost.

[Feedback for Correct Answer 2] This example is correct, as Greg is removed from the classroom in such a way that he is fully excluded from his typical setting.

[Feedback to Answer Choice 3] This is an example of a timeout ribbon—using a badge.

[Feedback to Answer Choice 4] This is an example of contingent observation.

[Q4] Which example is consistent with a timeout ribbon?

1. If Amanda calls out in class, everyone ignores her behavior for the next 10 minutes.

2. If Amanda calls out in class, she loses 3 happy face stickers.

3. If Amanda calls out in class, she has to sit in the hallway for 2 minutes.

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4. If Amanda calls out in class, she loses her green bracelet and will not be called on for 5 minutes. [correct] [Feedback to Answer Choice 1] This is an example of extinction.

[Feedback to Answer Choice 2] This is an example of response-cost.

[Feedback to Answer Choice 3] This is an example of an exclusionary timeout.

[Feedback for Correct Answer 4] This example is correct, as she loses her bracelet—not ribbon—and then cannot receive reinforcement while it is absent.

Learning Outcome 9.4: Identify types of behavior reduction strategies associated with the presentation of aversive stimuli.

[Q1] The students in class 1 have a history of running in the hallway on the way to lunch.

When they run, their teacher yells, “Stop running!!” Then the students stop. Assuming that their teacher yelling is aversive, what procedure is this procedure an example of?

1. Extinction 2. Timeout 3. Verbal reprimand [correct] 4. Contingent observation [Feedback to Answer Choice 1] Extinction would include not allowing access to the reinforcer cafeteria/lunch, which is not specified in this example.

[Feedback to Answer Choice 2] Timeout would include loss of some sort of privilege or reinforcer following the behavior, which is not specified in this example.

[Feedback for Correct Answer 3] This is an example of a verbal reprimand, as an aversive verbal stimulus is added following the behavior.

[Feedback to Answer Choice 4] This would include the students sitting out and watching other students enjoy lunch, which is not specified in this example.

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[Q2] Micah engages in skin-picking behavior, which has resulted in extensive scarring on his body. Following an instance of skin-picking, the team blocks his arms for 2 minutes and mechanically prevents him from picking. What procedure is this procedure an example of?

1. Restraint [correct] 2. Response-cost 3. Verbal reprimand 4. Exclusionary timeout [Feedback for Correct Answer 1] Micah’s physical movements are being prevented or blocked, consistent with restraint.

[Feedback to Answer Choice 2] Micah is not losing tokens or items following an instance of skin-picking.

[Feedback to Answer Choice 3] The team is not verbally interacting with Micah in this example.

[Feedback to Answer Choice 4] Micah is not being removed from his classroom.

[Q3] Initially, when Mr. Davies verbally reprimanded the class, they would stop chatting amongst themselves. After months and months, Mr. Davies would reprimand, but the class would continue chatting. So, he decides to yell to get them to be quiet. This works, but he is worried what happens if this stops working. What problem with the presentation of aversive stimuli is this example consistent with?

1. Emotionally arousing 2. Habituation to the stimulus [correct] 3. Physical harm to the student 4. Retribution by the students [Feedback to Answer Choice 1] The incidents may have been emotionally arousing, but this is not specifically mentioned in the scenario.

[Feedback for Correct Answer 2] This is an example of habituation, as the students became adjusted to the verbal reprimand, so it lost its effect. Mr. Davies had to use a stronger version of the reprimand to recover the effect.

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[Feedback to Answer Choice 3] The students are not at any risk of physical harm.

[Feedback to Answer Choice 4] Retribution could occur, but this was not specifically mentioned in the scenario.

[Q4] Ms. Green has been very concerned about instances of Joshua’s self-injury. She is recommending the use of restraint to reduce instances of the harmful behavior. She has identified an appropriate behavior that the team will reinforce, a functional analysis was conducted to identify the function, a data collection procedure is in place so they can monitor the intervention, and the team has attended multiple trainings on safe use of restraint. What element of the procedure is missing for the team to be in alignment with best practices?

1. Use of expensive protective equipment 2. A token system to reinforce the absence of behavior 3. Parental consent to use the procedure [correct] 4. A padded room that will be used for the procedure [Feedback to Answer Choice 1] Protective equipment may be useful to keep the student and staff safe, but it is not specifically required.

[Feedback to Answer Choice 2] There is a reinforcement system in place for alternative behaviors; an additional reinforcement procedure is not required.

[Feedback for Correct Answer 3] Caregivers must consent to the use of the procedure to be in alignment with best practices.

[Feedback to Answer Choice 4] A padded room is not specifically required or related to this scenario.

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Chapter 9 Application Exercises Chapter 9: Arranging Consequences That Decrease Behavior Application Exercise 9.1: Combining procedures to decrease behaviors Learning Outcome 9.1: Identify and differentiate between the five reinforcementbased strategies for behavior reduction.

[Q1] Use Pearson eText Video Example 9.1 to answer the following question. Review the definition of a differential reinforcement of other behavior (D RO) system. Is Kayvon’s system, as described in the video, purely a DRO? Explain why it is or is not aligned with the definition.

[Q1 Model Response] Kayvon’s system is not purely a DRO system. A DRO system includes a reinforcement contingency based on the absence of a target behavior. Kayvon’s teacher mentioned that the system was developed to decrease aggression, spitting, elopement, and out-ofseat behavior. In a pure DRO, Kayvon could earn reinforcement for periods of time where he engaged in other forms of behavior, just not the target behaviors. The system in this classroom includes statements of desirable or incompatible behaviors, and reinforcement is actually earned for demonstrating incompatible behaviors (e.g., in chair, quiet mouth).

[Q2] Use Pearson eText Video Example 9.1 to answer the following question. Review the descriptions of variations of DRO procedures. Which procedural variations are utilized in Kayvon’s system? Consider the length of the interval, when reinforcement is earned, and whether the interval resets.

[Q2 Model Response] Kayvon’s system includes small intervals, 3 minutes. The time interval does not reset. If he does not meet an expectation in that time period, he does not earn a check.

Reinforcement is earned based on performance throughout the whole interval, not just a moment at the end.

[Q3] Use Pearson eText Video Example 9.1 to answer the following question. How might Kayvon’s system be evolved over time to more resemble natural contingencies?

Provide at least 2 recommendations.

[Q3 Model Response]

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1. Extend the length of the time interval, gradually. This will help the schedule of reinforcement in the classroom begin to resemble the highly delayed and intermittent schedules of reinforcement that occur in everyday life.

2. Use more natural forms of reinforcement when checks are earned. The types of reinforcement earned could be more consistent with privileges or prizes consistent with students of Kayvon’s age.

3. Require more checks before reinforcers are delivered. This would help the system to resemble the types of schedules of reinforcement in place in most classrooms for children his age.

Application Exercise 9.2: Teaching replacement behaviors.

Learning Outcome 9.1: Identify and differentiate between the five reinforcementbased strategies for behavior reduction.

[Q1] Deon is a 7-year-old student with severe intellectual disabilities and autism. He has no standard form of communication. Deon engages in self-injurious behavior, which has his teacher and aide very concerned. Following each incident of self-injury, his aide stops attending to other children and holds his hand. She asks him, “What’s wrong?” and speaks to him in a very soothing manner. Deon’s teacher begins to notice that Deon almost always engages in self-injury when the aide has her back to Deon. The team decides to use a differential reinforcement of incompatible behavior procedure to reduce self-injury. Describe what the procedure would look like, including when reinforcement is and is not delivered.

[Q1 Model Response] The teacher or aide will pick an incompatible behavior like having hands down. When Deon’s hands are down, they will deliver reinforcement on a set schedule. If Deon engages in self-injury, they will not provide reinforcement.

[Q2] Deon is a 7-year-old student with severe intellectual disabilities and autism. He has no standard form of communication. Deon engages in self-injurious behavior, which has his teacher and aide very concerned. Following each incident of self-injury, his aide stops attending to other children and holds his hand. She asks him, “What’s wrong?” and speaks to him in a very soothing manner. Deon’s teacher begins to notice that Deon almost always engages in self-injury when the aide has her back to Deon. The team decides to use a differential reinforcement of incompatible behavior (D RI) procedure to reduce self-injury. The procedure has been in place for a while, and the teacher notices the same pattern is continuing. When the aide is attending to Deon, he puts his hands down, but self-injury occurs when the aide’s back is turned. Explain what may be causing this pattern, taking into account the likely function of behavior.

[Q2 Model Response] 12 ..

Deon’s behavior appears to be motivated by access to the aide’s attention. When he is deprived of her attention, the behavior occurs. When he has access to her attention the behavior does not occur.

[Q3] Deon is a 7-year-old student with severe intellectual disabilities and autism. He has no standard form of communication. Deon engages in self-injurious behavior, which has his teacher and aide very concerned. Following each incident of self-injury, his aide stops attending to other children and holds his hand. She asks him, “What’s wrong?” and speaks to him in a very soothing manner. Deon’s teacher begins to notice that Deon almost always engages in self-injury when the aide has her back to Deon. The team decides to use a differential reinforcement of alternative behavior (D RA) system and incorporate an exchange of a picture icon. Describe how the DRA should be implemented, taking into account the likely function of behavior. If self-injury occurs, how should the aide respond?

[Q3 Model Response] When Deon wants attention, he will be prompted to exchange the icon. When he exchanges the icon, he can have access to the aide’s attention. If he engages in selfinjury, the aide should prompt Deon to exchange the icon, then give attention.

Application Exercise 9.3: Decreasing mildly inappropriate behaviors Learning Outcome 9.2: Explain the problems associated with extinction.

[Q1] Jade asks a lot of questions in class. She raises her hand and asks questions, she calls out questions, and she asks her neighbors questions. Mr. Cihak is frustrated with the number of questions and call-outs each day. He decides that he will put the call-outs on extinction, defined as asking a question before being called on. Describe what this procedure would look like for call-outs.

[Q1 Model Response] When Jade engages in a call-out, Mr. Cihak will not respond to her and encourage peers not to respond to her.

[Q2] Jade asks a lot of questions in class. She raises her hand and asks questions, she calls out questions, and she asks her neighbors questions. Mr. Cihak is frustrated with the number of questions and call-outs each day. He decides that he will put the call-outs on extinction, defined as asking a question before being called on. The next day, Jade’s call-outs do not decrease; in fact, they increase drastically. Even more troubling, she begins yelling out questions and pounding on her desk. Explain why these behaviors are occurring and how they relate to extinction.

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[Q2 Model Response] Jade’s behavior is consistent with an extinction burst. When reinforcement is discontinued for a behavior, the frequency and intensity of the behavior may suddenly increase. Following the burst, behavior will typically decrease below baseline rate and intensity.

[Q3] Jade asks a lot of questions in class. She raises her hand and asks questions, she calls out questions, and she asks her neighbors questions. Mr. Cihak is frustrated with the number of questions and call-outs each day. Mr. Cihak decides that because question asking is a valuable skill, he will put call-outs on extinction but will use a differential reinforcement of lower rate behavior (D RL) system for appropriate questions.

Appropriate questions will be defined as waiting to ask the question until Jade has been called on. Call-outs will be defined as asking a question before being called on. If Jade is currently engaging in 10 callouts per hour and an average of 20 appropriate questions per hour, how would you design the D RL procedure and how would you extend it until Jade was asking an average of 5 appropriate questions per hour? Make sure to address what will occur following a call-out.

[Q3 Model Response] As the average number of appropriate questions per hour is 20, this is the first D RL criterion. If Jade asks 20 or fewer questions, she can earn an additional reinforcer. If she asks more than 20, she will not earn her additional reinforcement. The target number will be gradually reduced, a little at a time, until 5 is reached. If a call-out occurs, Mr. Cihak will not respond.

Application Exercise 9.4: Combining behavior reduction strategies with strategies to increase behavior.

Learning Outcome 9.3: Identify types of behavior reduction strategies associated with the removal of desired stimuli.

[Q1] Use Pearson eText Video Example 9.4 to answer the following question. When Daniel C’s head is on the table, his teacher mentions that if he doesn’t sit up and make good choices, he won’t earn free time at the end of the day. Explain how this procedure is intended to work to decrease undesirable behavior—noting what is the behavior being reduced and what is the desired stimulus.

[Q1 Model Response] The behavior to be reduced is head on the table. The desired stimulus is free time at the end of the day. Removal of a desired activity following an undesirable activity should decrease instances of the undesirable behavior.

[Q2] 14 ..

Use Pearson eText Video Example 9.4 to answer the following question. When Daniel C’s head is on the table, his teachers ask him to sit up and tell them what he needs.

Explain which procedure this is consistent with and how it could be used to reduce the undesirable behavior.

[Q2 Model Response] This procedure is consistent with a differential reinforcement of alternative behavior procedure. Asking for what Daniel wants would be a replacement behavior for putting his head down. Reinforcing the replacement behavior may lead to a reduction of the undesirable behavior.

[Q3] Use Pearson eText Video Example 9.4 to answer the following question. When Daniel C’s head is on the table, finally his teachers prompt him to take a break away from the table. When he returns, they provide him reinforcement for taking a break—while he is sitting nicely with his head up. Which procedure is this consistent with and how could it be used to reduce the undesirable behavior?

[Q3 Model Response] This procedure is consistent with a differential reinforcement of incompatible behavior procedure. Sitting up is inconsistent with putting his head on the table. By reinforcing sitting up, instances of putting head on the table may be decreased.

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Chapter 9 Test Items True-False Questions 9-1.

ADRL procedure reinforces a lower rate of the target/inappropriate behavior.

9-2.

DRO reinforces the opposite of the target behavior.

9-3.

DRI reinforces a behavior that is inconsequential to the target behavior.

9-4.

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

9-5.

The procedure by which a “fine” is exacted for inappropriate behavior is known as real-world consequences.

9-6.

An example of a punishment procedure which removes desirable stimuli is response cost.

9-7.

The overcorrection procedure which requires that the student restore or correct an environment which he has disturbed to a condition greatly improved beyond its original condition is restitutional overcorrection.

9-8.

Punishment may be defined as applying an aversive stimulus following an inappropriate behavior that results in a decrease in behavior.

9-9.

Extinction is the elimination of a behavior resulting from the application of aversive procedures.

9-10. Differential reinforcement of other behaviors (D RO) requires that reinforcement be delivered if the student does not perform the target behavior, no matter what else he does.

9-11. When extinction is used, its effects will frequently generalize to settings in which procedures are not in effect.

9-12. A punisher can be identified ONLY by its effect of behavior.

9-13. A chocolate candy bar and being assigned additional homework may both serve as punishers to a particular behavior for a student if it decreases a behavior.

9-14. A student is told that she has to ‟sit and watch” for five minutes due to acting inappropriately. This is an example of nonexclusionary time-out.

9-15. As long as teachers gain administrative approval, exclusionary time-out would be considered appropriate to use with a student who is engaged in inappropriate behaviors.

9-16. Kathy’s mom says, “Kathy…” in a very stern tone when Kathy reaches for the knobs on the stove. This is considered to be a conditioned aversive stimulus.

Multiple Choice Questions 9-17. Ignoring disruptive behavior maintained by attention is a procedure known as: 16 ..

a. overcorrection b. response cost c. time-out d. extinction 9-18. At the initiation of an extinction procedure, one should expect the behavior will: a. decrease b. increase c. remain stable d. disappear 9-19. A class of stimuli which result in physical pain or discomfort to the student is termed: a. unconditioned aversive stimuli b. conditioned aversive stimuli c. controlled aversive stimuli d. correctional aversive stimuli 9-20. Disadvantages of physical restraint include: a. implementation of the restraint may be dangerous for the student and staff b. the absence of teaching for an alternative response c. the restraint procedure may be reinforcing for the student d. all of the above 9-21. A procedure which uses a reinforcement strategy to reduce a behavior is: a. overcorrection b. response cost c. time-out d. DRA 9-22. Use of an extinction procedure may result in: a. induced aggression b. initial increase in behavior c. spontaneous recovery d. all of the above 9-23. The characteristic by which behavior continues for an indeterminate amount of time once reinforcement is withheld is known as: a. resistance to extinction b. orneriness c. behavioral continuity d. all of the above 17 ..

9-24. When using a planned ignoring procedure, the teacher should: a. reinforce other students’ appropriate behaviors b. comment on the inappropriate behavior c. place a dunce cap on the student’s head d. none of the above 9-25. Spontaneous recovery refers to: a. the possible reappearance of an extinguished behavior b. a student’s return to the classroom after time-out c. getting well after a serious illness d. none of the above 9-26. Successful approaches to controlling reinforcing consequences delivered by peers include: a. reinforcing peers for withholding attention b. training high status peers in reinforcing appropriate behaviors c. attending to peer being aggressed while ignoring aggressor d. all of the above 9-27. When selecting an alternative behavior to use in a differential reinforcement procedure: a. it is better if the behavior is already in the student’s repertoire b. the functional of the behavior should be equivalent to the target behavior c. the alternative behavior should be one that can be reinforced frequently d. all of the above 9-28.

is a naturally occurring phenomenon. a. Time-out b. Reinforcement c. Contingency contracting d. Response cost

9-29. Mrs. Jones has repeatedly attempted to reduce Jonathon’s behavior of rushing through his daily worksheets. His behavior results in increased errors as well as illegible handwriting on his worksheets. Mrs. Jones decided to reinforce Jonathon every time he turns in a neatly printed worksheet. Which of the following procedures has Mrs. Jones employed? a. DRO b. Positive Reinforcement c. Extinction d. DRL 9-30. Which of the following statements is true of D RO schedules?

18 ..

a. requires students receive reinforcement if he/she does not perform the target behavior b. reinforces absence of the behavior c. effectiveness depends on the reinforcer selected d. all of the above 9-31. During a schedule, if inappropriate behavior is attempted the performance of the inappropriate behavior is ignored and an alternative behavior reinforced or performance of an inappropriate behavior is interrupted and redirected toward the appropriate behavior. a. DRL b. DRI c. DRO d. DRA 9-32. Functional communication training (F CT) is the teaching of an appropriate communication form to reduce an inappropriate behavior which serves a communicative intent. This is an example of which behavior reduction procedure? a. DRA b. DRO c. DRL d. DRI 9-33. All of the following are procedures designed to reduce inappropriate behaviors EXCEPT: a. noncontingent reinforcement b. DRO c. negative reinforcement d. response-cost 9-34. Which of the following provides reinforcement for a behavior that is mutually exclusive with the target behavior? a. DRO b. DRL c. DRI d. none of the above 9-35. Mr. Henderson wanted to stop Elijah’s hand flapping. He consulted with the I E P committee and they decided to use mittens to prevent him from experiencing the sensory reinforcer produced by the behavior. The behavioral procedure employed is . a. DRI b. sensory extinction 19 ..

c. positive reinforcement d. none of the above 9-36. A punisher is characterized by all of the following EXCEPT: a. decrease in the future rate or probability of occurrence of the behavior b. administered contingently on the production of the inappropriate behavior c. administered immediately following the inappropriate behavior d. administered immediately following the appropriate behavior 9-37.

is a form of time-out in which the student is moved to the edge of the activity so that he/she can still observe other students engage in appropriate behavior and receive reinforcement. a. Time-out ribbon b. Contingent observation c. Nonexclusion time-out d. all of the above 9-38. Lucy engages in screaming maintained by escape from challenging tasks. Which of the following describes extinction for this scenario? a. continuing to present the challenging task when the behavior occurs. b. turning away from Lucy and withdrawing attention c. withholding treats earned for completing tasks d. providing reinforcement when less whining than usual occurs 9-39. Justin often attempts to jump off classroom chairs. His teacher decided to reduce the behavior by having him repeatedly jump off the classroom chair, while under close supervision. This is an example of . a. restitutional overcorrection b. positive-practice overcorrection c. negative practice d. response cost 9-40. After finishing lunch Jose left his trash on the table, his teacher responded by having him pick up the trash left behind at each table. This procedure is known as . a. restitutional overcorrection b. positive practice c. negative practice d. response cost 9-41. Julie’s teacher was concerned with her repeated attempts to dominant class discussion periods. Which of the following would be appropriate for reducing this behavior? a. negative reinforcement b. DRO 20 ..

c. DRI d. DRL 9-42. All of the following reduce behavior by removing a desired stimulus EXCEPT: a. time-out b. response cost c. contingent observation d. noncontingent reinforcement 9-43. Which of the following is considered a form of an aversive stimulus? a. overcorrection b. time-out ribbon c. response cost d. noncontingent reinforcement 9-44. The Principle of the Least Intrusive Alternative suggests a. that positive interventions are always more effective than aversive. b. when determining which intervention to choose, an important consideration is the intervention’s level of intrusiveness. c. that when selecting a procedure, a teacher should begin at Level IV and move up the hierarchy toward less intrusive procedures. d. that the least intrusive procedure, regardless of effectiveness, should be selected.

9-45. John is sent to time-out for refusing to sit quietly during circle time. Here, the teacher is using what level option for reducing inappropriate behaviors? a. Level I b. Level II c. Level III d. Level IV 9-46. On average, students in science Group A ask for assistance 8–12 times per 20minute period. The teacher wants to decrease this behavior. She tells the group that if they are able to complete their 20-minute lab assignment with no more than three requests for assistance, they will receive 5 bonus points for their work.

This is an example of: a. Differential reinforcement of low rates of behavior b. Differential reinforcement of other behaviors c. Differential reinforcement of incompatible behaviors d. Noncontingent reinforcement 9-47. Reinforcing on-task behavior to decrease off-task behavior is an example of: a. Differential reinforcement of low rates of behavior b. Noncontingent Reinforcement 21 ..

c. Differential reinforcement of alternative behaviors d. Differential reinforcement of incompatible behaviors 9-48. What schedule of reinforcement should be used when initially using D RA with a new behavior? a. Continuous reinforcement schedule (CRF) b. Fixed interval: 2 (FI: 2) c. Variable ratio: 1 (V R: 1) d. Fixed ratio: 2 (FR: 2) 9-49. What is most often used in the classroom to decrease behaviors that are being maintained by teacher attention? a. Positive reinforcement b. Differential reinforcement of alternative behaviors c. Noncontingent reinforcement d. Extinction 9-50. Which is considered the least intrusive strategy for reducing behavior? a. Sam is sent to the corner to “think about his inappropriate behavior” for five minutes. b. Jerry is taught to point to a picture to tell his teacher he is hungry instead of pushing materials off of his desk. c. Sherri loses her free time for not turning in her homework. d. Melissa is required to clean all of the desks in the classroom after writing on her own desk.

9-51. The time-out procedure in which the student is not removed from the instructional setting and instead, the teacher temporarily manipulates the environment to deny a student access to reinforcers is known as: a. Exclusionary time-out b. Seclusionary time-out c. Nonseclusionary time-out d. Nonexclusionary time-out 9-52. Mr. Hughes was stopped by the police for emptying his ashtray on roadway as he was driving at 35 mph.

The judge sentenced Mr. Hughes to an entire weekend of picking up trash on the side of the road. This is an example of: a. A conditioned aversive stimulus b. Positive-practice overcorrection c. Restitutional overcorrection d. Response-cost

22 ..

9-53. During basketball practice, Coach Reeves’s team continually forgot his directive to pass the ball at center court. For 15 minutes, the coach had players practice passing the ball at center court. The educational procedure Coach Reeves used is called: a. Negative practice overcorrection b. A conditioned aversive stimulus c. Restitutional overcorrection d. Positive-practice overcorrection Short Answer Questions 9-54. Define positive practice overcorrection and give an example.

9-55. Define restitutional overcorrection and give an example.

9-56. List and explain four of the problems associated with extinction.

9-57. Define noncontingent reinforcement and list the disadvantages of this behavior reduction strategy.

9-58. Define and discuss response-cost procedures. What are the problems associated with this procedure?

9-59. Distinguish between negative reinforcement and punishment?

Essay Questions 9-60. Discuss some of the guidelines for using aversive stimuli. What ethical considerations must be made before aversives should be used?

9-61. Differentiate between nonexlusionary and exclusionary time-out. Provide examples of each form of time-out.

9-62. Your colleague has a student who exhibits aberrant behaviors. The teacher believes the only way to reduce the behaviors are through the use of aversives.

Discuss three procedures that can be used to reduce aberrant behaviors in place of aversive stimuli.

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Chapter 9 Test Answer Key ANSWER KEY: True-False 9-1.

True

9-2.

False

9-3.

False

9-4.

True

9-5.

False

9-6.

True

9-7.

True

9-8.

True

9-9.

False

9-10. True 9-11. False 9-12. True 9-13. True 9-14. True 9-15. False 9-16. True Multiple Choice 9-17. D 9-18. B 9-19. A 9-20. D 9-21. D 9-22. D 9-23. A 9-24. A 9-25. A 9-26. D 9-27. D 9-28. B 9-29. A 9-30. D 24 ..

9-31. D 9-32. A 9-33. C 9-34. C 9-35. B 9-36. D 9-37. B 9-38. A 9-39. C 9-40. B 9-41. D 9-42. D 9-43. A 9-44. B 9-45. C 9-46. A 9-47. D 9-48. A 9-49. D 9-50. B 9-51. D 9-52. C 9-53. D Short Answer Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

9-54. Positive-practice overcorrection involves the student repeatedly engaging in the appropriate behavior after exhibiting the inappropriate behavior. For example, Keith was caught running down the hall to class. His teacher had his repeatedly practice walking down the hall to class.

9-55. Restitutional overcorrection requires the student to correct an environment that the student disturbed beyond the original condition. For example, Jon tantrum and knocked his desk over. His teacher had him pick up his desk and return it to its original position. Jon also had to straighten the remaining desk in the classroom.

9-56. Problems associated with extinction: 25 ..

1). delayed reaction—may take considerable time to see reduction in behavior (resistance to extinction) 2). increased rate—extinction burst 3). controlling attention—attention of others including peers 4). extinction-induced aggression—an increase in aggression when initial inappropriate behavior not resulting in reinforcement 5). spontaneous recovery—temporary reappearance of an extinguished behavior 9-57. Noncontingent reinforcement provides reinforcement that is maintaining the behavior independent of the inappropriate behavior. N CR serves to disassociate the reinforce from the behavior. Reinforcement is delivered on a specified time schedule. Problems associated with N CR include the lack of strengthening of any behaviors. The idea behind reinforcement is an increase in behavior, however because reinforcement is delivered based on time alone and not the presence or absence of a behavior no specific behavior is increased. NCR may also inadvertently reinforce other inappropriate behaviors.

9-58. Response-cost procedures consist of the withdrawal of specific amounts of reinforcement contingent on an inappropriate behavior. Problems associated with response-cost procedures include: (a) teacher must be able to withdrawal the reinforcer, (b) if fines too large students may not engage in the procedures, and (c) once all reinforcers are withdrawn student has no reason to engage in appropriate behaviors.

9-59. Negative reinforcement is designed to increase an appropriate behavior while punishment is designed to decrease an inappropriate behavior.

Essay Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

9-60. Guidelines for using aversive stimuli: 1). documented and demonstrated failure of alternative nonaversive procedures to modify the behavior 2). informed written consent of parents or guardians 3). implemented and supervised by qualified professionals 4). prearranged timetable for review of the procedure and discontinue if not effective 5). periodic observation to ensure consistent and reliable administration 6). documentation of effectiveness and evidence of increased accessibility to instruction 7). administered by only trained staff 8). positive reinforcement of incompatible behavior Ethical concerns with the use of aversives include overuse of aversives to alter behavior when other less intrusive and more positive strategies may be appropriate, and legal concerns with use of aversives.

26 ..

9-61. In nonexclusionary time-out the student is not removed from the instructional setting but is denied access to the reinforcer through temporary manipulation of the environment. Examples of nonexclusionary time-out include time-out ribbon and contingent observation. Exclusionary time-out consists of removing the student from the activity as a means to withhold access to the reinforcer.

Example of exclusionary time-out includes placing a student at a table in the back of the room.

9-62. Three procedures that can be used to reduce aberrant behavior in place of aversive stimuli. Students can discuss any of the following differential reinforcement of lower rates of behavior (DRL), differential reinforcement of other behaviors (DRO), differential reinforcement of incompatible behavior (D RI), differential reinforcement of alternative behaviors (D RA), noncontingent reinforcement, and contracting.

27 ..

Chapter 10 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

0-13-560623-3

ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 10: Differential Reinforcement: Antecedent Control and Shaping

1

Learning Outcome Quizzes

1

Application Exercises

16

Test Items

20

Test Answer Key

27

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

iii ..

Chapter 10: Differential Reinforcement: Antecedent Control and Shaping Chapter 10 Learning Outcome Quizzes Learning Outcome 10.1: Describe two types of antecedent events that may influence behavior.

[Q1] Sarah’s parents report that she has not been sleeping well the past couple of nights.

Her teacher notices that Sarah’s behavior throughout the day is different than under typical circumstances. Events that do not typically evoke behavior are leading to tantrum behaviors. This is an example of what type of antecedent event?

1. Denied access 2. Discriminative stimulus 3. Nondiscriminative stimulus 4. Setting event [correct] [Feedback to Answer Choice 1] Denied access to a preferred item is a type of antecedent event that may evoke behavior, but it is not relevant in this scenario.

[Feedback to Answer Choice 2] Discriminative stimuli signal the availability for reinforcement, but this is not relevant in this scenario.

[Feedback to Answer Choice 3] Nondiscriminative stimuli signal that reinforcement is not available; this is not relevant in this scenario.

[Feedback for Correct Answer 4] A setting event has the power to influence the typical effects of stimuli in the environment; this is correct.

[Q2] When Ms. Lusk is teaching class, the students engage in high rates of quiet handraising. When a substitute teacher is present, the students engage in high rates of calling out. Ms. Lusk serves as what type of antecedent stimulus for hand-raising?

1. Conditioned aversive stimulus 2. Discriminative stimulus [correct] 3. Nondiscriminative stimulus 4. Setting event 1 ..

[Feedback to Answer Choice 1] If Ms. Lusk were a conditioned aversive stimulus, she would be associated with aversive stimulus conditions. This is not referenced in the scenario.

[Feedback for Correct Answer 2] Ms. Lusk’s presence signals the availability of reinforcement for quiet hand-raising behavior, making her a discriminative stimulus.

[Feedback to Answer Choice 3] Ms. Lusk’s presence likely signals that no reinforcement is available for calling out, making her a nondiscriminative stimulus for calling out.

[Feedback to Answer Choice 4] No specific setting events are referenced in this scenario.

[Q3] Which of the following includes a manipulation of a setting event?

1. Maria’s parents use a green card to signal when she can ask for her favorite snacks.

When the green card is out, she can ask for snacks and her parents will always deliver them.

2. Maria’s parents systematically reinforce instances of appropriate requesting to take a break from work tasks.

3. Maria’s problem behavior seems to increase around her menstrual cycle. So, in coordination with her doctor her parents give her medicine to relieve her believed discomfort during her menses. [correct] 4. Maria’s parents use a red card to signal when extinction is in place for requesting favorite snacks. When the red card is out, she can ask for snacks but her parents will not deliver them.

[Feedback to Answer Choice 1] This is an example of a use of discriminative stimuli to signal availability of reinforcers (snacks) following particular behaviors (asking).

[Feedback to Answer Choice 2] This is an example of shaping a request to escape or avoid a task.

[Feedback for Correct Answer 3] This is an example of a setting event manipulation, as her parents are relieving a painful condition that may have been influencing her behavior throughout the entire days/week of her menses.

[Feedback to Answer Choice 4] 2 ..

This is an example of a use of nondiscriminative stimuli to signal no availability of reinforcers (snacks) following particular behaviors (asking).

[Q4] Which of the following is an example of behavior under control of a discriminative stimulus?

1. When Lyssa sees the green “vacant” sign on the bathroom door, she goes inside. [correct] 2. When Lyssa is hungry, she tends to engage in destructive behavior when she is asked to wait.

3. When Lyssa is feeling sick, she tends to refuse all tasks and forms of physical activity.

4. When Lyssa sees a “stop” sign on the door, she ignores it because she has never been taught what it means.

[Feedback for Correct Answer 1] The green “open” sign signals that the bathroom (reinforcer) is available and that walking in (behavior) will be successful.

[Feedback to Answer Choice 2] This is an example of a setting event.

[Feedback to Answer Choice 3] This is an example of a setting event.

[Feedback to Answer Choice 4] This is an example of no discriminative control, as the stimulus “stop” has no effect on behavior.

Learning Outcome 10.2: Briefly describe the process by which discriminations are formed.

[Q1] When shown a picture of a cat, the student says “cat.” When shown a picture of a dog, the student says “dog.” Which answer correctly describes the relationships between stimuli and responses?

1. The dog picture is a discriminative stimulus for saying “cat” and a nondiscriminative stimulus for saying “dog.”

2. The cat picture is a discriminative stimulus for saying “cat” and a nondiscriminative stimulus for saying “dog.” [correct] 3. The cat picture is a discriminative stimulus for saying “dog” and a nondiscriminative stimulus for saying “cat.”

3 ..

4. The dog picture is a discriminative stimulus for saying “dog” and a discriminative stimulus for saying “cat.”

[Feedback to Answer Choice 1] A picture of a dog should not be a discriminative stimulus for saying “cat”; a dog should be a discriminative stimulus for saying “dog.” This is incorrect.

[Feedback for Correct Answer 2] A picture of a cat should be discriminative for saying “cat” and should not be a discriminative stimulus for saying “dog.” This is correct.

[Feedback to Answer Choice 3] A picture of a cat should not be a discriminative stimulus for saying “dog”; a cat should be a discriminative stimulus for saying “cat.” This is incorrect.

[Feedback to Answer Choice 4] A picture of a dog should be a discriminative stimulus for saying “dog,” but it should not be a discriminative stimulus for saying “cat.” This is incorrect.

[Q2] When told to clap, the student claps. When told to wave, the student waves. Which answer correctly describes the relationships between stimuli and responses?

1. “Wave” is a discriminative stimulus for waving and a discriminative stimulus for clapping.

2. “Clap” is a discriminative stimulus for waving and a nondiscriminative stimulus for clapping.

3. “Clap” is a nondiscriminative stimulus for waving and a discriminative stimulus for clapping. [correct] 4. “Wave” is a nondiscriminative stimulus for waving and “Clap” is a nondiscriminative stimulus for clapping.

[Feedback to Answer Choice 1] This is incorrect, as “wave” should not signal the availability for reinforcement for clapping.

[Feedback to Answer Choice 2] This is incorrect, as “clap” cannot be a discriminative and nondiscriminative stimulus for the same response.

[Feedback for Correct Answer 3] This is correct, as “clap” should signal reinforcement for clapping and not signal reinforcement for waving.

4 ..

[Feedback to Answer Choice 4] This is incorrect, as both stimuli will fail to signal reinforcement for the desired responses.

[Q3] Esmerelda is hungry and she points to popcorn from her menu of choices. Her teacher presents some work trials, including the question, “What’s your name?” Esmerelda answers correctly, and her teacher provides her a piece of popcorn. He asks her how old she is, and she answers incorrectly, so he does not provide popcorn. What is the discriminative stimulus for the response “Esmerelda”?

1. “How old are you?”

2. The popcorn 3. Her hunger 4. “What’s your name?” [correct] [Feedback to Answer Choice 1] This is a nondiscriminative stimulus for the response “Esmerelda,” as the response will not be reinforced.

[Feedback to Answer Choice 2] The popcorn is the reinforcer.

[Feedback to Answer Choice 3] Her hunger is a motivational variable or setting event.

[Feedback for Correct Answer 4] This stimulus is correlated with the availability of reinforcement for the response “Esmerelda.”

[Q4] Mychal tells his aide he would like to earn fruit snacks. His aide presents him with a worksheet of addition problems. Mychal writes the number 5 for each problem. At the end of the worksheet, his aide gave him 1 fruit snack because the answer was correct on one problem. What is wrong with the discrimination (or lack of) in this scenario?

1. Reinforcer not closely related to correct response in presence of correct stimulus. [correct] 2. No discriminative stimuli for the target response on the worksheet.

3. The student was not motivated to earn anything.

4. Setting events prevented the student from attending to instruction.

[Feedback for Correct Answer 1] 5 ..

For discrimination training to work, the reinforcer should follow the correct response very quickly at first.

[Feedback to Answer Choice 2] There was a discriminative stimulus for the response of writing 5, as the answer was correct on one trial.

[Feedback to Answer Choice 3] The student asked for fruit snacks, which suggests he was hungry (i.e., motivated).

[Feedback to Answer Choice 4] This is not included in this scenario.

Learning Outcome 10.3: Define verbal, visual, and physical prompts.

[Q1] Leo learned to make himself a sandwich by following a sequence of images showing each step in the task on his tablet. Which type of stimuli served as the discriminative stimuli in the task?

1. Verbal 2. Physical 3. Video model 4. Picture [correct] [Feedback to Answer Choice 1] Verbal prompts were not incorporated into this task.

[Feedback to Answer Choice 2] Physical guidance was not used to teach this task.

[Feedback to Answer Choice 3] Videos were not used to teach this task.

[Feedback for Correct Answer 4] Pictures on the tablet served as the discriminative stimuli for each step in the chain.

[Q2] Brian is practicing customer service behaviors. After he fulfills a customer’s order, he plays a voice memo on his smart phone and listens through his headphones. He then repeats the script on the voice memo to the customer. Which type of stimuli served as the discriminative stimuli in the task?

1. Verbal [correct] 6 ..

2. Physical 3. Video model 4. Picture [Feedback for Correct Answer 1] Brian is self-operating his own verbal prompts on his smartphone.

[Feedback to Answer Choice 2] Physical guidance was not used to teach this task.

[Feedback to Answer Choice 3] Videos were not used to teach this task.

[Feedback to Answer Choice 4] Pictures were not used to teach this task.

[Q3] Which example includes use of video model prompts?

1. Mallory is guided to brush her teeth by her teacher, then watches a video on her iPad. 2. Mallory watches her classmate brush her teeth and imitates what she sees.

3. Mallory is shown a video of brushing teeth, then brushes her teeth. [correct] 4. Mallory’s teacher sings a song about toothbrushing from her favorite video as Mallory brushes.

[Feedback to Answer Choice 1] This is an example of a physical prompt.

[Feedback to Answer Choice 2] This is an example of a model prompt.

[Feedback for Correct Answer 3] In this example, the video serves as the discriminative stimulus to occasion brushing.

[Feedback to Answer Choice 4] This is an example of verbal prompts.

[Q4] Which example includes use of tactile prompts?

1. If Maxwell appears distracted in the grocery store, his aide tells him to stay on task.

7 ..

2. If Maxwell appears distracted in the grocery store, his aide gestures to the grocery list.

3. If Maxwell appears distracted in the grocery store, his aide repeats a rule about correct behavior.

4. If Maxwell appears distracted in the grocery store, his aide activates an app on Maxwell’s phone that vibrates. [correct] [Feedback to Answer Choice 1] This is an example of a verbal prompt.

[Feedback to Answer Choice 2] This is an example of a gestural prompt.

[Feedback to Answer Choice 3] This is an example of a verbal rule prompt.

[Feedback for Correct Answer 4] This is an example of tactile prompt, as the vibration is the discriminative stimulus for on-task behavior.

Learning Outcome 10.4: Define methods of fading prompts.

[Q1] To teach Oliver to fold clothes, his aide initially uses hand-over-hand physical guidance.

As Oliver is successful, his aide switches to use a model prompt. As Oliver is successful, his aide switches to use a gestural prompt. Eventually, Oliver does the task without any prompts. This is an example of which type of prompting fading procedure?

1. Stimulus fading 2. Graduated guidance 3. Most-to-least prompting [correct] 4. Least-to-most prompting [Feedback to Answer Choice 1] Stimulus fading would include the use of some form of extra stimulus prompt and gradual reduction of that prompt.

[Feedback to Answer Choice 2] Graduated guidance follows a very specific progression of spatial and intensity fading, not included in this example.

[Feedback for Correct Answer 3]

8 ..

This is an example of most-to-least, as the prompts go from most intrusive to progressively less intrusive.

[Feedback to Answer Choice 4] Least-to-most prompting would start at a less intrusive prompt level then increase as needed.

[Q2] Joel has learned a lot about how to make purchases in the community. When the time comes to practice in the community, his aide stands back and allows him to be independent. If Joel stops responding, his aide provides a subtle prompt. If the subtle prompt doesn’t work, his aide provides a more obvious prompt. This is an example of which type of prompt fading procedure?

1. Least-to-most prompting [correct] 2. Most-to-least prompting 3. Simultaneous prompting 4. Errorless prompting [Feedback for Correct Answer 1] This is an example of least-to-most, as the aide introduces prompts that are least intrusive first, progressing to more intrusive only if necessary.

[Feedback to Answer Choice 2] Most-to-least prompting would start with the most intrusive prompt level and over time reduce the intensity of the prompts.

[Feedback to Answer Choice 3] Simultaneous prompting would include the pairing of prompts, not included in this example.

[Feedback to Answer Choice 4] This procedure was not errorless, as Joel had opportunities to emit errors.

[Q3] Which of the following describes graduated guidance?

1. To teach handwashing, Hank’s teacher initially provides hand-over-hand assistance, then hand-over-forearm, then hand-on-shoulder assistance. [correct] 2. To teach handwashing, Hank’s teacher uses physical prompts, then the next day uses model prompts, then moves to gestural prompts.

3. To teach handwashing, Hank’s teacher uses physical prompts, then the next day gives him 5 s to do the task and only provides physical prompts if needed.

9 ..

4. To teach handwashing, Hank’s teacher shows him a video, then uses verbal prompts if Hank gets stuck on a step.

[Feedback for Correct Answer 1] This example shows the spatial fading that is characteristic of graduated guidance.

[Feedback to Answer Choice 2] This example aligns with most-to-least prompt fading.

[Feedback to Answer Choice 3] This example aligns with a time delay prompt fading.

[Feedback to Answer Choice 4] This example includes use of a video model and verbal prompts.

[Q4] Which of the following describes time delay prompt fading?

1. To teach Regina to clean the bathroom, her teacher provides her a picture activity schedule and gradually removes the pictures until she can do the task without pictures.

2. To teach Regina to clean the bathroom, her teacher initially showed her pictures of each step right away. Now the teacher gives Regina 2 s to start each step; if Regina does not do it, then her teacher shows her a picture prompt. [correct] 3. To teach Regina to clean the bathroom, her teacher initially uses hand-over-hand prompts simultaneously paired with verbal instructions. Now, her teacher only uses verbal prompts to tell Regina how to do each step.

4. To teach Regina to clean the bathroom, her teacher initially shows her a video of all the steps. Now, her teacher only shows her the first couple steps in the video to let Regina finish the rest on her own.

[Feedback to Answer Choice 1] This example includes use of stimulus fading with picture schedules.

[Feedback for Correct Answer 2] This example includes use of a time delay procedure (2 s) with picture stimuli.

[Feedback to Answer Choice 3] This example aligns with simultaneous verbal and physical prompts, faded to verbal only.

[Feedback to Answer Choice 4] This example includes use of a video model and stimulus fading with the video.

10 ..

Learning Outcome 10.5: Describe the roles of task analysis and chaining in teaching complex behaviors.

[Q1] Mrs. Wilkinson wanted to develop a task analysis for tying shoes for her elementary students. She asked her adolescent son to tie his shoes and watched as he completed the task. This is an example of which strategy in developing a task analysis?

1. Observing a master of the skill [correct] 2. Evaluating prerequisite skills 3. Listing necessary materials 4. Breaking down the task into simple steps [Feedback for Correct Answer 1] An adolescent would be a master of shoe tying and able to demonstrate a correct procedure for the target skill.

[Feedback to Answer Choice 2] This would include evaluating the students that will eventually learn shoe tying.

[Feedback to Answer Choice 3] This would include making a list of materials needed for shoe tying.

[Feedback to Answer Choice 4] This step might come next, as Mrs. Wilkinson organizes her observations of her son into discrete steps.

[Q2] The following are steps in a task analysis: 1) Spread peanut butter on bread, 2) spread jelly on bread, and 3) put pieces together. When the task is done, the student gets to eat the sandwich. What is the discriminative stimulus for step 3?

1. A teacher instruction to make a sandwich.

2. Step 2. [correct] 3. Eating the sandwich.

4. Step 1 [Feedback to Answer Choice 1] This might be the discriminative stimulus for step 1, but not step 3.

11 ..

[Feedback for Correct Answer 2] Step 2 simultaneously serves as the discriminative stimulus for step 3 and conditioned reinforcer for step 1.

[Feedback to Answer Choice 3] The sandwich is the terminal reinforcer.

[Feedback to Answer Choice 4] Step 1 serves as the discriminative stimulus for step 2.

[Q3] The following are steps in a task analysis: 1) fill cup with water, 2) open juice packet, 3) pour juice packet into cup, 4) get spoon, and 5) mix juice with spoon. At the end of the task, the student drinks the juice. What is the reinforcer for step 4?

1. A teacher instruction to make juice 2. The juice 3. Step 3 4. Step 5 [correct] [Feedback to Answer Choice 1] This might be the discriminative stimulus for step 1.

[Feedback to Answer Choice 2] This is the terminal reinforcer.

[Feedback to Answer Choice 3] This serves as the discriminative stimulus for step 4.

[Feedback for Correct Answer 4] Step 5 serves as the conditioned reinforcer for step 4.

[Q4] Ms. Chelsea is teaching Devin to put together a firetruck puzzle. She helps him complete all the initial steps, but on the last step she allows him to independently put the final puzzle piece in place. This is an example of which type of procedure?

1. Graduated guidance 2. Total task chaining 3. Backward chaining [correct] 4. Forward chaining [Feedback to Answer Choice 1] 12 ..

Graduated guidance would involve specific spatial or intensity fading of prompting, not referenced in this scenario.

[Feedback to Answer Choice 2] This procedure involves fading prompts on steps throughout the entire chain.

[Feedback for Correct Answer 3] Ms. Chelsea is promoting independence at the end of the task and will work in reverse order to the beginning of the task, consistent with backward chaining.

[Feedback to Answer Choice 4] This procedure would involve fading prompts at the beginning of the task and working toward the end of the task.

Learning Outcome 10.6: Describe the use of differential reinforcement in shaping.

[Q1] Ms. Walters has a goal for her student Dianna to recite 10 math facts per minute. At baseline, Dianna recites 5 math facts in a minute. When Dianna recites 6 math facts in a minute, Ms. Walters gives her a token. If Dianna is below 6 math facts, Ms. Walters withholds the sticker. In this example what is the terminal behavior?

1. 6 math facts per minute 2. 10 math facts per minute [correct] 3. 5 math facts per minute 4. 90% correct on a math test [Feedback to Answer Choice 1] This is the intermediate behavior that is currently being reinforced.

[Feedback for Correct Answer 2] This is the eventual level of performance Ms. Walters wants to see Dianna reach.

[Feedback to Answer Choice 3] This is the initial behavior.

[Feedback to Answer Choice 4] This might be a target objective, but is not directly related to the current shaping program.

[Q2] Justin uses his speech generating device to communicate. Initially, he only selected a single word to communicate. His team began to require him to communicate using a phrase including two words. If he made a request with only one word, the team did not 13 ..

provide reinforcement. Eventually, they wish to see him communicating using a minimum of 4 words. In this example what is the target intermediate behavior?

1. 4 words 2. 3 words 3. 2 words [correct] 4. 1 word [Feedback to Answer Choice 1] This is the terminal behavior.

[Feedback to Answer Choice 2] This is an intermediate behavior, but not the current target.

[Feedback for Correct Answer 3] This is the minimum level request that must occur for reinforcement to be provided.

[Feedback to Answer Choice 4] This was the initial behavior.

[Q3] Sabine has a goal to walk 10 unassisted steps. She currently can take 3 unassisted steps. Her team decides to set the criterion for reinforcement at 8 steps. If she meets the criterion, she earns a lollypop; if she does not meet it, she does not earn any treats.

Sabine has never earned a lollypop and has made no progress. What change should be made to improve the program?

1. Increase the goal for the terminal behavior 2. Reduce the goal for the terminal behavior 3. Increase the criterion for the intermediate behavior 4. Reduce the criterion for the intermediate behavior [correct] [Feedback to Answer Choice 1] Increasing the terminal goal, say to 12 steps, will not help Sabine make progress.

[Feedback to Answer Choice 2] Reducing the terminal goal, say to 8 steps, will not help Sabine make progress.

[Feedback to Answer Choice 3] Making it more difficult for Sabine to earn reinforcement will not help Sabine make progress.

[Feedback for Correct Answer 4]

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Making it easier for Sabine to earn reinforcement will help her to make progress as her behavior comes into contact with reinforcement.

[Q4] William has a goal to complete 30 minutes of homework per day. As of now, he completes an average of 5 minutes, then plays video games the rest of the time. His mother sets an intermediate criterion for him to complete 10 minutes of homework before video games. However, when he does less than 10 minutes, she feels sorry for him and lets him have video games. William’s homework behavior is not improving.

What change should be made to improve the program?

1. Use extinction for attempts below the intermediate criterion [correct] 2. Use reinforcement for attempts below the intermediate criterion 3. Increase the criterion for the intermediate behavior 4. Reduce the criterion for the intermediate behavior [Feedback for Correct Answer 1] William’s mother needs to stop providing reinforcement for behavior below the criterion for William to make progress.

[Feedback to Answer Choice 2] William’s mother is currently doing this, and he is not improving.

[Feedback to Answer Choice 3] Raising the criterion will not have any effect if William can still access reinforcement for performance below the criterion level.

[Feedback to Answer Choice 4] Reducing the criterion will not have any effect if William can still access reinforcement for performance below the criterion level.

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Chapter 10 Application Exercises Chapter 10: Differential Reinforcement: Antecedent Control and Shaping Application Exercise 10.1: Applying discrimination training concepts Learning Outcome 10.2: Briefly describe the process by which discriminations are formed.

[Q1] Use Pearson eText Video Example 10.2 to answer the following question. The blue bear is a discriminative stimulus for which vocal response and a nondiscriminative stimulus for which response? The green bear is a discriminative stimulus for which vocal response and a nondiscriminative stimulus for which response?

[Q1 Model Response] The blue bear is a discriminative stimulus for saying “blue” and a nondiscriminative stimulus for saying “green.” The green bear is a discriminative stimulus for saying “green” and a nondiscriminative stimulus for saying “blue.”

[Q2] Use Pearson eText Video Example 10.2 to answer the following question. When the educator is initially asking the young student “Where does the blue bear go?” does this verbal antecedent along with the presented blue bear serve as a discriminative stimulus? Why or why not?

[Q2 Model Response] The verbal antecedent does not serve as a discriminative stimulus, as the student does not respond to the stimulus with the correct response. The educator has to add additional antecedent stimuli, prompts, to occasion the correct response.

[Q3] Use Pearson eText Video Example 10.2 to answer the following question. How does the color bear activity relate to concept formation for colors? Make sure to note what is a concept and how it may be demonstrated.

[Q3 Model Response] The children are being taught to form color concepts by sorting bears into different piles.

Green things can come in a variety of shapes and sizes, but all have the same characteristic of color in common. By sorting the bears, the students are showing discrimination on the basis of color.

Application Exercise 10.2: Creating a teaching plan with prompts Learning Outcome 10.4: Define methods of fading prompts.

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[Q1] Tyree has an IEP objective related to learning to vacuum with independence. Tyree has a visual impairment, limiting the types of prompts that may be used to support Tyree to learn to vacuum. Tyree has a history of becoming very dependent on verbal prompts.

Explain which prompt type you would recommend for teaching Tyree and why you would select it.

[Q1 Model Response] I would recommend the use of a physical guidance as it can be effective without needing to look at any materials or a model by an instructor.

[Q2] Tyree has an IEP objective related to learning to vacuum with independence. Tyree has a visual impairment, limiting the types of prompts that may be used to support Tyree to learn to vacuum. Tyree has a history of becoming very dependent on verbal prompts.

Tyree made some strong initial progress on the objective, and now the team wants to focus on fading prompts. The behavior analyst recommended using graduated guidance. Describe how you would apply graduated guidance to vacuuming with Tyree.

[Q2 Model Response] I would begin with as much physical guidance as is necessary for Tyree to complete the step. As he shows independence, I would fade the pressure from my prompts and begin to use spatial facing by moving from prompting from his hands up to his shoulders.

Eventually I will only shadow Tyree’s movements as he vacuums.

[Q3] Tyree has an IEP objective related to learning to vacuum with independence. Tyree has a visual impairment, limiting the types of prompts that may be used to support Tyree to learn to vacuum. Tyree has a history of becoming very dependent on verbal prompts.

Tyree has made great strides in learning to vacuum and is now independent in the skill.

However, he will often become distracted and seem to forget to move locations with the vacuum. How could you utilize a tactile prompt such as a vibrating pager to help Tyree stay on task while he vacuums?

[Q3 Model Response] I would use the timer set at a particular interval, 10 s, and when the pager vibrates, I would teach Tyree to take a step to the side and vacuum a new area.

Application Exercise 10.3: Breaking down behavior chains Learning Outcome 10.5: Describe the roles of task analysis and chaining in teaching complex behaviors.

[Q1] 17 ..

Use Pearson eText Video Example 10.4 to answer the following question. In this behavior chain, list the different types of stimuli that may be serving as discriminative stimuli.

[Q1 Model Response] The teacher’s behavior, the auditory instructions, the videos, and the completion of each step in the chain.

[Q2] Use Pearson eText Video Example 10.4 to answer the following question. In this behavior chain, what is the terminal reinforcer and what effect should it have on the steps in the chain?

[Q2 Model Response] The latte is the terminal reinforcer. The terminal reinforcer will condition all steps in the chain as reinforcers, as they are associated with access to the latte.

[Q3] Use Pearson eText Video Example 10.4 to answer the following question. If the smart phone were to frequently freeze and glitch such that some steps were skipped, what effect might this have on Colin’s success learning the chain over time? Refer to principles of teaching discriminations in your answer.

[Q3 Model Response] Each step in the task should eventually serve as the discriminative stimulus for the following step. If steps are presented out of order, this will prevent the discrimination from being learned correctly. This will make it difficult for Colin to learn the steps on his own, without the use of the smart phone.

Application Exercise 10.4: Shaping behavior Learning Outcome 10.6: Describe the use of differential reinforcement in shaping.

[Q1] Ms. Martinez wants to help her students improve their creative writing skills. She starts the activity each day by giving the children a writing prompt on the SmartBoard.

Students produce responses of a wide range of quality, some very sophisticated responses and some very basic responses. She decided to use differential reinforcement in the form of shaping. She will use points as the reinforcer and use a rubric to help her determine what are best or terminal responses. Describe how Ms. Martinez will deliver this system when students turn in their work. Make sure to describe what will happen for work that closely matches the rubric and work that is not close to the quality standards in the rubric.

[Q1 Model Response] 18 ..

Ms. Martinez will compare the student work to the rubric and award the most points for work that matches the rubric. For work that is not very strong, she will provide fewer points.

[Q2] Ms. Martinez wants to help her students improve their creative writing skills. She starts the activity each day by giving the children a writing prompt on the SmartBoard.

Students produce responses of a wide range of quality, some very sophisticated responses and some very basic responses. She decided to use differential reinforcement in the form of shaping. She will use points as the reinforcer and use a rubric to help her determine what are best or terminal responses. After several days, the students with strong work initially showed even stronger work. The students with poor work initially did not improve, some even ceasing to engage in the task altogether. Why did this occur and what would you do to help these students?

[Q2 Model Response] Ms. Martinez set expectations too high for students with initially poor performance, and their responses have been extinguished. Ms. Martinez should set more progressive expectations for these students and define intermediate behaviors that can be reinforced.

[Q3] Ms. Martinez wants to help her students improve their creative writing skills. She starts the activity each day by giving the children a writing prompt on the SmartBoard.

Students produce responses of a wide range of quality, some very sophisticated responses and some very basic responses. She decided to use differential reinforcement in the form of shaping. She will use points as the reinforcer and use a rubric to help her determine what are best or terminal responses. For some students that are particularly struggling in this area, she decides to add prompts. Describe two types of prompts you could select and what method of fading you would recommend.

Provide your rationale for the choices.

[Q3 Model Response] I would select verbal prompts in the form of hints and use a time delay fade procedure. I would use this procedure, as it does not tell the students exactly what to do and gives them some opportunities for independence.

I would select picture prompts and use a most-to-least fade procedure. I would use this procedure, as the pictures could help the student get new ideas about what to write about (i.e., serve as a discriminative stimulus). I would use most-to-least prompting to help the students with the greatest amount of assistance early and gradually reduce assistance as they show success.

19 ..

Chapter 10 Test Items True-False Questions 10-1. Shaping is used to teach behaviors not currently in students’ repertoires.

10-2. Stimulus control is the term used by applied behavior analysts to describe bringing behavior under control of time, place, and circumstances.

10-3. Discrimination is the ability to tell the difference between environmental events or stimuli.

10-4. A response that occurs in the presence of an SD is said to be under stimulus control.

10-5. The most effective method to teach a child to respond appropriately is to focus on a single salient feature of a stimulus.

10-6. Prompts are offered before an SD is presented and failed to occasion a response.

10-7. A prompted response is NOT under stimulus control of the terminal discriminative stimulus.

10-8. Using alterations of S  s and SD s enable students to make discriminations more easily.

10-9. Graduated guidance is a form of least-to-most prompts.

10-10. When using time delay, delays are usually only a few minutes.

10-11. Fading is the gradual removal of prompts.

10-12. When using the system of least-to-most prompts, the teacher starts with the discriminative stimulus and then moves to the least restrictive prompt in her repertoire.

10-13. When using backward chaining, the last component is taught first, and other components are added one at a time.

10-14. A complex behavior may be learned by reinforcing individual responses occurring in a sequence. This instructional procedure is called antecedent prompting.

10-15. The backward chaining procedure requires a student to demonstrate all the steps of a behavioral chain until it is completely mastered.

Multiple Choice Questions 10-16. A stimulus, or group of stimuli, that may reliably set the occasion for a response is: a. positive reinforcement b. discriminative stimuli c. an S-delta 20 ..

d. respondent conditioning 10-17. When a discriminative stimulus has been presented and a response has failed to occur, a teacher may use: a. a picture prompt b. an instruction c. modeling d. all of the above 10-18. When prompting is used by the teacher: a. reinforcers are not to be used b. the “heaviest” prompt is always used c. reinforcement occurs to establish the response d. the prompt is delivered following a 10-second interval 10-19. A model’s effectiveness may be positively influenced by: a. high status b. differences between model and students c. behavior modeled without reinforcement d. none of the above 10-20. Graduated guidance is a fading procedure that: a. begins with whatever prompt level is necessary for performance of behavior b. is used to fade physical prompts c. is concerned with the time the prompt is given d. increases the amount of assistance within a trial 10-21. By making prompts used as “weak” as possible, the teacher has: a. increased the power of S-deltas present b. increased the amount of time a prompt will be needed c. guarded against delay of development of stimulus control d. done nothing to affect the instructional program 10-22. A student acquires a sequence of behaviors, all of which must be done in order to gain a reinforcer. He has learned: a. a fading procedure b. a backward chain c. a behavioral chain d. a forward chain 10-23. A backward chaining procedure is used to teach a student to remove her coat.

Instruction has involved: a. presenting the whole task on each occasion b. beginning with the last step first for instruction 21 ..

c. beginning with the first step only for instruction d. using a combination of the above three methods 10-24. A procedure described as the use of differential reinforcement of successive approximations of a target behavior is called: a. modeling b. fading c. chaining d. shaping 10-25. Shaping should be used when: a. establishing a new behavior b. students are highly resistant to behavioral change c. the goal is to establish stimulus control d. a shaping procedure is always the first choice 10-26. Which symbol is associated with a lack of reinforcement?  a. S D b. S R+ c. S R− d. S

10-27. What kind of prompt is being used in the following example: Miss Elkhart physically demonstrates for Brandon how to open the microwave oven. a. Visual Prompt b. Modeling c. Verbal Prompt d. Physical Guidance 10-28. Gradual removing of prompts is known as a. Fading b. Backward chaining c. Shaping d. All of the above

.

10-29. When using for fading prompts, the teacher begins with a level of prompting that virtually assures that the student will produce the appropriate response. a. Least-to-most prompting b. Graduated guidance c. Time delay d. Most-to-least prompting 10-30. Systematically fading a combination of prompts is an example of: 22 ..

a. Least-to-most prompting b. Time delay c. Most-to-least prompting d. Graduated guidance 10-31. A form of time delay prompting that allows no opportunity for error is called: a. Simultaneous prompting b. Graduated Guidance c. Backward Chaining d. Stimulus shaping 10-32. A task analysis should be used when a. The needs exists to systematically introduce various prompts b. A teacher wants to decrease a student’s inappropriate behaviors c. A teacher wants a student to acquire a complex behavioral chain d. All of the above 10-33. Components of a chain are acquired in sequential order. This is known as: a. Backward chaining b. Forward chaining c. Total task presentation d. Behavioral chaining 10-34. When a teacher requires a student to perform all the steps in sequence until the entire task is mastered, she is using what instructional technique? a. Backward chaining b. Forward chaining c. Total task presentation d. Behavioral chaining 10-35.

is defined as differential reinforcement of successive approximations to a specific target behavior. a. Shaping b. Modeling c. Behavioral chaining D d. S

10-36. Which of the following is an example of an S  ? a. Whenever Mrs. Marcott is in the room, she ignores James when he yells out answers. b. Amanda knows that Mr. Stevens will pay attention to her if she uses profanity. c. Coly learned that when he answers his ringing phone, he more than likely gets to talk to one of his friends.

23 ..

d. All of the above.

10-37. The principle of discrimination associated with positive reinforcement is:  a. S D b. S R+ c. S R− d. S

10-38. A is a class of stimuli that have characteristics in common. a. Prompt hierarchy b. Shape D c. S d. Concept

10-39. A is an additional stimulus that increases the probability that an SD will occasion the desired response. a. Concept b. Reinforcer c. Consequence d. Prompt 10-40. What kind of prompt is being used in the following example: Mr. Kelly posts the homework assignment directions on the board for his math class. a. Modeling b. Physical Guidance c. Visual prompt d. Tactile Prompt 10-41. What kind of prompt is being used in the following example: Miss Clark holds Melissa’s hand to cross the street. a. Modeling b. Physical Guidance c. Verbal Prompt d. Visual Prompt 10-42. Which of the following is considered a prompt fading procedure? a. Graduated Guidance b. Most-to-Least prompts c. Time Delay d. All of the above 10-43. Systematically waiting before delivering a prompt allowing a student to respond before prompting is a procedure known as 24 ..

a. Time Delay b. Stimulus shaping c. Graduated Guidance d. Forward Chaining 10-44. The following is an example of the system of least-to-most prompts. a. Miss Simon waits three seconds before providing Luis physical guidance. b. After Mr. Gibson asks Tia to hang up her coat, she verbally reminds her again. c. Yesterday, Ms. Shafer provided hand-over-hand assistance to Jerome to tie his shoes. Today, she is holding his wrists. d. A and B only 10-45. When a teacher starts with the first link in a chain, teaches it until it is mastered, and then goes on to the next link, he is using what instructional technique? a. Backward chaining b. Forward chaining c. Total task presentation d. Behavioral chaining 10-46. Which of the following is an example of a prompt which increases assistance? a. Graduated guidance b. Time delay c. Least-to-most prompts d. Most-to-least prompts 10-47. Kip is learning to drink from a cup. His teacher begins providing hand-over-hand assistance to grasp the cup. The teacher then moves to providing Kip support at his wrist to guide the cup. This is an example of which prompting strategy? a. Most-to-least b. Time delay c. Graduated guidance d. None of the above 10-48. Nancy is learning to brush her teeth. Her teacher provides her with task analysis for brushing her teeth. The task analysis is presented by pictures of each step.

This is an example of which prompt? a. Auditory prompt b. Visual prompt c. Least-to-most d. Time delay 10-49. The following criteria are examples associated with which behavioral procedure?

Richard will remain in his seat for three minutes.

25 ..

Richard will remain in his seat for five minutes.

Richard will remain in his seat for ten minutes. a. shaping b. chaining c. fading d. none of the above 10-50. During this procedure the prompt is presented in combination with the discriminative stimulus. a. time delay b. least-to-most c. simultaneous prompting d. all of the above Short Answer Questions 10-51. The choice of a model is important in that certain characteristics may increase the model’s effectiveness. Name these characteristics.

10-52. There are four major procedures used to fade prompts. Name and briefly describe ONE procedure. Be sure to include an example.

10-53. Three methods may be used to teach chains of behaviors. Name and briefly describe ONE method. Be sure to include an example.

10-54. Define shaping. Give a brief example of a shaping procedure.

10-55. Describe how task analyses are used for teaching complex behavior chains.

Essay Questions 10-56. Compare and contrast antecedent and response prompts.

10-57. Select a behavioral chain and create a task analysis. Select an instructional procedure to teach the chain with a written sequence for using the procedure.

Provide a rationale for the instructional procedure selected.

10-58. Discuss the guidelines for providing an effective prompt.

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Chapter 10 Test Answer Key ANSWER KEY: True-False 10-1. True 10-2. True 10-3. True 10-4. True 10-5. False 10-6. False 10-7. True 10-8. True 10-9. False 10-10. False 10-11. True 10-12. True 10-13. True 10-14. False 10-15. False Multiple Choice 10-16. B 10-17. D 10-18. C 10-19. A 10-20. B 10-21. C 10-22. C 10-23. B 10-24. D 10-25. A 10-26. A 10-27. B 27 ..

10-28. A 10-29. D 10-30. C 10-31. A 10-32. C 10-33. B 10-34. C 10-35. A 10-36. A 10-37. B 10-38. D 10-39. D 10-40. C 10-41. B 10-42. D 10-43. A 10-44. B 10-45. B 10-46. C 10-47. C 10-48. B 10-49. A 10-50. C Short Answer Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

10-51. Characteristics that increase a model’s effectiveness: 1). a model who is similar to the student 2). a model who is competent 3). a model who is prestigious 10-52. Students may describe any one of the following and provide an example: 28 ..

1). Most-to-least: The teacher would start with the most intrusive prompt required to ensure correct responding and systematically and gradually fade the prompt by decreasing the intrusiveness of the prompt.

2). Graduate Guidance: This procedure consists of the fading of physical prompts by gradually reducing pressure. Graduated guidance can include spatial fading or shadowing.

3). Time Delay: Time delay consists of a change in timing of delivery of the prompt but not a change in the level of prompt. The delay consists of seconds and can include progressive or constant time delay.

4). Least-to-most: The teacher begins with the least intrusive prompt required for the student to correctly respond and then systematically increasing the prompt level until the student responds correctly.

10-53. Students may describe any one of the following and provide an example: 1). Forward chaining—In forward chaining the student is taught to mastery the first step in the behavioral chain. Once the student demonstrates mastery of the first step of the behavioral chain the next step is taught to mastery until the student can successfully complete all steps in the behavioral chain.

2). Backward chaining—In backward chaining the student is taught to mastery the last step in the behavioral chain. Once the student demonstrates mastery of the last step of the behavioral chain the next to last step in the chain is taught to mastery with the first step in the chain being taught last. This process is continued until the student can complete all steps of the behavioral chain.

3). Total-task presentation—During total-task presentation all steps of the behavioral chain are taught simultaneously. As the student attempts the behavioral chain, the teacher is providing instruction on each step.

10-54. Shaping is the differential reinforcement of successive approximations of a targeted behavior. Shaping is used when the student does not have the terminal behavior within his/her repertoire. See section of text on shaping for examples.

10-55. A complex behavior chain is broken down into manageable components. Once the steps of the chain are identified, the teacher must determine if any of the steps require time limits for completion and the extant of the time limits for each step. Next, the teacher must determine if forward, backward, or total-task presentation chaining will be used to teach the steps of the behavioral chain as identified by the task analysis. The teacher must also determine what kind of prompts she will use to teach the student to complete the task.

Essay Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

10-56. Compare and contrast stimulus and response prompts: 29 ..

Stimulus and response prompts are both designed to help student acquire the skills needed for the task. Both should be systematically faded overtime to transfer stimulus control to the discriminative stimulus. Stimulus prompts consist of temporarily altering the stimulus in some form in order to assist the student with completing the task or responding correctly. Response prompts consist of providing the student with assistance to emit the correct response.

10-57. See the section on chaining in the text for examples of behavioral chains and task analysis.

10-58. Effective prompts should include the following components: 1). Focus the student’s attention to the discriminative stimulus 2). Prompts should be as weak as possible 3). Prompts should be faded as quickly as possible 4). Avoid unplanned prompts.

30 ..

Chapter 11 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

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ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 11: Providing for Generalization of Behavior Change

1

Learning Outcome Quizzes

1

Application Exercises

6

Test Items

10

Test Answer Key

17

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

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Chapter 11: Providing for Generalization of Behavior Change Chapter 11 Learning Outcome Quizzes Learning Outcome 11.1: Define and differentiate among stimulus generalization, maintenance, and response generalization.

[Q1] Rebecca has been practicing reading new words on a tablet game. She has been very successful with her words; even after several weeks have gone by, she can recall the right response. However, when she reads books at night with her parents, she struggles to read the words and becomes easily frustrated. What is the best explanation for this situation?

1. Lack of response generalization 2. Poor maintenance 3. Failure to achieve fluency 4. Lack of stimulus generalization [correct] [Feedback to Answer Choice 1] Response generalization would not apply to this situation.

[Feedback to Answer Choice 2] The skills are maintaining in the trained context, on her tablet.

[Feedback to Answer Choice 3] She seems to be fluent in the trained context, on her tablet.

[Feedback for Correct Answer 4] The differences between the materials, tablet and book, are so substantial that there is insufficient stimulus control to produce correct responses.

[Q2] Jacob learned his shapes very quickly and could name 10 shapes in under 30 seconds.

He could name shapes on all kinds of materials, he even pointed them out spontaneously in class! After learning shapes, his teacher began working with him on colors, then numbers. When she presented him a worksheet that required him to name the shape, then count the sides, he called each shape a color name. When his teacher pointed to the shape and asked, “What is it?” he responded, “Green!” What is the best explanation for this situation?

1. Poor response generalization of shapes 2. Poor stimulus generalization of colors 3. Poor maintenance of shapes [correct] 1 ..

4. Poor maintenance of colors [Feedback to Answer Choice 1] Response generalization would not apply to this situation.

[Feedback to Answer Choice 2] Jacob may be demonstrating stimulus generalization, labeling these new materials by colors. But this does not account for failure to label the shape.

[Feedback for Correct Answer 3] Jacob’s teacher had not been practicing his shapes with him for some time; it appears they did not maintain when practice was stopped.

[Feedback to Answer Choice 4] Jacob’s color responses appear to be maintaining at this time, as they are occurring in novel situations.

[Q3] William has been practicing greeting peers in the hallways at school. His teacher provides his reinforcement when he says, “Hi.” Which of the following is an example of response generalization?

1. One day, he says “Hi” to the custodian.

2. One day, he says, “Howdy!” to a peer. [correct] 3. One day, he says, “Hi” to a peer in the cafeteria.

4. One day, he says, “Hi” when the aide takes him on a walk.

[Feedback to Answer Choice 1] This is an example of stimulus generalization across people.

[Feedback for Correct Answer 2] This is an example of response generalization, as “Hi” and “Howdy” are members of the same response class.

[Feedback to Answer Choice 3] This is an example of stimulus generalization across settings.

[Feedback to Answer Choice 4] This is an example of stimulus generalization across people.

[Q4] William mastered preparing macaroni and cheese at school using the microwave.

Which of the following exemplifies poor maintenance?

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1. When several weeks go by, when presented with the task William can no longer complete all the steps. [correct] 2. When presented with a different brand of macaroni and cheese, William cannot complete the task without help.

3. When presented with the same task at home, he seems to not know what to do.

4. When presented with ramen noodles, he does initiate or complete the task.

[Feedback for Correct Answer 1] After teaching was discontinued, his skills did not stay at prior levels of independence.

This is consistent with failed maintenance.

[Feedback to Answer Choice 2] This is an example of poor stimulus generalization across various forms of macaroni and cheese.

[Feedback to Answer Choice 3] This is an example of poor stimulus generalization across various settings.

[Feedback to Answer Choice 4] This is an example of no response generalization to similar meal preparation tasks.

Learning Outcome 11.2: Describe seven approaches to programming for generalization.

[Q1] To help her student learn to operate a calculator, Ms. Celestia gathers a simple small calculator, a graphing calculator, a calculator tablet app, and a different calculator smart phone app. What approach to programming for generalization is she applying?

1. Sequentially modify 2. Train sufficient exemplars [correct] 3. Mediate to generalize 4. Train loosely [Feedback to Answer Choice 1] This would involve teaching calculator use progressively across relevant settings.

[Feedback for Correct Answer 2] Ms. Celestia is using multiple forms of calculators so that her student will be prepared to use most types of calculators they will encounter.

[Feedback to Answer Choice 3]

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This would involve identifying a natural reinforcer for calculator use, like getting a good grade on a math test.

[Feedback to Answer Choice 4] This would involve using flexible forms of instruction when teaching calculator use.

[Q2] When teaching Dexter to monitor his own behavior, his teacher elects to use an app on his smart phone. He brings his phone with him all the time, to all locations. What approach to programming for generalization is he applying?

1. Natural maintaining contingencies 2. Train loosely 3. Program for common stimuli [correct] 4. Indiscriminable contingencies [Feedback to Answer Choice 1] This would involve identifying reinforcers that are naturally related to improving selfmanagement.

[Feedback to Answer Choice 2] This would involve use of flexible teaching procedures when implementing selfmanagement.

[Feedback for Correct Answer 3] If Dexter brings his phone with him, he will have this stimulus with him at all times, which will promote generalization.

[Feedback to Answer Choice 4] This would involve reducing the schedule of reinforcement systematically for selfmanagement.

[Q3] Which of the following describes programming for naturally maintaining contingencies?

1. When Liam counts his coins, he can put them into the vending machine and pick a snack. [correct] 2. When Liam counts coins, he practices with lots of different coins.

3. When Liam counts coins, his teacher uses a lot of variety in her teaching approaches.

4. When Liam counts coins, his teacher gradually reduces the frequency of reinforcement.

[Feedback for Correct Answer 1] 4 ..

Having the right amount of coins is naturally related to making a purchase in a vending machine.

[Feedback to Answer Choice 2] This is an example of programming sufficient exemplars.

[Feedback to Answer Choice 3] This is an example of training loosely.

[Feedback to Answer Choice 4 (correct)] This is an example of promoting indiscriminable contingencies.

[Q4] Which of the following describes sequential modification?

1. Brian practices using his debit card on a variety of types of card readers in his classroom.

2. Brian practices using his debit card in the school store and gets to play with what he bought.

3. Brian practices using his personal debit card that he keeps in his wallet.

4. Brian practices using his debit card in the classroom, then in the school store, then in the local coffee shop. [correct] [Feedback to Answer Choice 1 (correct)] This is an example of training across sufficient exemplars.

[Feedback to Answer Choice 2] This is an example of programming for naturally maintaining contingencies.

[Feedback to Answer Choice 3] This is an example of programming for common stimuli.

[Feedback for Correct Answer 4] Brian is sequentially practicing in relevant contexts in which he should be able to use his debit card.

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Chapter 11 Application Exercises Chapter 11: Providing for Generalization of Behavior Change Application Exercise 11.1: Planning for Generalization Learning Outcome 11.1: Define and differentiate among stimulus generalization, maintenance, and response generalization.

[Q1] Ms. Ana Maria is very proud of her student Brian’s progress on labeling pictures of office supplies. She has been working on this objective for many months, always at his desk in his classroom. She uses a token system and frequent praise to maintain his engagement in the task. She took him for the first time to the vocational training center in the school to assess his labeling of the office supplies in this more realistic context. Brian does not correctly label any of the items. Explain why this occurred and why this should have been anticipated by Ms. Ana Maria.

[Q1 Model Response] Ms. Ana Maria used a “train and hope” strategy for generalization. She did not apply any of the strategies that may have mediated generalization and simply hoped it would occur. If educators do not purposefully plan for generalization, it will not be likely to occur.

[Q2] Ms. Ana Maria is very proud of her student Brian’s progress on labeling pictures of office supplies. She has been working on this objective for many months, always at his desk in his classroom. She uses a token system and frequent praise to maintain his engagement in the task. She took him for the first time to the vocational training center in the school to assess his labeling of the office supplies in this more realistic context.

Brian does not correctly label any of the items. Describe how Ms. Ana Maria could incorporate stimulus generalization into her training and how that may promote generalization.

[Q2 Model Response] Ms. Ana Maria could use different pictures of office supplies and actual office supplies when practicing labeling with Brian. She could take him to different locations with office supplies and practice in those settings. She could allow other instructors to work with Brian on these skills to ensure they do not only occur in her presence.

[Q3] Ms. Ana Maria has made some very substantial changes to her office supply program with her student Brian to be more intention with the purpose of the program and to incorporate stimulus generalization strategies. She has been actively teaching him to use office supplies relevant to some vocational tasks, such as stapling and stuffing 6 ..

envelopes. She has determined that it would be an appropriate time to conduct a probe for generalization. Describe how she should conduct this probe.

[Q3 Model Response] A different educator should take Brian to a new setting, one that he has never practiced in before. The educator should evaluate his use of the office supplies while standing back to allow him independence.

Application Exercise 11.2: Using Strategies to Promote Generalization Learning Outcome 11.2: Describe seven approaches to programming for generalization.

[Q1] Use Pearson eText Video Example 11.3 to answer the following question. The educator is working to teach her young students the concepts of empty and full. How could this educator apply general case programming to teaching these concepts and what would that entail?

[Q1 Model Response] The educator might make lists of different ways to illustrate the concepts of empty and full using a variety of different types of materials. She would focus on instances most likely to be encountered by the students in daily life. She would utilize materials that are as representative of all the likely ways the students would encounter empty and full concepts as possible. For example, empty and full boxes, empty and full bowls, empty and full rooms, etc.

[Q2] Use Pearson eText Video Example 11.3 to answer the following question. The educator is working to teach her young students the concepts of empty and full. How does this example illustrate the generalization strategy of training loosely? Consider the materials and the instructor’s behavior when answering.

[Q2 Model Response] The educator in this video utilizes the materials as they appear in the natural environment, not perfectly ordered or lined up in any way. The educator uses flexible language when discussing the concepts and not scripted instructions repeated in a monotone manner.

[Q3] Use Pearson eText Video Example 11.3 to answer the following question. The educator is working to teach her young students the concepts of empty and full. How does this example illustrate the generalization strategy of using natural contingencies? Consider all the possible sources of reinforcement for student behavior in the video.

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[Q3 Model Response] The children are already engaged in an activity they seem to enjoy, pouring and filling cups with sand. This appears to be the primary source of reinforcement for the activity, and it is a natural component of the sand table activity. The educator also pours them more sand intermittently, a form of tangible reinforcement that is naturally matched to the activity. She also uses praise and positive feedback, which are minimally intrusive forms of reinforcement and common in the natural environment for children of this age.

Application Exercise 11.3: Programming for Generalization Learning Outcome 11.2: Describe seven approaches to programming for generalization.

[Q1] Use Pearson eText Video Example 11.5 to answer the following question. The educator is teaching Vince to sort index cards into a card box with tabbed dividers. With a longterm goal of preparing Vince to complete entry-level office work in an actual office setting, how might the educator use the strategy of sequential modifications applied to locations?

[Q1 Model Response] Once Vince can successfully sort the cards at his desk, his teacher could have him sort his cards in another location in the room, then in the school library, then in the school office, then in the teacher’s lounge. Eventually, the teacher would incorporate the target environment of an actual office setting.

[Q2] Use Pearson eText Video Example 11.5 to answer the following question. The educator is teaching Vince to sort index cards into a card box with tabbed dividers. With a longterm goal of preparing Vince to complete entry-level office work in an actual office setting without an instructor close by delivering constant reinforcement, how might the educator use the strategy of introducing natural contingencies?

[Q2 Model Response] Currently, Vince earns fairly constant praise and intermittent tokens for his work. The educator may work toward thinning the schedule of praise or teaching Vince to recruit attention when the task is completed. The educator may work toward Vince delivering the tokens to himself when he completes the task.

[Q3] Use Pearson eText Video Example 11.5 to answer the following question. The educator is teaching Vince to sort index cards into a card box with tabbed dividers. With a longterm goal of preparing Vince to complete entry-level office work in an actual office setting with real work materials, how might the educator use the strategy of training sufficient exemplars?

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[Q3 Model Response] Vince is currently sorting index cards that have spelling words on them into a card box.

The educator may include use of other types of index cards, like those with contact information for various businesses. The educator may incorporate filing folders in a cabinet, as this is a common office task. The educator may switch the color, size, and shape of the card box to promote flexibility when materials look slightly different than those used in training.

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Chapter 11 Test Items True-False Questions 11-1. Response generalization refers to changes in very distinct behaviors when a target behavior is modified.

11-2. Unplanned generalization can never occur.

11-3. Functional skills are more prone to be maintained by the natural environment.

11-4. Behaviors that result in increased peer reinforcement are less likely to be maintained in the natural environment.

11-5. “Training sufficient exemplars” is another way of saying that a teacher uses many examples when teaching a student to perform a particular skill.

11-6. General case programming promotes generalization by programming common stimuli.

11-7. An effective approach to using sufficient exemplars is to train the target behavior in several settings or with several different trainers.

11-8. When teaching a student to perform a new behavior, it is NOT necessary to teach every example of a response class that we want students to perform.

11-9. Teachers are most effective when they follow a controlled, consistent, and standardized format for promoting generalization.

11-10. A logical extension of programming common stimuli is community-based instruction.

11-11. A response may be generalized over time, across settings, and across behaviors.

11-12. General case programming involves selection of training stimuli with degrees of sameness and difference within a stimulus class.

11-13. At times, a programmed change in a target behavior will result in a change in a similar response class of behaviors.

11-14. Choosing behaviors to change that will be maintained by the natural environment apply to the Premack Principle Rule.

11-15. In mediating generalization, students are taught to monitor and report their own generalization of appropriate behavior.

Multiple Choice Questions 11-16. Facilitation of transfer and maintenance of behaviors to reinforcement contingencies in the natural environment may be facilitated by: a. training students to avoid interfering reinforcers available b. avoiding behaviors that are subject to trapping c. teaching behaviors that are suitable to trapping d. training in a single natural environment 11-17. In using general case programming: a. single instances of stimuli are identified and used in training 10 ..

b. multiple instances of stimuli are identified and used in training c. a range of stimuli showing sameness and difference are identified and used in training d. a range of stimuli showing difference only are identified and used in training 11-18. A student learns the concept of “red” through training on a continuum of red colored items, as well as blue and green items. The teacher has used: a. general case programming b. training loosely methodology c. train and hope methodology d. indiscriminable contingencies 11-19. The use of indiscriminable contingencies takes advantage of: a. sameness and difference in discriminative stimuli b. naturally occurring reinforcers c. continuous reinforcement to maintain behaviors d. intermittent reinforcement to maintain behaviors 11-20. Training of stimuli observed in both training and generalization settings is best described as: a. use of indiscriminable contingencies b. common stimuli programming c. training loosely d. train and hope methodology 11-21. Students may be trained to be reinforced by generalization as a response class.

This is described as: a. programming common stimuli b. general case programming c. training to generalize d. training sufficient exemplars 11-22. In mediating generalization, students may be taught to: a. recognize reinforcers in the environment b. monitor and report on their own behavior generalization c. interact with common stimuli d. responds to specific discriminative stimuli in multiple environments 11-23. occurs when a response that has been trained in a specific setting with a specific instructor occurs in a different setting or with a different instructor. a. Response maintenance b. Stimulus generalization c. Acquisition d. Response Generalization

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11-24. A student is taught to wave to friends in the hallway and an increase in thumbs up, high fives, and other related gestures is observed. This is an example of: a. Stimulus generalization b. Response maintenance c. Behavioral persistence d. Response generalization 11-25. Ms. Coulter was successful using a token reinforcement system with Jordan to decrease his inappropriate behaviors in her class. Mr. Johnson is now going to implement the same token system in his class in hopes that Jordan’s behavior will improve. This is an example of what generalization technique? a. Train loosely b. Sequentially modify c. Introduce to naturally maintaining contingencies d. Mediate generalization 11-26. The Relevance of Behavior Rule states that: a. If teachers can generate behaviors that are reinforced by the natural environment, a situation equivalent to catching a mouse in a trap will be created. b. The more relevant the behavior, the more likely the student will be to acquire the behavioral skill. c. There is seldom a behavior that is performed exactly the same way in exactly the same place. d. It is not always necessary to employ identical procedures to obtain stimulus generalization or maintenance.

11-27. Mr. Hawkins wants Abel to learn to purchase a snack from a vending machine.

Over two weeks, Abel purchases snacks from four different machines. This is an example of what generalization technique? a. Train loosely b. Train sufficient exemplars c. Sequentially modify d. Train to generalize 11-28. Which of the following is another term for “training loosely?” a. Naturalistic teaching b. Minimal intervention c. Incidental teaching d. All of the above 11-29. Which procedure is NOT necessarily the best to use for promoting generalization? a. Delaying the delivery of reinforcers b. Intermittent reinforcement 12 ..

c. Use of a thin schedule of reinforcement d. A continuous schedule of reinforcement 11-30. How do generalization objectives differ from acquisition objectives? a. The conditions under which the behavior to be performed differs b. Differences in the criteria defined for performance c. Differences in behavior targeted for change d. A and B only 11-31. refers to the tendency of a learned behavior to occur after programmed contingencies have been withdrawn. a. Response maintenance b. Stimulus generalization c. Acquisition d. Response generalization 11-32. Jennifer learns to discriminate between hot and cold by operating the sink controls in the science lab. She has maintained 100% accuracy on this skill over several weeks. When she has to wash her hands in the restroom at Burger Barn next week, it is anticipated that she will independently use the water controls.

The generalization technique being used here is: a. Train Loosely b. Train and Hope c. Use Indiscriminable Contingencies d. Program Common Stimuli 11-33. The design associated with sequential modification is: a. Multiple baseline design b. Reversal design c. Changing conditions design d. Alternating treatment design 11-34. Initially, Isabel is taught to use her augmentative communication system to indicate it is time for lunch when prompted by the teacher and when she feels hunger.

Following a correct response, she gets to eat her lunch. Through instruction and eventual withdrawal of the teacher’s verbal prompt, Isabel now independently indicates it is time for lunch when her stomach begins growling. This is an example of what generalization technique? a. Sequentially modify b. Train loosely c. Mediate generalization d. Introduce to naturally maintaining contingencies 11-35. A behavior that lends itself to trapping includes: a. Grooming skills b. Social skills 13 ..

c. Communication skills d. All of the above 11-36. “Using Sufficient Exemplars” is similar to “Sequential modification” in that: a. Change is targeted and assessed with settings, individuals, or activities in which NO intervention has taken place. b. Change is targeted and assessed with settings, individuals or activities in which intervention HAS taken place. c. The same techniques that successfully changed behavior in one setting are applied to all settings where the target behavior is desirable. d. None of the above 11-37. Miss Kennedy wants Oliver to learn the skills necessary to successfully participate in a job interview. She provides simulated training opportunities with Oliver that incorporate the same questions an interviewer would ask and the same environmental configuration. In addition, she has Oliver wear the outfit he will wear to his interview. Which technique for promoting generalization is Miss Kennedy using with Oliver? a. Program common stimuli b. Train loosely c. Train sufficient exemplars d. Use indiscriminable contingencies 11-38. All of the following are true regarding “train and hope” EXCEPT: a. It is a strongly recommended strategy b. When it occurs, teachers should seek to understand why it occurred. c. It is commonly used for learners with mild disabilities. d. It includes training without a purposeful plan for generalization 11-39. All of the following refer to maintenance EXCEPT: a. resistance to extinction b. behavioral perspective c. durability d. response class 11-40. When teaching students to generalize, this procedure provides that the teacher delivers reinforcement only for responses that are different from previous responses to the cue. a. stimulus generalization b. lag schedule of reinforcement c. differential reinforcement d. response generalization 11-41. The process of trapping a behavior is used when teaching generalization under conditions of . a. sequential modification 14 ..

b. train and hope c. natural maintaining contingencies d. none of the above 11-42. Cheryl was learning to place a food order when at a local restaurant. During her training period, Cheryl was taught to make her selection when asked, “May I take your order.” However, when at the local restaurant Cheryl did not respond with her food order when asked, “What can I get you.” Cheryl demonstrated a lack of . a. response generalization b. stimulus generalization c. response maintenance d. A and B only 11-43. This schedule of reinforcement leads to increased maintenance of the behavior. a. FR1 b. intermittent c. continuous d. none of the above 11-44. Ms. Wilson’s class went two days a week to work at a local grocery store. To assist with generalization, such as sorting, she created a simulation of the grocery store in their classroom. This is an example of teaching generalization using: a. indiscriminable contingencies b. programming common stimuli c. training loosely d. general case programming Short Answer Questions 11-45. Briefly explain the differences between stimulus generalization, response maintenance, and response generalization.

11-46. Give a brief explanation of the rationale involved in providing generalization training. Who should provide it?

11-47. Briefly describe how trapping is used to promote generalization.

11-48. Describe some opportunities for teaching generalization during community-based instruction. Provide examples.

11-49. Focusing on three strategies for teaching generalization, discuss how a teacher might use these strategies for promoting generalized reading skills.

Essay Questions 11-50. Compare and contrast two strategies for training generalization. Describe how these might be used.

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11-51. Discuss the advantages and disadvantages for teaching generalization when students are fully served in general education classroom settings.

11-52. Your school system has recently undergone budget cuts and therefore off campus trips have been reduced to only one trip per year. Parents are concerned that their students will not be able to work on generalization of skills to community settings. During this budget crisis discuss ways that you can program for generalization within the school setting.

11-53. Discuss four ways in which one can bring behavior under control of natural contingencies.

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Chapter 11 Test Answer Key ANSWER KEY: True-False 11-1. False 11-2. False 11-3. True 11-4. False 11-5. True 11-6. True 11-7. True 11-8. True 11-9. False 11-10. True 11-11. True 11-12. True 11-13. True 11-14. False 11-15. True Multiple Choice 11-16. C 11-17. C 11-18. A 11-19. D 11-20. B 11-21. C 11-22. B 11-23. B 11-24. D 11-25. B 11-26. A 11-27. B 11-28. D 11-29. D 17 ..

11-30. D 11-31. A 11-32. B 11-33. A 11-34. D 11-35. D 11-36. A 11-37. A 11-38. A 11-39. D 11-40. B 11-41. C 11-42. B 11-43. B 11-44. B Short Answer Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

11-45. Differences between stimulus generalization, response maintenance, and response generalization: Stimulus generalization occurs when a response reinforced in the presence of a discriminative stimulus occurs in the presence of a different but similar stimulus.

Response maintenance occurs when a response continues to be emitted in the presence of the discriminative stimulus over time. Response generalization occurs when a change in one behavior results in changes in similar behaviors.

11-46. Rationale for generalization training: Students with disabilities often exhibit difficulty generalizing skills taught in one setting to an alternate setting or context. In order for skills to occur in situations that matter, thoughtful planning is needed from the outset of teaching. Educators should not simply train and then hope for generalization.

11-47. Trapping to promote generalization: Trapping is developed around the concept that if you can help a student generate behaviors that are reinforced by a natural environment there is a greater likelihood that the behaviors will be produced without direct instruction and monitoring by the teacher.

11-48. Opportunities for teaching generalization during community-based instruction: 18 ..

A teacher can identify skills required in the community that are required across settings and/or tasks. The teacher would then teach the skills in or with one setting or task and test for generalization in or with another setting or task. For example, if a skill required on the job site is stocking shelves, the teacher may teach stocking the shelf using cereal boxes and test for generalization with canned foods. The skills remain the same but the items being used are different.

11-49. Three strategies for teaching generalization of reading skills: 1). Introduce to natural maintenance contingencies: To teach generalization of reading skills a teacher may choose to use naturally reinforcing, highly preferred reading materials. The reading of the high interest material may reinforce the application of the reading skills.

2). General case programming: During initial reading instruction, general case programming can be used to teach phonetic decoding by providing words with similar construction using onset/rime and providing positive and negative examples.

3). Using sufficient exemplars: Generalization can be trained for reading skills by using multiple exemplars. For example, having the students work on decoding simple consonant-vowel-consonant words through drill and practice, as well as independent readers and computer activities.

Essay Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

11-50. Compare and contrast two strategies for training generalization: (Student responses may vary based on strategies selected but should include components of descriptions of the components and how they differ.)

1).

Train and Hope: Teach the skill or response in a particular setting and then hope that the skill or response generalizes to other settings.

2).

Sequentially modify: Strategies used to teach the alter the behavior in one setting is applied to the behavior to all settings.

3).

Introduce to natural maintaining contingencies: The concept that certain behaviors may be naturally reinforced by the environment 4).

Train sufficient exemplars: Includes using multiple examples (positive and negative examples) of the behavior or skill to be taught, as well as using multiple settings, teachers, and activities to assist with training for generalization.

5).

Train loosely: The idea that by not providing explicitly structured environments of learning may assist with generalization.

6).

Use indiscriminable contingencies: By providing intermittent reinforcement students are not sure when reinforcement may occur and thereby may assist with generalization.

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7).

Program common stimuli: Create a training situation that is similar to the natural setting. For example, if teaching sorting skills may use same materials the student would have to look for in the natural environment.

8).

Use a lag schedule of reinforcement: Reinforce only responses that are different to previously reinforced responses from the same response class.

9).

Mediate generalization: Teach students to monitor their own behavior through self-control and self-management techniques.

10). Train generalization: Use lag schedules of reinforcement to reinforce variability as a response class.

11-51. Advantages and disadvantages to teaching generalization when students are fully served in general education setting: The focus of instruction for all students occurring in the general education setting has placed an increased importance on training for generalization. The general education classroom is set up very differently from the natural environment outside the classroom. Therefore, it is vital that students be able to generalize the skills they are taught within a controlled setting to the natural environment. The advantages to programming for generalization when students are served in the general education setting is that initial instruction and mastery can occur in a controlled setting without unplanned variations in the responses or behaviors.

The disadvantage is the lack of natural contingencies that are available in the general education setting. While attempts may be made to train for generalization, there is no way to ensure that generalization will occur.

11-52. Student responses may include any skills that can be taught in the school building that could be related to activities in community settings. For example, ordering in the cafeteria as a stand-in for a restaurant. Taking inventory in the principal’s office instead of a community vocational setting.

11-53. Four ways to facilitate transition to natural contingencies: 1). Observe the student’s natural environment to determine which behaviors are desirable 2). Choose behaviors that are subject to trapping 3). Teach student to recruit reinforcers from the natural environment 4). Conditioning praise and other social expressions as reinforcers

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Chapter 12 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

0-13-560623-3

ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 12: Teaching Students to Manage Their Own Behavior

1

Learning Outcome Quizzes

1

Application Exercises

9

Test Items

14

Test Answer Key

21

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

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Chapter 12: Teaching Students to Manage Their Own Behavior Chapter 12 Learning Outcome Quizzes Learning Outcome 12.1: Characterize instances of informal or systematic selfmanagement in one’s own behavior.

[Q1] Which example best describes informal self-monitoring?

1. Matthew tells his friends that he’s been exercising much more frequently. [correct] 2. Matthew logs into an app each day and records the amount of exercise that he completed within the day.

3. Matthew uses his smart watch to track the distances of his runs and adds it up each week.

4. Matthew uses his pedometer to measure his steps and he reviews his steps each hour.

[Feedback for Correct Answer 1] In this example, Matthew may be aware of his exercise behavior, but he is not systematically tracking the behavior.

[Feedback to Answer Choice 2] Matthew is systematically measuring his own behavior using the app.

[Feedback to Answer Choice 3] Matthew is systematically measuring his own behavior using the smart watch.

[Feedback to Answer Choice 4] Matthew is systematically measuring his own behavior using the pedometer.

[Q2] Which of the following is an example of formal goal setting?

1. Hannah makes a resolution to quit drinking as much and writes it in her journal.

2. Hannah works with her counselor to set a goal of reducing the number of alcoholic beverages she consumes each week by 20%. [correct] 3. Hannah tells her doctor that she will quit drinking as soon as possible.

4. Hannah and her friends make a pact that they will only have a couple drinks when they go to dinner.

[Feedback to Answer Choice 1] 1 ..

In this case, Hannah is not setting a specific goal for herself, which will make it difficult for her to provide herself reinforcement.

[Feedback for Correct Answer 2] Hannah is developing a specific, measurable objective that she and her counselor can work toward achieving.

[Feedback to Answer Choice 3] Hannah’s resolution to her doctor is not likely achievable, and it’s not linked to a time to expected completion.

[Feedback to Answer Choice 4] Hannah and her friends have not declared what is “a couple,” making this a difficult goal to monitor and evaluate.

[Q3] Which of the following is an example of verbal self-instruction at the grocery store?

1. Yara puts the peanut butter in her cart then goes to get the jelly.

2. Yara makes herself a list of items she needs from the grocery store and refers to it as she shops.

3. Yara takes pictures of items of the items she needs to replenish at the grocery store and refers to the pictures as she shops.

4. Yara repeats a list of items she needs at the grocery store as she walks through the aisles. [correct] [Feedback to Answer Choice 1] This example does not explicitly include an example of self-instruction. The peanut butter may have served as a visual prompt to retrieve the jelly, but Yara did not establish the prompts to change her own behavior.

[Feedback to Answer Choice 2] This is an example of using a visual prompt to self-instruct.

[Feedback to Answer Choice 3 This is an example of using a visual prompt to self-instruct.

[Feedback for Correct Answer 4] Yara’s verbal behavior served as the prompt to retrieve the desired items at the store.

[Q4] Which of the following is an example of formal self-reinforcement?

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1. Jesse weighs himself and decides that he’s been trying so hard to diet that he should get a cheat day, which is what he says every day.

2. Jesse weighs himself and tells himself that he should eat less today.

3. Jesse looks at his steps for the day and because it is over 8,000, he gets dessert.

Even when it is under, he still usually gets dessert anyway.

4. Jesse looks at his steps for the day and because it is over 8,000, he gets dessert.

When it is under 8,000 he does not get dessert. [correct] [Feedback to Answer Choice 1] In this example, the “cheat day” is not contingent upon a particular behavior, making this informal and ineffective self-reinforcement.

[Feedback to Answer Choice 2] In this example, Jesse is actually setting himself an informal goal and potentially informally self-punishing.

[Feedback to Answer Choice 3] In this example, Jesse is not withholding the dessert from himself on a day he does not meet the goal, making this informal and ineffective self-reinforcement.

[Feedback for Correct Answer 4] In this example, Jesse is giving and withholding a desired item from himself depending on if his behavior meets a criterion.

Learning Outcome 12.2: Explain the roles of goal-setting, self-monitoring, selfevaluation, self-reinforcement, self-punishment, and self-instruction.

[Q1] Mrs. Riley hands her students their corrected quizzes from last week. She puts the answer key on the board and asks the students to go through their quizzes and count all the correct responses, then write the number at the top of their quiz. This is an example of which procedure?

1. Goal-setting 2. Self-evaluation 3. Self-instruction 4. Self-monitoring [correct] [Feedback to Answer Choice 1] Students do not have an explicit goal number they are trying to reach on the quiz in this scenario.

[Feedback to Answer Choice 2] 3 ..

Students are not comparing the number of correct responses to a goal or graphing their number correct.

[Feedback to Answer Choice 3] Students are not prompting themselves or practicing the incorrect answers.

[Feedback for Correct Answer 4] Students are measuring instances of desired behaviors and recording them.

[Q2] Mr. Henderson practices fluency drills with his students. At the end of the fluency session he counts up the number of correct responses and then directs them to graph the number on their chart. Each student compares the number of correct responses to their aim line.

1. Self-reinforcement 2. Self-evaluation [correct] 3. Self-punishment 4. Self-monitoring [Feedback to Answer Choice 1] In this scenario there is no reinforcement contingency that is described for goal level behavior.

[Feedback for Correct Answer 2] Students are evaluating their own performance with respect to their individual goals.

[Feedback to Answer Choice 3] In this scenario there is no punishment contingency that is described for below goal level behavior.

[Feedback to Answer Choice 4] In this scenario Mr. Henderson is counting their correct response, so he is monitoring their performance.

[Q3] Which of the following describes self-reinforcement?

1. When Rian meets her goal for fluency, her aide provides her extra time on the playground.

2. When Rian meets her goal for fluency, her teacher gives her a positive note she can bring home.

3. When Rian meets her goal for fluency, she puts a star on her chart. [correct] 4. When Rian meets her goal for fluency, she moves on to the next task.

4 ..

[Feedback to Answer Choice 1] This is an example of reinforcement provided by the aide.

[Feedback to Answer Choice 2] This is an example of reinforcement provided by the teacher.

[Feedback for Correct Answer 3] This is an example of self-reinforcement, as Rian is the one delivering herself a star.

[Feedback to Answer Choice 4] This example does not appear to include reinforcement.

[Q4] Which of the following describes self-instruction?

1. Gabrielle washes her hands at the sink, then goes and checks handwashing off her checklist.

2. Gabriella reaches the sink, the instructor tells her to wash her hands, and she washes her hands independently, then goes to snack.

3. Gabriella reaches the sink, then opens a video of handwashing on her tablet. She watches the video then washes her hands and goes to snack. [correct] 4. Gabriella washes her hands then evaluates the thoroughness of her handwashing on a chart. She checks off each step she followed.

[Feedback to Answer Choice 1] This is most consistent with self-monitoring.

[Feedback to Answer Choice 2] This is most consistent with self-reinforcement.

[Feedback for Correct Answer 3] Gabriella reminds herself of what to do by using the video, completes the task, then self-reinforces by getting a snack.

[Feedback to Answer Choice 4] This is most consistent with self-evaluation.

Learning Outcome 12.3: Describe the use of self-management techniques specific to individuals with severe disabilities, mild disabilities, and at-risk for disabilities.

[Q1] Which of the following statements is most accurate for students with severe disabilities?

1. Self-management approaches are too complex for students with severe disabilities.

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2. Self-management approaches, when modified for learner needs, may be effective for learners with severe disabilities. [correct] 3. Students with severe disabilities can benefit from self-monitoring, but not selfevaluation and self-instruction.

4. Students with severe disabilities may learn self-management just as easily as their typically developing peers.

[Feedback to Answer Choice 1] Self-management approaches may be complex, but they are not necessarily too complex for students with severe disabilities when appropriate modifications are made.

[Feedback for Correct Answer 2] Some adjustments to procedures such as smaller intervals for monitoring, prompts and prompt fading, reinforcing accuracy, etc. may be needed for these approaches to be effective.

[Feedback to Answer Choice 3] Students with severe disabilities may benefit from all phases, if appropriate modifications are made.

[Feedback to Answer Choice 4] Students with severe disabilities will likely need additional support and more practice than their typically developing peers.

[Q2] Which statement is the most accurate for students at risk for school failure?

1. Self-management approaches are very obvious and isolating; it would be embarrassing for these students to use a self-management approach.

2. Self-management approaches are only used for students with disabilities.

3. Self-management approaches may be useful in helping to address specific areas of academic need. [correct] 4. Self-management procedures can only be applied in self-contained classrooms, so these students will not be able to use self-management.

[Feedback to Answer Choice 1] Self-management approaches can incorporate multiple forms of technology and be very subtle. If executed correctly, self-management is a reinforcing activity for the learner, as they get to track their own progress and provide themselves reinforcement.

[Feedback to Answer Choice 2] Self-management procedures can be used by anyone.

[Feedback for Correct Answer 3] 6 ..

For students at risk for failure in particular subjects, self-management systems can be developed and matched exactly to their needs.

[Feedback to Answer Choice 4] Use of self-management procedures is not isolated to a particular setting.

[Q3] Which of the following is most accurate for students with mild disabilities?

1. Self-management would be reserved only for academic skills.

2. Self-management would only be used as a last resort.

3. Self-management would be reserved only for very serious, dangerous behaviors.

4. Self-management can be used to support the skills preventing access to or success in a less restrictive placement. [correct] [Feedback to Answer Choice 1] Self-management may work well with academic skills, but it is not the only area that self-management may be useful to support.

[Feedback to Answer Choice 2] Self-management may be an optimal strategy for many students with mild disabilities.

[Feedback to Answer Choice 3] Self-management may work well with to reduce challenging behavior, but it is not the only area that self-management may be useful to support.

[Feedback for Correct Answer 4] Self-management may be a very useful tool in targeting whichever skills are preventing access to a less restrictive placement, unique to the student. This could include increasing on-task behavior, reducing call-out behavior, increasing fluency with academic skills, decreasing peer teasing, etc.

[Q4] Which example is consistent with teaching a student to engage in self-monitoring?

1. When Brian’s timer on his watch beeps, his teacher points to the data sheet, then shows Brian a check if Brian was in his set or an X if Brian was out of his seat. [correct] 2. When Brian’s timer on his watch beeps, he checks a box to indicate he is sitting in his chair. When he gets 5 checks, he gets extra recess.

3. Brian’s teacher prompts him to count his checks and then match it to a picture of recess.

4. Brian’s teacher prompts him to recite the steps of “Sit in my chair, check my body, give a check if I’m in my chair,” each time his watch beeps.

7 ..

[Feedback for Correct Answer 1] In this example Brian is being taught the step of monitoring whether he was in or out of his seat.

[Feedback to Answer Choice 2] In this example, Brian has learned his self-management system and is independent.

[Feedback to Answer Choice 3] In this example, Brian is being taught to self-evaluate.

[Feedback to Answer Choice 4] In this example, Brian is being taught to self-instruct.

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Chapter 12 Application Exercises Chapter 12: Teaching Students to Manage Their Own Behavior Application Exercise 12.1: Applying Self-Management to Our Own Behaviors Learning Outcome 12.1: Characterize instances of informal or systematic selfmanagement in one’s own behavior.

[Q1] Self-management strategies are not just for students. Identify a general area that you wish to improve upon in your own life. This could be a professional goal (e.g., reading more, writing more, studying more), a wellness goal (e.g., exercising more, eating less sugar, consuming less alcohol), or an interpersonal goal (e.g., calling close friends more regularly, spending less time on social media). Identify the target behavior and set a goal for yourself.

[Q1 Model Response] The target behavior I want to address is reducing the duration of time spent on social media. My goal is to reduce time on social media to no more than 30 minutes per day.

[Q2] Self-management strategies are not just for students. Identify a general area that you wish to improve upon in your own life. This could be a professional goal (e.g., reading more, writing more, studying more), a wellness goal (e.g., exercising more, eating less sugar, consuming less alcohol), or an interpersonal goal (e.g., calling close friends more regularly, spending less time on social media). Develop a plan for how you will monitor and evaluate this goal, making sure to consider use of relevant technology (i.e., apps) to enhance utility for yourself.

[Q2 Model Response] I will monitor my time on social media by using my phone’s screentime tracking report. I will check it each night before bed and graph the results on another phone app.

[Q3] Self-management strategies are not just for students. Identify a general area that you wish to improve upon in your own life. This could be a professional goal (e.g., reading more, writing more, studying more), a wellness goal (e.g., exercising more, eating less sugar, consuming less alcohol), or an interpersonal goal (e.g., calling close friends more regularly, spending less time on social media). Develop a plan for how you will selfreinforce and/or self-punish to help yourself meet this goal.

[Q3 Model Response] If I meet my daily goal, I will put a dollar in my shopping account. If I do not meet my daily goal, I will remove 2 dollars from my shopping account.

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Application Exercise 12.2: Analyzing a Self-Monitoring System Learning Outcome 12.2: Explain the roles of goal-setting, self-monitoring, selfevaluation, self-reinforcement, self-punishment, and self-instruction.

[Q1] Use Pearson eText Video Example 12.2 to answer the following question. What are the target behaviors identified for the students and is the goal to increase or decrease instances of these behaviors?

[Q1 Model Response] Follow expectations, accept help, and completing tasks correctly. These are being targeted for increase.

[Q2] Use Pearson eText Video Example 12.2 to answer the following question. How are the students monitoring and evaluating their performance on these target behaviors? How is reinforcement related to this system?

[Q2 Model Response] 1. When the 4-minute timer goes off, the students determine if their behavior currently aligns with expectations.

2. The students give themselves a check or a minus, depending on if they are meeting expectations.

3. At the end of the period, if they have enough checks, they can trade them in for desired items or activities.

[Q3] Use Pearson eText Video Example 12.2 to answer the following question. What skills related to self-monitoring likely had to be trained for the students to be successful with this system? What are some strategies that could be used to train those prerequisite skills?

[Q3 Model Response] The students would need to learn to identify when they are engaging in behavior that aligns with an expectation and when they are not. They would also need to practice recording the data correctly on the data sheet. The teacher could use videos or role play to help the students learn these skills.

Application Exercise 12.3: Building on the Clips System Learning Outcome 12.2: Explain the roles of goal-setting, self-monitoring, selfevaluation, self-reinforcement, self-punishment, and self-instruction.

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[Q1] Use Pearson eText Video Example 12.1 to answer the following question. Though it is not shown in the video, describe how goal-setting could be added to the clip system for each student. Give an example of what that would look like for a student in this classroom.

[Q1 Model Response] The teacher and the student could set a goal for how many clips would be earned each day. The teacher and student would review how many clips were earned on previous days and set a reasonable, attainable goal for increasing the number of clips earned across the school day.

[Q2] Use Pearson eText Video Example 12.1 to answer the following question. How could the teacher incorporate self-monitoring and self-evaluation into the existing clip system?

Give an example of what that would look like for a student in this classroom.

[Q2 Model Response] The teacher could begin to have the students measure their own behavior during classroom activities and determine if their behavior aligns with the classroom expectations. When the activity ends, the teacher would prompt the student to review the classroom expectations and compare their behavior to these expectations. They would then determine if they have met the expectations and can earn a clip for that classroom activity.

[Q3] Use Pearson eText Video Example 12.1 to answer the following question. How could the teacher incorporate more elements of self-reinforcement and self-punishment into the existing clip system? Give an example of what that would look like for a student in this classroom.

[Q3 Model Response] The teacher could have the students evaluate if their behavior meets expectations to earn a clip, then retrieve their own clip and place it on their ribbon. If their behavior was below expectations, she could have them remove a clip from their ribbon as a form of self-punishment.

Application Exercise 12.4: Using Self-Management with Students with Severe Disabilities Learning Outcome 12.3: Describe the use of self-management techniques specific to individuals with severe disabilities, mild disabilities, and at-risk for disabilities.

[Q1] 11 ..

Mr. Tomas has a student with hearing impairment and cognitive impairment, Dylan, that engages in frequent instances of self-biting. Mr. Tomas has identified that the function of the behavior is sensory and noticed that the behavior seems to happen most when Dylan is not engaged with activities. Mr. Tomas hypothesizes that if he can increase Dylan’s on-task behavior, this may lead to a decrease in self-biting. Once Mr. Tomas has operationally defined on-task behavior and selected a goal, how should he proceed with teaching Dylan to self-monitor. Make sure your explanation takes into account Dylan’s unique needs and how Mr. Tomas will fade his support.

[Q1 Model Response] Mr. Tomas should start with very small intervals of time and use a visual timer that flashes when the interval is complete. When Dylan is on task throughout the interval, he will prompt Dylan to monitor using a checkbox system. Mr. Tomas will use time delay prompting to fade from immediate to delayed cues for Dylan to give himself a check.

[Q2] Mr. Tomas has a student with hearing impairment and cognitive impairment, Dylan, that engages in frequent instances of self-biting. Mr. Tomas has identified that the function of the behavior is sensory and noticed that the behavior seems to happen most when Dylan is not engaged with activities. Mr. Tomas hypothesizes that if he can increase Dylan’s on-task behavior, this may lead to a decrease in self-biting. Mr. Tomas has initiated the program with Dylan and notices that Dylan is always giving himself checkmarks, even when he has not earned them. What should Mr. Tomas do to address this challenge? Describe the procedures.

[Q2 Model Response] Mr. Tomas should begin reinforcing the accuracy of Dylan’s monitoring. He will take data separately from Dylan and if their data matches, Dylan will earn a reinforcer. If their data does not match, he will not provide Dylan the reinforcer.

[Q3] Mr. Tomas has a student with hearing impairment and cognitive impairment, Dylan, that engages in frequent instances of self-biting. Mr. Tomas has identified that the function of the behavior is sensory and noticed that the behavior seems to happen most when Dylan is not engaged with activities. Mr. Tomas hypothesizes that if he can increase Dylan’s on-task behavior, this may lead to a decrease in self-biting. Over time, Mr. Tomas sees that on-task behavior has increased, but self-biting still continues. Mr. Tomas decides to change the program to more directly target reduction of self-biting, using a differential reinforcement of other behaviors (DRO) system. How can Mr. Tomas combine self-management with the DRO system? Describe the procedures.

[Q3 Model Response] When the timer goes off, Mr. Tomas will prompt Dylan to check the box if he did not engage in self-biting during the time interval. Instead of monitoring instances of on-task, 12 ..

Dylan will monitor intervals with no biting. The intervals should start small, then gradually lengthen.

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Chapter 12 Test Items True-False Questions 12-1. B. F. Skinner utilized self-management to modify his own behavior.

12-2. Self-monitoring can always be assumed to have reinforcing qualities.

12-3. While modeling a self-instruction strategy, the teacher should sometimes purposefully make an error in their approach to solving a problem.

12-4. When possible, the best person to manage a student's behavior is the student.

12-5. Self-management procedures are unnatural.

12-6. Providing oneself with verbal prompts is called self-instruction.

12-7. Students can never be taught to be accurate in self-recording.

12-8. Self-determined contingencies and teacher-determined contingencies can be equally effective in producing behavior change.

12-9. In classrooms self-punishment has been used for the administration of aversive stimuli.

12-10. An advantage of transferring behavior management from the teacher to the student is that the student becomes more independent.

12-11. Even inaccurate self-recording may result in a student’s positive behavior change.

12-12. Teacher selected performance standards are often more lenient that student selected.

12-13. Aversives are acceptable when used by students who are using the selfpunishment technique.

12-14. Self-punishment is more effective that self-reinforcement.

12-15. When reinforced, accuracy in self-monitoring can increase.

Multiple Choice Questions 12-16. Self-instruction is a strategy of providing oneself verbal prompts for: a. academic content b. behavior reduction c. solving problems d. reinforcer selection 12-17. For students to learn self-instructional strategies effectively and completely, during the modeling of the strategies the teacher should include skills of: a. problem definition b. focusing attention c. self-reinforcement d. all of the above 12-18. Which of the following statements is NOT true regarding self-monitoring: a. collected data may serve as a concrete form of feedback 14 ..

b. self-monitoring can only be learned by students with mild disabilities c. the act of collecting data on behavior may lead to a therapeutic change in the behavior d. the effects of self-monitoring may dissipate over time 12-19. The necessity for continued teacher support can be minimized through the use of: a. self-reinforcement b. self-monitoring c. self-instruction d. all of the above 12-20. Reasons for preferring self-management to control by external change agents include: a. increased consistency b. ability to carry out a program in any setting c. commitment of a student to a program through involvement d. all of the above 12-21. When preparing students to take the responsibility for managing their own behaviors, teachers should: a. make no verbal comments when delivering reinforcement b. always choose the reinforcer themselves c. ask the student to restate contingencies d. all of the above 12-22. A reactive effect is: a. a behavior change in the desired direction simply as a result of self-recording b. an allergic reaction to a stimulus c. a behavior change in the opposite direction d. none of the above 12-23. Types of data collection procedures that have been successfully used by students as means for self-monitoring are: a. event b. latency c. anecdotal records d. all of the above 12-24. Components needed for teaching students to self-monitor include: a. operationally defining the target behavior b. instructing the student in the use of the data collection system c. monitoring at least one practice session d. all of the above 12-25. Self-reinforcement procedures can include: 15 ..

a. students choosing reinforcers b. students determining the cost of reinforcers c. students choosing behaviors to be modified d. all of the above 12-26. Wen set a goal of completing 10 math problems correctly in five minutes. Wen met her goal and selected a prize from the classroom prize box. This is an example of: a. self-reinforcement b. self-punishment c. self-instruction d. none of the above 12-27. Teaching students to engage in self-instruction: a. helps them in problem-solving b. may facilitate generalization to other settings c. may facilitate generalization to other tasks d. all of the above 12-28. Differential effects of self-instruction may be due to: a. age b. cognitive style c. attributional style d. all of the above 12-29. The person who knows best what kind of reinforcement a student desires at any one time is: a. the teacher b. the student's parent c. the student d. none of the above 12-30. The change agent who is available across all times and settings is: a. the teacher b. the student’s parent c. the student d. none of the above 12-31. The best person to manage a student’s behavior is: a. the teacher b. the student c. a school administrator d. a peer 12-32. Which of the following is NOT a reason for teaching students to self-manage? a. Teachers may miss certain instances of behavior.

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b. External change agents are not always available. c. Teachers may inadvertently become an environmental cue for the performance or lack of performance of a behavior. d. Allows students to teach themselves thus providing teachers the time to work with others.

12-33. Which of the following is NOT true? When setting goals, students: a. should set goals that are long term b. should set goals that are specific c. should set goals that are short term d. should set goals that are challenging 12-34. Julio is learning to prepare meals in his vocational program. He uses an app that provides his verbal cues related to each step in the recipe. This is an example of: a. Self-reinforcement b. Self-evaluation c. Self-instruction d. None of the above 12-35. Following the practice spelling test, students are asked to check their own results. This is a form of: a. Self-monitoring b. Self-evaluation c. Self-instruction d. Self-punishment 12-36. Which is NOT a way in which students may be involved in contingency management? a. Choosing reinforcers b. Determining the cost of reinforcers in relation to behavior c. Choose behaviors to be modified d. Evaluating peer behaviors 12-37. At the end of each sight word reading session, students graph the number of correctly read words. This is a form of: a. Self-monitoring b. Self-evaluation c. Self-instruction d. Self-reinforcement 12-38. John has a tendency to yell at his classmates when he doesn’t get his way during recess. Mrs. Cobb taught John that when he demonstrates inappropriate behavior during recess, he must sit on the playground bench for five minutes.

When he yells at his peers during recess, John has begun to independently sit on the bench without being prompted by his teacher. What self-management procedure is John using?

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a. Self-instruction b. Self-monitoring c. Self-evaluation d. Self-punishment 12-39. Using a homework assignment check list, Dakota checks off each homework assignment he completes. What self-management procedure is Dakota using? a. Self-monitoring b. Self-instruction c. Self-evaluation d. Self-reinforcement 12-40. Each day Sharon completes 30 minutes of working out at the gym, she places an “X” for that day on her calendar. What self-management procedure is Sharon using? a. Self-monitoring b. Self-evaluation c. Self-reinforcement d. Self-instruction 12-41. When teaching students to self-record you should include all of the following EXCEPT: a. selection of target behavior b. operational definition of target behavior c. selection of appropriate data collection system d. teacher graphing results 12-42. Self-management strategies have been used with which of the following students: a. students with severe disabilities b. students with mild disabilities c. students at-risk d. all of the above 12-43. Dara was self-talking through each step of her math problem. She was engaged in . a. self-monitoring b. self-punishment c. self-instruction d. self-reinforcement 12-44. Ms. Kirkland set up a picture schedule to transition students between activities.

Once a student completed an activity they compared their work to a picture of the task completed. Ms. Kirkland’s students were engaged in . a. self-evaluation b. self-instruction 18 ..

c. self-reinforcement d. none of the above 12-45. Self-management is made up of many components. Which of the following is a component of self-management? a. Goal setting b. Self-reinforcement c. Self-evaluation d. All of the above 12-46. When teaching students to set goals, they should be: a. specific b. achievable c. challenging d. all of the above 12-47. In , students compare their work against some standard of performance. a. self-monitoring b. self-evaluation c. self-reinforcement d. self-instruction 12-48. In , students report an occurrence of their behavior. a. self-monitoring b. self-evaluation c. self-reinforcement d. self-instruction 12-49. One of the most common forms of self-punishment includes . a. response cost with a token reinforcement systems b. self-injurious behavior c. stereotypic behavior d. none of the above 12-50. The first step in self-instruction involves: a. an adult modeling the procedure while overtly talking through each step b. a student completing the steps following an adults directions c. a student completes the steps following picture prompts d. none of the above Short Answer Questions 12-51. List the two primary reasons attributed to the success of self-monitoring procedures in assisting behavior change.

12-52. List four factors that appear to influence the effectiveness of self-instruction.

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12-53. Meichenbaum has detailed a five-step procedure for self-instruction. List the five steps in this procedure.

12-54. Select one self-monitoring strategy and give an example of its use.

12-55. Give an example of the use of a self-reinforcement procedure.

Essay Questions 12-56. Jeff, a high school student who experiences a motor disability, is frequently unorganized with is work and is always late for class. Discuss how a teacher might use self-management techniques to teach Jeff better organizational skills and increasing his punctuality.

12-57. Discuss how a teacher might incorporate video and auditory recording to teach self-management skills.

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Chapter 12 Test Answer Key ANSWER KEY: True-False 12-1. True 12-2. False 12-3. True 12-4. True 12-5. False 12-6. True 12-7. False 12-8. True 12-9. False 12-10. True 12-11. True 12-12. False 12-13. False 12-14. False 12-15. True Multiple Choice 12-16. C 12-17. D 12-18. B 12-19. D 12-20. D 12-21. C 12-22. A 12-23. A 12-24. D 12-25. D 12-26. A 12-27. D 12-28. D 12-29. C 21 ..

12-30. C 12-31. B 12-32. D 12-33. A 12-34. C 12-35. B 12-36. D 12-37. B 12-38. D 12-39. A 12-40. A 12-41. D 12-42. D 12-43. C 12-44. A 12-45. D 12-46. D 12-47. B 12-48. A 12-49. A 12-50. A Short Answer Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

12-51. Two primary reasons for self-monitoring success in behavior change: 1). concrete feedback on performance 2). serves as a prompt or reminder for the behavior 12-52. Four factors that influence effectiveness of self-instruction: 1). problem definition 2). focuses student attention and response guidance 3). self-reinforcement 4). self-evaluation and error correction procedures 12-53. Meichenbaum’s five steps for self-instruction: 1). cognitive model 22 ..

2). overt, external guidance 3). overt, self-guidance 4). faded, overt self-guidance 5). covert, self-instruction 12-54. Students may choose from either of the following and should provide an example: 1). Cued self-recording—student provided with a signal and told to evaluate performance of the behavior.

2). Noncued self-recording—student indicates each time they performed the behavior 12-55. Example of use of self-reinforcement: Students may provide any example in which the student reinforces him/herself contingent on completion of a task or portion of a task. For example: John was struggling to complete his math homework, he decided that once he completed 10 problems, he would allow himself a 5-minute break.

Essay Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

12-56. A student’s response may include the following components: • Establishment of a goal, self-monitoring system, self-evaluation system, and selfreinforcement system.

12-57. Video and audio recordings can be included in self-management systems: • Video and audio may be used when teaching students to self-evaluate their own behavior by showing positive and negative examples of the appropriate behavior.

• Audio can be used as part of a cueing system to notify students to evaluate their behavior.

• Can be used as a contingency of a self-reinforcement procedure.

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Chapter 13 Test Item File Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition

Paul A. Alberto, Anne C. Troutman, Judah B. Axe

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ISBN-10:

0-13-560623-3

ISBN-13: 978-0-13-560623-0

Table of Contents Chapter 13: Putting It All Together

1

Learning Outcome Quizzes

1

Application Exercises

12

Test Items

17

Test Answer Key

21

Important: Some questions and/or model responses in this test item file may contain images or graphs. These elements may behave differently across different Learning Management Systems (e.g., Blackboard, Canvas, etc.) upon import. For any assessment items that contain graphs or images, we recommend previewing the question in your Learning Management System before releasing the assignment to students. Some assessment items may require students to graph their response, so be sure students have access to graphing software (e.g., Excel) when assigning these questions.

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Chapter 13: Putting It All Together Chapter 13 Learning Outcome Quizzes Learning Outcome 13.1: Describe four kinds of structure and their relationship to stimulus control.

[Q1] Mrs. Schenk has a very tight schedule in her beautifully decorated classroom. The students have individual visual schedules and there is a class-wide schedule linked to a timer system. She always makes efforts to state expectations, clearly, and succinctly.

She uses her SmartBoard to put up classroom rules and deliver points for following rules. Student work lines the classroom walls, displaying wonderful efforts by her students. Yet, despite all her efforts, she notices a couple of her students are often offtask, often students sitting closest to the window. What type of structure might Mrs. Schenk need to enhance in her classroom?

1. Verbal 2. Time 3. Instructional 4. Physical arrangement [correct] [Feedback to Answer Choice 1] Mrs. Schenk is already applying this form of structure.

[Feedback to Answer Choice 2] Mrs. Schenk is already applying this form of structure.

[Feedback to Answer Choice 3] This form of structure was not specifically referenced but is not the most likely source of the problem.

[Feedback for Correct Answer 4] The way the room is set up may not be promoting attention for several of her students.

Changing their seat assignments or the setup of the room may help her.

[Q2] Mr. Sanchez has made efforts to simplify his classroom setup. Each area of the room is purposeful, with specific visual aids to help the students engage with the materials there. He rehearses rules with the class before each activity and references the class objectives frequently. However, students are often leaving their areas to move on to new activities when they are bored with a present activity. Many students end up bottlenecked at the preferred activities. What type of structure might Mr. Sanchez need to enhance in his classroom?

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1. Verbal 2. Time [correct] 3. Instructional 4. Physical arrangement [Feedback to Answer Choice 1] Mr. Sanchez is already applying this form of structure.

[Feedback for Correct Answer 2] Mr. Sanchez’s class needs more structure provided by schedules and possibly timers.

The students need to know when it is appropriate to transition and when they need to stay at a current activity.

[Feedback to Answer Choice 3] Mr. Sanchez is already applying this form of structure.

[Feedback to Answer Choice 4] Mr. Sanchez is already applying this form of structure.

[Q3] Which of the following is an example of instructional structure?

1. Ms. Barlow has a lesson plan for each activity of the day with notes regarding what materials to use and how to check for student understanding. [correct] 2. Ms. Barlow set up her room so her students needing the most help are closest to her desk.

3. Ms. Barlow creates a to-do list for each student to help them transition between activities throughout the day.

4. Ms. Barlow has posted rules related to appropriate classroom behavior and reviews the rules with the students before new activities.

[Feedback for Correct Answer 1] Ms. Barlow is designing her instruction purposefully and purposefully incorporating checks for student learning.

[Feedback to Answer Choice 2] This is an example of physical arrangement structure.

[Feedback to Answer Choice 3] This is an example of a time structure.

[Feedback to Answer Choice 4] This is an example of verbal structure.

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[Q4] Which of the following is an example of verbal structure?

1. Mrs. Dickerson requires students to recite answers aloud, then they do board work so she can individually correct responses as needed.

2. Mrs. Dickerson has student desks grouped strategically so that there is a peer helper at each grouping and so that she can easily move between desks.

3. Mrs. Dickerson uses first-then boards with each student so that it is clear to them what they will earn for following classroom rules in each activity. [correct] 4. Mrs. Dickerson uses a color-coded timer to indicate when activities are almost ending, then finally ending.

[Feedback to Answer Choice 1] This is an example of instructional structure.

[Feedback to Answer Choice 2] This is an example of physical arrangement structure.

[Feedback for Correct Answer 3] Using a first-then board is nice example of a strategy linking expectations to desired reinforcers for students with less sophisticated verbal skills.

[Feedback to Answer Choice 4] This is an example of time structure.

Learning Outcome 13.2: Explain three factors that increase the effectiveness of classroom rules.

[Q1] Which rule is a good example of specificity?

1. In our classroom, it is important to be a good citizen.

2. At this school, we put kindness first.

3. During this activity, do not take your peers’ materials. [correct] 4. In this room, treat your neighbors as you wish to be treated.

[Feedback to Answer Choice 1] This statement does not specify what it means to be a good citizen, which leaves a lot of room for different interpretations.

[Feedback to Answer Choice 2] This statement does not specify what it means to put kindness first, which leaves a lot of room for different interpretations.

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[Feedback for Correct Answer 3] This rule states a clear expectation that a teacher and student could easily gain agreement on.

[Feedback to Answer Choice 4] This statement could apply to many different actions and situations and is not likely specific enough to help students understand the expectations.

[Q2] Which of the following is an example of use of economical rules?

1. When walking in the hallways, do not run, skip, hop, leap, or step out of line.

2. Use appropriate language in class. [correct] 3. During class your work will be your own, neat, reviewed, and reflect thoughtful consideration.

4. Follow directions from your teachers, the principal, aides, and classroom specialists.

[Feedback to Answer Choice 1] This rule could stand to be simplified to, “Walk safely in the hallways.”

[Feedback for Correct Answer 2] This rule is simple and can cover a lot of ground. This allows the teacher to apply the rule to a variety of situations without needing to generate new rules each time.

[Feedback to Answer Choice 3] This rule could stand to be simplified to, “Do your best work.”

[Feedback to Answer Choice 4] This rule could stand to be simplified to, “Listen to adults.”

[Q3] Mrs. DaVinci’s class has a calling-out problem. She has visual aids posted in the classroom and asks students to recite them on a rotating basis. She finds herself constantly having to remind students to raise their hands while refraining from calling out. It feels like they are constantly talking about it. She tries to ignore the calling out, but it just gets louder. What strategy may be most useful for decreasing calling out?

1. Posting rules with text and visuals.

2. More verbal reminders before the activity begins.

3. Using response-cost for students that are calling out.

4. Drawing attention to the students that are following the rules and establish a reinforcer for appropriate behavior. [correct] [Feedback to Answer Choice 1] 4 ..

Mrs. DaVinci is already applying this strategy; more visuals are not likely to help.

[Feedback to Answer Choice 2] Mrs. DaVinci is already applying this strategy; more repetition is not likely to help.

[Feedback to Answer Choice 3] This is a punishment strategy, and Mrs. DaVinci should utilize reinforcement options before using punishment.

[Feedback for Correct Answer 4] Increasing reinforcement for students behaving appropriately may establish some students as peer models and increase appropriate behavior.

[Q4] Mr. Cora began the year with very clear expectations for students and intricate systems of reinforcement. Over the year, Mr. Cora found it was taking a lot of the school day to manage the rules and reinforcement systems. As his consistency with providing reinforcement started to slip, what outcome most likely occurred?

1. Student behavior aligned with the rules that were being reinforced by Mr. Cora. [correct] 2. Students stopped following the rules entirely.

3. Students continued to behave according to the rules because rule-following has become intrinsically reinforcing.

4. Students continued to behave according to the rules because they’ve learned the value of rules in other settings.

[Feedback for Correct Answer 1] Behavior follows reinforcement; so if certain rules are being reinforced, those rules will be most likely to be followed, and those ignored by Mr. Cora will be ignored by his students.

[Feedback to Answer Choice 2] It is unlikely that all rule following would cease, as long as Mr. Cora still intermittently provided reinforcement.

[Feedback to Answer Choice 3] This example does not apply a behavioral view and looks to internal states to guide decisions.

[Feedback to Answer Choice 4] This outcome is unlikely, as the students had many years to learn from their other settings and environments and were not successful until Mr. Cora’s class.

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Learning Outcome 13.3: Describe several characteristics of effective teachers.

[Q1] Mrs. Jones has a class-wide system of reinforcement that allows students to earn tokens for following classroom rules. Each student gets to exchange their tokens to pick desired items from the classroom store. As each student receives tokens and selects their item from the store, the teacher warmly and enthusiastically praises the student.

Why is Mrs. Jones using this approach?

1. Mrs. Jones is a very caring and wonderful teacher.

2. Mrs. Jones is trying to become a conditioned primary reinforcer.

3. Mrs. Jones is trying to become a conditioned positive reinforcer. [correct] 4. Mrs. Jones is trying to become a discriminative stimulus?

[Feedback to Answer Choice 1] This is very likely the case, but this does not account for her use of a very systematic applied behavior analysis procedure.

[Feedback to Answer Choice 2] Primary reinforcers do not require a learning history to function to increase behavior. In this example Mrs. Jones is teaching her students to associate her with good things, suggesting she is not a primary reinforcer.

[Feedback for Correct Answer 3] Mrs. Jones is associating herself with a variety of reinforcers so that she will take on the reinforcing effects of these items.

[Feedback to Answer Choice 4] Mrs. Jones may already function as a discriminative stimulus, but this example is focused on her use of reinforcement procedures.

[Q2] After many months of systematically associating herself with reinforcers, Mrs. Jones appears to have a very strong rapport with her students. Her students follow instructions, complete tasks, and voluntarily spend time with her. She no longer carries around her token and snack bags as often as she did before. How was this outcome achieved?

1. Mrs. Jones became such an effective teacher that her students no longer needed extrinsic reinforcers to learn and pay attention.

2. Mrs. Jones systematically applied indiscriminable contingencies such that the tokens were delivered less frequently and praise more frequently. [correct] 3. Mrs. Jones applied extinction in a very strategic manner so that she could stop reinforcing student behaviors entirely.

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4. Mrs. Jones increased the schedule of reinforcement to a continuous schedule to highly incentivize on-task behavior.

[Feedback to Answer Choice 1] Mrs. Jones does appear to be effective, but she is effective through use of reinforcement, not despite use of reinforcement.

[Feedback for Correct Answer 2] By using unpredictable schedules of reinforcement, students may become accustomed to less frequent tokens and backup reinforcers. This helps to make interventions sustainable over many months and years.

[Feedback to Answer Choice 3] If Mrs. Jones was applying extinction, no reinforcement at all, it is unlikely that her students would be complying and responding positively to her.

[Feedback to Answer Choice 4] Use of a continuous schedule of reinforcement would suggest that Mrs. Jones needed more tokens and backup reinforcers than ever before, as each desired behavior would be reinforced.

[Q3] For students with limited school experience and more significant barriers to learning, which classroom design will be most effective?

1. Frequent delivery of primary reinforcers associated with tokens and praise [correct] 2. Intermittent delivery of points with a high number of points needed to trade in for classroom privileges 3. Praise, corrective feedback, and test scores as the only forms of reinforcement in the class 4. Self-management systems supported with earning desired items from a classroom store [Feedback for Correct Answer 1] This system provides the most potent and likely effective forms of reinforcement on the most frequent basis, making it a good fit for students that will need more support.

[Feedback to Answer Choice 2] This system would be more appropriate for more experienced students with fewer barriers to learning.

[Feedback to Answer Choice 3] This system would be more appropriate for more experienced students with fewer barriers to learning.

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[Feedback to Answer Choice 4] This system would be more appropriate for more experienced students with fewer barriers to learning.

[Q4] For students with minimal problematic behaviors in need of supports with academics, which classroom design will be most effective?

1. Frequent delivery of primary reinforcers associated with tokens and praise for following classroom rules for appropriate behavior 2. A color-levels system that helps students manage their behavioral outbursts, linked to earning classroom privileges 3. Use of timers to support a differential reinforcement of other behaviors system set on 1-minute intervals 4. Use of self-evaluation, self-instruction, and self-reinforcement linked to class points [correct] [Feedback to Answer Choice 1] This system would be more appropriate for students with greater behavioral needs.

[Feedback to Answer Choice 2] This system would be more appropriate for students with greater behavioral needs.

[Feedback to Answer Choice 3] This system would be more appropriate for students with greater behavioral needs.

[Feedback for Correct Answer 4] This system is focused on promoting better academic skills and reserves reinforcement for the areas of greatest need for these students.

Learning Outcome 13.4: Label principles of applied behavior analysis operating in hypothetical classroom environments.

[Q1] The students in Mr. Gregory’s classroom are hard at work learning pre-vocational skills.

The students rotate between stations where they practice making change, using cash registers, using scanners, and paying for class items using various forms of currency.

The students make frequent trips to the community to practice in that setting. The students earn class dollars for appropriate behavior, which can then be saved up to buy items from the school store. What applied behavior analysis approach is clearly in use in Mr. Gregory’s classroom?

1. Programming for generalization [correct] 2. Self-management 8 ..

3. Discrimination training 4. Differential reinforcement of alternative behavior [Feedback for Correct Answer 1] Mr. Gregory is programming using common stimuli, using multiple exemplars, training with sequential modification, and using natural contingencies. These are all practices related to promoting generalization.

[Feedback to Answer Choice 2] This example does not include references to self-management.

[Feedback to Answer Choice 3] This example does not include references to discrimination training.

[Feedback to Answer Choice 4] This example does not include references to differential reinforcement.

[Q2] The students in Mrs. Lopez’s classroom are working very hard to be aware of their behaviors. Every 5 minutes a class timer sounds and the students record whether they are on-task or off-task. When the students are on task, they give themselves a happy face on their chart. When they reach their daily goal, they can earn special activities in class. What applied behavior analysis approach is clearly in use in Mrs. Lopez’s classroom?

1. Instructional structure 2. Self-management [correct] 3. Discrimination training 4. Physical arrangement structure [Feedback to Answer Choice 1] This example does not include references to instructional structure.

[Feedback for Correct Answer 2] Mrs. Lopez’s class is clearly focused on self-management skills. The students are practicing self-monitoring, self-evaluation, and self-reinforcement.

[Feedback to Answer Choice 3] This example does not include references to discrimination training.

[Feedback to Answer Choice 4] This example does not include references to physical arrangement structure.

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[Q3] The students in Ms. Lee’s class are hard at work learning their math facts. Ms. Lee calls on a student and asks him to repeat the first rule, then a second student for the second rule, and a third student for the third rule. At the board, she demonstrates a correct response, then asks students to repeat the answer aloud after her. She moves from easier to more challenging problems over the course of a lesson. What applied behavior analysis approach is clearly in use in Ms. Lee’s classroom?

1. Instructional structure and verbal structure [correct] 2. Functional behavioral assessment and differential reinforcement 3. Discrimination training and programming for generalization 4. Instructional structure and differential reinforcement [Feedback for Correct Answer 1] Ms. Lee’s students are required to actively participate, allowing her to check their understanding of the material as she systematically progresses through task difficulty.

These are all characteristic of use of instructional structure. She also uses verbal structure to establish classroom expectations.

[Feedback to Answer Choice 2] This example does not include references to functional behavioral assessment and differential reinforcement.

[Feedback to Answer Choice 3] This example does not include references to discrimination training and programming for generalization.

[Feedback to Answer Choice 4] This example does include references to instructional structure, but does not include references to differential reinforcement.

[Q4] The students in Mrs. Williams’ class are learning more appropriate ways to communicate their wants and needs. The team of educators in her room collects frequent data on instances of behavior and uses those data to determine what environmental events are most likely reinforcing the behaviors. The team then selects a more appropriate way for the student to communicate and access that same reinforcer.

When problem behavior occurs, the team attempts to minimize all attention and reinforcement for the behavior. What applied behavior analysis approach is clearly in use in Mrs. Williams’ classroom?

1. Physical arrangement and time structure 2. Functional behavioral assessment and differential reinforcement [correct] 3. Verbal structure and self-management 10 ..

4. Instructional structure and differential reinforcement [Feedback to Answer Choice 1] This example does not include references to physical and time structure.

[Feedback for Correct Answer 2] Mrs. Williams is using functional behavioral assessment practices regularly in her room.

The team is working to identify a hypothesized function, then teach an alternative behavior. Problem behaviors are not reinforced, while replacement behaviors are reinforced, consistent with differential reinforcement.

[Feedback to Answer Choice 3] This example does not include references to verbal structure and self-management.

[Feedback to Answer Choice 4] This example does include references to differential reinforcement, but does not include references to instructional structure.

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Chapter 13 Application Exercises Chapter 13: Putting It All Together Application Exercise 13.1: Applying structure to develop stimulus control Learning Outcome 13.1: Describe four kinds of structure and their relationship to stimulus control.

[Q1] Use Pearson eText Video Example 13.2 to answer the following question. Describe three examples of Instructional Structure shown in the video clip.

[Q1 Model Response] 1. The teacher is enthusiastic in her presentation of material.

2. The teacher requires active student responses; she does not just talk.

3. The teacher uses multiple response modes with her students.

[Q2] Use Pearson eText Video Example 13.2 to answer the following question. Give three examples of Verbal Structure shown in the video clip.

[Q2 Model Response] 1. The teacher uses verbal rule reminders (e.g., “Eyes on me still”) with students.

2. The teacher uses a “shush” gesture to remind students to be quiet when a peer is talking.

3. The teacher verbally links desired performance to earning stars.

[Q3] Use Pearson eText Video Example 13.2 to answer the following question. Give two examples of how the teacher associates herself with reinforcement in the classroom.

[Q3 Model Response] 1. The teacher provides compliments to her students on their work performance (e.g., “You’re a smart young lady,” “You’re a hard worker”).

2. The teacher provides praise paired with token delivery and backup reinforcer delivery.

Application Exercise 13.2: Rehabilitating Rules Learning Outcome 13.2: Explain three factors that increase the effectiveness of classroom rules.

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[Q1] Mrs. Sandoval teaches a classroom of children with mild to moderate needs. The children come to her classroom with limited school experience, requiring support to meet basic expectations related to classroom behavior. Mrs. Sandoval drafts a list of rules for classroom behavior including: 1) Students will keep their hands to themselves and their own materials, 2) Students will keep their eyes on their teacher except when it’s time to do independent work, 3) Students will raise their hands, keep their mouths closed, and wait to be called on by the teacher, 4) Students will respect teachers and aides in the classroom, 5) Students will treat each other with kindness, 6) Students will not throw or damage materials, 7) Students will line up, walk quietly, stay in line, and refrain from jostling each other during transitions, 8) Students will attempt all work.

Considering the aim of having specific verbal rules, what is the problem with the current version of the rules? Identify which rules should be improved and provide an example of a more specific rule that addresses the same outcome.

[Q1 Model Response] Rules 4 and 5 are not specific and could be interpreted to mean a variety of different behaviors.

Rule 4 could be changed to: Student will follow directions from adults.

Rule 5 could be changed to: Students will share toys and take turns when asked.

[Q2] Mrs. Sandoval teaches a classroom of children with mild to moderate needs. The children come to her classroom with limited school experience, requiring support to meet basic expectations related to classroom behavior. Mrs. Sandoval drafts a list of rules for classroom behavior including: 1) Students will keep their hands to themselves and their own materials, 2) Students will keep their eyes on their teacher except when it’s time to do independent work, 3) Students will raise their hands, keep their mouths closed, and wait to be called on by the teacher, 4) Students will respect teachers and aides in the classroom, 5) Students will treat each other with kindness, 6) Students will not throw or damage materials, 7) Students will line up, walk quietly, stay in line, and refrain from jostling each other during transitions, 8) Students will attempt all work.

Considering the aim of having economical verbal rules, what is the problem with the current version of the rules? Identify which rules should be improved and provide an example of a more economical rule that addresses the same outcome.

[Q2 Model Response] Many of the rules are too wordy and overly specific. Some rules could be applied to multiple situations, rather than having unique rules for each situation.

Rules 1 and 6 could be combined and shortened: Students will keep their hands to themselves and their work at all times.

Rules 2 and 6 could be combined: Students will follow directions from adults.

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Rule 3 could be changed to: Students will raise hands, quietly.

Rule 7 could be changed to: Students will walk appropriately.

[Q3] Mrs. Sandoval teaches a classroom of children with mild to moderate needs. The children come to her classroom with limited school experience, requiring support to meet basic expectations related to classroom behavior. Mrs. Sandoval drafts a list of rules for classroom behavior including: 1) Students will keep their hands to themselves and their own materials, 2) Students will keep their eyes on their teacher except when it’s time to do independent work, 3) Students will raise their hands, keep their mouths closed, and wait to be called on by the teacher, 4) Students will respect teachers and aides in the classroom, 5) Students will treat each other with kindness, 6) Students will not throw or damage materials, 7) Students will line up, walk quietly, stay in line, and refrain from jostling each other during transitions, 8) Students will be attempt all work.

She develops a reinforcer system so that students who follow 7 out of 8 rules at the end of the day get to get a color to put on their rainbow. When the rainbow has all its colors, they get to pick a small prize from the prize box. If a student breaks 3 or more rules in the day, they lose a color from their rainbow. After several weeks, Mrs. Sandoval is not seeing improvements in student behavior and is even seeing worsening of behavior.

What is the problem and what should she do about it?

[Q3 Model Response] Mrs. Sandoval’s system of reinforcement is too complex for her learners and too delayed. They must demonstrate nearly perfect behavior for many consecutive days to pick a small prize. She should provide more immediate access to desired items and reduce her criteria for reinforcement to shape behavior.

Application Exercise 13.3: Explaining ABA to Colleagues Learning Outcome 13.3: Describe several characteristics of effective teachers.

[Q1] You have a colleague, Mr. Chomsky, that has been very critical of applied behavior analysis in the past. One of his constant refrains is that applied behavior analysis is just for rats and pigeons and that human behavior is far too complex to be changed using reinforcement. He also quips that educators are not scientists with lab coats and that behavior analysis should stay out of classrooms. You observe in his classroom one day and notice that he has a very engaging room design with specialized stations in different locations. Each station has signage noting the rules and instructions for the activity.

When it’s time to switch activities, he rings a bell. Explain to Mr. Chomsky how his classroom is incorporating applied behavior analysis. Note at least 2 examples and link to the procedure or concept.

[Q1 Model Response] 14 ..

Mr. Chomsky, you are already applying applied behavior analysis in your room by creating clear discriminative stimuli that signal what behaviors are desired and will be reinforced for your students. Your stations and instructions signal which behaviors are to be completed at which station, serving as discriminative stimuli. The bell you use indicates when transition behavior is desired and will be reinforced. This is another example of a discriminative stimulus.

[Q2] You have a colleague, Mr. Chomsky, that has been very critical of applied behavior analysis in the past. One of his constant refrains is that applied behavior analysis is just for rats and pigeons and that human behavior is far too complex to be changed using reinforcement. He also quips that educators are not scientists with lab coats and that behavior analysis should stay out of classrooms. You observe in his classroom one day and notice that at the end of each activity he debriefs with the students and explains what they did well and points out how they might improve. Students grade their own performance and award themselves points, with intermittent checks for reliability from the teacher. Explain to Mr. Chomsky how his classroom is incorporating applied behavior analysis. Note at least 2 examples and link to the procedure or concept.

[Q2 Model Response] Mr. Chomsky, you are already applying applied behavior analysis in your room by using self-management and conditioned reinforcement. You have taught your students to selfevaluate and self-reinforce, both procedures based in applied behavior analysis. Your debriefing sessions likely serve as a form of conditioned reinforcement, as you provide warm praise and compliments.

[Q3] You have a colleague, Mr. Chomsky, that has been very critical of applied behavior analysis in the past. One of his constant refrains is that applied behavior analysis is just for rats and pigeons and that human behavior is far too complex to be changed using reinforcement. He also quips that educators are not scientists with lab coats and that behavior analysis should stay out of classrooms. You observe in his classroom one day and notice that one student, Christopher, struggles to stay on task and follow classroom rules. Mr. Chomsky ignores instances of calling out and distracting behavior that Christopher exhibits, but approaches Christopher to help when calm behavior is displayed. Mr. Chomsky reminds Christopher to raise his hand next time and provides very immediate attention when Christopher does raise his hand quietly. Explain to Mr. Chomsky how his classroom is incorporating applied behavior analysis. Note at least 2 examples and link to the procedure or concept.

[Q3 Model Response] Mr. Chomsky, you are already applying applied behavior analysis in your room by limiting attention to Christopher’s problem behaviors and teaching replacement behaviors. You have developed a hypothesized function of attention, so following inappropriate behaviors, you provide no attention, which is a form of extinction. When 15 ..

he is calm, you provide attention to reinforce calm behavior. When he raises his hand, you provide attention right away, which is a useful application of differential reinforcement of alternative or incompatible behaviors.

Application Exercise 13.4: Spotting ABA in a Classroom Learning Outcome 13.4: Label principles of applied behavior analysis operating in hypothetical classroom environments.

[Q1] Use Pearson eText Video Example 13.5 to answer the following question. How is the teacher effectively using physical structure to facilitate attention to key materials and effective instruction?

[Q1 Model Response] The room is arranged so the teacher is close to all the students and can easily check in with them. The walls are pretty bare so that the only things to attend to are presented by the teacher. The room has specific areas for different functions. For example, teaching takes place on the board and self-graphing off to the side on the wall.

[Q2] Use Pearson eText Video Example 13.2 to answer the following question. How is the teacher effectively using verbal structure and instructional structure during the activity?

[Q2 Model Response] Verbal Structure: The teacher verbally sets expectations prior to the activity by repeating a handful of basic rules.

Instructional Structure: The teacher requires and evaluates active student responses directly related to key educational goals.

[Q3] Use Pearson eText Video Example 13.2 to answer the following question. What elements of self-management are being applied in this classroom? Describe each you observe.

[Q3 Model Response] Students are self-instructing with their vocabulary words and self-graphing the number correct at the end of the activity. Students set a goal for performance before the activities.

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Chapter 13 Test Items True-False Questions 13-1. The physical arrangement of the classroom is an important component of establishing stimulus control.

13-2. Classroom schedules should be flexible.

13-3. The pace of instruction should be brisk.

13-4. Classroom rules should be specific and clearly established.

13-5. Effective rules describe observable behaviors.

13-6. Teacher characteristics are not important in establishing an effective classroom and instruction.

13-7. Too many rules may be inefficient.

13-8. Procedures tell students how they should behave.

13-9. The physical arrangement of the classroom should clearly delineate work and play areas.

13-10. The classroom appearance should be attractive.

Multiple Choices: 13-11. When structuring the physical arrangement of the classroom one must consider: a. observation of all students b. physical spacing of students c. delineation of work areas d. all of the above 13-12. When structuring classroom time which of the following is appropriate: a. picture schedule b. use of timer c. both a and b d. none of the above 13-13. To establish effective instructional practices the following should be present: a. clear lesson plans b. brisk instruction c. engaging teacher characteristics d. all of the above 13-14. Verbal structure should include all of the following EXCEPT: a. specificity b. economy c. consequences d. reinforcement 13-15. Which of the following would be a good example of a rule with specificity?

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a. Be a good citizen b. Keep your hands to yourself c. Raise your hand before speaking d. All of the above 13-16. Mrs. Jones had her students help establish a list of classroom rules, when they finished there were 35 rules for the class. This addresses which component of verbal structure? a. specificity b. economy c. consequences d. none of the above For Questions 13-17 to 13-19 refer to the scenario below.

Ms. Harper wants to increase John’s behavior of sharing during circle time. Each time Ms. Harper observes John sharing she provides him with a token and his behavior increased.

13-17. What type of reinforcement is Ms. Harper using? a. positive reinforcement b. negative reinforcement c. differential reinforcement of other behavior d. differential reinforcement of incompatible behavior 13-18. Ms. Harper provided a token as a reinforcer for John’s behavior. The token was what type of reinforcer? a. primary b. secondary c. sensory d. none of the above 13-19. What type of data collection system should Ms. Harper use to record the number of occurrences of John’s sharing behavior? a. event recording b. time sampling c. duration d. latency 13-20. Cedric, a student in Mr. Washington’s class, was repeatedly out of his seat during instructional time. Mr. Washington decided to reinforce Cedric when he was exhibiting in-seat behavior. What behavioral concept was Mr. Washington employing? a. differential reinforcement of incompatible behavior b. differential reinforcement of other behavior c. negative reinforcement 18 ..

d. positive reinforcement 13-21. Derrick, a student in Mr. Davis’s class repeatedly exhibited tantrum behavior including, screaming, crying, and hitting. Mr. Davis’s is unsure of the cause of the behavior. What steps should Mr. Davis take to determine the function of the behavior? a. Trial and error methods b. Conduct a functional assessment c. Ignore the behavior d. None of the above For Questions 13-22 to 13-23 use the scenario below.

Ms. Tammy’s self-contained class was working on a hygiene regiment, including brushing teeth.

Three of the five students required significant instructions for brushing teeth. Ms. Tammy created a step-by-step breakdown of the procedures and decided to start off providing physical guidance and gradually reduce the prompt level.

13-22. The step-by-step breakdown of brushing teeth is an example of: a. Task Analysis b. S-Delta c. Setting Event d. Permanent Product 13-23. The instructional procedure used was . a. least-to-most prompts b. time delay c. most-to-least prompts d. graduated guidance Short Answer: 13-24. Differentiate between rules and procedures. Provide an example of each.

13-25. List and briefly describe the components of rules that will assist in facilitating their effectiveness.

13-26. List four arrangement considerations for the physical arrangement of the classroom.

Essay Questions 13-27. You are a veteran teacher who has been assigned to mentor a first-year teacher at your school. The teacher has novel ideas concern the set up the classroom.

Explain to her the importance of classroom structure in establishing and maintaining stimulus control. Discuss the importance of physical arrangement, time structure, and verbal structure.

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13-28. Your principal has asked you to develop a list of school rules for your school.

Discuss considerations one must consider when developing rules and create a list of school wide rules based on those considerations.

13-29. Select one behavior concept discussed during this course, discuss the concept, and provide an example of the concept in the classroom setting.

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Chapter 13 Test Answer Key ANSWER KEY: True-False 13-1. True 13-2. False 13-3. True 13-4. True 13-5. True 13-6. False 13-7. True 13-8. False 13-9. True 13-10. True Multiple Choice 13-11. D 13-12. C 13-13. D 13-14. D 13-15. C 13-16. B 13-17. A 13-18. B 13-19. A 13-20. A 13-21. B 13-22. A 13-23. D Short Answer Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

13-24. Differentiate between rules and procedures: Rules explain how students should behave whereas procedures explain how daily routines or activities are conducted in the classroom.

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13-25. Components of Rules: 1). Specificity: Rules should clearly define what is expected 2). Economy: Employ as few rules as possible 3). Consequences: Explicit statements and student understanding about the relationships between the rules and consequences 13-26. List four arrangement considerations for physical arrangement: 1). Provide for easy observation of all students 2). Physical separation of students to minimize behavior problems 3). Delineation of classroom areas 4). Avoid clutter and distracting environments Essay Questions (Please note that these are just suggestions for key concepts that should be included in the responses.)

13-27. Importance of: 1). Physical Arrangement: Discuss considerations for physical for the physical arrangement.

2). Time Structure: Discuss importance of a structured environment and strategies for creating a class schedule.

3). Verbal Structure: Discuss importance of rules and procedures and considerations when establishing rules.

13-28. Students should list the considerations for establishing rules and based on those considerations develop a list of school-wide rules: 1). Specificity and positively stated 2). Economy 3). Consequences 13-29. Based on student response, see corresponding chapter.

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