Type:
Test Bank and Instructor Manual
Resource:
Behavior Modification What It Is and How To Do It
Edition:
10th Edition
Author(s):
Garry Martin Joseph Pear
Instructor’s Manual with Tests and Practicum Exercises for
Martin and Pear
Behavior Modification What It Is and How to Do It Tenth Edition
CONTENTS Preface
vi
Part I: Thinking Levels
1
Bloom’s Taxonomy: A Modified Form Uses of the Taxonomy Parts II and III: Answers to Questions
2 3 4 Questions for Learning and Further Learning
Chapter 1. Chapter 2. Chapter 3. Chapter 4. Chapter 5. Chapter 6. Chapter 7. Chapter 8. Chapter 9.
Chapter 10. Chapter 11. Chapter 12. Chapter 13. Chapter 14. Chapter 15. Chapter 16.
Chapter 17.
Introduction Areas of Application: An Overview Respondent (Classical, Pavlovian) Conditioning of Reflexive Behavior Increasing a Behavior with Positive Reinforcement Increasing Behavior with Conditioned Reinforcement Decreasing a Behavior with Operant Extinction Getting a New Behavior to Occur With Shaping Developing Behavioral Persistence with Schedules of Reinforcement Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization Changing the Stimulus Control of a Behavior with Fading Getting a New Sequence of Behaviors to Occur with Behavior Chaining Differential Reinforcement Procedures to Decrease Behavior Decreasing Behavior with Punishment
5 10 13
Option-Based Questions 131 136 139
18
142
24
146
27
148
31
151
34
153
40
157
45
160
49
163
53
165
56
167
Establishing Behavior by Escape and Avoidance Conditioning Respondent and Operant Conditioning Together Transferring Behavior to New Settings and Making It Last: Generality of Behavior Change Antecedent Control: Rules and Goals
62
170
65
172
69
174
73
177
.
. iii
Chapter 18.
Antecedent Control: Modeling, Guidance, and Situational Inducement Chapter 19. Antecedent Control: Motivation Chapter 20. Behavioral Assessment: Initial Considerations Chapter 21. Direct Behavioral Assessment: What to Record and How Chapter 22. Doing Behavior Modification Research Chapter 23. Functional Assessment of Problem Behavior Chapter 24. Planning, Applying, and Evaluating a Behavioral Program Chapter 25. Token Economies Chapter 26. Helping an Individual to Develop SelfControl Chapter 27. Approaches to Behavior Therapy: Cognitive Restructuring; Self-Directed Coping Methods; and Mindfulness and Acceptance Procedures Chapter 28. Psychological Disorders treated by Behavioral and Cognitive Behavioral Therapies Chapter 29. Giving It All Some Perspective: A Brief History Chapter 30. Ethical Issues Part IV Practicum Exercises 1. Positive Reinforcement 2. Extinction 3. Schedules of Reinforcement 4. Stimulus Control 5. Escape and Avoidance Conditioning 6. Respondent and Operant Components of Emotions 7. Programming for Generality 8. Rule-Governed Control Over Behavior 9. Short-Cut Tactics with Stimulus Control 10. Behavioral Assessment 11. Planning a Treatment Program 12. Token Reinforcement in a Self-Improvement Program 13. Causes of Problems of Self-Control 14. Task Analysis, Behavioral Progression, and Mastery Criteria 15. Planning Coping Self-Statements
.. iv
77
179
80 83
181 184
87
186
91 96
188 191
101
193
104 107
196 198
112
202
117
206
122
210
126
214
216 217 219 221 223 225 227 229 231 233 235 237 239 241 243 245
PREFACE Considering the extensive study aids already incorporated into the text, as well as our own experience in using the first nine editions (not to mention the pre-publication drafts) of the text during the past 37 years, we believe that the most helpful additional material we can give an instructor is our detailed answer key to all of the Questions for Learning in the text, including the Questions for Further Learning in the Notes for Further Learning (NfFL) sections. Having such an answer key available can be a tremendous time-saver for instructors and can greatly facilitate accurate and consistent grading by teaching assistants. Part II of this manual, therefore, contains answers to all Q uestions for Learning and Questions for Further Learning. The form of the suggested answers varies somewhat according to the type of question asked. As mentioned in the Preface to the text, the NfFL sections contain information that might be used by instructors as springboards for lecture material. Our suggested answers to the Questions for Further Learning in the NfFL sections, besides being helpful to course graders, may also prove useful to instructors when elaborating or expanding on the material in the NfFL sections. The Questions for Learning and the Questions for Further Learning w e r e p r e p a r e d b y t h e a u t h o r s o f t h e t e x t . For instructors who wish to use optionbased questions, a pool of multiple-choice and true/false questions has been provided in Part III on a chapter-by-chapter basis by Nicole Duy, Garry Martin, Nickie Martin, and Brunata Smyk. The multiple-choice and true/false questions are a s closely related a s p o s s i b l e to the material contained in the answers to the Q uestions for Learning and the Questions for Further Learning. This was a deliberate tactic so that students who master the textual material by learning answers to the Q uestions for Learning a n d Q u e s t i o n s f o r F u r t h e r L e a r n i n g will perform well on the multiple-choice and true/false questions. Included in the Instructor’s Manual in Part IV are fifteen in-class practica or mini-lab exercises that have been developed and field-tested. Each exercise is designed for completion by a group of two or three students during a regularly scheduled class. After students have studied and been examined on relevant chapters, completion of a practicum helps them learn to talk about and apply behavior modification principles. Feedback from students indicates that the exercises are an excellent teaching tool. Also in this edition of the Instructor’s Resource Manual is a section (Part I) on the Thinking Levels required to fully answer the Questions for Learning and the Questions for Further Learning in the text. This information is based on research carried out by Joseph Pear using the Questions for Learning in a Computer-Aided Personalized System of Instruction approach (see www.capsi.org). As mentioned in Part I, there are a number of uses instructors can make of this information. Garry Martin and Joseph Pear
.. v