ABA final exam study guide Applied Behavior Analysis final exam, Exams of Business Ethics

Download ABA final exam study guide Applied Behavior Analysis final exam and more Exams Business Ethics in PDF only on Docsity!

ABA final exam study guide

Applied Behavior Analysis final exam

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 validity, and be parsimonious d. inclusive, verifiable, have predictive validity, and be parsimonious Information concerning a child's brain damage: a. can be useful in the teacher's selection of behavior management techniques b. helps teachers determine who should be in school and who should not c. can cause teachers to have low expectations of students and give them excuses not to teach d. none of the above ... 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 ... A relationship among events in which the rate of a behavior's occurrence increases when some environmental condition is removed is: a. differential reinforcement b. reinforcement

c. positive reinforcement d. negative reinforcement d. negative reinforcement 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 a. the preceding behavior decreases 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 d. all of the above Which is NOT a contributor to the behavioral viewpoint? a. functionalism b. naturalism c. animal psychology d. positivism ... Pairing stimuli so that an unconditioned stimulus elicits a response is known as all of the following EXCEPT: a. Pavlovian b. classical

c. respondent conditioning d. shaping ... "Jack can't learn because he has Down syndrome" is an example of what explanation of behavior? a. biophysical explanation b. developmental explanation c. cognitive explanation d. behavioral explanation ... 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 a. an event occurring before the behavior is performed To qualify as a behavior, something must be: a. observable b. quantifiable c. a and b d. none of the above c. a and b Behaviorists are LEAST concerned with the following: a. functional relation b. observable behaviors c. present events d. past events

d. past events 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 ... 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 d. be testable Operant conditioning deals with __________ behaviors. a. emotional b. trained c. reflexive d. voluntary d. voluntary` 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

...

When a pleasant consequence to a behavior results in an increase in the behavior's rate of occurrence, what behavioral principle is being used? a. Negative Reinforcement b. Positive Reinforcement c. Punishment d. Stimulus control b. Positive Reinforcement An event is described as ________ if the rate of occurrence of a preceding behavior decreases. a. Negative Reinforcement b. Positive Reinforcement c. Shaping d. Punishment ... What is known as a "demonstration of behavior"? a. Modeling b. Shaping c. Positive Reinforcement d. Operant Conditioning a. Modeling 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

...

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 d. provide reliable answers about what people are likely to do under certain circumstances The Law of Effect is associated with what behavioral principle? a. Negative reinforcement b. Positive reinforcement c. Punishment d. Antecedent prompting ... 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 d. provide reliable answers about what people are likely to do under certain circumstances c. provide the simplest explanation Who is associated or responsible for the use of the term "behaviorism?" a. Skinner b. Watson c. Darwin d. Pavlov

...

_________ conditioning deals with behaviors that are voluntary rather than reflexive. a. Operant b. Respondent c. Reflexive d. Overactive a. Operant 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. A and B a. to provide a process of systematically applying specific principles to facilitate behavior change Which of the following is NOT one of the criteria set forth by Baer, Wolf, and Risley (1968) as the qualifications for research to be considered applied behavior analysis: a. the behavior must be socially important b. the behavior must be objectively defined c. a functional relation must be demonstrated d. must be an aberrant behavior ... Which of the following influenced the behaviorist movement? a. cognitivism

b. functionalism c. constructivism d. none of the above ... 1 - 43. 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 test 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 d. positive reinforcement 1 - 44. Which of the following is attributed with the Stage Theory of Development? a. Jean Piaget b. Sigman Freud c. Ivan Pavlov d. B. F. Skinner ... 1 - 45. 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? a. modeling b. shaping

c. positive reinforcement d. negative reinforcement ... 1 - 46. Operant behaviors are ______ voluntarily, whereas respondent behaviors are ________ by stimuli. a. elicited, occasioned b. emitted, elicited c. occasioned, emitted d. none of the above ... 1 - 47. Circumstances which temporarily alter the power of a reinforcer are known as _________. a. models b. negative reinforcers c. setting events d. positive reinforcers c. setting events 1 - 48. Theorists who explain human behavior based on physical influences employ which of the following explanations? a. cognitive b. biophysical c. cognitive d. behavioral b. biophysical 1 - 49. 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 - 50. ____________ is the process of using successive approximations to teach a new behavior or skill. a. stimulus control b. shaping c. modeling d. generalization b. shaping 2 - 16. 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 b. specific, observable and measurable behavior 2 - 17. Directly observable behaviors include: a. to know, to walk, to identify in writing b. to underline, to draw, to discriminate c. to see, to put on, to connect d. to remove, to count orally, to circle d. to remove, to count orally, to circle 2 - 18. Target behavior must be included in behavioral objectives because: a. the precise definition of the behavior facilitates continuity of instruction b. the statement allows our confirmation that a change has actually occurred c. a and b d. none of the above

c. a and b 2 - 19. A behavioral objective should be written such that its contents are: a. observable b. measurable c. repeatable d. all of the above d. all of the above 2 - 20. 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 a. environmental setting, written instructions or verbal responses 2 - 21. Criteria for acceptable performance include statements addressing duration. Which of the following is NOT an acceptable duration statement? a. will complete within one hour b. for no more than 2 weeks c. begin within five minutes d. will return within 15 minutes ... 2 - 22. 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

d. all of the above 2 - 23. 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 ... 2 - 24. 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 ... 2 - 25. 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 c. Refine broad generalizations into specific, observable, measurable objectives d. B & C only d. B & C only 2 - 26. Educational goals are a. Statements of actual instructional intent b. Statements of annual program intent c. Usually 3 to 4 months long d. The length of a grading period for students with mild disabilities ...

2 - 27. Behavioral objectives are a. Statements of annual program intent b. Statements of actual instructional intent c. Long term in nature d. Generically defined ... 2 - 28. Which component is missing from the following objective? "Jason will fill the ice cube tray independently during 4 out of 5 sessions." a. Learner b. Target behavior c. Condition d. Criteria for acceptable performance b. Target behavior 2 - 29. An appropriate behavioral objective must be a. Understandable and broadly defined b. Observable, measurable and repeatable c. Recognized as age-appropriate d. Modifiable for the numerous environmental settings in which students participate b. Observable, measurable and repeatable 2 - 30. _____________ refers to repeated practice after an objective has been initially accomplished. a. Response Prompting b. Fluency c. Overlearning d. Distributed practice ...

2 - 31. 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% ... 2 - 32. Requiring a student to use a method, concept, or theory in various concrete situations require what level of learning? a. Comprehension b. Synthesis c. Application d. Evaluation ... 2 - 33. Refining broad generalizations into specific, observable, measurable behaviors is known as a. Pinpointing b. Specification c. Individualization d. Modification b. Specification 2 - 34. Educational goals for individual students must be developed on the basis of evaluation data and consider a. The student's past and projected rate of development b. Inappropriate behaviors c. Prerequisites necessary for acquiring new skills d. All of the above

...

2 - 35. 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 under which the behavior is to be displayed ... 2 - 36. "Point to the correct answer" is an example of which component of a behavioral objective? a. Target behavior b. Learner c. Conditions d. Criteria for acceptable performance d. Criteria for acceptable performance 2 - 37. 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 d. All of the above 2 - 38. 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 ... 2 - 39. 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. Acquisition d. Maintenance ... 2 - 40. ____________ is the ability to perform a behavior under conditions different from those in place during acquisition. a. Generalization b. Fluency c. Overlearning d. Distributed Practice a. Generalization 2 - 41. 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 a. maintenance

2 - 42. 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 ... 2 - 43. 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 ... 2 - 44. Educational goals should consider: a. students past and projected rate of development b. prerequisite skills necessary for acquiring new skills c. amount of instructional time available d. all of the above ... 2 - 45. 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. b and c a. demonstrate knowledge of how to solve an algebraic equation 2 - 46. 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 ... 2 - 47. Which of the following is NOT one of Bloom's levels of learning? a. analysis b. generalization c. synthesis d. comprehension ... 2 - 48. This level of learning requires students to use a concept in various settings or situations. a. generalization b. application c. acquisition d. analysis a. generalization 2 - 49. A behavioral intervention plan includes: a. operation definition of the target behavior b. intervention strategies c. results of a functional assessment d. all of the above

...

2 - 50. Which of the following components are required for an individual transition plan (ITP)? a. list of specific transition services to employed b. measurable post secondary goals c. A and B d. none of the above ... 3 - 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 b. at the end of the interval 3 - 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 b. from the time the student begins the response until he or she completes the response 3 - 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 a. anecdotal recording 3 - 22. A teacher giving a written test is using: a. written data recording b. interval recording c. permanent product recording d. anecdotal recording c. permanent product recording 3 - 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 b. time sampling 3 - 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 d. permanent product recording

3 - 25. Mrs. Golden wanted to collect baseline data on how often Lauren speaks to her neighbor during silent reading. She divided the 15 minutes into equal 30- second intervals and made a notation of Lauren's talking during each. The method of data collection she used was: a. event recording b. time sampling c. interval recording d. anecdotal recording c. interval recording 3 - 26. At the end of each play period, Mr. Carey counted the number of toys that Mary, Louise, 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 a. event recording 3 - 27. The data collection technique that notes every time a behavior occurs within an observation period is: a. event recording b. interval recording c. time sampling d. permanent product recording a. event recording 3 - 28. "Linda typed an average of 55 words per minute" is an example of what behavioral dimension? a. Frequency b. Rate

c. Latency d. Locus b. Rate 3 - 29. "Brooke was out of her seat for 16 minutes during lunch period" is an example of what behavioral dimension? a. Latency b. Frequency c. Duration d. Rate c. Duration 3 - 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 a. Frequency 3 - 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 d. Rate 3 - 32. __________ is a measurement of how long a student engages in a behavior. a. Duration b. Latency

c. Frequency d. Locus a. Duration 3 - 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 a. Duration 3 - 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 a. Duration c. Frequency d. Rate a. Latency 3 - 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 c. Latency 3 - 36. ______________ describes a behavior's complexity or its motor components. a. Latency b. Locus

c. Topography d. Force c. Topography 3 - 37. The _________ of behavior is its intensity. a. Rate b. Locus c. Latency d. Force d. Force 3 - 38. The __________ of behavior describes where it occurs. a. Force b. Locus c. Latency d. Topography b. Locus 3 - 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 b. Anecdotal reports 3 - 40. ______________ are useful primarily for analysis, not for evaluation. a. Event recording b. Permanent product recording c. Anecdotal reports d. Latency recording

c. Anecdotal reports 3 - 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 a. Anecdotal recording 3 - 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 a. Event recording 3 - 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 c. Interval recording (Even better = Time Sampling) 3 - 44. Rate and/or frequency of a behavior may be determined through a. Interval recording b. Event recording