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uestion Completion Status: Save All Answers Save and Submit QUESTION 1 Self-management strategies have been used with which of the following students: students with severe disabilities students with mild disabilities students at-risk all of the above 1 points Saved QUESTION 2 Which of the following is an example of an SΔ? Whenever Mrs. Marcott is in the room, she ignores James when he yells out answers. Amanda knows that Mr. Stevens will pay attention to her if she uses profanity. Coly learned that when he answers his ringing phone, he more than likely gets to talk to one of his friends. All of the above. 1 points Saved QUESTION 3
When prompting is used by the teacher: reinforcers are not to be used the “heaviest” prompt is always used reinforcement occurs as if prompts had not been used the prompt is delivered following a ten second interval 1 points Saved QUESTION 4 A model’s effectiveness may be positively influenced by: high status differences between model and students behavior modeled without reinforcement none of the above 1 points Saved QUESTION 5 In , students compare their work against some standard of performance. self-recording
Self-reinforcement 1 points Saved QUESTION 8 The following is an example of the system of least prompts. Miss Simon waits three seconds before providing Luis physical guidance. After Mr. Gibson asks Tia to hang up her coat, she verbally reminds her again. Yesterday, Ms. Shafer provided hand-over-hand assistance to Jerome to tie his shoes. Today, she is holding his wrists. a & b only 1 points Saved QUESTION 9 Training of stimuli observed in both training and generalization settings is best described as: use of indiscriminable contingencies common stimuli programming training loosely train and hope methodology 1 points Saved QUESTION 10
How do generalization objectives differ from acquisition objectives? The conditions under which the behavior to be performed differs. Differences in the criteria defined for performance Differences in behavior targeted for change a and b only 1 points Saved QUESTION 11 is defined as differential reinforcement of successive approximations to a specific target behavior. Shaping Modeling Behavioral chaining SD 1 points Saved QUESTION 12
The more relevant the behavior, the more likely the student will be to acquire the behavioral skill. There is seldom a behavior that is performed exactly the same way in exactly the same place. It is not always necessary to employ identical procedures to obtain stimulus generalization or maintenance. 1 points Saved QUESTION 15 The first step in self-instruction involves: an adult modeling the procedure while overtly talking through each step a student completing the steps following an adults directions a student completes the steps following picture prompts none of the above 1 points Saved QUESTION 16 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 : indiscriminable contingencies programming common stimuli
training loosely general case programming 1 points Saved QUESTION 17 Components needed for teaching students to self record include: operationally defining the target behavior instructing the student in the use of the data collection system monitoring at least one practice session all of the above 1 points Saved QUESTION 18 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. Path: pWords: 3 points Save Answer QUESTION 19
Path: pWords: 2 points Save Answer QUESTION 22 Give a brief explanation of the rationale involved in providing generalization training. Who should provide it? Path: pWords:
