Reference no: EM133263660
Within ABA
1. A contingency contract should include which components?
a. A description of the contingent relationship between behavior and reward
b. A description of how the person will get the reward
c. A vocal-verbal statement about the contingency in place
d. A statement about the value of using contingency contracts
2. I want to teach a new skill to a learner that involves using their interests to guide instruction within their typical environment. Which teaching method should I use?
a. Naturalistic training methods
b. Discrete-trial training
c. Discrimination training
d. Afree operant procedure
3. When developing a token economy, what is important to consider before beginning the token system?
a. How the caretaker likes the design of the tokens
b. The amount of time needed to deliver tokens
c. When to run a preference assessment
d. Define the target behavior and how one earns or loses tokens
4. ______ ______refers to the pairing of a neutral stimulus and a stimulus with known reinforcing value.
a. Conditioned punishment
b. Discriminative stimulus
c. Conditioned reinforcement
d. Positive reinforcement
5. A child screams to get his father's attention. Instead of responding, the father waits for child to respond by tapping his shoulder and immediately responds. This is an example of.
a. Functional communication training (FCT)
b. Non-contingent reinforcement (NCR)
c. Differential reinforcement of other behaviors (DRO)
d. Differential reinforcement of alternative behaviors (DRA)
6. A child is shown a picture of a ball and he matches it to an identical picture of the ball. This represents A=A. This is known as_______
a. Stimulus equivalence
b. Symmetry
c. Transitivity
d. Reflexivity
7. You want to teach a child to elect a picture of a ball upon hearing the auditory stimulus "ball." This is an example of_________
a. Simple discrimination
b. Conditional discrimination
c. Any discrimination procedure
d. Intermittent discrimination
8. When the discriminative stimulus (SD) has been delivered and the learner is immediately prompted, this is known as___________
a. Stimulus fading
b. Stimulus prompting
c. Errorless teaching
d. Most to least
9. Students were asked to line-up to walk to the gym. The student you are observing was the first in line following the teacher's demand to line up. You vocally praise the student and give her a hig five. What did you provide to the student immediately following a desired behavior?
a. Differential reinforcement
b. Negative reinforcement
c. Alternative reinforcement
d. Positive reinforcement
10. A child you are working with is sitting properly in her chair after weeks of practice. You provide a token to her token board. Providing the token is likely to __________ the proper sitting behavior.
a. Decrease
b. Do nothing
c. Increase
d. Punish
11. What involves highlighting a physical dimension (e.g., color, size, position, etc.) of a stimulus to increase the likelihood of a correct response?
a. Stimulus shape transformations
b. Stimulus prompts
c. Modeling
d. Response prompt
12. A_________states what the learner is expected to do.
a. Token economy
b. Mand
c. Rule
d. Pretest
13. You want to use chaining to teach a child to wash his hands, what step must be completed before beginning?
a. A component analysis
b. Reinforcement
c. Prompting
d. A task analysis
14. You want to measure a client's responding in a playroom with multiple opportunities to play with toys as they please. Which method would allow you to measure the child's responses (or lack there of) to the toys?
a.Discrimination training
b. Afree operant procedure
c. Discrete-trail training
d. Naturalistic training method
15. _________ __________involves the trainer completing all of the steps in a teaching sequence except for the last step, which the learner completes.
a. Backward chaining
b. Forwarding chaining
c. Task analysis
d. Total-task chaining
16. Modeling as a response prompt should only be used with learners who have already developed___________.
a. Vocal verbal communication
b. Match-to-sample skills
c. Imitation skills
d. Reading skills
17. Negative reinforcement can be thought of as_________a stimulus to ________the target behavior.
a. Adding, decrease
b. Removing, increase
c. Removing, decrease
d. Adding, increase
18. In a three-term contingency the antecedent stimulus is synonymous with________.
a. The consequence
b. The discriminative stimulus (SD)
c. The behavior
d. The environment
19. A child is learning how to write the letter B, when would reinforcement be provided?
a. At the beginning, middle, and end of teaching trials of successful trials
b. After successful approximation with 100% accuracy three times
c. After a successful approximation that is closer to the target behavior than what was previously reinforced
d. After successful approximation of each response matching the target behavior regardless of previously reinforced approximations
20. An antecedent intervention where the instructor quickly presents easy mastered tasks for the learner before including more difficuit tasks for the learner is known as________
a. High-probability request sequence
b. Easy first and hard later
c. Low-probability request sequence
d. Repertoire building
21. Another name for an instruction/demand is________
a. Rule
b. Consequence
c. Discriminative stimulus (SD)
d. Contingency
22. If you are hungry and see a snack on the table, the snack represents a________.
a. Motivating operation - because now you really want something to eat
b. Punishment - because you are hungry and this stimulus increases your hunger
c. Discriminative stimulus (SD) - because it signals the availability of reinforcement
d. Consequence - because eating pretzels is a response to my hunger
23. If your client is eating salty pretzels for most of the session, water or a drink will likely become valuable. Prior to receiving the drink, we would say there is a (an)____________present.
a. Abolishing operation
b. Establishing operation
c. Discriminative stimulus (SD)
d. Respondent conditioning
24. A student has been working on writing his name. One day he writes his name perfectly without prompts. You want to continue this behavior, what should you do?
a. Provide reinforcement
b. Remove reinforcement
c. Add a negative punishment procedure
d. Privately acknowledge the accomplishment and nothing else
25. Point-to-point correspondence (when the beginning, middle, and end of a verbal stimulus matches the beginning, middle, end of the verbal response) is an important feature to consider when teaching_________
a. Echoics
b. Mands
c. Tacts
d. Intraverbals
26. A primary benefit of backward chaining is that..
a.The learner is passively observing the beginning steps
b. It works for teaching all behaviors
c. The learner comes in contact with reinforcement
d. All of the above
27. To receive reinforcement, problem behavior needs to be below a predetermined criterion. For example, a child's screaming behavior needs to occur 4 times or less a day for the child to receivereinforcement.. This is an example of
a. Non-contingent reinforcement (NCR)
b. Differential reinforcement of alternative behaviors (DRA)
c. Functional communication training (FCT)
d. Differential reinforcement of low-rate behaviors (DRL)
28. ________ ________takes place when a derived relation emerges as a product of teaching two other stimulus relation
a. Stimulus equivalence
b. Symmetry
c. Transitivity
d. Reflexivity
29. Contingency shaped behavior generally result in_____and______.
a. Immediate and direct consequences
b. Reinforcement and prompting
c. Immediate and delayed consequences
d. Reinforcement and data
30. Behavior that is reinforced does what?
a. Stays the same
b. Increases
c. Decreases
d. Changes in some measurable way