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NO.81 Tokens are generally referred to as:

Conditioned reinforcers

Generalized conditioned reinforcers

Negative reinforcers

SDs

NO.82 Which characteristic of the response measure shown in this graph changed from baseline during the
intervention phase?

level

trend

rate

variability

NO.83 Adherence to “procedural integrity” promotes generalization by facilitating.

normalization.

ethical treatment of consumers.

consistency of instruction.

spontaneous changes in intervention procedures.

NO.84 Behavior analytic interventions that are effective in changing an individual’s behavior in a socially important way are said to have:

Parsimony

Social validity

Primary importance

Interobserver reliability

NO.85 Requiring a student who disrupts the class by throwing papers and tipping over chairs to clean the mess
up and then clean the rest of the room by sweeping and cleaning desktops is a(n) __________________
procedure.

Negative reinforcement

Negative punishment

Positive punishment

Extinction

NO.86 Adherence to “procedural integrity” promotes generalization by facilitating.

normalization.

ethical treatment of consumers.

consistency of instruction.

spontaneous changes in intervention procedures.

NO.87 What is the next step in the assessment process if data from the functional analysis do NOT support the original hypothesis?

Base the intervention on the original hypothesis and re-assess after a time lapse.

Design a package intervention to address all possible functions of the behavior.

Continue to conduct the functional assessment until the data coincides with the original hypothesis.

Alter the hypothesis regarding the maintaining variable of the behavior based on the results of the functional assessment.

NO.88 The purpose of including untaught items or tasks within a Discrete Trial Instruction program is to assess:

context.

fluency.

generalization.

mastery.

NO.89 A DRI schedule designed to decrease the frequency of running around class and tapping other children on the head involves:

Arranging for the child to earn a reinforcer in the absence of these behaviors

Providing a reinforcer contingent on being on task and sitting quietly in his seat

Changing the seating arrangement of the class

Ensuring the child had breakfast that morning

NO.90 A client with a history of escape maintained problem behavior begins to throw the puzzle pieces a few minutes after starting to work on the task. What is the BEST programmatic change for the behavior analyst to make?

Remove the puzzle and implement a time-out procedure.

Teach the client to request escape using an adaptive behavior.

Implement an overcorrection procedure to reduce puzzle piece throwing.

Increase the amount of social praise delivered for successful task completion.

NO.91 Behavioral contracts must include.

a summary of the functional assessment; the target behavior; and the consequences for its occurrence and non-occurrence.

vocal descriptions of how the behavior is to be measured; the consequences for its occurrence and non-occurrence; the contract manager; and the target behavior.

written descriptions of how the behavior is to be measured; when behavior must occur; the consequences for its occurrence and non-occurrence; the contract manager; and the target behavior.

a summary of the functional assessment; written descriptions of how the behavior is to be measured; when behavior must occur; the contract manager; and the target behavior.

NO.92 Missy is using a multiple probe across participants design to evaluate the effects of peer tutoring to teach three students to complete division problems. These three students have had no prior instruction in division. Missy MOST LIKELY chose a multiple probe design rather than a multiple baseline design becausE.

the students’ baseline scores will be zero.

the students could not miss class very often.

other extraneous variables may cause their skills to improve.

she is interested in comparing the effects of three interventions at once.

NO.93 To address hitting others, two procedures were compared. differential reinforcement of incompatible behavior and time-out. The outcomes were examined within and across subjects. A withdrawal design was employed. The BEST response measure to use in this study is frequency of.

the incompatible behavior.

being sent to time-out.

hitting others.

reinforcer delivery.

NO.94 Jim’s teacher has taught him to say, “Hello, how are you?” and when he does this, she delivers praise.
Now Jim says this whenever he meets anyone, and some people say,
“Fine, how are you?” What is the natural consequence for Jim’s behavior?

increased number of friends

continuous reinforcement

improved social repertoire for Jim

the responses of the people he meets

NO.95 A teacher says: “Everyone, you have math homework tonight. Tomorrow, I will draw a name from a hat. If that person has completed his or her homework and remembered to bring it back to school, everyone will get extra recess.” What type of group contingency is this?

This is not a group contingency

Independent group contingency

Interdependent group contingency

Dependent group contingency

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