Question 1

When is it especially misleading to include agreement on blank intervals in computing the IOR? Give an example.

Accepted Answer

When very few instances of the behavior have been recorded.Any appropriate example is acceptable.

Question 2

What is the difference between obtrusive and unobtrusive observations?

Accepted Answer

Observations are obtrusive when the observational method affects the behaviors being observed.Observations are unobtrusive when the observational method does not cause those being observed to deviate from their typical behavior.

Question 3

What does the topography of a behavior mean? Give an example that is not in this chapter.

Accepted Answer

Topography refers to the form or specific movements involved in a particular response.Any appropriate example is acceptable.

Question 4

Define stimulus control, and give an example.

Accepted Answer

Stimulus control refers to the degree of

Question 5

Using an example, explain how the quality of a behavior is a refinement of one or more of the other dimensions of behavior.

Accepted Answer

Topography, amount, intensity, stimulus

Question 6

List and briefly describe five sources of bias and artifact that can influence an observer.

Accepted Answer

(a)Reactivity, which refers to the fact

Question 7

Make a frequency graph and a cumulative graph of the following instances of a behavior that were observed during successive sessions: 3, 7, 19, 0, 0, 0, 27, 12, 12, 6.

Accepted Answer

Consecutive data points on the

Question 8

Describe three ways to keep track of the number of times a certain response occurs during a day.

Accepted Answer

The four mentioned in the text are: (a)H

Question 9

What does the frequency of a behavior mean? Give an example that is not in this chapter.

Accepted Answer

Frequency: the number of insta

Question 10

Define time-sampling recording. Give an example that is not in this chapter.

Accepted Answer

Time-sampling recording scores a behavio

Question 11

On a cumulative graph, what can you infer from the following?
a.a high or steep slope; b.a low slope; c.a flat line

Accepted Answer

(a)A high rate (or f

Question 12

When would one likely select an interval-recording system over a continuous recording system?

Accepted Answer

One would likely select an int

Question 13

Describe five categories of error that can affect the accuracy of observations.

Accepted Answer

(a)Response definition might be vague, s

Question 14

Describe at least four ways in which a cumulative graph of a set of data differs from a frequency graph of the same data.

Accepted Answer

Differences that might be mentioned: (a)

Question 15

When might it be acceptable to include agreement on blank intervals in your computation of an IOR? Why would this be acceptable?

Accepted Answer

It would be acceptable when on

Question 16

What is another word for the intensity of a response? Give an example in which it would be important to measure the intensity of a behavior.

Accepted Answer

Force.For example, force is me

Question 17

What do we mean by the latency of a response? Give an example that is not in this chapter.

Accepted Answer

Latency refers to the amount o

Question 18

Name the six levels that the ABLA-R assesses.

Accepted Answer

Imitation, position discrimination, visu

Question 19

What do we mean by the relative duration of a behavior? Give and explain an example in which relative duration might be more appropriate than frequency.

Accepted Answer

The relative duration of a behavior is t

Question 20

Describe the details of the stimulus control assessed by ABLA-R Level 4, visual identity match-to-sample discrimination.

Accepted Answer

When assessing Level 4 of the ABLA-R, a

Exam 21: Direct Behavioral Assessment: What to Record and How

When is it especially misleading to include agreement on blank intervals in computing the IOR? Give an example.

What is the difference between obtrusive and unobtrusive observations?

What does the topography of a behavior mean? Give an example that is not in this chapter.

Define stimulus control, and give an example.

Using an example, explain how the quality of a behavior is a refinement of one or more of the other dimensions of behavior.

List and briefly describe five sources of bias and artifact that can influence an observer.

Make a frequency graph and a cumulative graph of the following instances of a behavior that were observed during successive sessions: 3, 7, 19, 0, 0, 0, 27, 12, 12, 6.

Describe three ways to keep track of the number of times a certain response occurs during a day.

What does the frequency of a behavior mean? Give an example that is not in this chapter.

Define time-sampling recording. Give an example that is not in this chapter.

On a cumulative graph, what can you infer from the following? a.a high or steep slope; b.a low slope; c.a flat line

When would one likely select an interval-recording system over a continuous recording system?

Describe five categories of error that can affect the accuracy of observations.

Describe at least four ways in which a cumulative graph of a set of data differs from a frequency graph of the same data.

When might it be acceptable to include agreement on blank intervals in your computation of an IOR? Why would this be acceptable?

What is another word for the intensity of a response? Give an example in which it would be important to measure the intensity of a behavior.

What do we mean by the latency of a response? Give an example that is not in this chapter.

Name the six levels that the ABLA-R assesses.

What do we mean by the relative duration of a behavior? Give and explain an example in which relative duration might be more appropriate than frequency.

Describe the details of the stimulus control assessed by ABLA-R Level 4, visual identity match-to-sample discrimination.

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

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

Antecedent Control: Modeling, Guidance, and Situational Inducement

Antecedent Control: Motivation

Behavioral Assessment: Initial Considerations

Doing Behavior Modification Research

Functional Assessment of Problem Behavior

Planning, Applying, and Evaluating a Behavioral Program

Token Economies

Helping an Individual to Develop Self-Control

Approaches to Behavior Therapy: Cognitive Restructuring; Self-Directed Coping Methods; and Mindfulness and Acceptance Procedures

Psychological Disorders Treated by Behavioral and Cognitive Behavioral Therapies

Giving It All Some Perspective: a Brief History

Ethical Issues

Shaping and Schedules of Reinforcement: A Comprehensive Guide

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