Question 1

Which procedures both increase the likelihood of the target response?

Accepted Answer

A) punishment and escape conditioning 
B) positive reinforcement and escape conditioning 
C) positive reinforcement and punishment 
D) punishment and avoidance conditioning 
A) punishment and escape conditioning 
B) positive reinforcement and escape conditioning 
C) positive reinforcement and punishment 
D) punishment and avoidance conditioning

Question 2

Which of the following is not one of the advantages of indirect assessment procedures?

Accepted Answer

A) They require that observers be appropriately trained. 
B) They are convenient. 
C) They don't require a substantial amount of time to complete. 
D) They provide information about covert behaviors. 
A) They require that observers be appropriately trained. 
B) They are convenient. 
C) They don't require a substantial amount of time to complete. 
D) They provide information about covert behaviors.

Question 3

A typical MO is likely to affect one behavior, and a given behavior is likely to be affected by one MO.

Accepted Answer

A) True 
 B)False

Question 4

Stimulus equivalence requires the demonstration of reflexivity, symmetry, and transitivity.

Accepted Answer

A) True 
 B)False

Question 5

In a token economy, taking away tokens following problem behavior is an example of _______ punishment:

Accepted Answer

A) physical 
B) response-cost 
C) time-out 
D) reprimand 
A) physical 
B) response-cost 
C) time-out 
D) reprimand

Question 6

Which of the following questions are you not likely to ask yourself when you are considering the selection of a stimulus to be set up as an SD for the behavior of another person?

Accepted Answer

A) Can the stimulus be presented primarily on occasions on which the response should occur? 
B) Is there a high probability that the person will attend to it? 
C) Are there a wide variety of reinforcers available that are sufficiently different from one another? 
D) Is the stimulus sufficiently different from other stimuli on more than one dimension? 
A) Can the stimulus be presented primarily on occasions on which the response should occur? 
B) Is there a high probability that the person will attend to it? 
C) Are there a wide variety of reinforcers available that are sufficiently different from one another? 
D) Is the stimulus sufficiently different from other stimuli on more than one dimension?

Question 7

If a father were to tell his 16-year-old son, "You can use the family car on Saturday if you mow the lawn on Friday," and if the son mows the lawn on Friday, we would describe the son's lawn-mowing as:

Accepted Answer

A) contingency shaped behavior 
B) intrinsically motivated behavior 
C) rule-governed behavior 
D) self-managed behavior 
A) contingency shaped behavior 
B) intrinsically motivated behavior 
C) rule-governed behavior 
D) self-managed behavior

Question 8

When a behavior modifier relies on a verbal description of the behavior of a client through interviews and/or formal questionnaires, we can say s/he is using a(n)assessment procedure.

Accepted Answer

A) direct 
B) indirect 
C) intellectual 
D) psychodiagnostic 
A) direct 
B) indirect 
C) intellectual 
D) psychodiagnostic

Question 9

If you use escape conditioning to change a behavior, the behavior is likely to___________________ .

Accepted Answer

A) remain the same 
B) completely stop 
C) decrease 
D) increase 
A) remain the same 
B) completely stop 
C) decrease 
D) increase

Question 10

A baseline phase, a treatment phase, a return to baseline phase, and a return to the treatment phase are the components of the:

Accepted Answer

A) multi-element design 
B) multiple-baseline design 
C) changing criterion design 
D) reversal-replication design 
A) multi-element design 
B) multiple-baseline design 
C) changing criterion design 
D) reversal-replication design

Question 11

Just before displaying a particular problem behavior, a developmentally disabled child typically looks at a caregiver and smiles.These indicators suggest that the problem behavior is maintained by:

Accepted Answer

A) self-stimulation 
B) external sensory positive reinforcement 
C) attention from others 
D) escape from demands 
A) self-stimulation 
B) external sensory positive reinforcement 
C) attention from others 
D) escape from demands

Question 12

Giving a child her favorite candy following a desirable behavior is an example of a motivating operation.

Accepted Answer

A) True 
 B)False

Question 13

A successful program for helping problem drinkers to learn to drink in moderation was developed by:

Accepted Answer

A) Ferster and Skinner 
B) LoPiccollo and Freidman 
C) Bellack and Herson 
D) Sobell and Sobell 
A) Ferster and Skinner 
B) LoPiccollo and Freidman 
C) Bellack and Herson 
D) Sobell and Sobell

Question 14

A motivating abolishing operation increases the effectiveness of a consequence as a reinforcer.

Accepted Answer

A) True 
 B)False

Question 15

Classical conditioning was developed by:

Accepted Answer

A) B.F.Skinner 
B) Ivan Pavlov 
C) Joseph Wolpe 
D) Aaron Beck 
A) B.F.Skinner 
B) Ivan Pavlov 
C) Joseph Wolpe 
D) Aaron Beck

Question 16

Conditioned seeing involves the respondent component of thinking.

Accepted Answer

A) True 
 B)False

Question 17

People have learned to react negatively to all overt attempts to control behavior because:

Accepted Answer

A) they are inherently free and therefore behavioral control is aversive 
B) they wish to maintain their freedom and dignity 
C) of their experiences with others who have used their power for their own benefit 
D) the actions of religious leaders illustrates that one should not attempt to control the behavior of others 
A) they are inherently free and therefore behavioral control is aversive 
B) they wish to maintain their freedom and dignity 
C) of their experiences with others who have used their power for their own benefit 
D) the actions of religious leaders illustrates that one should not attempt to control the behavior of others

Question 18

A mastery criterion is a performance requirement for practicing a skill such that if the criterion is met the skill has been learned.

Accepted Answer

A) True 
 B)False

Question 19

One aspect of ____________is to examine the extent to which target behaviors identified for treatment programs are really the most important for the client and/or society.

Accepted Answer

A) reliability assessment 
B) external validation 
C) internal validation 
D) social validation 
A) reliability assessment 
B) external validation 
C) internal validation 
D) social validation

Question 20

Which of the following is not a characteristic of behavior modification?

Accepted Answer

A) It defines problems in terms of behavior. 
B) Its treatment procedures and techniques are ways of rearranging an individual's environment. 
C) Its techniques draw extensively from the principles of operant and Pavlovian conditioning. 
D) It emphasizes the use of summary labels for classifying individuals. 
A) It defines problems in terms of behavior. 
B) Its treatment procedures and techniques are ways of rearranging an individual's environment. 
C) Its techniques draw extensively from the principles of operant and Pavlovian conditioning. 
D) It emphasizes the use of summary labels for classifying individuals.

Exam 31: Shaping and Schedules of Reinforcement: A Comprehensive Guide

Which procedures both increase the likelihood of the target response?

Which of the following is not one of the advantages of indirect assessment procedures?

A typical MO is likely to affect one behavior, and a given behavior is likely to be affected by one MO.

Stimulus equivalence requires the demonstration of reflexivity, symmetry, and transitivity.

In a token economy, taking away tokens following problem behavior is an example of _______ punishment:

Which of the following questions are you not likely to ask yourself when you are considering the selection of a stimulus to be set up as an SD for the behavior of another person?

If a father were to tell his 16-year-old son, "You can use the family car on Saturday if you mow the lawn on Friday," and if the son mows the lawn on Friday, we would describe the son's lawn-mowing as:

When a behavior modifier relies on a verbal description of the behavior of a client through interviews and/or formal questionnaires, we can say s/he is using a(n)assessment procedure.

If you use escape conditioning to change a behavior, the behavior is likely to___________________ .

A baseline phase, a treatment phase, a return to baseline phase, and a return to the treatment phase are the components of the:

Just before displaying a particular problem behavior, a developmentally disabled child typically looks at a caregiver and smiles.These indicators suggest that the problem behavior is maintained by:

Giving a child her favorite candy following a desirable behavior is an example of a motivating operation.

A successful program for helping problem drinkers to learn to drink in moderation was developed by:

A motivating abolishing operation increases the effectiveness of a consequence as a reinforcer.

Classical conditioning was developed by:

Conditioned seeing involves the respondent component of thinking.

People have learned to react negatively to all overt attempts to control behavior because:

A mastery criterion is a performance requirement for practicing a skill such that if the criterion is met the skill has been learned.

One aspect of ____________is to examine the extent to which target behaviors identified for treatment programs are really the most important for the client and/or society.

Which of the following is not a characteristic of behavior modification?

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

Direct Behavioral Assessment: What to Record and How

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

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