Question 1

Behavior that extinguishes slowly is said to be:

Accepted Answer

A) reinforced intermittently 
B) showing spontaneous recovery 
C) resistant to extinction 
D) exhibiting extinction bursts 
A) reinforced intermittently 
B) showing spontaneous recovery 
C) resistant to extinction 
D) exhibiting extinction bursts

Question 2

Which of the following is not a goal of behavioral assessment?

Accepted Answer

A) to identify behavioral excesses or deficits 
B) to evaluate the effects of interventions 
C) to identify causes of current problem behaviors 
D) to diagnosis or classify individuals 
A) to identify behavioral excesses or deficits 
B) to evaluate the effects of interventions 
C) to identify causes of current problem behaviors 
D) to diagnosis or classify individuals

Question 3

Within a behavioral approach, a set of stimuli that have some physical characteristic in common is referred to as:

Accepted Answer

A) a response class 
B) a common-element stimulus class 
C) a mental representation of objects 
D) response generalization 
A) a response class 
B) a common-element stimulus class 
C) a mental representation of objects 
D) response generalization

Question 4

A clear statement of what behaviors of what individuals will produce what reinforcers, and who will deliver those reinforcers, is referred to as a:

Accepted Answer

A) treatment contract 
B) three-term contingency statement 
C) behavioral contract 
D) psychology contract 
A) treatment contract 
B) three-term contingency statement 
C) behavioral contract 
D) psychology contract

Question 5

Systematic desensitization is considered an exposure-based therapy because it exposes the client to the feared stimulus or stimuli.

Accepted Answer

A) True 
 B)False

Question 6

The amount of time that a particular behavior lasts or continues on a particular instance is called the:

Accepted Answer

A) timing of a response 
B) duration of a response 
C) latency of a response 
D) frequency of a response 
A) timing of a response 
B) duration of a response 
C) latency of a response 
D) frequency of a response

Question 7

Which of the following is not one of the reasons that single-case designs are more popular than control group designs among behavior modifiers?

Accepted Answer

A) Single-case designs typically provide potentially valuable information on individual variation in performance. 
B) Single-case designs are based on assumptions about the distribution of the dependent variable in the population. 
C) Single-case designs require only a few individuals with the same performance problem in order to evaluate an intervention. 
D) In single-case designs, all of the clients receive the treatment at one time or another. 
A) Single-case designs typically provide potentially valuable information on individual variation in performance. 
B) Single-case designs are based on assumptions about the distribution of the dependent variable in the population. 
C) Single-case designs require only a few individuals with the same performance problem in order to evaluate an intervention. 
D) In single-case designs, all of the clients receive the treatment at one time or another.

Question 8

If a teacher is unable to detect most instances of a behavior to be punished, then the teacher should have serious doubts about the value of implementing a punishment procedure because:

Accepted Answer

A) the student seems to get used to the punisher and can put up with more of it 
B) intermittent punishment is less effective than continuous punishment 
C) you cannot apply an experimental test to this type of situation to detect all instances of the undesirable behavior 
D) this increases the likelihood that the punisher will become a positive reinforce 
A) the student seems to get used to the punisher and can put up with more of it 
B) intermittent punishment is less effective than continuous punishment 
C) you cannot apply an experimental test to this type of situation to detect all instances of the undesirable behavior 
D) this increases the likelihood that the punisher will become a positive reinforce

Question 9

The view that, in some cases, it is desirable to use quicker-acting punishment procedures to decrease problem behavior rather than slower-acting procedures involving positive reinforcement of alternative behavior, is referred to as the position.

Accepted Answer

A) freedom from harm 
B) right to effective treatment 
C) functional communication 
D) positive behavior support 
A) freedom from harm 
B) right to effective treatment 
C) functional communication 
D) positive behavior support

Question 10

Countercontrol may be defined as:

Accepted Answer

A) the amount of control a therapist can exert over a client in a therapeutic relationship by virtue of access to suitable reinforcers 
B) the amount of control a client can exert over the therapist in a therapeutic relationship by virtue of access to suitable reinforcers 
C) the amount of control exerted over behavior by an intervention 
D) the amount of control exerted over behavior by extraneous variables 
A) the amount of control a therapist can exert over a client in a therapeutic relationship by virtue of access to suitable reinforcers 
B) the amount of control a client can exert over the therapist in a therapeutic relationship by virtue of access to suitable reinforcers 
C) the amount of control exerted over behavior by an intervention 
D) the amount of control exerted over behavior by extraneous variables

Question 11

The ABLA-R test assesses the ease or difficulty with which persons with developmental disabilities are able to learn a simple imitation task and several two-choice discrimination tasks.

Accepted Answer

A) True 
 B)False

Question 12

Thinking "I hope I pass this course" while sitting in class, is an example of covert behavior.

Accepted Answer

A) True 
 B)False

Question 13

A behavior that is strengthened because it accidently precedes a reinforcer, even though it did not actually produce the reinforcer, is called:

Accepted Answer

A) operant behavior 
B) superstitious behavior 
C) respondent behavior 
D) reflexive behavior 
A) operant behavior 
B) superstitious behavior 
C) respondent behavior 
D) reflexive behavior

Question 14

With conditioned motivating operations, both the value-altering effect and the behavior- altering effect are learned.

Accepted Answer

A) True 
 B)False

Question 15

The procedure in which the response remains the same over trials while the controlling stimulus is gradually changed is called:

Accepted Answer

A) method of successive approximation 
B) shaping 
C) stimulus discrimination training 
D) fading 
A) method of successive approximation 
B) shaping 
C) stimulus discrimination training 
D) fading

Question 16

Both escape conditioning and the punishment procedure employ:

Accepted Answer

A) differential reinforcement 
B) exclusionary time-outs 
C) aversive events 
D) negative reinforcement 
A) differential reinforcement 
B) exclusionary time-outs 
C) aversive events 
D) negative reinforcement

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

Behavior that extinguishes slowly is said to be:

Which of the following is not a goal of behavioral assessment?

Within a behavioral approach, a set of stimuli that have some physical characteristic in common is referred to as:

A clear statement of what behaviors of what individuals will produce what reinforcers, and who will deliver those reinforcers, is referred to as a:

Systematic desensitization is considered an exposure-based therapy because it exposes the client to the feared stimulus or stimuli.

The amount of time that a particular behavior lasts or continues on a particular instance is called the:

Which of the following is not one of the reasons that single-case designs are more popular than control group designs among behavior modifiers?

If a teacher is unable to detect most instances of a behavior to be punished, then the teacher should have serious doubts about the value of implementing a punishment procedure because:

The view that, in some cases, it is desirable to use quicker-acting punishment procedures to decrease problem behavior rather than slower-acting procedures involving positive reinforcement of alternative behavior, is referred to as the position.

Countercontrol may be defined as:

The ABLA-R test assesses the ease or difficulty with which persons with developmental disabilities are able to learn a simple imitation task and several two-choice discrimination tasks.

Thinking "I hope I pass this course" while sitting in class, is an example of covert behavior.

A behavior that is strengthened because it accidently precedes a reinforcer, even though it did not actually produce the reinforcer, is called:

With conditioned motivating operations, both the value-altering effect and the behavior- altering effect are learned.

The procedure in which the response remains the same over trials while the controlling stimulus is gradually changed is called:

Both escape conditioning and the punishment procedure employ:

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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