Exam 23: Maintenance and Transfer

Please match the following examples with the concepts below. (Note that these examples apply to almost all of the concepts, so your job is to apply it to the best fit, according to what you read in this chapter. Sorry about that, but this is the best we could do!) -___ Behavior trap

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Question 1

Correct Answer:

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Briefly describe the procedure to train Sally to ride her bike. And explain the results.

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Question 2

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To train Sally to ride her bike, the procedure would involve several steps. First, Sally would need to become familiar with the bike and its parts, such as the handlebars, pedals, and brakes. Next, she would practice balancing on the bike while using training wheels for support. Once she has mastered balancing, the training wheels can be removed, and Sally can practice pedaling and steering while an adult supports her from behind. As she gains confidence, the adult can gradually let go and allow Sally to ride on her own.

The results of this training procedure would ideally be that Sally becomes comfortable and confident riding her bike independently. She would have developed the necessary skills of balance, pedaling, and steering, and would be able to enjoy the freedom and fun of riding her bike. Additionally, she would have gained a sense of accomplishment and self-confidence from mastering this new skill.

Briefly describe a procedure to help people with developmental delays acquire a repertoire of safe street crossing.

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Question 3

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One procedure to help people with developmental delays acquire a repertoire of safe street crossing is to use a systematic and structured approach to teach them the necessary skills. This can include breaking down the task of street crossing into smaller, manageable steps and teaching each step individually. This may involve using visual aids, modeling the behavior, and providing ample opportunities for practice in a safe and controlled environment. Additionally, providing positive reinforcement and feedback can help reinforce the learning and encourage the individual to continue practicing and improving their skills. It is also important to consider individual differences and tailor the approach to meet the specific needs and abilities of each person with developmental delays. Finally, ongoing support and supervision may be necessary to ensure that the individual can generalize their skills to different street crossing situations.

Describe a procedure to help developmentally disabled people acquire a repertoire of safe street crossing. What was the training setting?

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Question 4

For transfer of training of street crossing skills, the training setting was a model street made of cardboard; and plastic dolls were used to cross the model street; and the test setting was a REAL street with REAL people. Could the participants discriminate between the two settings?

(True/False)

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Question 5

Define the following concepts: -Transfer of training

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Question 6

When there's no behavior trap to maintain performance, you should add something like performance contracting.

(True/False)

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Question 7

Dicky, the autistic boy, continues to wear his glasses and maintain his talking because his parents continued to use aversive control and nag at him. (Nedelman, D. & Sulzbacher, 1972)

(True/False)

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Question 8

Suppose Velma and Gerri grind their teeth at almost the same low frequency when the punishment contingency is not in effect as when it is in effect (Blount et al. 1982). This is an example of:

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Question 9

Fill in the Blank -Performance maintenance $\bullet$ The of performance $\bullet$ after it was first ___.

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Question 10

For each of the following concepts, provide an example from the book or from your own life. -Performance maintenance

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Question 11

What do you do when there's no behavior trap to maintain performance? Give an example.

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Question 12

Concerning the transfer of safe street-crossing skills, how much stimulus discrimination (control) between the training setting (model in the classroom) and the testing settings (real life on the streets)?

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Question 13

Describe the role of rule control in the training and transfer of safe street crossing.

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Question 14

Responding at the same frequency in the presence of the S^Δ as in the presence of the S^D shows

(Multiple Choice)

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Question 15

Fill in the Blank -Transfer of training $\bullet$ Performance established $\bullet$ at one _______ $\bullet$ in one _ $\bullet$ now occurs in a different time and _________.

(Short Answer)

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Question 16

Describe a procedure to help developmentally disabled people acquire a repertoire of safe street crossing. What was the testing response?

(Multiple Choice)

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Question 17

Describe a procedure for achieving transfer of training from one-on-one training sessions to group classrooms. a. Describe each step in the procedure. b. Describe the role rules play in each step. c. What were the general results?

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Question 18

Concerning the transfer of safe street-crossing skills, how much stimulus generalization was there between the training setting (model in the classroom) and the testing settings (real life on the streets)?

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Question 19

A behavior trap can maintain the talking of an autistic child.

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Question 20

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Exam 23: Maintenance and Transfer

Please match the following examples with the concepts below. (Note that these examples apply to almost all of the concepts, so your job is to apply it to the best fit, according to what you read in this chapter. Sorry about that, but this is the best we could do!) -___ Behavior trap

Briefly describe the procedure to train Sally to ride her bike. And explain the results.

Briefly describe a procedure to help people with developmental delays acquire a repertoire of safe street crossing.

Describe a procedure to help developmentally disabled people acquire a repertoire of safe street crossing. What was the training setting?

For transfer of training of street crossing skills, the training setting was a model street made of cardboard; and plastic dolls were used to cross the model street; and the test setting was a REAL street with REAL people. Could the participants discriminate between the two settings?

Define the following concepts: -Transfer of training

When there's no behavior trap to maintain performance, you should add something like performance contracting.

Dicky, the autistic boy, continues to wear his glasses and maintain his talking because his parents continued to use aversive control and nag at him. (Nedelman, D. & Sulzbacher, 1972)

Suppose Velma and Gerri grind their teeth at almost the same low frequency when the punishment contingency is not in effect as when it is in effect (Blount et al. 1982). This is an example of:

Fill in the Blank -Performance maintenance ∙\bullet∙ The ____________________ of performance ∙\bullet∙ after it was first _______________________.

For each of the following concepts, provide an example from the book or from your own life. -Performance maintenance

What do you do when there's no behavior trap to maintain performance? Give an example.

Concerning the transfer of safe street-crossing skills, how much stimulus discrimination (control) between the training setting (model in the classroom) and the testing settings (real life on the streets)?

Describe the role of rule control in the training and transfer of safe street crossing.

Responding at the same frequency in the presence of the SΔ as in the presence of the SD shows

Fill in the Blank -Transfer of training ∙\bullet∙ Performance established ∙\bullet∙ at one _______________ ∙\bullet∙ in one _________________ ∙\bullet∙ now occurs in a different time and _________________.

Describe a procedure to help developmentally disabled people acquire a repertoire of safe street crossing. What was the testing response?

Describe a procedure for achieving transfer of training from one-on-one training sessions to group classrooms. a. Describe each step in the procedure. b. Describe the role rules play in each step. c. What were the general results?

Concerning the transfer of safe street-crossing skills, how much stimulus generalization was there between the training setting (model in the classroom) and the testing settings (real life on the streets)?

A behavior trap can maintain the talking of an autistic child.

Respondent Conditioning

Operant Conditioning for Dummies Part I

Operant Conditioning for Dummies Part II

Research Methods

The Philosophy Supporting Behavior Analysis

Positive Reinforcement

Negative Reinforcement

Positive Punishment

Negative Punishment

Extinction and Recovery

Differential Reinforcement and Differential Punishment

Unconditioned and Conditioned Reinforcers and Punishers

Motivating Operations

Basic Stimulus Control

Complex Stimulus Control

Imitation

Avoidance

Shaping

Behavioral Chains

Ratio Schedules

Time-Based Schedules

Concurrent Contingences

Verbal Behavior

Rule-Governed Behavior: Concepts and Applications

Rule-Governed Behavior: Theory

Filters

Fill in the Blank -Performance maintenance $\bullet$ The of performance $\bullet$ after it was first ___.

Responding at the same frequency in the presence of the S^Δ as in the presence of the S^D shows

Fill in the Blank -Transfer of training $\bullet$ Performance established $\bullet$ at one _______ $\bullet$ in one _ $\bullet$ now occurs in a different time and _________.