Deck 23: Maintenance and Transfer

Question 1

Consider the behavioral intervention to increase the active play social interactions of a withdrawn pre-school child. (Johnson et al., 1965).
What were the concepts related to the maintenance of the high rate of behavior?

A) behavior trap
B) climbing on the monkey bars
C) fighting
D) playing baseball
E) social reinforcement
F) built-in reinforcers of playing

Answer 1

A, F

Question 2

Consider the behavioral intervention to increase the active play social interactions of a withdrawn pre-school child. (Johnson et al., 1965).
What was the behavior?

A) behavior trap
B) climbing on the monkey bars
C) fighting
D) playing baseball
E) social reinforcement

Answer 2

B

Question 3

Consider the behavioral intervention to increase the active play social interactions of a withdrawn pre-school child. (Johnson et al., 1965).
What were the various reinforcers?

A) built-in reinforcers of playing
B) behavior trap
C) social reinforcement
D) climbing on the monkey bars
E) A & C
F) B & D

Answer 3

E

Question 4

Consider the behavioral intervention to increase the active play social interactions of a withdrawn pre-school child. (Johnson et al., 1965).
First, the researchers used this schedule of reinforcement:

A) DRO
B) intermittent reinforcement
C) continuous reinforcement
D) extinction

Question 5

Consider the behavioral intervention to increase the active-play social interactions of a withdrawn pre-school child. (Johnson et al., 1965).
Towards the end, the researchers used this schedule of reinforcement:

A) DRO
B) intermittent reinforcement
C) continuous reinforcement
D) extinction

Question 6

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)

Question 7

Built-in escape contingencies formed an important part of the behavioral trap that helped a developmentally disabled child acquire the needed strength and skills for bike riding. (Risley, T., 1965)

Question 8

The myth of intermittent reinforcement states that we can gradually reduce the frequency of reinforcement until behavior will maintain forever, without further reinforcement.

Question 9

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

Question 10

The behavior trap will probably maintain children's bike riding.

Question 11

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

Question 12

One of the main points of this chapter is that once you modify behavior, the behavior will maintain itself without supporting contingencies.

Question 13

With proper behavioral engineering, the law of effect will no longer apply to our clients.

Question 14

Name the myth that refers to the notion that once you modify behavior, the behavior will maintain itself without further intervention.

A) medical model myth
B) myth of perpetual-behavior
C) myth of intermittent reinforcement
D) myth of big foot
E) myth of generalized transfer of training

Question 15

Some behavioral journals have the policy of publishing only articles that have at least a six-month follow-up to check if the intervention has been maintained

Question 16

According to the authors, thinning the schedule of reinforcement to extremely high levels helps build unlimited resistance to extinction and is an excellent way to get performance maintenance.

Question 17

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

A) a lecture with a videotaped demonstration
B) on an actual sidewalk and street
C) in a room with a poster-board model and dolls
D) none of the above

Question 18

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

A) in a lecture with videotaped demonstration
B) on an actual sidewalk and street
C) in a room with a poster-board model and dolls
D) none of the above

Question 19

The critics of behavior modification say behavior analysts cannot achieve transfer of training and the maintenance of performance.

Question 20

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:

A) special matching to sample procedures
B) poor stimulus discrimination (control)
C) good stimulus discrimination (control)

Question 21

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

A) ask someone for help
B) stop at the intersection, cross within 5 seconds of the walk signal, look both ways and don't stop in the middle

Question 22

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

A) moving toy cars
B) actually crossing the street
C) moving the doll and stating the rules
D) none of the above

Question 23

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

A) moving the cars
B) actually crossing the street
C) moving the doll and stating the rules
D) none of the above

Question 24

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) little
B) much

Question 25

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)?

A) little
B) much

Question 26

(Dear instructor, you might want to use this question only for in-class discussion and debate!) The response classes of moving the doll during training and actually walking across the street during testing are?

A) the same
B) different

Question 27

Rule control in the training and transfer of safe street crossing was probably crucial, even though the clients were developmentally delayed.

Question 28

______ is a term that encompasses all instances in which a response learned in one setting occurs in a different setting.

A) transfer of training
B) stimulus generalization

Question 29

______ refers to a performance being acquired in one setting and occurring in another setting due to the physical similarity between the two settings.

A) stimulus discrimination
B) stimulus generalization

Question 30

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?

Question 31

For transfer of training of street crossing skills, the training setting was a model street made of cardboard; and plastic dolls are used to cross the model street; the test setting was a REAL street with REAL people. Why did transfer occur in this example?

A) rules governed behavior
B) stimulus generalization

Question 32

Stimulus discrimination and stimulus control are the same thing.

Question 33

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

A) little stimulus control
B) much stimulus control

Question 34

The trainees could readily discriminate between all aspects of the training setting with the models and the real world on the streets.

Question 35

The trainees showed much stimulus generalization between all aspects of the training setting with the models and the real world on the streets.

Question 36

The trainees showed much response induction between all aspects of the training setting with the models and the real world on the streets.

Question 37

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!)
-Getting proper street crossing on real streets, after training with models, is an example of

A) Performance maintenance
B) Behavior trap
C) Transfer of training

Question 38

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!)
-We should make sure our client's normal environment maintains the behavior change we bring about in order to achieve

A) Performance maintenance
B) Behavior trap
C) Transfer of training

Question 39

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!)
-The myth of perpetual behavior and the myth of intermittent reinforcement deal with the need for

A) Performance maintenance
B) Behavior trap
C) Transfer of training

Question 40

Please match the following definitions with the terms below.
-Performance established at one time in one place now occurs in a different time and place.

A) Performance maintenance
B) Behavior trap
C) Transfer of training

Question 41

Please match the following definitions with the terms below.
-Use an added reinforcement contingency to increase the rate of behavior. Then the behavior can be reinforced by natural reinforcement contingencies, and those natural contingencies can maintain that behavior.

A) Performance maintenance
B) Behavior trap
C) Transfer of training

Question 42

Please match the following definitions with the terms below.
-The continuing of performance after it was first established.

A) Performance maintenance
B) Behavior trap
C) Transfer of training

Question 43

Fill in the Blank

-Performance maintenance
$\bullet$ The ____________________ of performance
$\bullet$ after it was first _______________________.

Question 44

Fill in the Blank

-Behavior trap
$\bullet$ Use an ____________________ reinforcement contingency
$\bullet$ to _____________________ the rate of behavior.
$\bullet$ Then the behavior can be reinforced by
$\bullet$ _____________________________ contingencies,
$\bullet$ and those ____________________________
$\bullet$ can ___________________ that behavior.

Question 45

Fill in the Blank

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

Question 46

Define the following concepts:
-Performance maintenance

Question 47

Define the following concepts:
-Behavior trap

Question 48

Define the following concepts:
-Transfer of training

Question 49

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

Question 50

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

Question 51

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

Question 52

Briefly describe the procedure to get Jim's maintained playing on the monkey bars.

Question 53

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

Question 54

Give an example of maintaining a punishment contingency to maintain the suppression of undesirable behavior.

Question 55

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

Question 56

Explain the relation between stimulus control and transfer of training to reduce teeth grinding.

Question 57

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

Question 58

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

Question 59

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?

Question 60

Complete this summary table.
First Summary Comparison and Contrast:
Transfer and Maintenance with Verbal and Nonverbal Clients
$\begin{array} { l l } &&&&&&Nonverbal&&&&&&&Verbal&&&&\\\hline Transfer \\\hline Maintenance \\\end{array}$