BEHP 5013 Unit 2 B

Question 1

A baseball coach is teaching his players to swing the bat and make contact with the ball. The coach waits to pitch the ball until he sees the
correct batting stance. The coach is using what procedure?

Answer 1

Differential reinforcement

Question 2

Sarah asks what’s for dinner, and Mom tells her “baked chicken, mashed potatoes and peas”. As Sarah sits at the table, she screams “I hate
peas!” Mom says “Thank you for joining us for dinner Sarah.” Can you please pass me the peas?” Sarah again says “I hate peas” and adds
“Peas are gross” as she passes the peas to her mom. Mom thanks Sarah for passing the peas and offers Sarah some chicken. Sarah takes
the chicken and says “Potatoes please.” Mom passes the potatoes and mentions that she made them super creamy, just the way Sarah likes
them. Sarah eats some of her chicken and two helpings of potatoes. Mom tells Sarah that as soon as the table is cleared and the dishes are
done she can play video games. Sarah picks up her plate and cup and places them in the kitchen sink. As she clears her mom’s plate and
cup, Sarah says “There’s no way I’ll ever eat peas. Peas are stupid!” Mom thanks Sarah for clearing the table and turns on the video game.
Which of Sarah’s behaviors did NOT receive attention from mom?

Answer 2

Saying “I hate peas!”

Question 3

In relation to the question above, if attention from Mom functions as a conditioned reinforcer for Sarah, which behavior is Sarah most likely to
emit in the future?

Answer 3

Joining the family at the dinner table

Question 4

Reinforcement occurs only if responding meets or EXCEEDS a predetermined rate. This defines which of the following terms:

Answer 4

DRH

Question 5

Contacting a reinforcer after emitting one response topography (R1) but NOT contacting a reinforcer after emitting another response
topography (R2) leads to:

Answer 5

Differentiation

Question 6

At the zoo, the monkey, gorilla and orangutan exhibits are next to each other. Bart points to the monkey exhibit and says “monkey.” This best
exemplifies:

Answer 6

Simultaneous discrimination

Question 7

In successive discrimination training:

Answer 7

Only one antecedent is presented to the learner in a given trial

Question 8

Which of the following is not one of the many applications of discrimination training?

Answer 8

High-p instruction sequence

Question 9

If behavior occurs more frequently in the presence of one stimulus condition than in the presence of another stimulus condition, it can be said
that behavior is:

Answer 9

Under stimulus control

Question 10

A model is an antecedent stimulus that evokes:

Answer 10

An imitative response

Question 11

Each time May points to a picture of a dog when Greg says “animal”, he praises her and sometimes even provides a small edible. Greg is
silent and does not deliver an edible if May points to the dog when he names other object categories, such as “food” or “flower”. What
teaching procedure is Greg using with May?

Answer 11

Discrimination training

Question 12

Jose drives faster when road signs indicate the speed limit is 75 mph than when they indicate the speed limit is 45 mph. Jose’s driving-speed
behavior is therefore at least somewhat ___ in relation to the different speed limit signs.

Answer 12

Under stimulus control

Question 13

Eb is taking a walk around the park when he notices that he is being followed by a mime that is imitating everything he is doing. In this
scenario, the actions that the mime is imitating are examples of:

Answer 13

Unplanned models

Question 14

Select three different types of imitation from the options below:

Answer 14

Object imitation, gross motor imitation, and fine motor imitation

Question 15

Daryl sees his brother Merle throwing a ball over the fence. Daryl picks up a ball and throws it over the fence. Daryl’s behavior is an example
of:

Answer 15

Object imitation

Question 16

In order to engage in an imitation training trial, the learner must
X = be able to attend to a model of the target for imitation
Y = exhibit basic compliance skills, such as remaining seated during a session
Z = be able to be reinforced by delayed contingencies

Answer 16

X and Y

Question 17

Alice is a 10-year old girl who frequently slaps her face when there is no activity to do. Tony, her behavior analyst, would like to teach Alice to
play Connect 4, a checkers stacking game, as an incompatible response. Tony begins teaching Alice how to use a pincer grasp (a
prerequisite skill to picking up the checkers) by modeling pressing the thumb and index finger together and instructing Alice to imitate the
response. In this scenario Tony is using a X model within a Y training procedure.

Answer 17

X= Planned, Y= Fine Motor Imitation

Question 18

Sholanda hands Luke a picture of a carton of milk. Luke looks at the picture and places it on top of another picture of a carton of milk. This
exemplifies:

Answer 18

Match-to-sample

Question 19

What is likely to occur if, when working with a novice learner, we place an array of match-to-sample stimuli in the same order from left-to-right
on each trial for a particular target stimulus match?

Answer 19

The learner’s choice may be the result of a side-bias rather than an accurate match-to-sample response

Question 20

Carole, a behavior analyst, is working with Dom to accurately identify occurrences of completion of various self-care skills as part of Dom’s
self-monitoring program. Dom tends to skip many hygiene activities during the day. He thus takes occurrence data on these activities, reports
on his data when requested, and matches it against staff data to see if they agree. Often, however, when Dom is directly asked to give a
verbal report on his data sheet, he raises his voice and sometimes even threatens the person asking for the report. To address this problem,
Carole tries the following procedure: First she says, “Hi Dom!” and Dom, a generally friendly man, says “Hi Carole”, at which point she says
something pleasant about his appearance. Carole then says something like, “Give me high five” and Dom, liking high fives, gives her an
immediate high-five. Carole then says, “So how is your day going, buddy?” Dom says “Good”, at which point Carol says, “Great! Lets see
how your data sheet looks today!” and he opens his folder to show her the datasheet. She says, “You’ve done well most of the day, Dom.
Good work”. He smiles. She points to one of the check marks indicating a missed self-care skills, and says, “So what happened here?
Anything we need to talk about?” She praises him for his honesty, but reserves the most excited praise for his completed activities. This
scenario describes:

Answer 20

A CCoorrrreecctt!! high-P request sequence

Question 21

Tim is teaching Vicki to discriminate between various items that are placed on a bookshelf in her classroom. Musical instruments on the shelf
include a flute, a trumpet, bongo drums, a slide whistle, a kazoo, and a ukulele. Tim says, “Vicki, please hand me the instrument that has
strings.” Vicki walks over to the bookshelf and grabs the ukulele and quickly brings it to Tim. Upon receiving the ukulele, Tim picks it up and
plays Vicki’s favorite song, Tiptoe through the Tulips. Vicki, the listener, is identifying stimuli by:

Answer 21

Feature

Question 22

Listener training involves:

Answer 22

The listener following directions or complying with requests of a speaker

Question 23

Which of the following is a strategy when fading prompts?

Answer 23

Use differential reinforcement as part of the prompt fade process

Question 24

Which of the following is an appropriate example of errorless learning? Ben is learning how to use the microwave.

Answer 24

One second after Ben is places uncooked food into the microwave, neutrally say “Close it” and point to the microwave door.

Question 25

Which of the following is an example of an errorless learning echoic prompt?

Answer 25

The teacher says, “airplane” immediately after asking the learner “What does a pilot fly in?”

Question 26

Which of the following is true of the differential outcomes procedure?

Answer 26

The consequence delivered depends on the antecedent evocative stimulus

Question 27

What is the main difference between traditional discrimination training and the differential outcomes procedure?

Answer 27

Consequences are the same for various correct responses in traditional discrimination training, but consequences differ in “differential
outcomes” procedures

Question 28

When using differential outcomes, if 5 minutes of access to a video game is provided for a correct response to the question “What is it?”, then
what could be an appropriate consequence for a correct response to the question “Where is it?”

Answer 28

Getting to listen to a favorite song

Question 29

When should differential outcomes be used?

Answer 29

When typical discrimination procedures are taking too long to show an effect

Question 30

Which of the following is not a required component of discrete trial instruction (DTI)?

Answer 30

A prompt

Question 31

When doing incidental teaching it is important to:

Answer 31

Capture the motivating (establishing) operation.

Question 32

Which is the best example of a contrived learning opportunity?

Answer 32

Vin shows Pat a video segment, and pauses it. Vin asks Pat to describe what just happened. Then Vin shows Pat the next segment of the
video, & pauses it. He now asks Pat to guess what will happen next.

Question 33

Discrete Trial Instruction (DTI) or teaching (DTT) and Incidental teaching are similar in that both:

Answer 33

Can be effective in teaching new skills

Question 34

The specific distribution of DTT to Incidental Teaching should be determined by:

Answer 34

The learner’s repertoire

Question 35

Which is not an effective method of training to promote generalization?

Answer 35

Sequential modification
Correct:
Varying materials (multiple exemplars), Varying Instructors, Varying settings