BEHP 5013 Unit 1 B Flashcards
All of the following are problems with strength of a target behavior, except:
All of these refer to the strength of a response class
Correct:
-Does but not frequently enough, lacks fluency, lacks mastery
In ABA, “skills and/or abilities that enable the individual to meet standards of personal independence and responsibility that would be
expected of his or her age group”, is a phrase that best applies to
Adaptive behavior
Blanche, a 5 year old girl, confuses lower case letters, “p”, “d”, “b”, and “q”. She can discriminate all the other lower case letters correctly,
although she sometimes does so slowly. She recently began to refuse to look through books with her mother, who is trying to teach her to
read. Which of the following represents an acquisition task for Blanche?
All of these are acquisition tasks for Blanche
Correct:
-Identifying all lower case letters, correctly discriminating between p, d, b, and q; looking at books with her mother
Which of the following percentages of correct responding would constitute an acceptable criterion for mastery of a skill or task?
80%
Which of the following is an assessment to identify skills to target for acquisition
The VB-MAPP
George is 5-years old. He has great difficulty in school and at home. He is unable to sit in a learning context for more than a few seconds at a
time, and cannot demonstrate many basic functional skills, such as following directions from a teacher, waiting after requests, and holding
hands with a caregiver in public. Which of the following assessment and curriculum packages would most likely meet his immediate needs?
Essential for living
Chaining is a procedure used to:
Teach the different steps in a behavior chain
Maia is 3 years old, and does not find social interaction with others particularly interesting. She tends to sit on her own, stacking blocks and
spinning balls, and does not make eye contact or initiate interaction with any adults (or children) who sit with her. Maia loves Fruity-Loopy
cereal and will always eat it, either dry or with milk. During sessions with her behavior analyst named Hennie, Maia sometimes glances in
Hennie’s direction, at which moments, Hennie says immediately, “Good looking at me, Maia!” and hands Maia a piece of Fruity-Loopy. If Maia
looks directly at Hennie’s eyes for more than 1 second, Hennie says excitedly, “Great job looking, Maia!” and hands Maia 3 or 4 pieces of
Fruity-Loopy cereal. Over time Maia looks at Hennie more often, even when she only earns praise for looking. What is Hennie doing in regard
to the function of verbal praise?
Establishing verbal praise as a Coorrrreecctt!! conditioned reinforcer
In relation to the question above about Maia and Hennie, what process did Hennie use to change the effectiveness of praise in relation to
Maia’s behavior?
Pairing
An SD differs from a prompt in that an SD:
Is not a supplemental stimulus
When teaching a teenager to take out the trash, we utilize a calendar to emphasize the days in which the trash is picked up. If teaching is
effective, each day of the week that trash is picked up will function as a ____ to take the garbage to the curb.
SD
Which would be an example of an SD for paying for lunch in a cafeteria line?
The sight of the cashier and register once the student has reached the end of the line
In relation to taking out the trash, the sight of a full trash can in the kitchen, stuffed to the point where the lid will not close, most likely
functions as a:
Motivating operation
Prompts are
Additional antecedent stimuli that, if effective, result in the learner making the correct or an appropriate response
When teaching a child proper table etiquette, the placement of the plate on the table, which evoked picking up the napkin and placing it on
his lap, would likely function as a:
SD
