Term
When a client is taught to raise his hand to ask questions instead of chronic shouting out, the classroom staff are instructed not to call on him unless he raises his hand. Shouting out becomes an ineffective way to get questions answered, and the replacement behavior results in questions being answered. What is the alternative replacement skill?
A. Chronic Shouting out
B. Raising hands to ask a question
C. Instructions
D. None of the above. |
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Definition
b. Raising Hands to ask a question
When target behaviors are being decreased or eliminated, there must be a plan to replace the behavior. |
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Term
When a client is taught to raise his hand to ask questions instead of chronic shouting out, the classroom staff are instructed not to call on him unless he raises his hand. Shouting out becomes an ineffective way to get questions answered, and the replacement behavior results in answered questions. What is the behavior to be decreased?
A. Chronic Shouting out
B. Raising hands to ask a question
C. Instructions
D. None of the above. |
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Definition
| B. a. chronic shouting out |
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Term
If a client's aggressive behavior serves the function of access to tangible. What is a functionally equivalent replacement behavior?
A.Asking for attention
B. Using words to request access to desired items
C. Asking to be done with the work task
D. Asking for a sensory toy. |
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Definition
B. Using words to request access to desired items.
Functionally Equivalent Behavior: Desirable behaviors that will contact the same reinforcement (meet the same need) as the challenging behavior. |
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Term
If a client escapes from his classroom during academic instruction. What is an alternative behavior to doing this?
A. Ask for a break
B. Ask to be excused.
C. Staying seated to receive the lesson
d. Developed to increase sustained attention and/or tolerance of non-preferred academic activities. |
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Definition
C. Staying seated to receive the lesson
Functionally inequivalent behavior that prevents the target behavior.
Not D because this is an intervention and could be developed to increase sustained attention and/or tolerance of non-preferred academic activities/ |
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Term
Forbidding Andrea to scream and hit herself during a live performance without teaching an appropriate response. What type of behavioral replacement or approach is this?
A. Constructionist Approach
B. Functionally-Equivalent Behavior
C. Alternative Behavior
D.Eliminative Approach |
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Definition
D. Eliminative Approach:
Eliminating behaviors without constructing anything to go in their place. |
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Term
Teach Andrea to clap her hands during a live performance instead of screaming and hitting herself.
A. Constructionist Approach
B. Functionally-Equivalent Behavior
C. All of the above
D.Eliminative Approach |
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Definition
A. Constructionist Approach:
Constructing replacement behaviors when a challenging behavior is eliminated. |
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Term
To mitigate the unwanted effects of reinforcement on emotional responding, you should do all of the following?
A. adjust the quality or timing of reinforcement
B.consider the context or setting in which reinforcement is being delivered, and use token systems.
C.prepare caregivers for expected responses, avoid unintentional reinforcement, and teach alternative behaviors.
D.All of the above. |
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Definition
D. All of the above
Emotional Responding: The presentation of reinforcers results in emotional response (e.g., excitement, laughter, screams) that interfere with the target response.
To mitigate, adjust the quality or timing of reinforcement, consider the context or setting in which reinforcement is being delivered, use token systems, prepare caregivers for expected responses, avoid unintentional reinforcement, and teach alternative behaviors. |
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Term
While waiting for a Zoom meeting to start, a person may doodle, whistle, or pace. This is an example of what?
A. Emotional Responding
B. Adjuctive Behaviors
C. Approach to Reinforcing Agent
D. All of the above |
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Definition
B.Adjunctive Behaviors: (a.k.a schedule-induced behaviors) Behaviors that occur as a result of reinforcement schedules at times when reinforcement isn’t available. These behaviors are not related to the specific reinforcement yet tend to occur in the same conditions in which the reinforcement will be delivered.
Think: Time-FILLING while you wait for the interim behaviors.
These behaviors become problematic if they are harmful to the individual (like drug and alcohol abuse and nail biting), which can be insensitive to intervention while waiting. |
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Term
To mitigate the unwanted effects of reinforcement on adjunctive behaviors, you should do all of the following except?
A. Teach alternative behaviors, manipulate the environment to evoke harmless time-filling behaviors,
B. Reinforce the absence of harmful adjunctive behaviors.
C, Avoids unintentional reinforcement
D. All of the above |
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Definition
C. Avoid unintentional reinforment
This helps mitigate emotional responding |
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Term
When a child is told that they will earn IPAD time after completing a task, they may get so excited that it distracts them( walk towards iPad; think about iPad) and completely interferes with the task that is being worked on. What type of unwanted effects of reinforcement procedures is this?
A. Emotional Responding
B. Adjuctive Behaviors
C. Approach to Reinforcing Agent
D. Target behavior is suppressed |
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Definition
D.Target behavior is suppressed: When powerful reinforcers evoke behavior that is not compatible with and disrupts the target response or other functional responses.
It can happen when the reinforcer is present and isn’t present. |
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Term
To mitigate the unwanted effects of reinforcement if target behaviors are suppressed, you should do all of the following except?
A. Delay information about reinforcement; use token systems;
B. teach tolerating delayed access to reinforcement,
C. Reinforce alternative responses
D.Avoid Unintentional Reinforcement |
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Definition
D. Avoid Unintentional Reinforcement
This helps mitigate emotional responding |
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Term
Ella is very clingy with her mother. When both of her parents are present, she ignores her dad and exclusively hangs on to her mother. When her mother is not there, Ella tends to do the same thing to her dad. This is an example of the unwanted effect of what reinforcement procedure?
A. Emotional Responding
B. Adjuctive Behaviors
C. Approach to Reinforcing Agent
D. Target behavior is suppressed |
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Definition
C. Approach to a reinforcing agent: (a.k.a sign tracking) When a person who has received a lot of reinforcement tries to be physically near the reinforcing agent a lot. Interferes with appropriate behavior; can itself be socially inappropriate.
The extent of the approach depends on whether there are other sources of reinforcement available in each situation. If the reinforcing agent is the primary source approach to other sources will decrease. |
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Term
To mitigate the unwanted effects of reinforcement when the approach to the reinforcing agent is shown, you should
A. Ensure there are multiple sources of reinforcement
B. Program across different staff, teachers, and family members.
C. Use the token System
D.Both A and B |
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Definition
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Term
A client receives a denser schedule of reinforcement for correct responding during his tacting program at school, and tact responses increase. At the same time, the schedule of reinforcement for tacting in his ABA program stays unchanged, yet responses decrease. This is an example of the unwanted effects of reinforcement procedures.
A. Emotional Responding
B. Adjuctive Behaviors
C. Approach to Reinforcing Agent
D. Behavioral Contrast. |
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Definition
D. Behavioral Contrast: When behavior-change gains do not generalize and there are behavior changes in the opposite (unattended) direction in non-therapeutic contexts.
Think: Multiple Schedule of Reinforcement.
FYI: When the contrast effect results in an undesired decrease in behavior in behavior in a non-treatment setting, this is known as negative behavioral contrast. Typically associated with reinforcement as the treatment condition. |
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Term
To mitigate the unwanted effects of reinforcement when the approach to the reinforcing agent is shown, you should
A. Implement Reinforcement Procedures in all environments in which the behavior occurs
B. Program to generalize behavior change.
C. Both A and B
D.Avoid Unintentional Reinforcement |
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Definition
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Term
Melissa can have dessert if she eats her vegetables at dinner. ON the days she doen't want to eat her veggies, she hides them or feeds them to the dog. That also works to access dessert. This is an example of the unwanted effects of which reinforcement procedures
A. Response Generalization
B. Adjuctive Behaviors
C. Approach to Reinforcing Agent
D. Behavioral Contrast. |
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Definition
A.Response Generalization: When reinforcement strengthens a behavior other than the target behavior, and the other behavior receives the same consequences as the target behavior.
Think: Do what it takes to get reinforcement. |
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Term
To mitigate the unwanted effects of reinforcement when programming response generalization, you should
A. Implement Reinforcement Procedures in all environments in which the behavior occurs
B. Program to generalize behavior change.
C. Ensure that non-target responses do not contact reinforcement
D.Avoid Unintentional Reinforcement |
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Definition
| c. Ensure that non-target responses do not contact reinforcement |
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Term
To mitigate the unwanted effects of reinforcement when programming for aggressive response, you should?
A. Know the student
B. Anticipate challenges
C. Use Group contingencies wisely
D. All of the above |
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Definition
D.All of the above
Aggressive Responses: When the client’s aggressive behavior prevents others from accessing reinforcement and as a result, prevents the reduction of available reinforcers (e.g., in a group contingency).
Aggressive behavior is strengthened by negative reinforcement
It can happen in interdependent and dependent group contingencies, when some members become aggressive to make sure others fulfill their end of the contingency.
Think: Escape from the prospect of reinforcers becoming depleted. |
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Term
Jack always hits his group members, and they do all of the work, and Jack does not have to do any work. This is an example of?
A. Response Generalization
B. Adjuctive Behaviors
C. Aggressive Responses
D. Behavioral Contrast. |
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Definition
| C. Aggressive Responses: When the client’s aggressive behavior prevents others from accessing reinforcement and, as a result, prevents the reduction of available reinforcers (e.g., in a group contingency). |
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Term
When the effects of a reinforcement procedure are short-lived and/or there is a reduction in response rate (even below baseline) following the removal of the procedure.
Attributed to a decrease in intrinsic motivation. This is an example of what type of unwanted effect of reinforcement is?
A. Response Generalization
B. Adjuctive Behaviors
C. Approach to Reinforcing Agent
D. Transient Effects |
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Definition
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Term
To mitigate the unwanted effects of reinforcement when programming for transient effects, you should?
A. Know the student
B. Anticipate challenges
C. Use Group contingencies wisely
D. Build natural consequences into programming with less reliance on contrived reinforcers. |
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Definition
| D. Build natural consequences into programming with less reliance on contrived reinforcers. |
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Term
After watching her little brother receive M&M's as reinforcers in ABA therapy, Sally brought M&M's to school and used them to reward her friends for doing whatever she told them to do. This is an example of the unwanted effects of reinforcement?
A. Imitation
B. Adjuctive Behaviors
C. Approach to Reinforcing Agent
D. Transient Effects |
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Definition
A. Imitation: When
A client inappropriately imitates the reinforcement delivery behavior of a therapist or
A person observes another person receiving reinforcement for a similar behavior and responds with a “me too” reaction when the reinforcement is not the same for both people. |
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Term
To mitigate the unwanted effects of the environment when programming for imitation, you should?
A. Consider others when planning reinforcement schedules
B. Program Natural delivery of reinforcement
C. Model appropriate response
D. Educate stakeholders
E. All of the above |
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Definition
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Term
A client may develop limited requesting carrier phrases if reinforcement is only given when the client says "I want (desired object or activity)" and not given when he says "Give me" or "Can I have?"This is an example of the unwanted effects of reinforcement.
A. Imitation
B. Adjuctive Behaviors
C. Decrease in unreinforced behavior
D. Transient Effects |
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Definition
| C. Decrease in Unreinforced behavior: When the unreinforced members of a response class decrease because other responses are being reinforced |
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Term
To mitigate the unwanted effects of reinforcement procedures when programming a decrease in unreinforced behavior, you should?
A. differentially reinforce a larger response class
B. Train Loosely
C. create discriminable contingencies for the target behavior vs other responses in the same class.
D. A.B.C
E. nONE of the above |
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Definition
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Term
After being taught to request a break (instead of engaging in a tantrum), the student began requesting a break every time work was presented. What is this unwanted effect of reinforcement?
A. Imitation
B. Adjuctive Behaviors
C. Excessive Responding
D. Transient Effects |
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Definition
C. Excessive Responding
When the target behavior occurs at unnaturally/undesired high rates because the reinforcer is strong and/or the schedule is too dense. |
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Term
To mitigate the unwanted effects of reinforcement procedures when programming a decrease in excessive responding, you should?
A. Systematically set reinforcement criteria
B. thin schedules of reinforcement,
C.use differential reinforcement to lower response rates.
D. All of the above |
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Definition
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Term
An immediate and temporary increase in the rate of responding when an extinction procedure is first implemented. This is what type of extinction effect.
A. Increase IN the magnitude of behavior
B.Extintinction Burst
C. Extinction-Induced Aggression
D.Extinction-Induced Variability |
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Definition
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Term
To mitigate the effects of extinction, these are things that can be done instead of?
A. Prepare stakeholders for the potential response, avoid reinforcing the burst
B. Use NCR before extinction,
C. Pair extinction with differential reinforcement
D. Train Loosely |
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Definition
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Term
When reinforcement was withheld for Katya's attention-maintained singing, she began to sing louder. This is an example of?
A. Increase IN the magnitude of behavior
B.Extintinction Burst
C. Extinction-Induced Aggression
D.Extinction-Induced Variability |
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Definition
| A. Increase IN the magnitude of behavior |
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Term
An extension of the extinction burst when there is a temporary magnitude increase (e.g., volume, duration, intensity)
A. Increase IN the magnitude of behavior
B.Extintinction Burst
C. Extinction-Induced Aggression
D.Extinction-Induced Variability |
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Definition
| A. Increase IN the magnitude of behavior |
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Term
To mitigate the effects of extinction, these are things that can be done instead of?
A. Prepare stakeholders for the potential response, avoid reinforcing the burst
B. Use NCR before extinction,
C. Pair extinction with differential reinforcement
D. Train Loosely |
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Definition
D. Train Loosely
Same as extinction |
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Term
When should you not go forward with extinction, and which ones are correct?
A. Can cause harm if the target behavior is dangerous;
B.Potential sign that the correct maintaining consequence was identified.
C.Discourages stakeholders from following through with the procedure
D. All of the above |
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Definition
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Term
A lag schedule of reinforcement takes advantage of extinction to evoke novel responses by withholding the reinforcement until a new/different response has been emitted. This is an example of what type of unwanted effects are for extinction?
A. Increase IN the magnitude of behavior
B.Extintinction Burst
C. Extinction-Induced Aggression
D.Extinction-Induced Response Variability |
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Definition
D. Extinction-Induced Response Variability: Novel behaviors (including new members of a response class, different forms of a response) emerge when the target response doesn’t contact reinforcement during extinction.
Think: Client looks for new ways to contact reinforcement when the old way doesn’t work anymore. |
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Term
To mitigate the unwanted effects of extinction-induced response variability, you should?
A. Include members of the complete response class in extinction procedures
B manipulates the environment to prevent other behaviors.
C.A potential sign that the correct maintaining consequence was identified.
C.Discourages stakeholders from following through with the procedur
E. Both A and B |
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Definition
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Term
When extinction was used to reduce Kim's attention-maintained greeting behavior (i.e, repeatedly saying "hi" to the same person), her response was pushing the person she was greeting.
A. Increase IN the magnitude of behavior
B.Extintinction Burst
C. Extinction-Induced Aggression
D.Extinction-Induced Response Variability |
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Definition
C. Extinction-Induced Aggression: The emergence of aggressive behavior as a result of reinforcement being withheld.
Think: An aggressive Burst |
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Term
When extinction was used to reduce Kim's attention-maintained greeting behaviors (ex., repeatedly saying "hi" to the same person), her reaction was to drop to the ground and begin screaming and crying. This is what the kind of unwanted effects of extinction are
A. Increase IN the magnitude of behavior
B.Extintinction Burst
C. Extinction-Induced emotional behavior
D.Extinction-Induced Response Variability |
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Definition
| C Extinction-Induced Emotional Behavior: The client becomes agitated in the form of crying, attempting to escape, protesting, etc. Following their first phase of extinction. |
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Term
To mitigate the unwanted effects of extinction-induced EMOTIONAL VARIBILITY, you should?
A. Prepare caregivers for expected responses.
B. Avoid unintentional reinforcement
C. Teach alternative behaviors
D. All of the above |
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Definition
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Term
When other students or siblings copy the challenging behaviors that are placed on extinction, this is an example of what kind of unwanted extinction.
A.Imitation
B.Extintinction Burst
C. Extinction-Induced Aggression
D.Extinction-Induced Response Variability |
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Definition
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Term
To mitigate the unwanted effects of extinction-induced immition.
A. Educate Others
B. Recruite peer mediation
C. Model appropriate responses
D. All of the above |
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Definition
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Term
In hopes of lowering Will's vocal volume when he makes request requests that are shouted are placed on extinction. This results in the elimination of shouting and the use of words to make requests.
.Imitation
B. Extinction of desired behaviors
C. Extinction-Induced Aggression
D.Extinction-Induced Response Variability |
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Definition
B.Extinction of desired behaviors: When withholding reinforcement for one behavior, it mistakenly affects another behavior in the same response class as the target behavior.
. |
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Term
To mitigate the unwanted effects of the extinction of desired behavior:
A. Train Loosely
B. Establish discriminable contingencies for target behavior vs other responses in the same class.
C. Both A and B
D. All of the above |
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Definition
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Term
When behavior-change gains do not generalize to non-therapeutic settings:
A.Imitation
B.Behavioral Contrast
C. Extinction-Induced Aggression
D.Extinction-Induced Response Variability
. |
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Definition
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Term
To mitigate the unwanted effects of behavioral contrast
A. Wuthild reinforcement for the target behavior in all relevant settings
B. Teach alternative desirable behavior:
C Both A and B
d. NONE OF THE ABOVE |
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Definition
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Term
(Operant) Escaped induced aggression is especially likely if aggressive behavior has resulted in escape in the past. This is an example of what type of unwanted effects of punnisshment procedures?
A. Esape and avoidance response
B. Model od Undesirable Behavior
C. Emotional and aggressive reactions
D. Negative Reinforcement for the Punishing Agent’s behavior: |
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Definition
| C. Emotional and Aggressive Reactions: When punishment (especially positive punishment) evokes respondent and operant forms of aggressive behaviors. |
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Term
(respondent) When positive punishment causes pain, it may result in a reflexive response toward anyone within reach. THIS is an example of what the unwanted effects of punishment procedures?
A. Escape and avoidance response
B. Model of Undesirable Behavior
C. Emotional and aggressive reactions
d. Negative Reinforcement for the Punishing Agent’s behavior: |
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Definition
| C. Emotional and Aggressive Reactions: When punishment (especially positive punishment) evokes respondent and operant forms of aggressive behaviors. |
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Term
To mitigate the unwanted effects of punishment procedures, Emotional and Aggressive Reactions?
A. Use less Restrictive Procedures
B. Include Reinforcement for alternative behaviors
C. Teach a desirable alternative response to contact reinforcement and avoid the punishment.
d. Both A and B |
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Definition
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Term
A student who is always getting in trouble may stop coming to school altogether. This is an example of what type of unwanted effects of punishment procedures?
A. Escape and avoidance response
B. Model of Undesirable Behavior
C. Emotional and aggressive reactions
d. Negative Reinforcement for the Punishing Agent’s behavior: |
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Definition
A.Escape and Avoidance Response: When punishment(especially positive punishment) evokes escape and avoidance reactions.
Think: A person will do whatever is necessary to escape or avoid the punishing stimulus (e.g, lie, cheat, run away, alcohol, drugs, etc.) |
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Term
To mitigate the unwanted effects of punishment procedures, Escape and Avoidance?
A. Use less Restrictive Procedures
B. Include Reinforcement for alternative behaviors
C. Teach a desirable alternative response to contact reinforcement and avoid the punishment.
d. Both A and B |
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Definition
| C. Teach a desirable alternative response to contact reinforcement and avoid the punishment. |
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Term
A child who has experienced spanking may imitate the violence and exhibit some form of aggressive behavior toward another person.THIS is an example of what the unwanted effects of punishment procedures?
A. Escape and avoidance response
B. Model of Undesirable Behavior
C. Emotional and aggressive reactions
d.Negative Reinforcement for the Punishing Agent’s behavior: |
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Definition
| B.Model of Undesirable Behavior: When a client imitates the behavior of the punishing agent (the model) |
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Term
To mitigate the unwanted effects of punishment procedures, Escape and Avoidance?
A. Use less Restrictive Procedures
B. Include Reinforcement for alternative behaviors
C. Teach a desirable alternative response to contact reinforcement and avoid the punishment.
d. Have available reinforcement contingencies and increase opportunities for reinforcement delivery over punishment. |
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Definition
| d. Have available reinforcement contingencies and increase opportunities for reinforcement delivery over punishment. |
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Term
Mark yells at his dog whenever the dog barks. Marks voice is so loud that it scares the dog into being immediately quiet. It doesn't prevent the barking in the future, but it does help Mark escape the barking for at least a moment. THIS is an example of what the unwanted effects of punishment procedures?
A. Escape and avoidance response
B. Model of Undesirable Behavior
C. Emotional and aggressive reactions
d.Negative Reinforcement for the Punishing Agent’s behavior: |
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Definition
D.Negative Reinforcement for the Punishing Agent’s behavior: Punishment is often overused because it results in an immediate stop in the challenging behavior, which is negatively reinforcing for the person delivering the punisher.
Think: Is time out for the parent or the kid? |
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Term
To mitigate the unwanted effects of punishment procedures, Negative Reinforcement for the Punishing Agent's Behavior?
A. Use less Restrictive Procedures
B. Include Reinforcement for alternative behaviors
C. Teach a desirable alternative response to contact reinforcement and avoid the punishment.
D. Use punishment procedures deliberately (not as a default technology) and Educate Stakeholders on the importance of using effective consequences. |
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Definition
| D. Use punishment procedures deliberately (not as a default technology) and Educate Stakeholders on the importance of using effective consequences. |
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Term
Jill's supervisor caught her looking at her Instagram account during a team meeting, which of course, resulted in a public reprimand and a write-up. This was quite punishing, so Jill stays off social media whenever her supervisor is around, but scrolling has increased significantly in all other environments. THIS is an example of what the unwanted effects of punishment procedures?
A. Escape and avoidance response
B. Behavioral Contrast
C. Emotional and aggressive reactions
d.Negative Reinforcement for the Punishing Agent’s behavior: |
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Definition
B. Behavioral Contrast: When behavior change gains do not generalize to non-therapeutic contexts.
• The use of punishment in a specific treatment condition can have the opposite impact in a non-treatment environment, even though nothing has changed in the non-treatment environment.
• The rate of responding decreases while it's on the punishment schedule and increases in the no-punishment setting. |
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Term
To mitigate the unwanted effects of punishment procedures, Behavioral Contrast?
A. Use less Restrictive Procedures
B. Include Reinforcement for alternative behaviors
C. Teach a desirable alternative response to contact reinforcement and avoid the punishment.
D.: Punish the target behavior in all relevant settings, withhold reinforcement for the target behavior, and teach alternative desirable behaviors. |
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Definition
| D: Punish the target behavior in all relevant settings, withhold reinforcement for the target behavior, and teach alternative desirable behaviors. |
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Term
Pauls math teacher gives him extra homework when he comes to class late, Tardiness has only decreased in that class; he continues being late in all other classes.THIS is an example of what the unwanted effects of punishment procedures?
A. Escape and avoidance response
B. Behavioral Contrast
C. Emotional and aggressive reactions
d. Insufficient/Inappropriate Generalization. |
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Definition
D Insufficient/Inappropriate Generalization: When either:
• The amount of behavior change does not generalize to other important contexts outside of therapy or
• The behavior change inappropriately generalizes to other behaviors that are in the presence of the punishing agent.
Think: When the cat’s away, the mice will play. |
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Term
Maya's mother yells at her for eating too many sweets; as a result. Maya never eats when her mother is around, not even her regular meals.
THIS is an example of what the unwanted effects of punishment procedures?
A. Escape and avoidance response
B. Behavioral Contrast
C. Emotional and aggressive reactions
d. Insufficient/Inappropriate Generalization. |
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Definition
D. Insufficient/Inappropriate Generalization: When either:
• The amount of behavior change does not generalize to other important contexts outside of therapy or
• The behavior change inappropriately generalizes to other behaviors that are in the presence of the punishing agent.
Think: When the cat’s away, the mice will play. |
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Term
To mitigate the unwanted effects of punishment procedures, Insufficient/Inappropriate Generalization?
A. All of the below
B. Make sure that reinforcement is available for alternative behaviors.
C. Train discrimination skills
D.: Program for generalization |
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Definition
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Term
When Julie's mom grounded her for missing her curfew, Julie retaliated by yelling, "I Hate You!" and slamming her door. This is an example of what the unwanted effects of punishment procedures?
A. Escape and avoidance response
B. Behavioral Contrast
C. Emotional and aggressive reactions
d. Response generalization. |
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Definition
D. Response Generalization: When either:
• An intended decrease in the target behavior results in a decrease in other behaviors in the same response class or
• When punishment increases avoidance responses in the presence of the punishing agent.
Think: Retaliation |
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Term
To mitigate the unwanted effects of punishment procedures, Response Generalization?
A. Program for generalization, train discrimination skills, and replace with reinforcement for alternative behavior
B. Make sure that reinforcement is available for alternative behaviors.
C. Train discrimination skills
D.: Program for generalization |
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Definition
| A. Program for generalization, train discrimination skills, and replace with reinforcement for alternative behaviors. |
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Term
Kim's family was trained to place her repeated vocal greetings on extinction and to provide attention only when she waved. When Kim goes to school, though, she is not given attention for waving to her classmates, so her behavior of "repeated vocal greetings" resurges. This is an example of what type of target behavior relapse?
A.Renewal
b. Resurgence
c. Reinstatement
d. Spontaneous Recovery |
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Definition
D. Resurgence:
The reemergence of an extinguished behavior, when the reinforcement for an alternative replacement behavior is discontinued (extinction) or when reinforcement is thinned too aggressively.
• Negatively influenced by decreasing the magnitude of reinforcement, schedule thinning increased response effort and decreased procedural integrity.
• Problematic if the resurged target behavior contacts reinforcement again,
• It can be temporary if the resurged target behavior doesn’t contact reinforcement and the alternative behavior contacts the same reinforcement. |
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Term
A behavior that only occurred in the ABA CLINIC was eliminated, but the client started to exhibit that behavior or school. This is an example of what type of target behavior relapse?
A.Renewal
b. Resurgence
c. Reinstatement
d. Spontaneous Recovery |
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Definition
A. Renewal:
• When a behavior that was reduced in one environment or context surfaces in a different environment. |
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Term
To eliminate Yarden's tantrum behaviors that occurred when access was denied to the Thomas train toys, the entire collection was removed from the home for a period of time. Once the behavior decreased, Yarden got his trains back, and the behavior reemerged. This is an example of what type of target behavior relapse?
A.Renewal
b. Resurgence
c. Reinstatement
d. Spontaneous Recovery |
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Definition
C. Reinstatement:
• When a previously reduced behavior reemerges when a stimulus that was present during the behavior before intervention is reintroduced. |
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Term
You see a child throwing a tantrum at the store, and the mom is attempting to manage the child by giving in to her wants and needs . The parent looks at you and asks what she should do. Your thinking should should I intervene? What is the right answer to this question?
A. Yes, I should intervene because the child is getting an item she wants, and this will only increase her behavior
B. No, because it is not your problem
C. Yes, because the mom did ask you kindly for your help.
D. No, because you do not have the authority to conduct an assessment for the problem behavior or to suggest an intervention to the parent. |
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Definition
D. No, because you do not have the authority to conduct an assessment for the problem behavior or to suggest an intervention to the parent
Before conducting an assessment, one must ask whether they have the authority, permission, resources, and skills to complete an assessment to intervene with the client. |
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Term
| You see a child throwing a tantrum at the store, and you and the mom agree for you to work on this behavior in this situation at the store. The mom is attempting to manage the child by giving in to her wants and needs. The parent looks at you and asks what she should do. Your thinking should should I intervene? What is the right answer to this question? A. Yes, I should intervene because the child is getting an item she wants, and this will only increase her behavior. No, because it is not your problem. C. Yes, because the mom permitted you earlier, and look at this as a teachable moment. D. No, because you do not have the authority to conduct an assessment for the problem behavior or to suggest an intervention to the parent. |
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Definition
| C. Yes, because the mom permitted you earlier, and look at this as a teachable moment. The parent requested assistance beforehand, and you can intervene and assess the situation |
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Term
Kimmie is a BCBA who is considering Paul for services. Kimmie sees that one of the intereventions that was started with Paul would have been successuful if there was more treatment fidility in the previous student. Kimmie is looking at?
A. Kimmie should be looking at the past medical record
B. Kimmie is analyzing past data based on graphs and charts
C. Kimmie IS looking at past academic charts.
D. Kimmie is looking at past behavioral interventions to see if this intervention will work now.
D. Kimmie is looking at the school record. |
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Definition
D. Kimmie is looking at past behavioral interventions to see if this intervention will work now.
Look at why the past intervention did not work; do not rule out this intervention yet. |
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Term
Student Richard 6 has severe developemental disabilities with pervasive deficits in communication and social skills. Kal's parents want BCBA Ryan to work onimproving math skills for Richard. What should Ryan do,
A. Work on these skills because it is what Richards parents want
B. Respectfully say to Richards parents that it would be more beneficial to work on Richard's communication and social skills because this can help him in the future gain a better outcome and math skills can be worked on later
C. Tell Richards parents that Richard said he does not like math.
D. Tell Richards parents that is something that only a trained math teacher can do. |
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Definition
B. Respectfully say to Richard's parents that it would be more beneficial to work on Richard's communication and social skills because this can help him in the future gain a better outcome, and math skills can be worked on later.
Working on socially significant behavior is what we do. Ask yourself if it benefits the client or the parents. Ask will this behavior will produce reinforment in the client's natural environment after treatment ends? |
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Term
Paul has trouble with being able to make conversations with his peers. Julia wants to target student behavior of making disparaging comments about themselves so that he can feel better about themselves. These remarks are saying, "I can't do this."or "I will never be cool"What principle is Julia violating by targeting this behavior?
A. Effectiveness
B. Behavioral
C. Technological
D. Applied |
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Definition
D. Applied
It is violating this because targeting disparaging comments is not a socially significant behavior, because just talking is not a real behavior of interest, and it is not functionally sound either. What does having him make fewer disparaging comments function to help with his social skill? |
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