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principles of behavior
Questions and Answers of
Principles Of Behavior
What is the myth of the perpetual-behavior intervention? LO9
What is the myth of intermittent reinforcement? LO9
How does the law of effect relate to these myths? LO9
Performance maintenance—define it. LO9
Behavior trap—define it and give an example. LO9
How did behavior traps help Dicky, the autistic boy, continue to wear his glasses and maintain his talking?
Describe a procedure to help a developmentally disabled child acquire the needed strength and skills for bike riding. LO9
What role did the behavior trap play? LO9
Describe a procedure used to maintain the performance of grade-school students in a remedial classroom. LO9
What point does this illustrate? LO9
Give an example of maintaining a punishment contingency to maintain the suppression of undesirable behavior. LO9
What do you do when there’s no behavior trap to maintain performance? Give an example. LO9
What’s the main point of this chapter?
Transfer of training—define it and give an example. LO6
What do critics of applied behavior analysis say about the transfer of training and the maintenance of performance? LO6
Stimulus discrimination (stimulus control)— LO6a. the occurrence of a response more frequently in the presence of one stimulus than in the presence of another, usually as a result of a
Stimulus discrimination and stimulus control are the same thing. LO6a. trueb. false
Responding at the same frequency in the presence of the SΔ as in the presence of the SD shows LO6a. little stimulus discrimination.b. much stimulus discrimination.
Responding at the same frequency in the presence of the SΔ as in the presence of the SD shows LO6a. little stimulus control.b. much stimulus control.
Responding at the same frequency in the presence of the SΔ as in the presence of the SD shows LO6a. little stimulus generalization.b. much stimulus generalization.
Stimulus control (stimulus discrimination) is the opposite of stimulus generalization. LO6a. trueb. false
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. This is an example of LO6a. much stimulus
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. This is an example of LO6a. good stimulus control
Explain the relation between stimulus control and transfer of training to reduce teeth grinding.Warning: Quite a few students blow this one on the quiz. Please be sure you’ve got it. LO6
While you’re at it, it wouldn’t hurt to be sure you can correctly answer those little multiple-choice review questions, just in case one pops up on your quiz. LO6
Describe a procedure to help developmentally delayed people acquire a repertoire of safe street crossing. What was the LO6a. task analysis?b. training setting?c. training procedure?d. training
The trainees could readily discriminate between all aspects of the training setting with the models and the real world on the streets. LO6a. trueb. false
The trainees showed much stimulus generalization between all aspects of the training setting with the models and the real world on the streets. LO6a. trueb. false
The trainees showed much response generalization between all aspects of the training setting with the models and the real world on the streets. LO6a. trueb. false
Their transfer of training is a good example of stimulus and response generalization. LO6a. trueb. false
Describe the role of rule control in the training and transfer of safe street crossing. LO6
Concerning the intervention to reduce a 5-yearold’s problem behaviors, give and explain an example of LO6a. the sick social cycleb. extinction of an inappropriate escape behaviorc. the use of
Analyze the transfer from doll play in the lab to the real activities in the home and school, in terms of rule control. LO6
Compare and contrast transfer and maintenance with nonverbal and verbal clients. LO6a. Construct and fill in the summary tables and describe their significance, know how to do this even if the labels
Why did Patterson and Brodsky use an intervention package rather than a study of one variable at a time to modify Karl’s multiple problem behaviors? LO6
How could you do a follow-up study to isolate the crucial causal variables? LO6
Why should we do behavior analysis? LO7
What are the two main goals or values of science, including behavior analysis? LO7
What is the law of effect? LO7
Define functional assessment. LO7
List the six questions you should ask when doing a functional assessment. Give an example of each question. LO7
Should you do a functional assessment before or after designing an intervention? Explain. LO7
What is social validity? LO7
Describe two social validity methods and their limitations. LO7
Obtrusive assessment procedures—define them and give an example. LO7
Unobtrusive assessment procedures—define them and give an example. LO7
Products of behavior—define them and give an example. LO7
Define and give an example of each of the following behavior measures: LO7a. frequency or rateb. durationc. force
Interobserver agreement—define it and give an example. LO7
Explain how you would compute an interobserveragreement ratio using the point-by-point agreement procedure and be able to do the computation, given a set of interobserver data. LO7
Define and give an example of the following concepts: LO7a. research designb. internal validityc. experimental interactiond. interobserver agreement
Define and give an example of the following research designs: LO7a. case studyb. simple baselinec. reversald. multiple baselinee. changing criterionf. alternating treatments
Why is the case study a pre-experimental design? LO7
Give an example of the importance of collecting baseline data. Explain what could happen if we don’t. LO7
What advantage does the multiple-baseline design have over the reversal design? LO7
Give an example of the use of a multiple-baseline design to demonstrate the value of behaviorally based peer tutoring in driver education. LO7
What are two advantages and disadvantages of the alternating-treatments design? LO7
External validity—define it and give an example. LO7
Describe the use of the behavioral research supervisory system. List and illustrate the four rules of performance management. LO5
Performance contract—define it and give an example(it need not include more than one behavior). LO5
What’s the conventional interpretation of the role of rule statements? LO5
What is the author’s objection? LO5a. State the author’s theory.b. Give an example illustrating that theoretical analysis.
According to the authors, how important are delayed outcomes in causing problems of self-management? LO5a. Please explain.b. Give a couple of examples illustrating your explanation.
Give an example showing how rules describing small but cumulatively significant outcomes often fail to control our behavior. LO5
Now change your example rule to show how a similar rule probably would control our behavior if the cumulative outcome were, instead, one single, though delayed, outcome. LO5
Define the mythical cause of poor self-management. LO5
Give an example showing how rules describing improbable outcomes often fail to control our behavior. LO5
Rules that are easy to follow—state the principle and give an example. LO5
Rules that are hard to follow—state the principle and give an example. LO5
Draw and explain the contingency tree with outcome properties. LO5
Define the real cause of poor self-management. LO5
Why does our behavior tend not to be controlled by contingencies with improbable or small but cumulative outcomes? LO5
Present our theoretical analysis of why rules describing such contingencies usually fail to control people’s behavior. LO5
Using an example, explain why failure to meet a delayed deadline is a result of small and cumulative outcomes, not a result of delayed outcomes. LO5
When do we need performance management?Please explain and give an example. LO5
How do we do performance management with nonverbal clients? Please explain and give an example, including a contingency diagram. LO5
How do we do performance management with verbal clients? Please explain and give an example, including a contingency diagram. LO5
Apply the three-contingency model to the problem of getting parents to take their children to the dentist. LO5
Define the three-contingency model of performance management. LO5
Why did a good student like Sid have so much trouble finishing his dissertation? LO5
Why was the behavioral research supervisory system so effective in helping him finish his dissertation? LO5
Why do good students often have so much trouble finishing their doctoral dissertations? Show how your answer applies to the actual writing of the dissertation. LO5
Don’t they really care about graduating? Please explain. LO5
Graduation is a delayed outcome. Is that a serious problem? Please explain. LO5
Why does help in the form of the behavioral research supervisory system work? Please illustrate each component of your answer with an example. LO5
Apply the three-contingency model to dissertation completion. LO5
What kind of outcomes should be used in performance management contracts designed to increase or maintain behavior? LO5
Why Can’t We Live in a World Based Solely on Reinforcers, with No Aversiveness? LO5
Why Can’t We Build a World Free of Aversive Control? LO5
Why Can’t We Prepare for Class Simply as a Result of Reinforcement by the Presentation of Reinforcers? LO5
Why Can’t We Use Large Enough Learned Generalized Reinforcers to Reinforce Our Preparing for Class without Such Heavy Deprivation? LO5
Why can’t we build a world free of aversive control? LO5a. What are two types of aversive control provided by our physical world?b. What is the role of aversive control with deadlines?
Why can’t we prepare for class simply as a result of reinforcement by the presentation of reinforcers? LO5
Why can’t we use large enough learned generalized reinforcers to reinforce our preparing for class without such heavy deprivation? LO5
Why not build the reinforcers into the task? LO5
Define and give a Skinner-box example of a fixedinterval schedule of reinforcement. LO3
Explain the difference between the concept of fixed-interval schedule and the principle of fixedinterval behavior (i.e., scallop). At quiz time, people get confused with this one. LO3
Please diagram the paycheck contingency. LO3 SD Before Behavior After SA After
This diagram shows that going for the biweekly paycheck is LO3a. reinforced on a biweekly fixed-interval schedule of reinforcement.b. under stimulus control and reinforced every time the SD is
If going for the paycheck were really reinforced on a fixed-interval schedule, we’d expect to see that behavior LO3a. spread across 2 weeks on a fixed-interval scallop, which is what happens.b.
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