Questions and Answers of Principles Of Behavior

Please diagram and explain the role of delayed feedback in a behavior-analytic coaching procedure.LO1
Please diagram the preceding indirect-acting contingency involving studying, public posting, and avoidance of the opportunity to see a good grade.LO1 Before You will lose the opportunity to receive a
What is wrong with this description?LO1
What’s the implicit deadline for this other rule?LO1
What’s the contingency?LO1a. Reinforcementb. Analog to reinforcementc. Analog to avoidance of the loss of the opportunity to receive a reinforcer.
Please diagram the contingency.LO1 SD (Deadline) Before Behavior After SA After
Please diagram the avoidance analog for organizing the carpool.LO1 SD (Deadline) Before Behavior After SA After
What is the preceding contingency? Keep in mind that, realistically, the behavior analysts probably didn’t get the Smokey patches to the kids within 60 seconds after they’d brought in a bag of
Please diagram that contingency.LO1 SD (Deadline) Before Behavior After SA After
Is this a rule-governed analog to reinforcement?LO1
So what kind of contingency is this?LO1
Please diagram the contingency.LO1 SD (Deadline) Before Behavior After SA After
For each of the following areas, give an example of research showing the successful use of a rulegoverned analog to avoidance of the loss of the opportunity to receive a reinforcer. Explain how your
What two common errors do behavior analysts make concerning rule-governed analogs?LO1
Give an example of each type and explain why they are errors.LO1 Hint: In answering these two questions, be able to explain why the delayed praise for shooting baskets will increase shooting baskets
What do you think about the analysis those authors did?LO1
Give three of our examples of how information was not enough to get people to act in their best interests and the best interests of the community.LO1
When should you put contingencies on behavior leading to the accomplishment and not just on the accomplishment?LO1
List the four issues to address when putting contingencies on the process in addition to the product.LO1
Multiple-baseline design—define it.LO1a. Why is it useful?b. Give an example of a multiple baseline across groups.c. And one across behaviors.
Covert behavior—define it and give an example.LO1
Reinforcement of covert behavior—give an example.LO1
What are the possible roles reinforcement of covert behavior might play in behavioral coaching, and what, if any, are the limitations on those roles?LO1
The principle of shifting from rule control to contingency control—state it, give three examples(e.g., football, driving, and Spanish), and explain how your examples fit the principle.LO1
Give and explain an example where you’re not likely to get shifting from rule control to contingency control.LO1
What’s wrong with that example?LO1 Suppose Rudolph, pulls the chain, which immediately turns on a light; then he immediately goes to the lever, immediately presses the lever, immediately hears the
What’s a reinforceable response unit?LO1
What’s an analog to a reinforceable response unit?LO1
Please explain why rule-governed, indirect-acting avoidance contingencies, really involve delayed outcomes. Diagram an example.LO1
Describe the relevant direct-acting escape contingency.Diagram an example.LO1
Describe the concept of the conditional stimulus and it’s relevance to your example.LO1
In spite of the title of this section and the example being analyzed, many students still seem to think that only human beings can be under conceptual stimulus control. What do you think? LO1a.
Concerning the experiment to teach the concepts of picture of person and picture of nonperson to pigeons: LO1a. Diagram the training contingencies.b. What was the testing procedure?c. What were the
Stimulus class (concept)—define it and give an example. LO1
Stimulus generalization—define it and give an example. LO1
Conceptual stimulus control (conceptual control)—define it and give an example. LO1
Conceptual discrimination training procedure—define it. LO1
Concerning the experiment to teach the concepts of Picasso paintings to pigeons: LO1a. Diagram the training contingencies.b. What was the testing procedure?
What were the results of above previous question? LO1
The sweet taste of the red apples reinforces Rod’s eating them. The tart taste of the green apples does not. Over a period of a few weeks, Rod eventually stopped eating the green apples but
What is the difference between discrimination and generalization? LO1
Stimulus dimension—define it and give an example. LO1
Fading—define it and give an example. LO1
Errorless discrimination training—define it and diagram an example. LO1
Give an example of each of the following techniques: LO1a. shapingb. fadingc. reinforcer reduction
What are the differences between these three procedures? LO1
What are the similarities? LO1
For the pigeon experiment that shows stimulus generalization: LO1a. Diagram the training procedure.b. Diagram the testing procedure.c. Draw a graph of the results.
Stimulus-generalization gradient—define it and give an example. LO1
Compared to the original gradient does this hypothetical gradient show more or less stimulus generalization from the yellow-green training stimulus to the other test stimuli? LO1a. more stimulus
Compared to the original stimulus- generalization gradient, does this hypothetical stimulusgeneralization gradient show more or less stimulus discrimination between the yellow-green training stimulus
Subjective measure—define it and give an example of each of the two reasons a measure might be subjective. LO1
Objective measure —define it and give an example. LO1
What is the role of interobserver agreement in dealing with subjective measures? Give an example. LO1
Matching to sample—define it and illustrate it: LO1a. in the Skinner boxb. with an autistic childc. in an IQ test.
Describe an intervention using stimulus-equivalence training to help a brain-injured man be able to match faces to written and spoken names and vice versa. LO1a. What was the equivalence class in
Physical prompt—define it and give an example. LO5
Imitation—define it and give an example. Make the example one that is not an example of generalized imitation. LO5
Generalized imitation—define it and give an example. LO5
To train imitation, we need both a discrimination contingency and a differential reinforcement contingency. LO5a. trueb. false
Why we need both a discrimination contingency and a differential reinforcement contingency to train imitation? LO5
Diagram the contingency for establishing imitation for a child who previously showed no imitative stimulus control. LO5
Also describe how you would establish generalized imitation for such a child. LO5
To get generalized imitation, we must reinforce some imitative responses. LO5a. trueb. false
How would you show that you have achieved generalized imitation? LO5
Give an example of an added contingency for imitation and an automatic, built-in one. LO5
Please complete this diagram. LO5 SD Dicky had swung, and attendant asks. SD Differential Reinforcement of Short Latencies Reinforcer Slower Sprompt Reinforcer Quicker Behavior Behavior Dicky says
Please complete the diagram for this contingency. LO5 SD Dicky had The Imitative Verbal Prompt Sprompt Attendant swung, and attendant asks. Before says, "I was swinging." Behavior SA After After
Verbal prompt—define it and give a clear example. LO5
Diagram a contingency showing how you can use verbal prompts to take advantage of excessive imitation and establish more normal verbal behavior under more normal stimulus control. LO5
Do such a diagram for a procedure for estab- lishing control by stimuli that are present. Do such a diagram for a procedure for estab- lishing control by stimuli or events that are not present. LO5
In both cases, diagram the procedure for differential reinforcement of short latencies. LO5
Imitative reinforcer—define it and give an example. LO5
Diagram how we establish learned imitative reinforcers. LO5
For generalized imitation, diagram: LO5a. the discrimination contingencyb. the differential reinforcement contingency.
Why do we need a theory of generalized imitation? LO5
Why is generalized imitation crucial for language learning? LO5
Why isn’t extinction the best control procedure for demonstrating reinforcement? LO5
Avoidance contingency—define it and diagram its use: LO2a. to improve postureb. to maintain good drivingc. to maintain good walking.
Diagram an avoidance contingency to reinforce erect posture. LO2
Diagram a behavioral contingency used to get eye contact with an autistic child. LO2
What kind of contingency is it? LO2a. avoidance of an aversive conditionb. avoidance of the loss of a reinforcerc. escaped. punishment
According to the book, if someone (e.g., an autistic student) isn’t listening to you, what might you do to get his or her behavior under the control of your verbal instructions? LO2
Avoidance-of-loss contingency—define it and diagram some examples. LO2
Describe the use of an avoidance contingency to ensure students stay on task. Diagram and label the relevant contingencies. LO2
Compare and contrast escape versus avoidance. LO2
Diagram cued avoidance in the Skinner box. LO2
Diagram either example of the continuous-response avoidance used to maintain erect posture. LO2
Diagram either example of continuous-response avoidance in the Skinner box. LO2
Diagram noncued avoidance in the Skinner box. LO2
Diagram the avoidance of the loss of a reinforcer in the Skinner box. LO2
In avoidance of the loss of a reinforcer, is removal contingent on a specific response? Explain your answer. LO2
Now this one’s not very straightforward, but what was the terrible trio’s avoidance of time-out? LO2a. cued avoidance of the loss of a reinforcerb. noncued avoidance of the loss of a reinforcerc.
How about an everyday example of the benefits of avoidance contingencies. LO2
With a concrete example, compare and contrast avoidance of an aversive condition and punish- ment by the presentation of an aversive condition. Use the dead-man test. Is the so-called punished
Warning stimulus—define it and give an example. LO2
Diagram the contingency for cued avoidance with an SD and SΔ. LO2
Describe an escape/avoidance contingency that involves a discriminative stimulus, and explain the difference between the warning stimulus and the discriminative stimulus in that contingency. LO2
Where does the warning stimulus go in the contingency diagram? LO2
The general rule for great new ideas—give an example. LO2

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