Question 1

A stimulus delta signals:

		The availability of reinforcement.
		The absence of a reinforcer/reinforcement.
		Reinforcer weakness
		Punishment is about to occur.

Question 2

Ralph has successfully used a token economy system to help Mark increase the number of days Mark goes to the gym. Every time Mark goes to the gym, Ralph gives him a check mark on a white board. After Mark earns 10 check marks, Mark is able to exchange the check marks for a trip to the movie theatre or a dinner at his favourite restaurant. Mark is currently going to the gym 7 days a week after Ralph has implemented the token economy. Mark appears to be happy to go to the gym every day and often doesn't even ask for a check mark after. At this point, it may be a good idea for Ralph to:

		Nothing.
		Increase the token-exchange ratio
		Tell Mark to go to the gym twice per day every day.
		Develop another approach to teach Mark to go to the gym.

Question 3

Joy is an early childhood educator (ECE) working in a childcare centre. She notices a child who consistenty cries and that each time the child cries, another ECE attends to the child and plays with the child. Joy and the other ECE decide that they want to help the child to learn to ask to play. The next time Joy notices the child sit down at a table next to another ECE, Joy prompts the child to say "play". After emitting the response "play", the ECE with their back turned to the child turns around and plays with the child. This is an example of:

		Discriminative Stimulus
		Incidental Teaching
		Discrete-Trial Teaching/Training
		Naturalistic Teaching

Question 4

One major advantage of using an errolress approach to teach skills is:

		Errorless teaching is the preferred method when teaching new skills according to the Behaviour Analyst Certification Board (BACB). In all cases of teaching new skills to learners, the BACB recommends that errorless teaching occur. So using errorless teaching is more ethical.
		Less prompting is involved. This helps to make sure that stimulus control will be transferreed to the natural environment more quickly and efficiently.
		It allows learners to be reinforced more quickly and frequently compared to approaches that involve error correction. This may help learners to learn skills more quickly and avoid setbacks related to interfering or problem behaviour.
		Errorless teaching ensures that there is minimal prompting required for new skills/behaviours.

5.Fatima is trying to improve her ability to implement a token economy system with her client. She asks a colleague to make a recording of her implementing the procedure and asks her colleague to use writen prompts to help her to perform the procedure perfectly. Fatima then watches the recording prior to her next session with her client in which she will be implementing the token economy. She finds that her ability to implement the token economy has improved. This is an example of:

		Video prompting
		Video self-modeling
		Reinforcerment-based modeling
		Shaping token economies

Question 6

Tim is tryng to teach his daughter to write her name. He notices that his daughter enjoys watching videos about learning to spell on YouTube. Every day, he sets up his daughter's iPad at the kitchen table and tells her they can watch spelling videos on YouTube after they finish their work. He then prompts her by saying "write name". She writes her name and Tim reinforces her every time she attempts to write her name by allowing her to watch the YouTube spelling videos for a few seconds. This process is repated several times in a short period of time (30 minutes). This process can be referred to as:

		Discrete Trial Teaching/Training
		Naturalistic Teaching
		Punishment
		Incidental Teaching

7. In a forward chaining procedure, completion of previous steps/behaviours in the behaviour chain are meant to function as __________________________.

		Tangbile reinforcers that increase the probabiliy of steps being perfomred correctly along the behaviour chain.
		Discriminative stimuli that signal the availability of reinforcement after the completion of upcoming steps.
		Prompts that improve the chances that a behaviour will occur and that shaping with more detailed procedures will not be necessary.
		Discriminative stimuli that signal the absence of reinforcement after the completion of upcoming steps.

8. Eddie is teaching Mustafa to brush his teeth. Eddie utilizes a procedure that involves Eddie breaking down Mustafa's tooth brushing routine into several steps. Eddie completes each step of the process for Mustafa except for the last one, and then teaches Mustafa to complete the last step. Once Mustafa learns the final step in the process, Eddie teaches him the prior step and continues this process until the entire process has been learned by Mustafa. This process is reflective of:

Backward Chaining

Shaping

Backward Chaining with Leaps Ahead

Total Task Chaining

9Question 9

B.F. Skinner taught pigeons to spin in a circle. He did this by using a procedure called 1. _____________________________ that involved reinforcing 2.__________________________________of spinning in a circle, and then placing these variations of behaviour on 3. _____________________________ and finally only reinforcing the 4._______________________________(a full spin/circle).

		1. Chaining 2. Terminal Behaviours 3. Reinforcement 4. Desired behaviour
		1. Shaping 2. Successive approximations 3. Punishment 4. Terminal Behaviour
		1. Chaining 2. Successive approximations 3. Extinction 4. Terminal behaviour
		1. Shaping 2. Successive approximations 3. Extinction 4. Terminal behaviour

10. Mary-Jane wants her brother to make her a snack. She verbally tells her brother to go and make her a snack. This is an example of:

Imitation

A stimulus prompt

A response prompt

Shaping

11. Forward Chaining involves:

		Reinforcing successive approximations and placing them on extinction until a terminal behaviour is learned with fluency.
		Teaching all of the steps in a task analysis from start to finish by teaching each step separately and only moving on to the next step after the learner has mastered the previous step.
		Walking forward while swinging a chain over your head
		An instructor completing all of the steps in a task analysis except for the last step, and beginning by teaching the learner the final step in the task analysis first.

Sandra is teaching her husband Carlos to build a fence. She breaks the task down into smaller, discrete steps. Sandra starts by teaching Carlos the final step in the process (fastening a plank to the fence). She then teaches Carlos to complete the other steps in the process working her way from the final step to the first step, skipping any teaching of steps that she knows Carlos already knows how to complete. This process is an example of:

		Backward Chaining
		Reflexivity
		Backward Chaining with Leaps Ahead
		Forward Chaining

13. Rose is trying to teach Evan how to build a Lego spaceship. She lays out the Lego pieces in a sequence. Rose uses gestural prompts (pointing to the pieces Evan needs to attach) to guide Evan in building the Lego spaceship. As Evan becomes more proficient with building the Lego spaceship, Rose begins to point to the pieces from further and further away. Initially, Rose had been prompting Evan by pointing to Lego pieces from approximately 10 cm away. Then she began to point from 20 cm away, and then from 30 cm away. This is an example of:

		Prompt fading
		Prompt adjusting
		Discrete Trial Teaching/Training
		Behavioural fine tuning