Three of the following statements are good recommendations regarding the effective use of reinforcement. Which is not?

Use the same reinforcer for everyone.

Teacher wants to encourage students to work cooperatively with one another. If she wants to use setting event, she might

provide instructional materials that students can use only by working toget

From a behav. perspective, the primary reason for the diversity in how students behave & misbehave in classroom is they

each have a unique history of experiences and consequences.

Which is an example of reinforcing an incompatible behavior as a way of eliminating an undesirable behavior?

M is shy & withdrawn. Ms D reinf her with smile when she interacts w/ peer

3 of the following are recommended practices when using punishment to reduce an inappropriate behavior. Which one is not

Admin. student’s punishment in front of classmates so they learn by example

3 of these teacher behaviors illustrate cueing as a way of dealing with inappropriate behavior. Which one doesn't?

Putting a student in time-out after she’s insulted a classmate

L has been painting graffiti on schools walls. She's asked to chair the Clean-Up-The-School Committee. This is

reinforcement of an incompatible behavior.

Mr W sees F rarely completing indep. work. He begins praising her every time. By Jan., she's great. What should Mr W do?

Praise her for only some of her completed assignments.

Which one of the following statements best illustrates the process of cueing acceptable behaviors?

“Students who are sitting quietly will be the first ones to be dismissed.”

Which one of the following statements most accurately describes intermittent reinforcement?

A particular response is reinforced on some occasions but not on others.

In a school, the use of behav. principles at multiple levels to encourage/reinforce desired behav. in all students

school-wide positive behavior support

Which best characterizes how reinforcement of incompatible behavior can help reduce inappr. bahavior in the classroom?

Undesir. behav. will decr. when stud. is reinf. for behav. in opposite mann

B rarely talks w/ peers. Mr P smiles at him when he happens to see him interacting. There's little change. Why?

Brian is receiving intermittent rather than continuous reinforcement.

Research studies indicate that applied behavior analysis techniques:

lead to improvements in both academic achievement and classroom behavior.

You join a team conducting a functional analysis of stud. engaging in an inappr. behav. at school. Where do you begin?

ID benefits the stud. gets out of the prob. behav. or the purpose it serve

We are likely to see diversity in our students with respect to 3 of the following. Which 1 is not a major source?

Whether the environment is important for learning

Which one of the following best describes shaping?

Behav. being reinf. changes over time so increas. resembles desired behav.

Three of the following are typical components of positive behavioral interventions and supports. Which 1 is not typical?

Using in-school suspension to punish dangerous behaviors

Mr O reinf. J every time he reads indep. Once he is reading frequently, he begins to reinf. him gradually less and less

J will continue to read independently.

J & B learned that when they whine, their teacher will hurry over. J's teacher- every time. B's sometimes. What's true?

If the teachers stop Bill’s whining will decrease more rapidly than John’s.

Which of these appears in Functional Analysis and Positive Behavioral Interventions and Supports but not in ABA?

Exploring underlying purposes that a student’s behavior may serve

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Behaviorism Part 3

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Questions 26

Answers

1
Three of the following statements are good recommendations regarding the effective use of reinforcement. Which is not?
Be explicit about what behaviors lead to what consequences.
Describedesired behaviors concretely.
Monitor students’ progress when using reinforcement to improve behavior.
Use the same reinforcer for everyone.
2
Teacher wants to encourage students to work cooperatively with one another. If she wants to use setting event, she might
praise her students when they cooperate with one another.
loudly say, “I like how Sally & John are helping one another today.”
first assign an activity in which students cannot work with one another.
provide instructional materials that students can use only by working toget
3
S learned her LA teacher is happy to answer her questions but her biology teacher discourages questions. Sharon is
undergoing extinction.
showing generalization.
being shaped.
showing discrimination.
4
From a behav. perspective, the primary reason for the diversity in how students behave & misbehave in classroom is they
do not share the same intelligence, motivation, or goals.
each have a unique history of experiences and consequences.
lack awareness and don’t recognize cues that tell them what to do
come from cultures with very different expectations for classroom behavior.
5
Mr J wants B to sit quietly for at least 15 min. at a time. To do this, he begins praising B for 1 min., then 2 min. etc
This is shaping.
This is intermittent reinforcement.
This is generalization.
This is discrimination learning.
6
Which is an example of reinforcing an incompatible behavior as a way of eliminating an undesirable behavior?
M is shy & withdrawn. Ms D reinf her with smile when she interacts w/ peer
J’s jokes have become annoying. Ms D keeps him from recess when he jokes.
K has learned to give herself a treat when she gets 100% in spelling.
Jerry must stay after school on days when he arrives late.
7
3 of the following are recommended practices when using punishment to reduce an inappropriate behavior. Which one is not
Tell students ahead of time which behav. are unaccept and will be punished
Admin. student’s punishment in front of classmates so they learn by example
Commun. that despite the punishment you must give, you still care about stu
Explain why a punished behavior is unacceptable.
8
Ms G 1st has students work on a few easy problems involving new formula. She then presents more difficult problems. This
is behavioral momentum.
is intermittent reinforcement.
is cueing.
is discrimination.
9
3 of these teacher behaviors illustrate cueing as a way of dealing with inappropriate behavior. Which one doesn't?
Putting a student in time-out after she’s insulted a classmate
Glaring at a student reading a comic book instead of working on assignment
Movingcloser to a student who may be cheating on an exam
Putting one’s finger on one’s lips when the class gets too noisy
10
L has been painting graffiti on schools walls. She's asked to chair the Clean-Up-The-School Committee. This is
presentation punishment.
reinforcement of an incompatible behavior.
cueing.
removal punishment.
11
Mr W sees F rarely completing indep. work. He begins praising her every time. By Jan., she's great. What should Mr W do?
Switch from a social reinforcer to the Premack principle.
Punish Frances when she doesn’t complete an assignment.
Praise her for only some of her completed assignments.
Praise her more often than before.
12
Which one of the following statements best illustrates the process of cueing acceptable behaviors?
“Thank you for following the format I asked you to use on your math paper.
“Does anyone know why Henry isn’t in school today?”
“Who is planning to try out for the school play after school today?”
“Students who are sitting quietly will be the first ones to be dismissed.”
13
Ms T starts to suspect that V uses excuse of headaches to go nurse when she encounters difficult assignments. This is
the use of incompatible behaviors.
functional analysis.
behavioral momentum.
a setting event.
14
Which one of the following statements most accurately describes intermittent reinforcement?
A primary reinforcer is used at first, but it is gradually replaced by a se
One response is reinforced for a while, then another response is reinforced
The reinforcement a student receives becomes stronger over time.
A particular response is reinforced on some occasions but not on others.
15
In a school, the use of behav. principles at multiple levels to encourage/reinforce desired behav. in all students
instructional positive behavior support
education-wide positive behavior support
system-wide positive behavior support
school-wide positive behavior support
16
Which best characterizes how reinforcement of incompatible behavior can help reduce inappr. bahavior in the classroom?
Undesir. behav. will decr. when stud. is reinf. for behav. in opposite mann
If we reinf. diff. students for diff. behaviors, they descover what is ok.
Can reduce serious behav. prob. by allowing stud. to engage in mild misbeh.
Neg. reinf. of an incompatible behavior can reduce the frequency of behav.
17
B rarely talks w/ peers. Mr P smiles at him when he happens to see him interacting. There's little change. Why?
Brian is receiving intermittent rather than continuous reinforcement.
Social interaction is not an intrinsically reinforcing activity.
A smile is not an effective reinforcer for B.
Brian has little to gain by changing his behavior.
18
Research studies indicate that applied behavior analysis techniques:
promote improvement in classroom behavior but not in academic achievement.
promote improvement in academic achievement but not in classroom behavior.
have little long-term effect on students’ classroom performance.
lead to improvements in both academic achievement and classroom behavior.
19
You join a team conducting a functional analysis of stud. engaging in an inappr. behav. at school. Where do you begin?
ID benefits the stud. gets out of the prob. behav. or the purpose it serve
Identify what the student’s parents think about the behavior.
Determine what other stud. of the same age can be reasonably expected to do
Identify what the student enjoys doing at school.
20
We are likely to see diversity in our students with respect to 3 of the following. Which 1 is not a major source?
Which kinds of behaviors have been reinforced in the past
How students respond to various stimuli
Whether the environment is important for learning
How effective various secondary reinforcers are
21
Applied behavior analysis can best be described as techniques that can change a student’s behavior by changing student's
environment.
curriculum.
attitude.
self-concept.
22
Which one of the following best describes shaping?
Praise is only reinf. used but specific things said to student change
Reinforcement becomes gradually stronger over time.
Reinforcement is weaned away over time, until a student is doing something
Behav. being reinf. changes over time so increas. resembles desired behav.
23
Three of the following are typical components of positive behavioral interventions and supports. Which 1 is not typical?
Teaching appropriate behaviors that can substitute for inappropriate ones
Using in-school suspension to punish dangerous behaviors
Changing classroom environment to make inappropriate behaviors less likely
Providing opportunities for the student to make choices
24
Mr O reinf. J every time he reads indep. Once he is reading frequently, he begins to reinf. him gradually less and less
J will read less and less often.
J will continue to read independently.
J will read only when he's forced to do so.
J will stop reading altogether.
25
J & B learned that when they whine, their teacher will hurry over. J's teacher- every time. B's sometimes. What's true?
If the teachers stop, both boys will whine even more than before.
If the teachers stop Bill’s whining will decrease more rapidly than John’s.
If the teachers stop, both boys will stop their whining almost immediately.
If the teachers stop,John’s whining will decrease more rapidly than Bill’s.
26
Which of these appears in Functional Analysis and Positive Behavioral Interventions and Supports but not in ABA?
Monitoring the effectiveness of the intervention
Exploring underlying purposes that a student’s behavior may serve
Following desirable behavior with reinforcement
Identifying an effective reinforcer

Behaviorism Part 3 Flashcards | StudBud