Negative punishment has occurred when the removal of an event decreases the future occurrence of a behavior
a. TRUE
b. FALSE
Answer: A
(Cooper & Heward, 2007, p.329)
Question 2
Positive reinforcement can best be defined as:
a. Delivery of a stimulus after a behavior that increases the occurrence of the behavior
b. Removal of a stimulus after a behavior that decreases the occurrence of the behavior
c. Delivery of a stimulus after a behavior that decreases the occurrence of the behavior
d. Removal of a stimulus after a behavior that increases the occurrence of the behavior
Answer: A
Question 3
All of the following are desirable aspects of time-out except?
a. Ease of application
b. Acceptability
c. Collateral decreases in non-targeted behaviors
d. Rapid suppression of behavior
e. Can be combined with other approaches
Answer: C
Question 4
When an individual returns from a time-out the first thing a practitioner should do is:
a. Reinforce an appropriate behavior
b. Discuss why the individual was placed in time-out
c. Move the individual in closer proximity to the practitioner
d. Decrease the demands placed on the individual
e. Go over the rules for appropriate behavior with the individual
Answer: B
Question 5
The time-out room should be:
a. Devoid of any potential reinforcers
b. Located as far away from the instructional setting as possible
c. Locked at all times when a student is there
d. Free of tables and chairs
e. All of the above
Answer: A
Question 6
Restitutional overcorrection involves the student repairing the damage or returning the environment to its original state and then bringing the environment to a condition vastly better than it was.
a. TRUE
b. FALSE
Answer: A
Question 7
Punishment by contingent removal of a stimulus also known as:
a. Negative reinforcement
b. Negative punishment
c. Typed II punishment
d. Positive punishment
e. All of the above
f. A,B,C only
g. B and C only
Answer: A
Question 8
Positive punishment has occurred when the removal of an aversive stimulus increases the occurrence of the behavior
a. TRUE
b. FALSE
Answer: A
Question 9
Making additional reinforcers available noncontigently that are available for removal during a response cost procedure is known as?
a. Priming the pump
b. A direct fine
c. A combined approach
d. Negative reinforcement
e. Bonus response cost
Answer: D
Question 10
Planned ignoring involved the removal of social reinforcers.
a. TRUE
b. FALSE
Answer: A
Quiz 4 (Chapters 16 & 17)
Question 1
Unconditioned motivating effects operations (UMOs) have:
a. Value-altering motivating effects that are unlearned
b. Behavior-altering motivating effects that are a function of learning history
c. Behavior-altering effects that are unlearned
d. Value-altering motivation effects that are a function of a learning history
Answer: A
Question 2
Motivating operations:
a. Will evoke the target behavior every single time
b. May never evoke the target behavior
c. Should evoke the target behavior, but may not consistently do so
d. Evoke the target behavior even if not first successful at doing so
Answer: D
Question 3
Stimulus generalization and stimulus discrimination are opposites
a. TRUE
b. FALSE
Answer: A
Question 4
The term motivating operation has been suggested to replace the term establishing operation with the addition of the term(s):
a. Value-adding
b. Unconditioned
c. Conditioned
d. Behavior-altering
e. Both A & D
f. Both B & C
Answer: F
Question 5
The more similar two stimuli are, the more likely stimulus generalization will occur:
a. TRUE
b. FALSE
Answer: A
Question 6
Which of the following constitutes a prompt?
a. Physically helping an individual perform a task
b. Providing a reinforce to an individual for completing a step of a task
c. Praising an individual for his/her performance
d. All of the above
Answer: D
Question 7
All conditioned motivating operations (CMOs) are motivationally neutral prior to their relation with another MO or to a form of reinforcement or punishment.
a. TRUE
b. FALSE
Answer: A
Question 8
Stimuli in an arbitrary stimulus class:
a. Share common physical forms or relations to the target stimulus
b. Do not share similar stimulus features
c. Include an infinite number of stimuli
d. Compose a large portion of our conceptual behavior
Answer: A
Question 9
Which of the following is an example of stimulus fading?
a. Taking a line drawing of a bed and slowly changing it into the letters b-e-d to help a child learn to read the word bed
b. Most-to-least prompting
c. Printing a child’s name on a pieced of paper and having him trace his name. over time, slowly remove one letter of his name, thus requiring him to trace the first letters but to print the last letters himself
d. All of these are examples of fading
Answer: D
Question 10
Operant stimulus control has been achieved when:
a. A response occurs frequently throughout the day under a variety of stimulus conditions
b. A response occurs in the presence of a conditioned stimulus
c. A response occurs more frequently in the presence of a specific stimulus, but rarely in the absence of the stimulus
d. A response occurs more frequently in the absence of a specific stimulus, but rarely occurs in its presence.
Answer: B
Reference:
Cooper, H, & Heward, M, 2007, Applied Behavior Analysis, Second Edition, New Jersey: Pearson Education, Inc. pp.315-371.
