Question 1

In addition to working to reduce or eliminate a challenging behavior, the child also must

Accepted Answer

A)  want to change the challenging behavior and understand why doing so is important. 
B)  be able to verbalize the potential consequences, both positive and negative, of the challenging behavior. 
C)  be taught an appropriate alternative behavior that serves the same function or purpose. 
D)  choose an appropriate replacement behavior. 
A)  want to change the challenging behavior and understand why doing so is important. 
B)  be able to verbalize the potential consequences, both positive and negative, of the challenging behavior. 
C)  be taught an appropriate alternative behavior that serves the same function or purpose. 
D)  choose an appropriate replacement behavior.

Question 2

What is operant behavior?

Accepted Answer

A)  Biologically based behavior 
B)  Learned behavior that is voluntary and nonreflexive 
C)  Cognitive behavior 
D)  Instructive responses, such as sneezing or breathing 
A)  Biologically based behavior 
B)  Learned behavior that is voluntary and nonreflexive 
C)  Cognitive behavior 
D)  Instructive responses, such as sneezing or breathing

Question 3

Provide at least two examples of each of the following: academic behaviors, language behaviors, work or daily living behaviors, and self-help behaviors.

Accepted Answer

Answers will vary but may include the fo

Question 4

What are the specific aspects of an antecedent condition that evoke a specific behavior?

Accepted Answer

A)  Discriminative stimuli 
B)  Natural reinforcement 
C)  Descriptive contexts 
D)  Voluntary exhibitions 
A)  Discriminative stimuli 
B)  Natural reinforcement 
C)  Descriptive contexts 
D)  Voluntary exhibitions

Question 5

What should you do first before attempting to change a student's behavior?

Accepted Answer

A)  Identify contextual elements that could be contributing to the problem. 
B)  Contact the student's parents about the behavior. 
C)  Ask the student if she is ready to change the behavior in question. 
D)  Determine whether positive reinforcement or negative reinforcement would be more successful. 
A)  Identify contextual elements that could be contributing to the problem. 
B)  Contact the student's parents about the behavior. 
C)  Ask the student if she is ready to change the behavior in question. 
D)  Determine whether positive reinforcement or negative reinforcement would be more successful.

Question 6

What is a significant benefit to precisely describing target behaviors using observable, measurable terms?

Accepted Answer

A)  Students will enjoy a greater sense of mastery more quickly. 
B)  Students with autism react more positively to this approach. 
C)  It allows discrimination between target behaviors and challenging behaviors. 
D)  It helps in accurately measuring progress. 
A)  Students will enjoy a greater sense of mastery more quickly. 
B)  Students with autism react more positively to this approach. 
C)  It allows discrimination between target behaviors and challenging behaviors. 
D)  It helps in accurately measuring progress.

Question 7

Why do we say a student's behavior is contingent on the antecedent?

Accepted Answer

We say so because the behavior

Question 8

_______ are events in the environment that occur immediately after a given behavior occurs.

Accepted Answer

A)  Contexts 
B)  Operants 
C)  Consequences 
D)  Antecedents 
A)  Contexts 
B)  Operants 
C)  Consequences 
D)  Antecedents

Question 9

Students in Mrs. Reis's classroom have learned that it is time to stop talking and return to their seats when the lights are flipped off and then back on. This is an example of

Accepted Answer

A)  stimulus control. 
B)  positive reinforcement. 
C)  operationally defined behavior. 
D)  co-opted behavior. 
A)  stimulus control. 
B)  positive reinforcement. 
C)  operationally defined behavior. 
D)  co-opted behavior.

Question 10

Reinforcers should remain consistent as frequent changes lead to a sense of confusion in the classroom.

Accepted Answer

A) True 
 B)False

In addition to working to reduce or eliminate a challenging behavior, the child also must

What is operant behavior?

Provide at least two examples of each of the following: academic behaviors, language behaviors, work or daily living behaviors, and self-help behaviors.

What are the specific aspects of an antecedent condition that evoke a specific behavior?

What should you do first before attempting to change a student's behavior?

What is a significant benefit to precisely describing target behaviors using observable, measurable terms?

Why do we say a student's behavior is contingent on the antecedent?

_______ are events in the environment that occur immediately after a given behavior occurs.

Students in Mrs. Reis's classroom have learned that it is time to stop talking and return to their seats when the lights are flipped off and then back on. This is an example of

Reinforcers should remain consistent as frequent changes lead to a sense of confusion in the classroom.

Overview of Autism

Reducing Challenging Behaviors

Deciding What to Teach: Curriculum Development

Teaching: General Strategies

Remediating Deficits in Speech and Language

Remediating Deficits in Socialization

Remediating Deficits in Life Skills

Understanding Intervention Controversies

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Exam 2: Basic Behavioral Principles and Strategies for Changing Behavior

In addition to working to reduce or eliminate a challenging behavior, the child also must

What is operant behavior?

Provide at least two examples of each of the following: academic behaviors, language behaviors, work or daily living behaviors, and self-help behaviors.

What are the specific aspects of an antecedent condition that evoke a specific behavior?

What should you do first before attempting to change a student's behavior?

What is a significant benefit to precisely describing target behaviors using observable, measurable terms?

Why do we say a student's behavior is contingent on the antecedent?

_______ are events in the environment that occur immediately after a given behavior occurs.

Students in Mrs. Reis's classroom have learned that it is time to stop talking and return to their seats when the lights are flipped off and then back on. This is an example of

Reinforcers should remain consistent as frequent changes lead to a sense of confusion in the classroom.

Overview of Autism

Reducing Challenging Behaviors

Deciding What to Teach: Curriculum Development

Teaching: General Strategies

Remediating Deficits in Speech and Language

Remediating Deficits in Socialization

Remediating Deficits in Life Skills

Understanding Intervention Controversies

Filters