A behavior analyst responsible for the evaluation of a behavior change program has been unable to get others to collect data on the targeted behaviors. The others involved, including other service providers, are relying on personal anecdotes and questionnaires to evaluate the effectiveness of the program. The primary consumer reports satisfaction with the results so far. To evaluate the program, the behavior analyst should:
A. check the reliability from the questionnaire's information.
B. conduct formal interviews to supplement the available information.
C. obtain data on the targeted behaviors.
D. use available information only.
A behavioral assessment indicates that the problem behavior of a young woman is maintained by others bringing things to her or taking things away following occurrence of the behavior. Since the behavior results in physical injury, the decision to decrease its occurrence has been made. Which is the BEST general approach?
A. Determine a potential punisher and deliver it following every occurrence of the behavior, but do not provide or remove other things following the occurrence.
B. Prevent the behavior by physically blocking each response.
C. Stop providing or removing things following the behavior and allow it to undergo extinction.
D. Use protective equipment that prevents injury and establish a replacement behavior that results in things being provided to or removed from the woman.
A reliable measure is one that is:
A. socially valid as indicated by caregiver reports.
B. effective as evidenced by peer-reviewed journal articles.
C. trusted to be practical and to produce accurate data.
D. consistent across observers and measurement occasions.
A behavior analyst is working with an adult client, who is deemed competent. There are multiple potential behavior targets that need to be addressed including smoking cigarettes, nail biting, and compulsive hand washing. As a first goal, the behavior analyst wants the client to focus on eliminating smoking but the client would prefer to focus on nail biting. The behavior analyst shoulD.
A. develop a self-management plan for eliminating nail biting as this is the preference of the client.
B. develop a self-management plan for eliminating smoking as this behavior poses a serious health risk for the client.
C. convince the client to change their first goal to elimination of smoking.
D. refer the client to another behavior analyst as there is a discrepancy in goal setting priorities.
Teaching a receptive-identification task falls in the category of _____ instruction.
A. tact
B. mand
C. listener
D. intraverbal
The "hero procedure" refers to a contingency in which an individual, or small group, earns a reward for a class. This procedure is an example of what type of group contingency?
A. dependent
B. independent
C. interdependent
D. semi-dependent
Ingrid is attempting to learn to speak English. Her teacher, Rosa, presents pictures of preferred items, states the label in English, and prompts Ingrid to repeat them. Over time, Rosa stops labeling items and begins to present Ingrid with a variety of pictures of the same items. Rosa is trying to promotE.
A. echoic behavior.
B. manding behavior.
C. stimulus generalization.
D. response generalization.
Missy is using a multiple probe across participants design to evaluate the effects of peer tutoring to teach three students to complete division problems. These three students have had no prior instruction in division. Missy MOST LIKELY chose a multiple probe design rather than a multiple baseline design becausE.
A. the students' baseline scores will be zero.
B. the students could not miss class very often.
C. other extraneous variables may cause their skills to improve.
D. she is interested in comparing the effects of three interventions at once.
Which is the BEST example of stimulus generalization?
A. Bonnie learned to choose and wear coordinated outfits but after one month she would only select red outfits.
B. Jim was taught to say "hello" and continues to say "hello" to his trainer.
C. Ricky became more productive in math and simultaneously his reading improved.
D. Tim learned to ask for help from his teacher and now can ask a fellow student for help.
All of the following are appropriate methods for promoting maintenance and generalization of newly trained behaviors EXCEPT:
A. gradually adding stimuli from the natural environment into the training setting.
B. gradually altering the training antecedents to match naturally occurring ones.
C. training others to reinforce the behavior in the natural setting.
D. varying cues in the natural environment to match those in the training setting.
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