Advanced Applied Behavior Analysis

Applied Behavior Analysis

Autism

Behavioral Consultation

Intro to autism spectrum disorders

Introduction to Autism Spectrum Disorders

Part 1 of 25 - 4.0/ 4.0 Points Question 1 of 25 4.0/ 4.0 Points In the quadratic formula, if the value of the discriminant is less than zero, there will be ...  A. Two irrational, real solutions  B. Two complex solutions that are not real  C. One repeated, real solution  D. Two rational, real solutions. Part 2 of 25 - 4.0/ 4.0 Points Question 2 of 25 4.0/ 4.0 Points  A

SPCE | 680 | Introduction to Autism Spectrum Disorders | assessment | Part 1 of 25 - 4.0/ 4.0 Points

SPCE_610_Exam_2.doc.doc-SPCE 610 Exam 2: Question 1

1. If you are teaching a client to make his bed, which of the following represents a backward chaining approach? Having the trainer complete all steps except the last one (putting the pillow on the bed). The student puts the pillows on the bed by himself. When he has mastered that step, the traininer completes all but the last two steps, and the student completes those. And so on... Having the student complete all steps of the task, while the trainer provides the necessary level of prompt for each step Having the trainer model all steps of the task on all occasions. Having the trainer complete the ﬁrst step (putting the ﬁrst sheet on the bed) and the trainer completing the remaining steps. When the student has mastered that step, the student completes the ﬁrst two steps while the trainer completes the rest. And so on... 1 points QUESTION 20 1. Which of the following would be included in a feature stimulus class for ducks: All birds All animals Webbed feet Beaks 1 points QUESTION 21 1. Stimulus control has been achieved when: A response occurs frequently throghout the day under a variety of stimulus conditions A response occurs frequently throughout the day under a variety of conitions. A response occurs frequently in the absence of a speciﬁc stimulus A response occurs more frequently in the presence of a speciﬁc stimuus but rarely occurs in the absence of the stimulus. 1 points QUESTION 22 1. When a model and the behavior physically resemble each other and are in the same sense mode, this is known as: antecedent control formal modeling formal sensing formal similarity 1 points QUESTION 23 1. Cari is working in a job at an office scanning documents. The job coach uses spatial fading and gradually fades a manual prompt from her hand to her wrist, to her shoulder, then to no manual contact. What type of prompting is the job coach using? graduated guidance least-to-most most-to-least time delay 1 points QUESTION 24 1. If you place the math book at the front of the desk to increase the likelihood that the student will select the correct book, what type of prompt are you using? modelin g textual spatial verbal 1 points QUESTION 25 1. Carrie is a job coach working with a student in an office. Carrie notices that the student is having a hard time alphabetizing the files. Carrie tells the student to watch her and then  shows her how  to alphabetize files. Which type of prompt is she using? verbal modelin g physica l gestura l

SPCE | 611 | Applied Behavior Analysis | exam | 1. If you are teaching a clien

Study Questions Part II: Ch. 3, 4, 5 Chapter 3 1. Define a mand. Be able to provide some examples of mands, and describe how they fit the definition. Mand is defined as a verbal operant where a response is reinforced by a consequence. Its motivation depends stems from a state of deprivation or removal of aversive stimulation. The mand is produced by the speaker and communicated to the listener. It tends to come in the form of requests. Examples of mand are “ I want some juice”, “I want to take a bath”, “Stop tickling me” or “get out of my room”. These examples fit the definition in the sense that these requests are either in a state of deprivation to gain something or want the removal of an aversive stimuli. 2. What does Skinner mean when he says that the mand works “primarily for the benefit of the speaker?” What do you think maintains the listener’s behavior in the overall verbal episode? (p. 41) Skinner is trying to explain that a mand benefits the speaker mainly because the speaker directly receives what they requested whether it be something tangible, removal of aversive stimulation or attention. The listener on the other hand does not receive anything when a mand takes place. The listener’s behavior however may be maintained by feeling appreciated, getting praised or the act od doing something for others make them feel good. 3. Define and give an example of a generalized mand. (p. 42-43) Generalized mand is defined as a mand that exists simultaneously with other mands. It is not specific in nature but is evoked alongside other multiple mands. An example would be when saying “please”, “excuse me” or “stop” depending on MO or EO. So saying “please stop pushing me” would include both a mand and generalized mand together. 4. What is Chomsky’s rebuttal to chapter 3 in Skinner? Chomsky heavily criticizes Skinner’s definition and believes that the lack of clarity makes it impossible to fully understand the speaker’s motivations in its entirety. He believes it lacks substance and its too ambiguous. 5. How does MacCorquodale respond to Chomsky? MacCorquodale discredits Chomsky’s remarks by saying he did not fully understand the definition of a mand that was proposed by Skinner. MacCorquodale believe skinner did not take into account various variables that affect and control verbal behavior. Chapter 4 1. What is generalized conditioned reinforcement? How does it differ from ordinary conditioned reinforcement? What role does it play in Skinner’s approach to verbal behavior? (p. 53-54) Generalized conditioned reinforcement is defined as reinforcer that has been paired with various other forms/sources of reinforcement. An example being money or tokens for a token economy system. Conditioned reinforcement on the other hand is when under a certain stimulus, that particular stimulus strengthens behaviors through association of a primary reinforcement. 2. Define and give examples of echoic behavior. (p. 55-56) Echoic behavior can be defined as a vocal verbal operant in which a speaker engages in vocal behavior that is then imitated and repeated by the listener. This behavior is followed by reinforcement to the listener. It is point to point correspondence between stimulus and auditory response. An example would be when the speaker says “say pop” and the listener repeats “pop”. 3. Describe how Skinner defines automatic reinforcement. Why is such behavior not echoic? (p. 58) Skinner’s definition of automatic reinforcement is he speaker [exhibiting] exploratory vocal behavior which produces sounds which he has heard in the speech of others. The self-reinforcing may be merely an intonation or some other idiosyncrasy of a given speaker or of speakers in general.” This is not echoic because there is no existence of a correspondence between verbal stimulus. 4. What is textual behavior? What reinforces textual behavior? (pp. 66-67) Textual behavior can be defined as “a vocal response is under the control of a non-verbal auditory stimulus… Textual behavior, like echoic behavior, is first usually reinforced for explicitly “educational reasons. Interested persons supply generalized conditioned reinforcement for vocal responses which stand in certain required relations to the marks on a page...” (p. 66-67). Textual behavior is mainly reinforced through access of socially mediated or automatic reinforcement. 5. Define transcriptive behavior and its two forms. (pp. 69-71) Transcriptive behavior can be defined as when a response is evoked due to external environmental stimuli. It occurs when you write down simultaneously the material you are reading. One form of transcriptive behavior is when taking dictation which is when writing begins when the speaker is talking. Another form is copying a text. This is when you copy things down from a book or other form of visual text.

SPCE | 611 | Applied Behavior Analysis | homework | Study Questions Part II: Ch. 3

1. Joshua cracked jokes during the movies he watched in history class every week. When he did this the teacher removed him from the class and had him sit in the library. Joshua stopped cracking jokes during the movies. This is an example of Learner Response: me out Correct Answer: me out Feedback: Yes, he was removed from a reinforcing environment. 2. Mova

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