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Week 2 Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle Assessment Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module. 1. List three reasons why some students continue to cause problems even when there is a good classroom management plan in place? 2. Discuss at least one benefit and one challenge of intervening early in the acting-out cycle to prevent problem behaviors from escalating. 3. Think back to the Challenge at the beginning of this module. Ms. Rollison is having trouble with Patrick, who is a model student on some days and is rude and disruptive and refuses to work. Unfortunately, she probably does not have enough information to figure out what Patrick’s triggers are. Although not discussed explicitly in the module, can you think of three methods by which Ms. Rollison could determine his triggers? 4. tameka refusing workMs. Rollison is also having trouble with Tameka, who refuses to do any written work. In this case, Ms. Rollison does have enough information to figure out what Tameka’s trigger is. What is it? 5.miss rollison worrying Once either Patrick or Tameka enters the Agitation Phase, what would you recommend that Ms. Rollison do? If she doesn’t recognize the Agitation Phase, what would you recommend differently for the Acceleration Phase? 6. What is the primary reason that teachers are often reluctant to engage in debriefing during the Recovery Phase? Why is it important to debrief in spite of this reluctance? Addressing Disruptive and Noncompliant Behaviors (Part 2):Behavioral Interventions Assessment Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module. 1. Why is a special education teacher a good resource to help deal with student behavior problems? 2. Explain how high-p requests work and why they increase the probability that a student will comply with a teacher’s request. 3. Imagine that you have a student in your class who acts out during independent math activities. Would you use high-p requests or choice making with this student? Explain your answer. 4. For what types of behaviors would you implement a DRL procedure? Give one example. 5. List a consideration for teachers who implement DRI. 6. Mary Jo often spends time talking to her table group about topics not related to the instructional task. Design a DRO procedure to decrease non-instructional talk and to increase instructional talk. Week 3 Classroom Behavior Management (Part 1):Key Concepts and Foundational Practices Assessment Take some time now to respond to the items below. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have difficulty responding, go back and review the Perspectives & Resources pages in this module. 1. Briefly describe three of the benefits of implementing comprehensive classroom behavior management. 2. Using your own words, explain the meaning of “cultural gaps” and describe two culturally sustaining practices teachers can use to address them. 3. Identify three of the six key principles of classroom behavior management outlined in the module and offer specific example of how a teacher might use each of them in the classroom. 4. Ms. Rollison wishes to develop a positive climate in her classroom. a. List two of the practices listed in the module. b. Explain two action steps that Ms. Rollison can take to implement these practices. 5. Mr. Kwon is a new teacher setting up a structured classroom for 25 4th-grade students. Though he is excited to use lots of hands-on activities and types of instruction across content areas, he is uncertain how to structure his classroom to keep his students on task, engaged, and learning throughout the school day. a. Offer two considerations that Mr. Kwon should keep in mind when arranging the physical elements of his classroom. b. Explain why each of these is important. 6. Mr. Kwon also wants to set up a routine for a daily morning meeting to encourage interaction and engagement before the students start their academic work. Describe at least two tips to help Mr. Kwon successfully implement this classroom routine. 7. Sierra, a student in Ms. Gardner’s 8th-grade science class, is usually shy and anxious. When she works with a partner at a lab station, however, she often becomes very talkative. This disruptive behavior regularly causes her and her partner to miss important teacher directions and not complete labs on time. a. Name at least two surface management strategies that Ms. Gardner could use to address Sierra’s disruptive behavior. b. Explain why you chose each of these strategies. Classroom Behavior Management (Part 2, Elementary):Developing a Behavior Management Plan Assessment Take some time now to respond to the items below. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have difficulty responding, go back and review the Perspectives & Resources pages in this module. 1. At the beginning of the school year, you created a classroom behavior management plan, and for the most part it has been working well. Lately, however, you’ve noticed a number of students eating candy and chewing gum during class. List two changes that you could make to your behavior plan to address this increasingly problematic behavior. 2. Most teachers create procedures for routine activities (e.g., walking in the hallway, going to the restroom). Just as important are procedures for less-frequent activities (e.g., attending an assembly, responding to a fire or tornado drill). Select a less-frequent activity and write out a new procedure to address it. 3. You developed a step-by-step crisis behavior plan to address serious problem behaviors that might arise in the classroom. Now consider what you would do if a behavior crisis occurred while your students were a) in an assembly or b) on the playground. Create a separate crisis plan to address one of these situations. 4. You created an action plan to effectively implement your behavior management plan. Midway through the school year, though, two new students are assigned to your class. a. How would you introduce these students to your classroom behavior management plan? b. How would you introduce their parents to the classroom behavior management plan? 5. To complete the following activity, you will need to revisit (though not change) your classroom behavior management plan. Imagine you are teaching a 50-minute class and your students engage in the behaviors listed in the table below during that one period. Note: We recommend that you read through all of the behaviors once before beginning the activity. a. In the table below, indicate how you would address each of these behaviors. First check whether you would deliver a positive or negative consequence. Then write down the consequence you would deliver. b. Let’s assume that you have implemented a comprehensive behavior management plan and these behavioral issues continued to occur. Which parts of your plan should you consider revising? Student Behavior Before class begins, Emily follows the procedure for sharpening her pencil correctly. Should this receive a positive or negative consequence? Positive consequence Negative consequence Your consequence Type in your consequence below. Caleb hasn’t turned in his homework for two days, claiming that his pet goldfish ate it. Today, however, he turns in his completed assignment on time. Positive consequence Negative consequence Type in your consequence below. Drew trips Nicole as she walks to the front of the room, sending her glasses flying across the room. Positive consequence Negative consequence Type in your consequence below. Nicole calmly retrieves her glasses and writes the correct answer to her problem on the board. Positive consequence Negative consequence Type in your consequence below. Jonathan interrupts your instruction to ask to play an action game on the computer during computer time. He says he brought it with him to class, just in case. Positive consequence Negative consequence Type in your consequence below. Jason gets up to get a drink of water without permission in the middle of your instruction. He tells you that unlimited water privileges are in his IEP, but you’re pretty certain they’re not. Positive consequence Negative consequence Type in your consequence below. Jonathan asks to play a football game on the computer during computer time. He says there’s lots of math in it. Positive consequence Negative consequence Type in your consequence below. Kristen and Kaarima have recently been separated because they talk during instruction. Kristen throws a ball of paper containing a note across the room to Kaarima. Positive consequence Negative consequence Type in your consequence below. Megan has a learning disability and is extremely shy. Since the beginning of the year, she has steadfastly refused to go to the board to answer questions. Today, however, she goes to the board and writes out the correct answer to her problem. Positive consequence Negative consequence Type in your consequence below. Jonathan yells out again, wanting to know whether he can play a boxing game on the computer during his computer time. He says he’ll even let you play, too. Positive consequence Negative consequence Type in your consequence below. After this rather chaotic lesson, your students actually work on their assignment quietly until class time is over. Positive consequence Negative consequence Type in your consequence below. Week 4 Early Childhood Behavior Management:Developing and Teaching Rules Assessment Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module. 1. Explain how behavior expectations and classroom rules differ. 2. Assume that your school’s mascot is a wildcat and your school-wide behavior expectations center around this mascot. They are: · Care about others and self · Act responsibly · Teamwork · Stay positive Using the matrix below, develop rules to align with the school’s behavior expectations and to reflect the guidelines for developing rules that you learned about in this module. Behavior Expectations Classroom Rules Cafeteria (outside the classroom) Circle time (inside the classroom) Care about others and self       Act responsibly       Teamwork       Stay positive       3. Describe four ways you can intentionally and systematically teach the classroom rules you listed in the matrix above. 4. Imagine you are a teacher who has a class of twelve 4–5 year olds. The children in your class have been doing a good job following all the rules with the exception of “listening when others talk.” Describe a classroom reinforcement system you could implement. Be sure to include: a. What your system would (visually) look like b. How you would involve the children c. How you would acknowledge the children 5. Discuss three reasons why it is important to communicate with families about rules. Functional Behavioral Assessment:Identifying the Reasons for Problem Behavior and Developing a Behavior Plan Assessment Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module. 1. Give a school-based example of two of the following: positive reinforcement, negative reinforcement, punishment, or extinction. 2. Discuss at least two benefits of conducting an FBA to address problem behaviors. 3. Watch the video below and fill out the ABC analysis form on Kira, the girl in the white shirt. What do you think is the function of Kira’s behavior? https://iris.peabody.vanderbilt.edu/module/fba/cr_assess/#content - VIDEO (time: 0:58) Video Player 00:00 00:58 · None · English View Transcript | Click to the view the ABC analysis form in a new window Click to download the ABC analysis form) 4. Nigel’s problem behavior includes cursing, making derogatory comments toward other students, yelling, spitting, and shoving chairs. Which direct observation method would you use to collect data on Nigel’s problem behaviors? Explain your answer. 5. Look at the matrix below for Nigel. Use this information to determine a possible function of the behavior and to develop a hypothesis statement. Functions of Behavior Obtain Avoid • Teacher interview summary: Nigel is very bright and has no problems academically. He does not initiate contact with peers and, when they initiate contact with him, he curses, yells, spits, and shoves chairs at them. • Student interview summary: I just like being by myself. • Parent interview summary: Nigel doesn’t like playing with other kids after school. He prefers solitary activities. • Ranking on teacher behavior rating scales: “Avoidance” ranked moderately high. • A-B-C analysis: Function of behaviors #2, 3, 7, and 8* appears to be peer avoidance. • Direct observation: During independent and group work, Nigel spends 85% of his time alone and not participating (average of 3 observations). • A-B-C analysis: Function of behaviors #1 and 5* appears to be to obtain “quiet time”; Nigel gets sent to the corner, where he is able to read a book of his choice. • Direct observation: Nigel had an average of 5 yelling incidents and 2 spitting incidents during three, 20-minute group activities. • Teacher interview summary: I let Nigel read a book when he’s upset. It seems to calm him down. 6. Look at the graph below. The objective of the function-based intervention was to reduce the instances of Nigel’s problem behaviors (i.e., cursing, making derogatory comments toward other students, yelling, spitting, shoving chairs) during a twenty-minute small-group activity. Is the intervention successful? If you were the teacher, would you keep, modify, or discontinue the intervention? Explain your answers. Description 7. Discuss why it is important to evaluate implementation fidelity. Be sure to explain the role of social validity ratings. Week 5 https://iris.peabody.vanderbilt.edu/module/fba/cr_assess/#content Write a full page on the link above Week 6 Youth with Disabilities in Juvenile Corrections (Part 2):Transition and Reentry to School and Community Assessment Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method she or he requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module. 1. Answer the questions below about some of the statistical characteristics of youth in JC settings: a. What percentage of incarcerated youth have disabilities? b. What are three of the most common disabilities in JC settings? 2. List and describe the four stages of transition in the juvenile justice system. 3. List at least three factors that make transition and reentry difficult for youth. 4. What is transition planning and why is it important that it begins when a youth enters a facility? 5. Fifteen-year-old Jerry will be incarcerated for six months in a JC facility for car theft. He has a history of missing school and has earned only a few credits towards graduation. During his intake interview, Jerry reports than he has ADHD, and his school record confirms that he has an IEP and has been receiving special education services. He also indicates that he really likes cars and would someday like to have a job working with them. Jerry would like to return home after being released, and his parents are very supportive of this plan. However, they report needing help supervising Jerry after school because he is on his own at home until his mother gets off work. a. List at least four people who would be on Jerry’s transition team and describe their roles. b. In the table below, describe one action the transition team can take DURING RESIDENCY to help prepare Jerry for reentry in each key area (education, employment, independent living) c. Action Education Employment Independent Living Week 7 file:///C:/Users/cswhite/Downloads/APPLIED_BEHAVIOR_ANALYSIS_FOR_TEACHERS_N.pdf ROOT OF APPLIED BEHAVIOR ANAYSIS (CH. 1) 1. Mr. King is a consultant teacher for students with special needs in an elementary school. He is working with Ms. Lowe, a third-grade teacher, who wants Jaylon, one of her students, to stop wandering around the room and to finish, or at least attempt to finish, his assignments. When Mr. King suggests a program using stickers to reinforce Jaylon’s appropriate behavior, Ms. Lowe states that the boy is ADHD and that nothing will help until his parents agree to put him on medication because ADHD is a medical problem. What should Mr. King say to Ms. Lowe? 2. Mr. King has suggested to Ms. Nakamura that she use stickers that can be traded for free time to help Maria, one of her kindergarten students who becomes easily frustrated and cries a lot when asked to work independently. Ms. Nakamura decides to give Maria a sticker whenever she works independently for several minutes and reports that she doesn’t think Maria is crying as much and that the program seems to be working. She thanks Mr. King for his help. Is Ms. Nakamura practicing applied behavior analysis? Does it matter? Should Mr. King tell her? 1. Write a short letter home to the parents or guardians of the students with whom you will be working this year. Describe your procedures (based on the principles of applied behavior analysis described in Chapter 1 ) without using any terminology likely to upset the parents. 2. One of your colleagues has cornered you in your classroom after school. She has heard that you are using “behavior modification” with your students and thinks that you are inhumane, coercive, and unethical. What will you say to her? PREPARING BEHAVIORAL OBJECTIVES (CH.3) 1. Douglas and his teacher agreed that on the days he sat in his seat for the entire reading lesson he would be allowed to pick the teams for that day’s volleyball game. At the end of the second day Douglas and his teacher had a disagreement as to whether having his feet on his desk was appropriate in-seat behavior. a. What are two ways in which “in-seat behavior” could be operationalized such that Douglas is very clear what it means to be in his seat? b. How would you write a criterion statement for an objective for Douglas’s in-seat behavior? c. What should the teacher do if Douglas does meet the criterion for in-seat behavior but makes rude comments to Jenny during the lesson? 2. Replace each of the following vague verbs with one that is more specific: a. Mario will be able to discriminate between a few and a lot. b. Mario will be able to recall the major rivers of the United States. c. Mario will be able to identify the parts of a flower. d. Mario will be able to understand the results of global warming. e. Mario will know the 6 and 8 multiplication tables. f. Nikki will recognize the main characters of a story. g. Nikki will appreciate the differences among various cultures. h. Nikki will be competent in telling time. i. Nikki will appreciate the works of Monet. j. Nikki will learn to operate a calculator. 3. Most teachers are required to write objectives as part of lesson planning or in IEPs. Many teachers consider writing these objectives to be unnecessary paperwork. Does the time taken to write objectives improve instruction, or are those teachers right? Week 8 1. Jerry’s behavior in his fifth-grade class was reported as “disruptive.” The consulting teacher visited his classroom to collect some initial referral data. (a) She went into his class for 30 minutes on 3 days to count instances of “disruptive” behavior. (b) On 3 days she checked every 20 minutes between 9 a.m. and noon to see if he was being disruptive. (c) For 1 hour on Tuesday morning and a Thursday afternoon, she sat in Jerry’s class and wrote down everything he did, what his teacher did, and significant actions of other students. What observational recording system did she use in each instance? 2. Susan never gets her math problems done before the end of class. To help determine the nature of her problems, the teacher could (a) give her a set of problems and record how long it was before she began to work, or (b) record how long it took her to complete the set of problems once she had begun. What recording system is being used in each instance? 3. Four student data collectors were observing John, a fourth-grade student. John was doing poorly in spelling. Observer 1 divided his observational time into 15-second intervals and noted whether John was working in his spelling workbook during each interval. Observer 2 went to John’s desk at the end of the spelling period and counted the number of answers John had written in his spelling workbook. Observer 3 counted each time John put his pencil PROCEDURES FOR COLLECTING DATA Z 105 on the workbook and wrote something. Observer 4 divided the period into 5-minute intervals and recorded whether John was working in his spelling workbook at the end of each interval. What recording procedure is each observer employing? 4. Mrs. Carrington wanted the students to help her check their knowledge of multiplication facts. The students were divided into pairs in order to ask each other the 7, 8, and 9 multiplication table facts and record their accuracy. Each student was given a packet of flash cards that had the problem statement on one side and the answer on the back of the card. Also, on the back was a place to mark whether the answer given by his or her partner was correct or incorrect. What recording procedure is being used by the students? 5. Why and how may the noticeable and possibly intrusive act of data collection in a classroom affect the behavior of the students being observed? How can potential changes in student behavior be mitigated? 6. How can the video function of a smart phone be used for data collection? 7. Describe the various dimensions of the following behaviors: a. mutual toy play b. writing in a daily journal c. kicking furniture d. cleaning the glass doors in the frozen food section of a supermarket e. writing the letters of the alphabet f. riding a tricycle g. using a mouse to select the correct answer on a computer screen h. completing a sheet of long-division problems i. initiating social greetings j. flicking fingers in front of one’s eyes 8. The following is an anecdotal report of one session of community-based vocational instruction. Todd, his classmate Lucy, and their teacher were at Pets-Are-Us. The session’s task was to move 4-pound bags of birdseed from the storeroom to the shelves at the front of the store. Transpose the information in the anecdotal report into the A-B-C column format. May 3, 9:20 a.m.: Teacher, Todd, and Lucy are in the storeroom. Teacher explains the task. She tells both students to pick up a bag and follow her. They do, and each places a bag on the proper shelf. She leads them back to storeroom. Teacher tells Todd to pick up a bag of seed; he walks away. She tells him a second time. Teacher picks up a bag and takes Todd by the hand and walks out to the shelf. She hands him the bag and points to where it belongs; he puts the bag on the shelf. She tells him to go back to storeroom for another. In the storeroom she tells him to pick up a bag from the pile. The third time he is told, he picks one up and goes out front and puts a bag on the shelf. On the way out to the floor with the next bag, Todd stops at a birdcage, drops the bag, and begins to talk to the birds. Several minutes later the teacher comes for him. He ignores her. She puts his hands on the bag then leads him to the shelf. She then takes him to the storeroom. He refuses to lift a bag. She hands him one. He drops it on the floor. This is repeated twice. She takes a bag and leads him back out to the shelf. She tells him to go back to the storeroom. She goes to check on Lucy. Ten minutes later she finds Todd sitting on floor eating candy from his fanny pack. She takes the candy and tells him it is for later. She tells him again to go to the storeroom. When she looks for him again, he is at the rabbit cage. She leads him back to storeroom. She tells him to pick up a bag. After the third delivery of instruction, the teacher holds a bag in front of him; he doesn’t move his arms. She places his arms around the bag. He lets it drop through his hands and it splits open. She scolds. She goes to get a broom. She returns, and he is sitting on the floor eating the birdseed. The teacher tells Todd, “Your behavior is not acceptable. Therefore, you will no longer be allowed to work today. Sit over there and time yourself out until we leave. I am very disappointed in your work behavior today.” Chapter 5 What would be the most appropriate graphing format for each of the following situations? Why? 1. Wendy has been working on sight vocabulary words for several months. Her mother is concerned that she isn’t learning them very quickly, but you realize that having started from scratch, Wendy has acquired quite a few words during this time. You want to make it clear to Mom that Wendy has come a long way. 2. You are expected to include data summaries in the folders of each of your students for accuracy of performance in math computation, spelling accuracy, and reading fluency. 3. Your first-grade students love to see their progress in reading accuracy and fluency on the class bulletin board. Chapter 6 1. Baseline data for Craig’s self-injurious behavior indicate a mean occurrence of 17 instances per 40-minute observation period. What change in his behavior would be clinically significant (as demonstrated by enhanced functioning)? 2. Which single-subject design might a teacher use to systematically introduce and teach 30 community sight words? 3. During 3 weeks of multiplication instruction, probes of Alison’s performance indicated that she still could not multiply. Her teacher wants to determine which of two alternative approaches to teaching multiplication would be most effective for Alison. Select two instructional methods. Select an appropriate single-subject design and outline the steps the teacher should follow to make this determination. 4. Outline a procedure associated with a single-subject design that would demonstrate the generalization of an intervention across settings in a high school. 5. Draw lines of progress on the two sets of data graphed below. file:///C:/Users/cswhite/Downloads/APPLIED_BEHAVIOR_ANALYSIS_FOR_TEACHERS_N.pdf 6. Many of the studies that appear in professional journals use “embedded” designs. That is, one single-subject design is embedded within another. This is illustrated in the following graph. (a) Identify the components of the multiple baseline within the graph; (b) identify the components of the reversal within the graph; and (c) identify the elements demonstrating a functional relation. (CH. 7) 1. Jenna’s teacher, Ms. Alvaraz, and a behavior specialist have been asked to develop a hypothesis as to why Jenna, who eats lunch independently in school with no problem, becomes completely unmanageable during mealtimes at home. Introducing many variables such as noise, movement, and different foods to Jenna in the empty cafeteria has produced no challenging behavior. Before even going to Jenna’s home, Ms. Alvaraz and the behavior specialist brainstorm to predict differences they might find. List as quickly as possible as many such possible differences as you and your colleagues can identify. 2. Many teachers of typical students and those with mild disabilities attempt to determine the function of their students’ behaviors by interviewing the students. They repeatedly ask students “why” they perform certain behaviors. Why is this unlikely to be effective? 3. A functional analysis has confirmed a hypothesis that DeMarcus is engaging in yelling and hitting adults in order to get out of doing undesired tasks (escape from demand). What components might his teacher include in a treatment plan for him? What if he is doing it to gain social attention from peers or adults? How would the plans be similar or different? 4. Anecdotal reports are one means of direct information gathering for functional assessment. The following is an anecdotal report of one session of community-based vocational instruction. Todd, his classmate Lucy, and their teacher were at Pets-Are-Us. The session’s task was to move 4-pound bags of birdseed from the storeroom to the shelves at the front of the store. Convert this report into the structure for analyzing anecdotal reports as shown in Chapter 4 . May 3, 9:20 a.m. Teacher, Todd, and Lucy are in the storeroom. Teacher explains the task. She tells both students to pick up a bag and follow her. They do, and each places a bag on the proper shelf. She leads them back to storeroom. Teacher tells Todd to pick up a bag of seed; he walks away. She tells him a second time. Teacher picks up a bag and takes Todd by the hand and walks out to the shelf. She hands him the bag and points to where it belongs; he puts the bag on the shelf. She tells him to go back to the storeroom for another. In the storeroom she tells him to pick up a bag from the pile. The third time he is told, he picks one up and goes out front and puts the bag on the shelf. On the way out to the floor with the next bag, Todd stops at a birdcage, drops the bag, and begins to talk to the birds. Several minutes later the teacher comes for him. He ignores her. She puts his hands on the bag then leads him to the shelf. She then takes him to the storeroom. He refuses to lift a bag. She hands him one. He drops it on the floor. This is repeated twice. She takes a bag and leads him back out to the shelf. Together they put the bag on the shelf. She tells him to go back to the storeroom. She goes to check on Lucy. Eight minutes later she finds Todd sitting on the floor eating candy from his fanny pack. She takes the candy and tells him it is for later. She tells him again to go to the storeroom. When she looks for him again, he is at the rabbit cage. She leads him back to the storeroom. She tells him to pick up a bag. After the third delivery of instruction, the teacher holds a bag in front of him; he doesn’t move his arms. She places his arms around the bag. He lets it drop through his hands, and it splits open. She scolds. She goes to get a broom. She returns and he is sitting down eating the birdseed. The teacher tells Todd, “Your behavior is not acceptable. Therefore, you will no longer be allowed to work today. Sit over there and time yourself out until we leave. I am very disappointed in your work behavior today.” Week 9 Chapter 8 - ARRANGING CONSEQUENCES THAT INCREASE BEHAVIOR The following scenarios depict implementations of reinforcement strategy gone wrong. Discuss why you believe the teacher’s plan is not working and what you might do to fix the situation. 1. Questions, questions, questions, etc. Jack and Ryan call out “all the time”—when they have answers to questions, when they have questions, when they have information they want to share with Ms. Andrews or their classmates. Ms. Andrews has been told they have “poor impulse control.” She decides to reinforce them for raising their hands. Each time either of them raises his hand, she immediately calls on him and provides verbal praise. Within 2 days both boys have reduced their callouts to less than one a day. Two days later Ms. Andrews is satisfied that the boys have learned to raise their hands, so she goes back to her usual procedure of randomly calling on students who have their hands up. Two days after that, the two boys’ calling out is back to its original rate. 2. From minor annoyances large disturbances can grow. Ms. Arnold is becoming concerned with Todd’s behavior. Though a minor annoyance, it is disturbing and appears to be happening more frequently. Not wanting to make a big production, she decides to place the behavior on extinction—planned ignoring. She knows she must not make a show of ignoring the behavior, so she merely makes a notation on the blackboard and shakes her head each time the student does it. To her further annoyance, the behavior continues to escalate. 3. Help from the principal. Ms. Taber is at her wits’ end with Tracy and his aggressive verbal behavior. She has tried scolding, moving his seat, and giving him extra assignments. There has been no decrease in the frequency of his behavior. She decides she needs help. Each time the student engages in the behavior, she sends him to the principal’s office to discuss his behavior. If the principal has someone with her, Tracy sits outside the office, where everyone who passes talks to Tracy about his inappropriate behavior. Tracy continues his verbal aggression in the classroom. 4. Endless laughs. Ms. Hughes is at her wits’ end with Oran and his clowning around. She has tried scolding, moving his seat, subtracting points, and giving him extra assignments. There has been no decrease in the frequency of his behavior. She decides to ignore the behavior and put it on extinction, understanding and expecting that the behavior will increase before it decreases. Oran continues the behavior; it continues to be disruptive and makes the other students laugh and talk back to him. She studiously ignores each occurrence and continues lessons and group work through the behavior. But after 2 weeks without any decrease in the behavior, she is giving up again. 5. Boy, he is a hard worker. Troy is a hard worker and took to the point system from day 1. He looked over the available backup reinforcers and immediately identified two he wanted. He needed 115 points for the two items; he earned 145. On Friday he cashed in for item one and “banked” his tokens for item two for the next Friday. During the second week Troy seemed to be in a world of his own rather than attending to math and science. 6. This is how it’s going to work. Mr. Kana wants to start a token economy. He provides the basic information to his class: “We are going to start our economy by earning points for two general behaviors expected of all of you, and one behavior personal to each of you. On day 1 you can earn 2 points each time you raise your hand, and you will lose 1 point every time you call out. The second behavior is work completion. You can earn 5 points per completed assignment. You will lose 1 point per assignment component not completed within time limits. Points lost will increase by one each day through Friday. Each personal behavior will be developed through a contract between you and me.” The students were each given a written copy of the rules. Hand raising and task completion increased the first day, then showed a decreasing trend for the remainder of the week. 7. Good citizenship. Ms. Stafford has confirmed that her students Ali, Ben, Manny, and LaToya think cheesy fish crackers are great. She decides to use them to reinforce the eight basic “good citizen” behaviors posted in her classroom on a CRF schedule. From when she starts on Wednesday through the following Monday, the students are perfect good citizens. By Thursday, however, the chaos rate is on the rise. 8. Fishing for reinforcers. Ms. Gonzales talked to Ms. Stafford during the early days of her cheesy fish program. By show of hands she confirms that her students think the crackers are great too. She decides to use them to reinforce hand-raising behavior during their whole-class lesson each day and during small-group reading. Her data indicate that she is having overall success with her management plan; however, Kyle and Rudy’s data indicated they continued calling out as much as ever. 9. Sharing best practice. At a staff development workshop a teacher shared the idea of using stickers as tokens. Ms. Briggs decided to use seasonal sticker tokens with her third-grade class. She began using stickers for in-seat behavior during group instruction sessions and center times. The students were enthusiastic, and the roaming around the room so prevalent in her class was greatly reduced. After the weekend, however, the students were still trading in stickers but the roaming behavior was back. 10. A fraction of the skill. Ms. Heller introduced multiplying fractions to Eric and Anu. She understood that when teaching a new behavior, she needed to provide a reinforcer every time the behavior was performed correctly. Within nine sessions the students were accurately adding fractions with like denominators. Ms Lowell then stopped the continuous reinforcement in order to allow internal reinforcers and self-esteem to take the place of the external reinforcer. When she did the next weekly maintenance check, the students were no longer adding accurately. 11. No thank you. Ivan is reviewing the catalogue of backup reinforcers that are available within the token economy at Pioneer High School. After reviewing pages containing pictures of boyband posters, various monitorships, fast-food restaurant coupons, art materials, and so on, he put his Game Boy back in his pocket and went to sleep on his desk ARRANGING CONSEQUENCES THAT DECREASE BEHAVIOR Chapter 9 For each of the following scenarios, decide what has gone wrong and suggest ways to improve the intervention. 1. Can he sit and work? Morse, a student in Mr. Sharpton’s special education class, has the opportunity to attend a seventh-grade computer class during the second period each day. The teacher who has agreed to this said that before he can come to her class, Morse, who can barely sit still for 15 minutes, must be able to stay in his seat for 40 consecutive minutes. Mr. Sharpton spoke to Morse about this opportunity and Morse indicated he wanted to be in the class. So Mr. Sharpton told him if he would sit and work for 40 minutes for a whole week in Mr. Sharpton’s class, the following week he could be a member of the computer class. Alas, Morse never became a member of the computer class. 2. What, what, what! Jade is a question asker. She asks questions all the time. She raises her hand and asks questions, she calls out questions, and she asks her neighbors questions. While question asking is important, and her teacher, Mr. Cihak, does not want to punish it or get rid of it totally, he does want to reduce its occurrence from the current 23 questions per class period. Mr. Cihak decides to reinforce a gradual reduction in Jade’s question asking, beginning during his Environmental Science class each day. His plan is to reinforce Jade’s asking 20 or fewer questions, then 17 or fewer questions, then 14 or fewer, and so on. He reduces the allowed number of questions by 3 after the third day at each interim criterion. Mr. Cihak and Jade reviewed the first criterion and the contingency attached. The science class progresses and Jade does fine. She does fine the next day, too. The fourth day she asks nine questions in a row at the very end of class. Mr. Cihak, exasperated, scolds her for this. On day 5 he begins to scowl each time Jade asks a question but he answers them. As the days progress, he allows her to ask her questions, he continues to scowl, and the frequency of question asking is unchanged. 3. Six of one, half a dozen of the other. Deon is a 7-year-old student with severe mental retardation and autism. He has no standard form of communication. It is believed that his self-injurious behavior, such as face slapping, is a form of communication used to gain adult attention. Each time he slaps his face, his teacher holds his hand and tells him to stop. His teacher and the behavior-management team selected a replacement behavior for gaining teacher attention: grasp a large red chip and raise it in the air. For days the behavior specialist or paraprofessional was at Deon’s side to block attempts at face slapping and to redirect his hand to the chips. They used hand-over-hand prompting to help him raise a chip. When he did so, if the teacher noticed the chip, she came over to him and put some of his favorite “slime” in his hands. The team felt good that the teacher was catching him more than 75% of the time, but the data on his face slapping seemed to have plateaued. 4. Around and around . . . faster and faster. Dave runs around the room often, and he runs with such force that sometimes he runs into the walls and into chairs. CHAPTER 9 Ms. Wyatt’s immediate concern is the potential for Dave to run into one of the three students using wheelchairs. She provides Dave with numerous models of appropriate walking behavior. She reinforces walking behavior of other students, and ignores Dave’s running. His behavior continues and escalates. Later in the morning, Dave finally does knock over an empty wheelchair. Ms. Wyatt yells: “See what you did! What if Joan was in her chair, she would be on the floor and hurt.” Dave is startled, but soon resumes his running at an even more frantic pace. 5. Clowning around. Bart, the self-proclaimed class clown, makes ongoing comments about each student’s reading as they take turns reading orally. It becomes more and more disruptive as students giggle, hiss, and talk back. The teacher sees that scolding Bart is not producing noticeable results. She decides to put the behavior on extinction. But the behavior does not decrease with this strategy, either. 6. I don’t want to do that any more, any more. The hypothesis evolving from a functional assessment is that Calvic engages in self-injurious behaviors to escape tasks with significant motor demands. Ms. Parker decides to redirect Calvic’s hand to task materials each time his hand rises above his shoulder. He is reinforced each time he touches the material. After 6 days of this intervention, Calvic’s SIB was not decreasing. 7. There are limits. Mrs. Clinton has a token economy in her fourth-grade class. Students can both earn points and lose them (responsecost). After 2 weeks, she needs to adjust for the amount of carryover points the students can keep and use. She sets a ceiling on the number of points an individual student can earn in any given week not to exceed 5% in excess of the most “expensive” item on the reinforcer menu. For the next week, students earn points within this new limited number of points available while continuing to lose the usual number of points for misbehavior. By Thursday lunchtime, the students no longer seem to be engaged in their work. 8. Continued, and continued, and continued. Ms. Cohen says the following two behaviors will result in a fine: getting out of your seat without permission and calling people names. That afternoon Steve gets out of his seat without permission. Ms. Cohen goes over and asks for three tokens. Ms. Cohen says, “Steve, your being out of your seat will cost you three tokens.” Steve says, “I wasn’t really out of my seat because it was for a good reason—Ron’s money fell and I had to give it to him.” “Steve, we did not say there were good and bad reasons for being out of your seat.” Steve adds, “Besides, that is too many tokens because I was out of my seat for a good reason and only for just a second.” “Steve, I am sure I said that will cost you three tokens. Three tokens now.” “I understand you said that. But you need to understand that I really wasn’t out of my seat except for a very good reason.” This exchange continued, and continued, and continued. 9. Amphibian competition. Mr. Morris set up a math competition between the Frogs and the Toads. The two groups earn points for the number of math problems solved correctly. They lose points for grabbing papers and for yelling. Mr. Morris fined the Frogs a point the first time they yelled. He fined them a point again the next time. When the Toads yelled, he fined them 2 points more than the Frogs because they yelled louder. When it occurred again, the Toads lost 3 points and the Frogs lost 1 point. Then the Toads lost an additional point for “grousing” about the point loss. The Toads eventually lost the competition by a considerable margin, mainly because of the very few points earned for completion and accuracy. 10. In the community. Mrs. O’Hara has designed a time-out ribbon procedure to use during community-based instruction. Before each session in the community, she and three students review what qualifies as good and bad behaviors and what happens when you engage in a bad behavior: “I will take your sweatband off your wrist, and for the next 5 minute you cannot earn tokens for dessert.” While out in the community, each time someone commits an infraction, she takes the three students’ wristbands and does not return them for 5 minutes. 11. The scales of justice. At the lunch table, the students in Mr. Brown’s class are talking about the token economy in their class. The first Monday morning of each month Mr. Brown announces the items that will earn or lose points for the month. Then in the afternoon the class discusses and finalizes the rules for the month. During the month of October, they will be getting 1 point for bringing in their homework, 1 point for subject—verb agreements in their paragraph writing each morning, and 1 point for each library book they read. They will lose 2 points for each pencil they sharpen over two a day, 2 points for a dropped piece of paper, and 3 points for whispering to a neighbor. The students say that it seems unfair, but they cannot put their fingers on exactly why. 12. A walk together. John is a 6-year-old with autism. He always seems to be in such distress, whining and thrashing his arms around. So when the teacher asks the paraeducator to walk him to the time-out room, she walks with him, talking to him in a soothing manner, and hands him his favorite keys. Three weeks of data indicate no decrease in John’s inappropriate behavior Week 10 DIFFERENTIAL REINFORCEMENT (CH. 10) 1. Miles is a new student in Mr. Grishom’s kindergarten class. He has been attending a special private preschool for children with pervasive developmental disorders. Mr. Grishom is overwhelmed by the prospect of teaching Miles even simple routines. As the school’s inclusion teacher, you need to help Mr. Grishom task analyze some of the routines. Which do you think would be most important? How would you find out what they are and what components are required? Pick two routines and task analyze them for Miles and Mr. Grishom. 2. As a group, design a task analysis for an everyday task. Give your analysis to another group and see if they can perform it. Determine whether any difficulties they have require improvement to the task analysis or one of the teaching procedures described in this chapter. Week 11 PROVIDING FOR GERALIZATION OF BEHAVIOR CHANGE (CH.11) 1. Ms. Ashcroft is a teacher of students with mild cognitive disabilities. All of her students are placed full-time in general education classes and Ms. Ashcroft co-teaches for 2 hours each day with three general education teachers. She is frustrated because her students do not do as well academically or socially when she is not in their classroom. What might Ms. Ashcroft and her co-teachers do to help these students? 2. Mr. Jenkins is well aware that his adolescent students with severe disabilities will do better with job skills if they can be trained at job sites. Budgetary and logistical issues, however, prevent his being able to take the students to job sites as frequently as he would like. Think of five specific things Mr. Jenkins might do without leaving the high school campus to help his students get ready for employment in the community. Week 12 MANAGING THEIR OWN BEHAVIOR (CH. 12) 1. Design a self-management program for yourself. Include self-recording, self-monitoring, and self- reinforcement. 2. Implement the program and see if you can change your own behavior. Describe the change process. Week 13 – PUTTING IT ALL TOGETHER RESPONSIBLE USE OF APPLIED ANALYSIS PROCEDURES ((CH. 13) For each of the classroom scenarios presented, we have provided a few marginal notes pointing out behavioral principles in use. There are literally dozens of others that you and your colleagues can find. See how many you can identify in each anecdote. Chapter 1 Test Questions Roots of Applied Behavior Analysis True-False Questions 1-1. Developmental theories verify and prove that inappropriate and maladaptive behavior can be explained by a failure to reach or pass a particular stage. 1-2. Certain genetic characteristics may increase the probability of certain behavioral characteristics. 1-3. According to the psychoanalytic theory, most people fixate at a certain stage thus becoming overeaters, smokers, verbally abusive and/or anal-retentive. 1-4. Gestalt psychology's emphasizes humans imposing structure on their environment arid seeing relationships rather than individual objects or events as separate entities. 1-5. John Watson first distinguished operant from respondent conditioning. 1-6. A parsimonious explanation of behavior includes explanations distant from observed behavior and its relationship to the environment. 1-7. The Gestalt psychology cognitive explanation for behavior meets the criterion of inclusiveness, predictive utility, and parsimony for explaining behavior. 1-8. Biophysical explanations of behavior include theories based on genetic or hereditary factors. 1-9. Freud’s Psychoanalytic Theory provides a strong cognitive explanation of behavior. 1-10. Developmental theories are difficult to verify and prove that the causes of behavior may be attributed to passage through a certain developmental stage. 1-11. Gestalt psychology emphasizes that learning is a process of imposing structure on perceived information. 1-12. Reflexive behaviors that are not under voluntary control are associated with operant conditioning. l -13. Behaviors that are voluntary in nature rather than reflexive are usually associated with operant conditioning. 1-14. Applied behavior analysis may be defined as the process of applying behavioral principles to improve behaviors while simultaneously evaluating whether noted changes may be attributed to the application of those principles. Responsible Use of Applied Behavior Analysis Procedures True-False Questions 2-1. “Humanists” often perceive any systematic effort to change behavior as coercive and inhumane. 2-2. Behavioral approaches are less difficult to implement than most other procedures. 2-3. The term “behavior modification” refers ONLY to procedures derived from the experimental analysis of human behavior. 2-4. Research has shown that when positive reinforcement is used, intrinsic motivation is decreased. 2-5. Behavior analysis has the power to remove the ability of the individual to choose alternative responses. 2-6. It is unethical to exclude any student from the regular classroom regardless of its positive or negative effects. 2-7. Suppressing behaviors such as whistling and laughing while in school is ethical if it helps to establish “law and order” in the classroom. 2-8. It is not ethical to assure parents that if a procedure is used, their child will no longer require placement in a special class. 2-9. Informed consent is based on full understanding of all aspects of a planned program, including possible risks. 2-10. It is unethical for teachers to arbitrarily decide what to teach students to do or stop doing. 2-11. Applied Behavior Analysis is used to define the systematic methods employed for behavior change taught in this course 2-12. Consent that ensures voluntary participation in behavior change programs must be both voluntary and considered socially valid. 2-13. It may be necessary to eliminate or reduce the rate of some student behaviors 2-14. Voluntary consent implies publication of goals, procedures, and results so that they may be evaluated 2-15. Applied Behavior Analysis refers only to procedures derived from the experimental analysis of human behavior. Chapter 3 Test Questions True-False Questions Preparing Behavioral Objectives 3-1. Behavioral objectives improve communication among professionals. 3-2. A statement of conditions lists antecedent stimuli, including instructions, materials, and setting. 3-3. A measure of response accuracy (e.g., 8 out of 10 correct) represents the acquisition level of response competence. 3-4. A statement of the conditions under which the target behavior is to be performed is not part of a traditional behavioral objective. 3-5. Criterion statements set minimum performance standards for a behavioral objective. 3-6. At Bloom’s learning level of analysis, the student should demonstrate the ability to bring parts together resulting in a different, original, or creative whole. Each of the following (3-7 through 3-10) is an acceptable behavioral objective: 3-7. Joe will write in cursive handwriting, 20 fourth grade spelling words from dictation by the resource teacher, with no more than two errors for 3 consecutive weeks. 3-8. Bill will increase his skills in basketball by 50% for 3 weeks. 3-9. Tom will dress himself independently for 3 consecutive days. 3-10. After eating his dinner, Jerome will take his plate to the kitchen sink with no more than one verbal reminder 4 out of 5 days per week for four weeks. 3-11. Maintenance is the ability to perform a response over time without reteaching. 3-12. A generalized response is one that occurs after instruction has been terminated. 3-13. One core element of the IEP is a description of the parent’s responsibilities in the IEP process. 3-14. An operational definition provides concrete examples of a target behavior. Procedures for Collecting Data True-False Questions 4-1. The method of data collection that provides the most accurate record of how long a behavior occurs is duration recording. 4-2. The period between the presentation of a discriminative stimulus and the initiation of a response is called the latency period. 4-3. Of the observational data recording systems, the one which results in the most accurate representation of the occurrence of the behavior is interval recording. 4-4. A teacher and a paraprofessional observed a student in class using a new computer program simulation. Using 20 second intervals they recorded the data which appears below. These data are in sufficient agreement for a behavior change program to begin. (T) X X X O X X O O X O (P) X O X O X O O O X X 4-5. Mr. Jackson targeted Rob's out-of-seat behavior for a behavior change program. He counted 20 occurrences during a reading period. To verify his data, he asked his student teacher to record at the same time. The student teacher recorded 18 occurrences. These data are in sufficient agreement for a behavior change program to begin. 4-6. Permanent products are tangible items or environmental effects that result from a behavior. 4-7. Interval recording allows an investigator to analyze written reports. 4-8. “Good job, Max!” is an example of a consequent stimulus. 4-9. In terms of making the closest representation of the actual occurrence of a behavior, time sampling is the most exact. 4-10. Recording occurrences of discrete behaviors is known as whole-interval recording. 4-11. Interval recording is typically used for long observation periods. 4-12. Latency recording is used when the teacher is concerned with the length of time a student engages in a particular behavior. 4-13. Duration recording is primarily concerned with how long it takes a student to begin performing a behavior once its performance has been requested. 4-14. Anecdotal reports can enable teachers to determine what factors in the classroom are occasioning or maintaining appropriate and inappropriate behaviors. 4-15. Anecdotal reports are written to provide as complete a description of a student’s behavior in a particular setting or during an instructional period 4-16. A ringing telephone is an example of an antecedent stimulus. 4-17. Recording ongoing behaviors that may continue for several intervals is known as whole-interval recording. Chapter 4 Test Questions Chapter S Test Questions Graphing Data True-False Ouestions 5-1. The time dimension is indicated along the abscissa of a graph. 5-2. The ordinate is also considered the x oxis. 5-3. The ordinate scale shows how frequently data were collected during the period represented on the graph. 5-4. The label “percent of intervals of on-task behaviors” would be found on the abscissa. 5-5. The labels “days,” “dates,” or “sessions” would be found on the abscissa. 5-6. The ordinate scale always begins at “0”. 5-7. The beginning point of the ordinate scale may be drawn directly on the x-axis. 5-8. No more than five different data paths should be plotted on a single graph. 5-9. A continuity break in a data path is used when there is a break in the expected sequence of intervention. 5-10. On a graph, data points are not connected across conditions. 5-11. On a cumulative graph, data points are plotted at the appropriate intersections without regard to performance during the previous session. 5-12. Cumulative graphs always demonstrate an upward curve if any behavior at all is being recorded. 5-13. Line graphs are also known as histograms. 5-14. Interval and time sampling data are reported as number or percent of total intervals during which a behavior occurs. 5-15. Duration data may be reported as number of occurrences, number correct, or percentage. Single-Subject Designs True-False Questions 6-1. The behavior to be changed is the dependent variable. 6-2. The treatment or intervention procedure that will be used to change a behavior is the dependent variable. 6-3. Three data points at zero level of performance is sufficient for a baseline. 6-4. A trend in data is defined as five data points in an obvious direction. 6-5. A single-subject design will provide information concerning which reading series to use in the second grade. 6-6. A multiple baseline design has two phases. 6-7. One way of using visual inspection for evaluating single-subject designs is by looking at the means of the data phases. 6-8. The existence of a functional relation can be determined through use of a multiple baseline design. 6-9. The existence of a functional relation can be determined through use of a reversal design. 6-10. Use of a reversal design is appropriate for monitoring intervention effects on fighting behavior. 6-11. In research, the goal is to control for the presence or absence of variables that may affect outcomes. 6-12. An unexpected event is often referred to as a confounding variable. 6-13. A temper tantrum is an example of a dependent variable. 6-14. A traffic ticket for speeding is an example of an independent variable. 6-15. Winning the jackpot at the slot machine is an example of a dependent variable. 6-16. A drug company wants to test the effectiveness of a new flue prevention drug on 500-1000 people. For this study, a single-subject experimental design would be used. 6-17. It is appropriate to end the baseline phase if two stable data points are collected and plotted. 6-18. The amount of time Terrell remains on task has consistently decreased over the last three days. At this point, it would be appropriate for his teacher to initiate and intervention to increase his time on task. 6-19. The basic AB design does not provide for the replication within an experiment that establishes a functional relation between the independent and dependent variables. 6-20. Using an AB design, a teacher can make a confident assumption of the existence of a functional relation. 6-21. Miss Hoffman wants to gradually decrease her caffeine intake from an average of 8 cups of coffee or soda per day to no more than one serving per day. An appropriate research design for Miss Hoffman to use would be the changing criterion design. 6-22. With the changing criterion design, a functional relation is demonstrated if the individual’s performance level occasionally matches the continually changing criterion for performance. Chapter 6 Test Questions Determining the Function of Behavior True-False Questions 7-1. A behavior’s function is determined by its topography. 7-2. It is unethical to eliminate a behavior if an individual lacks an alternative behavior to serve that behavior’s function. 7-3. An analysis of a problem behavior's function is necessary for the selection of the most effective treatment procedures. 7-4. Typical students are always appropriate models for students with disabilities. 7-5. Informal assessment is the most effective way to gather data for a functional analysis. 7-6. Jack dislikes math. He throws his pencil across the room and is sent to the principal’s office. This consequence allows him to escape math. Jack is positively reinforced for throwing his pencil. 7-7. When replacing an inappropriate behavior with one that is appropriate, the new behavior must serve the same function as the old. 7-8. Functional assessment is a strategy of manipulating the student’s environment and observing the effect on his or her behavior. 7-9. Setting events refer to the climate within which the behavior and the contingency occur. 7-10. Direct observation strategies to gather information by taking data on the behavior while the student is engaged in it is also known as informant assessment. 7-11. Behavior rating scales are instruments designed to obtain more qualitative information from informants. 7-12. The function of inappropriate behavior represented in the demand condition is negative reinforcement. 7-13. The function of inappropriate behavior represented in the alone condition is to gain positive reinforcement. 7-14. Under the play condition of behavior, instances of inappropriate behavior is minimal or nonexistent for a student. 7-15. The same behavior exhibited by two different students may serve two different functions. Multiple Choice Questions 7-16. The MAS is: a. Model/Analyze/Structure, a systematic method for teaching equivalent behaviors. b. Multielement Analysis of Stimuli, a method of verifying hypotheses about behavioral functions c. Motivation Assessment Scale, a structured questionnaire used for informant interviews d. Manipulation of Antecedent Stimuli, a way to avoid presenting events that occasion inappropriate behavior Chapter 8 Test Questions Arranging Consequences That Increase Behavior True-False Questions 8- 1. Naturally occurring reinforcers are highly effective and sufficient for maintaining all desirable behaviors. 8- 2. The longer the delay between the desired behavior and receipt of the reinforcer, the possibility that the student may engage in a behavior not under the contingency is decreased. 8- 3. The use of a single reinforcer throughout the day is the most efficient way to establish a functional relationship and increase behavior. 8- 4. The use of primary reinforcers facilitates the rapid acquisition of desired behaviors. 8-5. Generalized reinforcers may be exchangeable for something of value. 8-6. Contracting is placing the contingency for reinforcement into written or verbal agreement. 8-7. Negative reinforcement is the removal of a desired stimulus to decrease behavior. 8-8. Deprivation is a necessity if primary reinforcers are to be effective. 8-9. Token reinforcement systems allow a student to become accustomed to delayed gratification. 8-10. Tokens are not appropriate for lower functioning students. 8-11. Negative reinforcement is the contingent removal of some unpleasant stimulus that increases behavior. 8-12. A positive reinforcer is also an antecedent stimulus. 8-13. Primary reinforcers are almost always effective. 8-14. The opposite of deprivation is satiation. 8-15. The more effective reinforcers are those selected by the target student. 8-16. Tangible reinforcers include things like extra time at recess or free time using the computer. 8-17. The Premack Principle states that any activity a student voluntarily performs frequently may be used as a reinforcer for any activity he seldom performs voluntarily. 8-18. A reinforcer that has been associated with a variety of behaviors or with access to a variety of other reinforcers is known as an activity reinforcer. 8-19. Generalized reinforcers are less susceptible to satiation. 8-20. Token reinforcement systems require two components: tokens and back up reinforcers. 8-21. A teacher’s attention is usually the MOST readily available and potent reinforcer in a classroom. 8-22. Schedules of reinforcement refer to patterns of timing for delivery of reinforcers. 8-23. The passage of time is associated with interval schedules of reinforcement. Chapter 11 Test Questions True-False Questions Arranging Consequences That Decrease Behavior 9-1. A DRL procedure reinforces a lower rate of the target/inappropriate behavior. 9-2. DRO reinforces the opposite of the target behavior. 9-3. DRI reinforces a behavior that is inconsequential to the target behavior. 9-4. The factor that differentiates between exclusionary and nonexclusionary time-out procedures is removal from the instructional setting to a separate room. 9-5. The procedure by which a “fine” is exacted for inappropriate behavior is known as real world consequences. 9-6. An example of a punishment procedure which removes desirable stimuli is response cost. 9-7. The overcorrection procedure which requires that the student restore or correct an environment which he has disturbed to a condition greatly improved beyond its original condition is restitutional overcorrection. 9-8. Punishment may be defined as applying an aversive stimulus following an inappropriate behavior that results in a decrease in behavior. 9-9. Extinction is the elimination of a behavior resulting from the application of aversive procedures. 9-10. Differential reinforcement of other behaviors (DRO) requires that reinforcement be delivered if the student does not perform the target behavior, no matter what else he does. 9-11. When extinction is used, its effects will frequently generalize to settings in which procedures are not in effect. 9-12. A punisher can be identified ONLY by its effect of behavior. 9-13. A chocolate candy bar and being assigned additional homework may both serve as punishers to a particular behavior for a student if it decreases a behavior. 9-14. A student is told that she has to sit and watch for 5-minutes due to acting inappropriately. This is an example of nonexclusionary time-out. 9-15. As long as teachers gain administrative approval, exclusionary time-out would be considered appropriate to use with a student who is engaged in inappropriate behaviors. 9-16. Kathy’s mom slaps her hand when she reaches for the knobs on the stove. This is considered to be a conditioned aversive stimulus. Differential Reinforcement: Stimulus Control and Shaping True-False Questions 10-1. Shaping is used to teach behaviors not currently in students' repertoires. 10-2. Stimulus control is the term used by applied behavior analysts to describe bringing behavior under control of time, place, and circumstances. 10-3. Discrimination is the ability to tell the difference between environmental events or stimuli. 10-4. A response that occurs in the presence of an S° is said to be under stimulus control. 10-5 The most effective method to teach a child to respond appropriately is to focus on a single salient feature of a stimulus. 10-6. Prompts are offered before an SD is presented and failed to occasion a response. 10-7. A prompted response is NOT under stimulus control. 10-8. Using alterations of S^’' and SD’' enable students to make discriminations more easily. 10-9. Graduated guidance is a form of least-to-most prompts. 10-10. When using time delay, delays are usually only a few minutes. 10-11. Fading is the gradual removal of prompts. 10-12. When using the system of least prompts, the teacher starts with the discriminative stimulus and then moves to the least restrictive prompt in her repertoire. 10-13. When using backward chaining, the last component is taught first, and other components are added one at a time. 10-14. A complex behavior may be learned by reinforcing individual responses occurring in a sequence. This instructional procedure is called antecedent prompting. 10-15. The backward chaining procedure requires a student to demonstrate all the steps of a behavioral chain until it is completely mastered. Multiple Choice Questions 10-16. A stimulus, or group of stimuli, that may reliably set the occasion for a response is: a. positive reinforcement b. discriminative stimuli c. an S-delta d. respondent conditioning 10-17. When a discriminative stimulus has been presented and a response has failed to occur, a teacher may use: a. a prompt b. an instruction c. modeling Providing For Generalization of Behavior Change True-False Questions 11- 1. Response generalization refers to unprogrammed changes in similar behaviors when a target behavior is modified. 11- 2. Unplanned generalization can never occur. 11-3. Functional skills are more prone to be maintained by the natural environment. I l- 4. Behaviors that result in increased peer reinforcement are less likely to be maintained in the natural environment. 11- 5. “Training sufficient exemplars” is another way of saying that a teacher uses many examples when teaching a student to perform a particular skill. 1 I- 6. General case programming promotes generalization by programming common stimuli. 11- 7. An effective approach to using sufficient exemplars is to train the target behavior in several settings or with several different trainers. 11-8. When teaching a student to perform a new behavior, it is NOT necessary to teach every example of a response class that we want students to perform. 11- 9. Teachers are most effective when they follow a controlled, consistent, and standardized format for promoting generalization. I l- 10. A logical extension of programming common stimuli is community-based instruction. l l- 11. A response may be generalized over time, across settings, and across behaviors. 11-12. General case programming involves selection of training stimuli with degrees of sameness and difference within a stimulus class. 11-13. At times a programmed change in a target behavior will result in a change in a similar response class of behaviors. 11-14. Choosing behaviors to change that will be maintained by the natural environment apply to the Premack Principle Rule. I 1-15. In mediating generalization, students are taught to monitor and report their own generalization of appropriate behavior. Teaching Students to Manage Their Own Behavior True-False Questions 12-1. It is important to teach self-evaluative coping skills and error correction options. 12-2. Self-recording can always be assumed to have reinforcing qualities. 12-3. While modeling a self-instruction strategy, the teacher should sometimes purposefully make an error in her approach to solving a problem. 12-4. The best person to manage a student's behavior is the student. 12-5. Self-management procedures are unnatural. 12-6. Providing oneself with verbal prompts is called self-instruction. 12-7. Students can never be taught to be accurate in self-recording. 12-8. Self-determined contingencies and teacher-determined contingencies can be equally effective in producing behavior change. 12-9. In classrooms self-punishment has been used for the administration of aversive stimuli. 12-10. An advantage of transferring behavior management from the teacher to the student is that the student becomes more independent. 12-11. Even inaccurate self-recording may result in a student’s positive behavior change. 12-12. Teacher selected performance standards are often more lenient that student selected. 12-13. Aversives are acceptable when used by students who are using the self-punishment technique. 12-14. Self-punishment is more effective that sell-reinforcement. 12-15. Response-coast may maximize a student’s fear of failure. Multiple Choice Questions 12-16. Self-instruction is a strategy of providing oneself verbal prompts for: a. academic content b. answer correction c. task completion d. reinforcer selection 12-17. For students to learn self-instructional strategies effectively and completely, during the modeling of the strategies the teacher should include skills of: a. problem definition b. focusing attention c. self-reinforcement d. all of the above Chapter 13 Putting It All Together True/False: 13-1. The physical arrangement of the classroom is an important component of establishing stimulus control. 13-2. Classroom schedules should be flexible. 13-3. The pace of instruction should be brisk. 13-4. Classroom rules should be specific and clearly established. 13-5. Effective rules describe observable behaviors. 13-6. Teacher characteristics are not important in establishing an effective classroom and instruction. 13-7. Too many rules may be inefficient. 13-8. Procedures tell students how they should behave. 13-9. The physical arrangement of the classroom should clearly delineate work and play areas. 13- 10. The classroom appearance should be attractive. Multiple Choices: 13-11. When structuring the physical arrangement of the classroom one must consider: a. observation of all students b. physical spacing of students c. delineation of work areas d. all of the above 13-12. When structuring classroom time which of the following is appropriate: a. picture schedule b. use of timer c. both a and b d. none of the above 13-13. To establish effective instructional practices the following should be present: a. clear lesson plans b. brisk instruction c. engaging teacher characteristics d. all of the above 13-14. Verbal structure should include all of the following EXCEPT: a. specificity b. economy c. consequences d. reinforcement e.