SUP 2 Quiz Part 1
As a result of the SAFMEDS assignment during her program in 2008, Mary learned the definitions of many ABA terms. Now, as an ABA instructor, she continues to be able to recite the definition given the word, and given the definition she is able to recall the word. This is an example of
A. response maintenance
B. stimulus generalziation
C. response generalization
D. discrimination
What is response maintenance
Rosemary is teaching driver education, specifically the driving portion of the program. One of the skills she teaches is parallel parking. She teaches her students to parallel park in spaces of different lengths, park in spaces which have a car in front or in back of the space, she uses different sized cars belonging to the driving school and teaches them to parallel park on either side of the street. Rosemary is using what generalization strategy?
A. teaching enough examples to increase the likelihood of response generalization
B. programming common stimuli to increase the likelihood of setting/situation generalization
C. programming common stimuli to increase the likelihood of response generalization
D. teaching enough examples to increase the likelihood of setting/situation generalization
What is teaching enough examples to increase the likelihood of response generalization
This generalization strategy consists of teaching the learner to respond correctly to more than one example of antecedent stimulus conditions. When using this strategy, a different stimulus example is incorporated each time the teaching program is implemented. What strategy is this?
A. programming common stimuli
B. contriving a mediating stimulus
C. teach sufficient response examples
D. teach sufficient stimulus examples
What is teach sufficient stimulus examples
Marion is having a difficult time getting her son, Michael to sleep in his own bed. Michael loves Paw Patrol, so Marion outfits his bedroom with Paw Patrol items-sheets, pillows, posters, rug and plush toys in an effort to entice Michael into his room, hoping that the Paw Patrol items will keep him in his bed at night. Marion is using which generalization strategy?
A. teaching behavior to levels required by natural contingencies
B. setting a behavior trap
C. teaching sufficient stimulus examples
D. teaching sufficient response examples
What is setting a behavior trap
This strategy encourages teachers, therapists, caregivers and family members to reinforce any instance of the target behavior, or any approximation of the target behavior when it is demonstrated in the generalization setting.
A. reinforce any occurrence of generalization
B. train to generalize
C. reinforce response variablity
D. contrive a mediating stimulus
What is reinforce any occurrence of generalization
A behavior change may be said to have generality if...
A. if it spreads to a wide variety of related behaviors
B. if it appears in a wide variety of environments
C. it proves durable over time
D. all of the responses are components of generality
Sandy is a special education teacher who has several students in her class for most of their academic instruction. One of her students, Catherine, seems ready to be included in her general education classroom for the application portion of the math lesson, where the students are completing a worksheet following instruction. Catherine has demonstrated that she is able to complete samples of the work accurately. Sandy asks Michael, the BCBA working in the classroom for his advice. Michael observes that it takes Catherine on average 5 minutes to get started on the assignment, and that she stops for at least 1 minute between examples. What would your suggestion be if you were Michael?
A. go ahead with inclusion and send an instructional assistant
B. hold off on inclusion and program indiscriminable contingencies
C. go ahead with inclusion remembering to teach loosely
D. hold off on inclusions and teach the behavior to levels required by natural contingencies
What is hold off on inclusion and teach the behavior to levels required by natural contingencies
At times it is not desirable for the behavior or skill to generalize across all settings or situations. Teaching the student to discriminate the stimulus conditions that signal when responding is appropriate from the stimulus conditions in which responding is not appropriate is called:
A. sequential modification
B. setting behavior traps
C. teaching sufficient stimulus examples
D. teach negative or "don't do it" examples
What is teach negative or "don't do it" examples
Lisa is a special education teacher in a sub separate classroom. Her student, Jamie, will soon be included for periods of time in her 3rd grade general education classroom. Lisa knows that all students in this general education classroom earn points for raising their hands before speaking. She wants to set Jamie up for success in this area so that she will experience as much reinforcement as possible. She spends a great deal of time coaching Jamie on this skill, and requires that she always raise her hand before speaking. Which generalization strategy is Lisa using?
A. teaching loosely
B. Using consequences that already exist in the generalized environment and teaching behavior to the level required by natural contingencies
C. teaching learners to purposely recruit reinforcement
D. instructing the learner to generalize
What is using consequences that already exist in the generalized environment and teaching behavior to the level required by natural contingencies
Kelsi is an integrated pre-school teacher. She wants to teach her student, Kelvin, to play with blocks. She knows that Kelvin has difficulty generalizing new skills, so she wants to plan for generalization at the start of the block building program. Her goal is for Kelvin to build a tower of 10 blocks. During her teaching sessions, she alternates between lego bricks, duplo blocks, wooden blocks and cardboard blocks. Which generalization strategy is she using?
A. train sufficient exemplars
B. teach sufficient stimulus examples
C. multiple exemplar training
D. all responses are correct
What is all responses are correct
Sam, a college student was hired by a painting company during summer break. The foreman on the job taught this sudent painter to paint interior walls with a brush. One day when the foreman was not there, Sam noticed a paint roller in the tool box. Without being taught how to use the roller, he used it to paint the walls. This is an example of:
A. setting generalization
B. response generalization
C. stimulus generalization
D. response maintenance
What is response generalization
John regularly displayed challenging behavior during his middle school Social Studies class, and often refused to attend by hiding in the bathroom or running about the school. An academic assessment revealed that his cognitive level was far below what was required for the complexity of most of the reading, discussion and written assignments. The group project, researching a European country, promised to be a disaster for John and his group, until an astute instructional assistant had a brainstorm. Since John had a specific intense interest in trains, she prompted John's teammates to ask him to research public transportation for the country they were assigned. John was able to stay in the classroom during Social Studies, and exclusively research this topic during class. John regularly ran to class and all challenging behaviors ceased. What strategy did the instructional assistant employ?
A. contriving a mediating stimulus
B. setting a behavior trap
C. programming common stimuli
D. teaching loosely
What is setting a behavior trap
When teachers include typical features of the generalization setting into the instructional setting to promote generalization, such as using similar materials or similar instructional formats, this is called:
A. programming common stimuli
B. training sufficient exemplars
C. setting behavior traps
D. contriving a mediating stimulus
What is programming common stimuli
In preparation for a job at a coffee shop, Kelsey is teaching her adult learners to thoroughly wash their hands. She stands next to them and counts to 20 so that they will wash for the period of time required by the coffee shop owners. She teaches them to silently count to 20 so that they can independently wash for the appropriate time when at the coffee shop. What generalization strategy is Kelsey teaching?
A. setting a behavior trap
B. teaching sufficient response examples
C. teaching sufficient stimulus examples
D. teaching self-management skills
What is teaching self-management skills
Andrew is an adult learner who has begun a work program at a local hardware store. Before beginning this job he was taught to greet his co-workers by saying "hey, how are you doing today?" He has been working at this hardware store now for three weeks and continues to greet each of his co-workers with the same script each time they cross paths in the store, which may be up to 15 times a day! It is likely that his initial training program for this skill did not include a generalization strategy called:
A. setting a behavior trap
B. teaching loosely
C. reinforce any occurrence of generalization
D. negative or "don't do it" teaching examples
What is negative or "don't do it" teaching examples
Sadie, an 18 month old child, is beginning to use vocal verbal language to tact items in her environment. She particularly enjoys tacting school busses, by saying "bus" as they drive by her home in the morning and the afternoon. One day her grandfather drove up to her house in his van. Sadie looked at the van and said "bus". This is an example of:
A. response generalization
B. response maintenance
C. overgeneralization
D. setting generalization
A pre-school student is taught to wash their hands in the instructional setting (the special education pre-school class) using a strip of icons posted adjacent to the sink. This student is going to the generalization setting (the general education pre-school class) for snack. The special education pre-k teacher probes to determine if the strip of icons continues to be necessary, and finds that without the strip of icons the student stops at the second step and does not continue without gestural prompts. She does not want to wait to teach this skill to the level required in the generalization setting. She decides to ask the general education teacher if she will allow an identical strip of icons to be placed adjacent to the sink in her classroom so that this student will be successful with handwashing, The teacher agrees. In this example, the strip of icons can be considered:
A. a response prompt
B. a contrived mediating stimulus
C. both answers are correct
D. neither answer is correct
What is both answers are correct
Once a new behavior is consistent it is important to change the reinforcement schedule, particularly in terms of frequency and intensity. This generalization strategy is called:
A. setting a behavior trap
B. programming indiscriminable contingencies
C. programming common stimuli
D. contriving a mediating stimulus
What is programming indiscriminable contingencies
Andrew is an adult member in a day program. He demonstrates vocal stereotypy in the form of humming. His teachers and therapists have taught Andrew that when he is wearing a lanyard with a red card he is expected to not engage in vocal stereotypy, and when he is wearing a lanyard with a green card he is welcome to engage in vocal stereotypy. When Andrew goes to the mall or any other community outing, he brings his lanyard and when on red, is reminded that he is not to engage in vocal stereotypy. This generalization strategy is called:
A. contriving a mediating stimulus
B. teaching sufficient stimulus examples
C. setting a behavior trap
D. teaching sufficient response examples
What is contriving a mediating stimulus
Bill is teaching his dog, Riley, to roll over on command. He begins by reinforcing every instance of rolling over on command and trains this skill in many different settings. After this behavior is occuring with 100% accuracy over a period of 5 days, Bill begins to fade the schedule of reinforcement, beginning with a FR 2, then and FR4, then a VR 3. What generalization strategy is Bill using?
A. contriving a mediating stimulus
B. setting a behavior trap
C. programming common stimuli
D. indiscriminable contingencies
What is indiscriminable contingencies
Mandy taught Joanne, a member in an adult program, to use the microwave to pop popcorn in the break room, using a task analysis and a chaining program. She sent the task analysis to the behavior technician working with Joanne in her home, and she taught Joanne to pop popcorn in the microwave at home. Joanne then went to her aunt's home for respite care, and without being taught, popped popcorn in the microwave independently. Assuming that all microwaves are exactly the same, which of the following statements are true?
A. setting generalization occurred when Joanne popped popcorn at home
B. setting generalization occurred when Joanne popped popcorn at her aunt's house
C. response generalization occurred when Joanne popped popcorn at home
D. response generalization occurred when Joanne popped popcorn at her aunt's house
What is setting generalization occurred when Joanne popped popcorn at her aunt's house
Kelly, a nursing student, was taught to take blood during her clinical rotation with the Red Cross. She demonstrated competency with this skill, and moved on to a different rotation at a psychiatric hospital, where this skill was not practiced. After graduation she was hired as a nurse at the Red Cross, in the same location as her clinical rotation. The first day of her first blood drive she took blood from a donor flawlessly. This is an example of:
A. stimulus generalization
B. setting generalization
C. response maintenance
D. response generalization
What is response maintenance
When a teacher trains a skill across as many settings, environments, materials and teachers as possible it can be said that that teacher is:
A. teaching self-management skills
B. teaching the learner to generalize
C. teaching the student to recruit reinforcement
D. teaching loosely
What is teaching loosely
William is learning to drive. He has lessons with his driving instructor and practices driving with his parents. The driving instructor provides a great deal of feedback and reinforcement, while his parents provide little feedback and little reinforcement. When he brings this to the driving instructor’s attention, the driving instructor suggests that he asks his parents questions such as “did I do that right?” or “how am I doing”. The driving instructor is teaching William to:
A. mediate generalization
B. recruit reinforcement
C. make consequences less predictable
D. set a behavior trap
What is recruit reinforcement
Janie is working with a young child with autism in an early intervention program, where DTI is used for the majority of sessions. She is aware that when using DTI it is possible that a small number of stimuli may aquire faulty stimulus control over the target behavior. To avoid this from happening, Janie varies the non-critical stimuli. For example, when teaching this student to tact farm animals, she uses several different examples of each of the farm animals. She is also careful to vary the location in the room where she runs this program-sometimes on the floor, sometimes at the table and sometimes while standing at the kitchen counter. She also varies the Sd-sometimes saying "show me the pig", other times saying "which one is the pig?" Which generalization strategy is Janie using?
A. train sufficient exemplars
B. programming common stimuli
C. creating a mediating stimulus
D. teaching loosely
What is teaching loosely