ESP 739 SPRING 2015 Multiple Choice Identify the choice that best completes the statement or answers the question. ____ 1. What is a prompt? a. giving reminders as the student needs them b. planned assistance that is c. designed supports for the student that will never be faded d. a gift systematically reduced over trials ____ 2. What is DTT? a. teacher controlled, focused on small unit of behavior, an ABA strategy, use of positive reinforcement b. student controlled, non-contingent c. shared control, chain of behaviors, student is reinforced for the last behavior in the chain d. Differential Topic Training reinforcement, natural environment ____ ____ 3. Who developed PRT? a. Skinner c. Myles and Simpson b. Lovaas d. Koegel and Koegel 4. The reinforcement schedule used when teaching a new skill or hard-to-learn skill is a a. variable ratio c. continuous reinforcement b. differential reinforcement of low rates d. fixed ratio ____ 5. What is the difference between prompts and natural cues? a. there is no difference c. a support person provides a prompt and a natural cue happens in everyday settings b. a prompt only occurs in the natural environment ____ d. natural cues need to be faded and prompts do not 6. Errorless Teaching is a teaching strategy that involves a. using a prompting hierarchy that leads c. never making an error while teaching a the student to the correct response and reinforces the correct response b. never allowing the student to have a student with autism d. following a specific plan wrong answer by physically prompting to the correct response on the first trial ____ 7. Which of the following is NOT a consideration when selecting functional objectives: a. the student’s chronological age c. the availability of services within the school and district b. the student’s strengths and weaknesses d. the long term goals of the student’s education (e.g., getting a job) ____ ____ 8. What is the first step in designing a behavioral intervention plan? a. conduct a functional assessment c. identify replacement behaviors b. define the target behaviors d. train staff on plan implementation 9. In backward chaining, you teach: a. the last step last c. the first step first b. the last step first d. all steps at the same time ____ 10. Individuals with Asperger disorder is similar to autism, except that: a. individuals with Asperger disorder are c. individuals with Asperger disorder are also generally diagnosed with intellectual disabilities b. individuals with Asperger disorder do not generally have communication deficits predominantly female d. individuals with Asperger disorder generally exhibit a tendency toward stereotyped behavior ____ 11. A major objective of functional behavior assessment (FBA) is to: a. determine the function of a behavior in c. reduce challenging behaviors by order to promote new behavior that serves the same function as the current behavior, but is socially acceptable and responsible evaluating, changing, and implementing strategies such as ecologic events, predictors, teaching, and consequences b. determine how a child’s chronological d. locate the individual with autism on a and mental ages match up through a series of academically and socially continuum of other individuals, based upon the diagnostic severity of the challenging questions disorder ____ 12. What is providing a student with information and answers before they are presented with an activity or enter a social interaction? a. Priming c. Fading b. Prompting d. Antecedent Based Intervention ____ 13. Accommodations for children with autism are a. only implemented in an autism c. identified by the general educator classroom b. developed as a collaborative effort of d. implemented only by a special an IEP team educator ____ 14. An accommodation a. changes the curriculum for a student c. teaches material from a different grade with autism b. provides support so that a student can level d. is not fair to the other students who do access the curriculum not get accommodations ____ 15. When organizing a room for children with autism, the teacher needs to consider the a. one-on-one work areas, independent c. materials used in a general education work areas, whole group, functional areas, and supervision needs b. needs of the group only as a whole classroom d. creating an environment that looks appealing to parents ____ 16. When designing a Comprehensive Autism Planning System for a child with autism, the teacher should a. plan supports for the time the child is c. not worry or plan for supports in the in the self-contained classroom b. plan supports for all areas of the day home environment d. not collaborate with the family ____ 17. Which of the following constitutes a prompt? a. Physically helping an individual perform a task c. Praising an individual for his/her performance b. Providing a reinforcer to an individual d. Providing a token for task completion for completing a step of a task ____ 18. __________________ is the process by which one systematically and differentially reinforces successive approximations to a terminal behavior. a. Task analysis c. Stimulus fading b. Training for stimulus generalization d. Shaping ____ 19. Mr. Worms is teaching an adult (Sandie) who lives in his group home to make macaroni and cheese from a box. Mr. Worms prompts Sandie to do all steps of the task using full physical prompts, except for the last step, which is to serve the macaroni and cheese on a plate. For this step, Mr. Worms is using a most-to-least prompting sequence. When Sandie has mastered that skill, Mr. Worms plans to have Sandie do the stirring and the serving (the last two steps of the task). What procedure is Mr. Worms using? a. forward chaining c. total-task chaining b. backward chaining d. shaping ____ 20. Before you use a chaining procedure, it is recommended that you task analyze the skill to be taught. What does it mean to task analyze a skill? a. Make a sequential list of all the smaller c. Conduct a reinforcer assessment prior substeps of the task to be trained to beginning training b. Plan your prompting strategy carefully d. Analyze the response class and reinforce successive approximations to the terminal behavior ____ 21. In this instructional strategy, students are taught to put multiple behaviors together in succession a. Chaining c. Modeling b. Shaping d. Prompting ____ 22. All differential reinforcement procedures combine the use of what two principles of behavior? a. reinforcement and extinction c. punishment and extinction b. reinforcement and punishment d. positive and negative reinforcement ____ 23. You would like to decrease the number of times a student sharpens her pencil during class. However, you don’t want to completely eliminate this behavior. Which type of reinforcement program makes the most sense? a. DRO c. DRI b. DRA d. DRL ____ 24. During DTT instruction, this prevents the student from being confused during multiple trial sessions? a. Prompting c. Thinning b. Scaffolding d. Clearing the field ____ 25. When a target behavior transfers across settings, persons, and materials, which stage of learning has been completed? a. maintenance c. acquisition b. entry d. generalization
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