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11 Cards in this Set
- Front
- Back
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This is the extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting.
a) Setting/situation maintenance b) Response generalization c) Setting/situation generalization d) Response maintenance |
c) Setting/situation generalization
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This is the extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior
a) Setting/situation maintenance b) Response generalization c) Setting/situation generalization d) Response maintenance |
b) Response generalization
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A learner's untrained but functionally equivalent responses result in poor performance. This would be an example of:
a) Overgeneralization b) Faulty stimulus control c) Undesirable outcome of setting/situation generalization d) Undesirable outcome of response generalization |
d) Undesirable outcome of response generalization
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When a target behavior comes under the restricted control of an irrelevant antecedent stimulus, it is an example of:
a) Overgeneralization b) Faulty stimulus control c) Undesirable outcome of response maintenance d) Undesirable outcome of response generalization |
b) Faulty stimulus control
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A contingency that operates without social mediation is referred to as:
a) Natural contingency b) Contrived contingency c) Unplanned contingency d) Generalized contingency |
a) Natural contingency
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Choosing only those behaviors to change that will produce reinforcers in the post-intervention environment is referred to as:
a) Teaching loosely b) Contrived contingency planning c) Programming common stimuli d) Relevance-of-behavior rule |
d) Relevance-of-behavior rule
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The actual amount of examples needed to be taught when teaching sufficient stimulus examples to a learner will depend on:
a) The learner's opportunities to emit the target behavior under various conditions b) Naturally existing contingencies of reinforcement c) The learner's history of reinforcement for generalized responding d) All of these |
d) All of these
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When using multiple exemplar training,
a) Only stimulus variations should be used b) Only response variations should be used c) Both stimulus and response variations should be used d) Neither stimulus nor response variations should be used |
c) Both stimulus and response variations should be used
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Including typical features of the generalization setting into the instructional setting is referred to as:
a) Teaching loosely b) Teaching negative examples c) General case analysis d) Programming common stimuli |
d) Programming common stimuli
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Shifting from intervention to post-intervention conditions can be accomplished by modifying:
a) Antecedents, prompts, or cue-related stimuli b) Task requirements and criteria c) Consequences or reinforcement variables d) All of these |
d) All of these
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A guiding principle for promoting generalized behavior change includes:
a) Involving significant others whenever possible b) Promoting generalization with the least intrusive, least costly tactics possible c) Contriving intervention tactics as needed to achieve important generalized outcomes d) All of these |
d) All of these
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