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TABLE OF CONTENTS

Preface...... vii

Chapter 1:

Chapter Outline / Ideas for Class Activities...... 1

Answers to Practice Test Questions...... 2

Answers to Quizzes…...... 4

Test Questions...... 4

Chapter 2:

Chapter Outline / Ideas for Class Activities...... 11

Answers to Practice Test Questions...... 12

Answers to Applications...... 14

Answers to Misapplications...... 14

Answers to Quizzes...... 15

Test Questions...... 15

Chapter 3:

Chapter Outline / Ideas for Class Activities...... 23

Answers to Practice Test Questions...... 23

Answers to Applications...... 25

Answers to Misapplications...... 25

Answers to Quizzes...... 25

Test Questions...... 26

Chapter 4:

Chapter Outline / Ideas for Class Activities...... 33

Answers to Practice Test Questions...... 34

Answers to Quizzes...... 36

Test Questions...... 36

Chapter 5:

Chapter Outline / Ideas for Class Activities...... 45

Answers to Practice Test Questions...... 45

Answers to Quizzes...... 46

Test Questions...... 47

Chapter 6:

Chapter Outline / Ideas for Class Activities...... 55

Answers to Practice Test Questions...... 55

Answers to Quizzes...... 57

Test Questions...... 58

Chapter 7:

Chapter Outline / Ideas for Class Activities...... 67

Answers to Practice Test Questions...... 67

Answers to Quizzes...... 69

Test Questions...... 69

Chapter 8:

Chapter Outline / Ideas for Class Activities...... 77

Answers to Practice Test Questions...... 78

Answers to Quizzes...... 79

Test Questions...... 80

Chapter 9:

Chapter Outline / Ideas for Class Activities...... 89

Answers to Practice Test Questions...... 89

Answers to Applications...... 91

Answers to Misapplications...... 91

Answers to Quizzes...... 92

Test Questions...... 92

Chapter 10:

Chapter Outline / Ideas for Class Activities...... 101

Answers to Practice Test Questions...... 102

Answers to Applications...... 104

Answers to Misapplications...... 105

Answers to Quizzes...... 105

Test Questions...... 106

Chapter 11:

Chapter Outline / Ideas for Class Activities...... 115

Answers to Practice Test Questions...... 115

Answers to Applications...... 118

Answers to Misapplications...... 119

Answers to Quizzes...... 119

Test Questions...... 120

Chapter 12:

Chapter Outline / Ideas for Class Activities...... 129

Answers to Practice Test Questions...... 130

Answers to Applications...... 132

Answers to Misapplications...... 134

Answers to Quizzes...... 134

Test Questions...... 135

Chapter 13:

Chapter Outline / Ideas for Class Activities...... 143

Answers to Practice Test Questions...... 143

Answers to Applications...... 146

Answers to Misapplications...... 148

Answers to Quizzes...... 148

Test Questions...... 149

Chapter 14:

Chapter Outline / Ideas for Class Activities...... 157

Answers to Practice Test Questions...... 157

Answers to Applications...... 159

Answers to Misapplications...... 160

Answers to Quizzes...... 160

Test Questions...... 161

Chapter 15:

Chapter Outline / Ideas for Class Activities...... 169

Answers to Practice Test Questions...... 170

Answers to Applications...... 172

Answers to Misapplications...... 173

Answers to Quizzes...... 174

Test Questions...... 174

Chapter 16:

Chapter Outline / Ideas for Class Activities...... 183

Answers to Practice Test Questions...... 183

Answers to Applications...... 185

Answers to Misapplications...... 186

Answers to Quizzes...... 187

Test Questions...... 188

Chapter 17:

Chapter Outline / Ideas for Class Activities...... 197

Answers to Practice Test Questions...... 198

Answers to Applications...... 199

Answers to Misapplications...... 200

Answers to Quizzes...... 200

Test Questions...... 201

Chapter 18:

Chapter Outline / Ideas for Class Activities...... 209

Answers to Practice Test Questions...... 210

Answers to Applications...... 212

Answers to Misapplications...... 212

Answers to Quizzes...... 213

Test Questions...... 213

Chapter 19:

Chapter Outline / Ideas for Class Activities...... 221

Answers to Practice Test Questions...... 221

Answers to Applications...... 224

Answers to Misapplications...... 225

Answers to Quizzes...... 226

Test Questions...... 226

Chapter 20:

Chapter Outline / Ideas for Class Activities...... 235

Answers to Practice Test Questions...... 236

Answers to Applications...... 237

Answers to Misapplications...... 238

Answers to Quizzes...... 239

Test Questions...... 240

Chapter 21:

Chapter Outline / Ideas for Class Activities...... 247

Answers to Practice Test Questions...... 247

Answers to Applications...... 249

Answers to Misapplications...... 250

Answers to Quizzes...... 250

Test Questions...... 251

Chapter 22:

Chapter Outline / Ideas for Class Activities...... 259

Answers to Practice Test Questions...... 259

Answers to Applications...... 261

Answers to Misapplications...... 262

Answers to Quizzes...... 263

Test Questions...... 263

Chapter 23:

Chapter Outline / Ideas for Class Activities...... 271

Answers to Practice Test Questions...... 271

Answers to Applications...... 273

Answers to Misapplications...... 274

Answers to Quizzes...... 275

Test Questions...... 275

Chapter 24:

Chapter Outline / Ideas for Class Activities...... 283

Answers to Practice Test Questions...... 283

Answers to Applications...... 285

Answers to Misapplications...... 286

Answers to Quizzes...... 287

Test Questions...... 287

Chapter 25:

Chapter Outline / Ideas for Class Activities...... 295

Answers to Practice Test Questions...... 295

Answers to Applications...... 297

Answers to Misapplications...... 298

Answers to Quizzes...... 299

Test Questions...... 299

PREFACE

This Instructor’s Manual has been designed for use with Behavior Modification: Principles and Procedures, fifth edition by Raymond G. Miltenberger. For each of the 25 chapters, I provide (a) a chapter outline, (b) two ideas for class activities, (c) the answers to the practice test questions from the end of each chapter, (d) the answers to the application and misapplication exercises (for chapters 2, 3, and 9-25), (e) the answers to the end-of-chapter quizzes, and (f) a bank of 55 to 60 test questions.

Test Questions

The test questions are designed to sample all of the important information presented in each of the chapters. The format of test questions includes; 30 multiple-choice questions, 10 fill-in-the-blank questions, 10 true/false questions and 5 - 10 short answer questions for each chapter. The practice test questions from the end of each chapter in the text can also be used as a bank of short answer test questions. The multiple-choice and true/false questions are designed to test recognition and are most useful for larger classes because of the objective scoring of each answer. Short answer and fill-in-the-blank questions are designed to assess recall of text material rather than just recognition. In response to these questions, the student has to produce the correct answer and cannot simply rely on recognition.

PowerPoint Slides of Lectures

PowerPoint slides are available for lectures for each chapter in the text. The PowerPoint presentations can be accessed on the password-protected instructors’ website at

The Table of Contents

The Table of Contents for this Instructor’s Manual lists the beginning page for the chapter outline/ideas for class activities, answers to practice test questions, answers to applications, answers to misapplications, answers to quizzes, and test questions for each chapter.

Comments on Pedagogy

For the student to gain as much knowledge as possible about the principles and procedures of behavior modification, it is best for the student to have experience seeing the procedures in action or actually carrying out the procedures. This experience can be accomplished in a number of ways. For students to see the procedures in action, the instructor can model the procedures for the class in role plays with students or show relevant videotapes of the procedures in use with real client populations. Modeling the procedures in class is relatively easy and actively involves the students. However, modeling procedures in the classroom do not provide the context of an actual clinical problem or treatment environment. The use of videotapes of procedures can provide such context. To have students actually use the procedures, the instructor can have them carry out a self-management project, conduct the procedures with other students in role plays in the classroom, or work (under supervision) with individuals in human service settings, schools, or other settings with clinical populations who can benefit from behavior modification procedures. A self-management project can be valuable because the student experiences data collection and treatment implementation with his or her own behavior. This project provides the student with an experience from the client’s perspective. However, the students’ use of the procedures occurs outside of the classroom without direct supervision from the instructor. As a result, students may fabricate their data and not actually carry out the procedures. Conducting the procedures in the classroom actively involves the student, is done under direct supervision of the instructor with feedback, and can be structured to correspond to the topic being covered in class that day. Role playing in small groups can make the experience less intimidating for the student. Working in an actual clinical setting can provide one of the best experiences for the student, but the supervision demands usually require this experience to be carried out in the context of a practicum or field experience class run concurrently with or subsequent to the behavior modification class.

One other way to get experience using behavior modification procedures is to use a computer simulation such as Sniffy the Virtual RatTM. In the SniffyTM program, the student can get experience using basic procedures such as differential reinforcement, schedules of reinforcement, extinction, shaping, and stimulus discrimination training with a rat in an operant chamber. SniffyTM provides a computer-based laboratory experience similar to the experience of students who use behavior modification procedures with actual lab rats. Students in the behavior modification class can purchase the SniffyTM software and carry out laboratory assignments on the computer in conjunction with the material covered in the class. In addition, the instructor can run demonstrations for the class on the computer using the SniffyTM software. The behavioral procedures the student can learn in the Sniffy software are particularly relevant to chapters 4 (reinforcement), 5 (extinction), 7 (stimulus control), 9 (shaping), 14 (using extinction), and 15 (differential reinforcement) from the textbook.

As described above, there are a number of ways for the instructor to get the student actively involved in observing or carrying out the behavior modification procedures discussed in the text. It will greatly enhance the students’ learning for the instructor to arrange one or more of these experiences for the students.

Behavior Modification/Behavior Analysis Websites for Students

The following websites provide a range of valuable information about different aspects of behavior modification or applied behavior analysis.

of Applied Behavior Analysis*

of the Experimental Analysis of Behavior

Association for Behavior Analysis

Division 25 (Behavior Analysis)

for Behavioral and Cognitive Therapy

Association for Behavior Analysis

Association for Behavior Analysis

Association for Behavior Analysis

Association for Behavior Analysis and Therapy

index.htmlThe Behavior Analyst Online

Center for Behavioral Studies

Skinner Foundation

Analyst Certification Board

* In each of chapters 2 through 25 there is a brief section called “For Further Reading.” These sections highlight articles from the Journal of Applied Behavior Analysis (JABA) or the Journal of the Experimental Analysis of Behavior (JEAB). All JABA or JEAB articles can be accessed easily for free from the JABA or JEAB websites listed above.

Sample Syllabus

A sample syllabus from a semester-long undergraduate course in behavior modification using Miltenberger’s Behavior Modification: Principles and Procedures,fifth edition is provided below. This syllabus reflects a format of frequent testing across the semester which is intended to motivate students to keep up on the readings and to provide frequent assessment of student learning.

In closing, I extend my appreciation to Michael Bussman, Vicki Lumley, Jennifer Redlin, and Cristine Deaver for their assistance in the preparation of earlier editions of this Instructor’s Manual. Their help was instrumental in helping me bring this project to fruition.

Raymond G. Miltenberger

University of South Florida

Syllabus

Introduction to Behavior Modification

Instructor:

/

Class Time:

Office:

/

Place:

Office Hours:

Phone:

e-mail:

Teaching Assistant:

/

Phone:

Required Text:Miltenberger, R.G. (2012). Behavior modification: Principles and procedures (5th ed). Belmont, CA: Wadsworth, a division of Cengage Learning.

Course Objectives:

  1. Learn the basic principles of behavior modification.
  2. Learnbehavior modification procedures.
  3. Learn the functional approach to understanding and treating problem behaviors.
  4. Develop and implement a self-management program to modify one of your own behaviors.

Course Format:

Lectures will cover topics from the readings as well as additional topics related to the material in the readings. Students’ participation in class is strongly encouraged (e.g., asking/answering questions, providing examples, etc.). I will occasionally do class demonstrations and have students involved in role plays of behavior modification procedures.

Students are expected to read the material scheduled for each class period prior to class.

There will be 12 tests and a final exam. The tests and final will include short answer essay questions, and possibly some matching, fill-in-the-blank, and true/false questions. The tests will cover the reading and lecture material.

A make-up test will be given only if:

  1. The student has a legitimate excuse for missing the test, and
  2. The student informs me in advance of the test that he/she must miss the test. This means that you must call or e-mail me prior to class time if you are sick the day of the test, have car trouble the day of the test, etc. My voicemail or e-mail will record any messages if I am out of the office when you contact me.

Each student will develop a self-management project. The purpose of the project is for students to identify a behavior they would like to change, record that behavior for a period of time, and to develop and implement behavior modification procedures to change that behavior. This project will be discussed in detail at an upcoming class.

The last two class days are reserved for student presentations of their self-management projects. I will randomly select 20-30 students from class to do a 3-5 minute oral presentation of their project results. Students may also volunteer to present their project in class.

Course Grade:

The course grade will be determined from scores on the tests, final exam and self-management project. The percentages are as follows:

Tests and final / = / 92%
Project / = / 8%

Course grade is based on the following percentages.

A / = / 90-100
B / = / 80-89.9
C / = / 70-79.9
D / = / 60-69.9
F / = / < 60

Re-grade Policy:

If a student believes an item on a test has been graded incorrectly, the student can ask for a re-grade on that item within one week from when the graded test was returned to the class.

“Any students with disabilities or other special needs, who need special accommodations in this course are invited to share these concerns or requests with the instructor as soon as possible.”

COURSE SCHEDULE

WeekDayDateTopic/activityChapters

1W1/9Review course requirements/syllabus

F1/11Introduction to behavior modification1

2M1/14Observing/recording behavior2

W1/16Test 1

F1/18Graphing behavior/measuring change3

3M1/21Holiday – no class

W1/23Reinforcement4

F1/25Test 2

4M1/28Extinction5

W1/30Punishment6

F2/1Test 3

5M2/4Stimulus control7

W2/6Respondent conditioning8

F2/8Test 4

6M2/11Shaping9

W2/13Prompting/transfer of stimulus control10

F2/15Test 5

7M2/18Holiday – no class

W2/20Chaining11

F2/22Behavioral skills training12

8M2/25Test 6

W2/27Functional assessment13

F3/1Functional assessment13

9M3/4Discussion of self-management project

W3/6Applying extinction14

F3/8Test 7

Self-management project (part 1) due

M-F3/11-3/15** Spring break **

WeekDayDateTopic/activityChapters

10M3/18Differential reinforcement15

W3/20Differential reinforcement15

F3/22Test 8

11M3/25Antecedent control16

W3/27Self-management20

F3/29Holiday – no class

12M4/1Holiday – no class

W4/3Time out and response cost17

F4/5Test 9

Self-management project (part 2) due

13M4/8Positive punishment18

W4/10Promoting generalization19

F4/12Test 10

14M4/15Habit reversal21

W4/17Token economy22

F4/19Behavioral contracts23

15M4/22 Test 11

W 4/24Fear and anxiety reduction24

F4/26Cognitive behavior modification25

16M4/29Test 12

W5/1Self-management project presentations

F5/3Self-management project presentations

Self-management project (part 3) due

W5/8Final examination (10:00-12:00 am)

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