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Quiz 2
SPC ED 519
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(Questions 1-4 are worth 1 point.)
1. When Mr. Jones ignores Mary’s disruptive behavior (that is maintained by attention), he is using a procedure known as
a. overcorrection
b. response cost
c. time out
d. extinction
2. Applying aversive consequences to reduce inappropriate behavior (i.e., punishment strategies)
a. is the first thing you should try
b. should be used for nuisance/annoyance behaviors
c. should only be considered after documented unsuccessful attempts have been made
with more positive approaches
d. none of the above
3. Ms. Martinez wants her postsecondary class to learn to do a load of laundry no matter what type of washing machine they may encounter. Over the next month, she has the students wash clothes in the home economics room at school, and at 4 different laundromats. This is an example of what generalization technique?
a. train loosely
b. sequentially modify
c. train sufficient exemplars
d. naturally maintaining contingencies
4. A student learns the concept of “red” through training on a continuum of red colored items as
well as blue and green items. His teacher has used:
a. general case programming
b. mediating generalization
c. train and hope methodology
d. indiscriminable contingencies
(Question 5 is worth 2 points.)
5. Thomas is 4 years old. When his preschool teacher makes a request, such as “come and eat lunch”, Thomas ignores her and continues to play. Sometimes the teacher makes the request 10-12 times before Thomas stops what he is doing and complies. To decrease this noncompliant behavior, the teacher decides to implement a time-out procedure. The very next time Thomas didn’t comply with a request, the teacher picked him up, took him to a corner of the room and sat him down in a chair, explaining that he would have to sit there for 10 min b/c he had disobeyed the teacher. Thomas complained and cried loudly while sitting in the time-out chair. In response to Thomas’ complaining and crying, the teacher walked over to the chair where Thomas was sitting, told him to be quiet, re-explained why he had to sit there, and then threatened that Thomas would have to stay there even longer if he didn’t “get quiet. “
Don’t comment on whether or not the teacher should or should not use time out in this situation! Instead, focus onwhat the teacher did incorrectly in applying timeout and what would be the correct way to have implemented time out.Considering what you’ve learned about timeout from your text and class notes and discussion, describe at least 4 things wrong with the way that Thomas’ teacher is implementing the time-out procedure and describe what she should have done. Be specific and thorough in your discussion.
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(Question 6 is worth 2 points.)
6. Punishment is applying an aversive consequence contingent upon the occurrence of the target behavior, resulting in a decrease in the frequency or rate of the behavior.
- List and describe in your own wordsfour side-effects (problems) with its use and
- at least four things that must be considered legally and ethically before using any punishment procedure in your classroom or practice.
Side Effects / Legal and Ethical Considerations
Question 7. (2 points)
5. Define these two terms and give an example of each term:
(1) Stimulus generalization
(2) Response generalization
Extra Credit (worth 1 point – two parts to this question, each = 0.5)
Mr. Rodriquez reports that during any seatwork activity Michelle is “constantly” getting up to sharpen her pencil and just stroll around the room. Baseline data indicate 10 occurrences of getting out of her seat during a 20-min period.
1. First, briefly describe how a DRL procedure could be used to reduce the frequency of this “getting up” behavior.
2. Second, if you wanted to use a DRA procedurein this same situation, what would you do differently from what you described in #1 above?
2015