Behaviour Modification Testbank

Instructors Manual with Tests
and Practicum Exercises

for
Martin and Pear
Behavior Modification
What It Is and How to Do It
Tenth Edition
Allyn & Bacon

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OPTION-BASED QUESTIONS
Chapter 1. Introduction
Multiple Choice Questions On Main Text (Note: * indicates the correct answer)
1. A behavioral deficit is:
*
a) too little of a particular type of behavior
b) too much of a particular type of behavior
c) an appropriate behavior occurring to the wrong stimulus
d) an appropriate behavior occurring at the wrong time or place
Difficulty: Easy
Type: Conceptual
2. A behavioral excess is:

*
a) too much of a particular type of behavior
b) too little of a particular type of behavior
c) an appropriate behavior occurring to the wrong stimulus
d) an appropriate behavior occurring at the wrong time or place
Difficulty: Easy
Type: Conceptual
3. Which of the following is an example of behavior?

a) hair color
b) the color of someones eyes
c) the clothes someone is wearing
*d) dressing in the morning
Difficulty: Medium
Type: Factual
4. In behavior modification, motivation and intelligence refer to:

a) inner mental processes
* b) ways of behaving
c) causes of behavior
d) major sources of abnormality
Difficulty: Easy
Type: Conceptual
5. In behavior modification, the term environment refers to:

a) the neighborhood in which a person is raised
b) the natural habitat of an organism
*
c) the specific physical variables in ones immediate surroundings
d) the general situation where one happens to be
Difficulty: Easy
Type: Factual
6. A child does not pronounce words clearly and does not interact with other children.
These are examples of:
a) behavioral excesses
b) behavioral abnormalities
*
c) behavioral deficits
d) behavioral characteristics
Difficulty: Medium
Type: Conceptual
7. Behavior modifiers stress the importance of defining problems in terms of

specific behavioral deficits or behavioral excesses because:
a) therapists can then focus on the individuals problem behaviors rather than on his or
her strengths
*
b) it is behavior that causes concern, and there are specific procedures now available
to change behavior
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Copyright 2015 Pearson Education, Inc. All rights reserved.
c) labeling an individual implies that a particular treatment program will be helpful

d) labeling an individual is useful for quickly providing general information about how that
individual might perform
Difficulty: Hard
Type: Applied
8. Which of the following is not a characteristic of behavior modification?

a) It defines problems in terms of behavior.
b) Its treatment procedures and techniques are ways of rearranging an individuals
environment.
c) Its techniques draw extensively from the principles of operant and Pavlovian
conditioning.
*
d) It emphasizes the use of summary labels for classifying individuals.
Difficulty: Easy
Type: Applied
9. Which of the following is an example of covert behavior?

*
a) a skier thinking, I hope I dont fall
b) a pitcher throwing a ball
c) a student drinking coffee
d) a child talking to her dog in the backyard
Difficulty: Medium
Type: Conceptual
10. Which of the following is an example of overt behavior?

a) feelings of nervousness
* b) yelling at someone
c) a boy on a date thinking, I like this girl d) imagining a beautiful sunset
Difficulty: Medium
Type: Conceptual
11. Which of the following is an example of an outcome of behavior?

a) throwing a baseball
b) lifting a heavy weight
*c) scoring a goal in ice hockey
d) standing at the free throw line in basketball
Difficulty: Medium
Type: Conceptual
12. Behavior therapy was first used to refer to:

a) behavior modification in which there is typically an attempt to analyze or clearly
demonstrate controlling variables
b) the scientific study of laws that govern the behavior of human beings and other animals
*c) Joseph Wolpes behavioral treatment for specific phobias
d) behavior modification that focuses on overt behaviors that are of social significance
Difficulty: Easy
Type: Conceptual
13. Behavior modifiers are cautious about using summary labels to refer to individuals or
their actions because:
a) the label for the behavior is often used as a pseudo-explanation for the behavior
b) labels can negatively affect the way an individual might be treated
c) labeling may influence us to focus on an individuals problem behaviors rather than on
his or her strengths
*
d) all of the above
132
Difficulty: Hard
Type: Conceptual
14. The people, objects, and events that make up a persons environment are called:
* a) stimuli
b) conditioned stimuli
c) unconditioned stimuli
d) reinforcing stimuli
Difficulty: Easy
Type: Factual
Type:
15. Which of the following is not a characteristic of behavior modification?

a) Its treatment procedures are ways of altering an individuals environment.
b) Its methods and rationales can be described precisely.
*
c) Its techniques stem primarily from cognitive psychology.
d) Its techniques are often applied by individuals in everyday life.
Difficulty: Easy
Type: Conceptual
16. Behavioral assessment seeks to:

a) determine the underlying mental disturbance responsible for behavioral symptoms
b) identify the type of mental disorder assumed to underlie particular patterns of abnormal
behavior
*
c) identify potential controlling variables of problem behaviors, and select behavioral
treatment
d) determine the necessary intelligence level of potential clients as a prerequisite to
behavior modification programs
Difficulty: Medium
Type: Applied
17. Which of the following is not a misconception about behavior modification?

a) Behavior modifiers only deal with the observable and they dont deal with the thoughts
and feelings of clients.
*
b) Behavior modification involves the systematic application of learning principles to
improve covert and overt behaviors.
c) Behavior modification involves the use of drugs, psychosurgery, and electroconvulsive
therapy.
d) Behavior modification only changes symptoms; it doesnt get at the underlying problems.
Difficulty: Hard
Type: Applied
18. Which of the following is an example of cognitive behavior?

a) a child reading out loud for a parent
b) a baseball player talking to her coach
* c) a person on a hot day imagining that he is sitting at the ocean
d) a student writing with a pen
Difficulty: Medium
Type: Conceptual
19. Behaviors to be improved in a behavior modification program are frequently called:

a) overt behaviors
b) covert behaviors
c) cognitive behaviors
* d) target behaviors
Difficulty: Easy
133
Type: Conceptual
20. Behavior Analysis refers to:
a) behavior modification in which there is typically an attempt to analyze or clearly
demonstrate controlling variables
* b) the scientific study of laws that govern the behavior of human beings and other animals
c) behavioral treatment carried out on dysfunctional behavior
d) behavior modification that focuses on overt behaviors that are of social significance
Difficulty: Easy
Type: Applied
21.
involves the systematic application of learning principles and techniques to
assess and improve individuals covert and overt behaviors in order to enhance their daily
functioning.
a) Behavioral assessment
b) Behavior analysis
*
c) Behavior modification
d) Cognitive behavior therapy
Difficulty: Easy
Type: Applied
22. Classical conditioning was developed by:

a) B.F. Skinner
c) Joseph Wolpe
Difficulty: Easy
* b) Ivan Pavlov
d) Aaron Beck
Type: Factual
23. In the 1950s, ____________ developed a behavioral treatment for specific phobias.
a) Hans Eyesenck
b) Aaron Beck
c) Albert Ellis
*d) Joseph Wolpe
Difficulty: Easy
Type: Factual
24. The term cognitive therapy was used by ___________ to refer to strategies for recognizing
maladaptive thinking and replacing it with adaptive thinking.
*
a) Beck
b) Ellis
c) Wolpe
d) Skinner
Difficulty: Easy
Type: Factual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
T
25. Behavior modification accepts changes in a behavior as the indicator of the
extent to which a problem is being helped.
Difficulty: Medium
Type: Conceptual
F
26. One of the defining characteristics of behavior modification is that it does not
emphasize scientific demonstration that an intervention was responsible for a particular
behavior change.
Difficulty: Easy
Type: Conceptual
T
27. Behavior is, essentially, anything a person does or says.
Difficulty: Easy
134
Type: Factual
F
28. Behavior modifiers deal only with observable behavior, and discount
subjective events such as thoughts and feelings.
Difficulty: Medium
Type: Factual
F
29. The color of a persons eyes is an example of behavior.
30. Studying for a course is an example of a behavior.
31. Remembering the feelings of your first kiss is an example of overt behavior.
Difficulty: Medium
Type: Factual
Difficulty: Medium
Type: Factual
Difficulty: Medium
Type: Conceptual
T
32. Thinking I hope I pass this course while sitting in class, is an example of covert
behavior.
Difficulty: Medium
Type: Conceptual
F
33. To a behavior modifier, intelligence is something that you were born with, a sort
of inherited capacity for learning.
Difficulty: Medium
Type: Factual
T
34. Hyperactivity is a label for certain behaviors.
Difficulty: Easy
Type: Factual
T
35. According to the authors of the text, the term behavior modification has a
broader meaning than the term behavior therapy.
Difficulty: Easy
Type: Conceptual
F
36. A teenager frequently interrupts conversations between his parents. Thats
an example of a behavioral deficit.
Difficulty: Medium
Type: Factual
T
37. A golfer often thinks negatively just before important shots. Thats an example
of a behavioral excess.
Difficulty: Medium
Type: Factual
F
38. Behavior modification can only be applied by experts, and not by
individuals in everyday life.
Difficulty: Medium
Type: Conceptual
135
T
39. Environmental events that impinge on ones sense receptors and that can
affect behavior are called stimuli.
Difficulty: Easy
Type: Factual
F
40. Cognitive behavior is another term for overt behavior.
Difficulty: Easy
Type: Factual
T
41. Behavior analysis refers to the scientific study of laws that govern the
behavior of human beings and other animals.
Difficulty: Easy
Type: Factual
F
42. The term behavior therapy is typically used to refer to behavior modification
where there is an attempt to clearly demonstrate controlling variables of the behavior of
concern.
Difficulty: Easy
Type: Conceptual
T
43. Characteristics of behavior that can be measured are called dimensions of
behavior.
Difficulty: Easy
Type: Factual
T
44. In 1960 the British psychologist Hans Eysenck used the term behavior therapy
to refer to the treatment procedure developed by Joseph Wolpe.
Difficulty: Easy
Type: Factual
F
45. In a landmark experiment in 1920, Mary Cover Jones demonstrated Pavlovian
conditioning of a fear response in an 11 month-old infant.
Difficulty: Easy
Type: Conceptual
F
46. Strategies for recognizing maladaptive thinking and replacing it with adaptive
thinking were referred to by Beck as behavior therapy.
Difficulty: Easy
Type: Factual
T
47. The terms behavior therapy and cognitive behavior therapy are often used
interchangeably.
Difficulty: Easy
Type: Conceptual
Multiple Choice Question on NfFL Section (Note: * indicates the correct answer)
48. Behavior modifiers made little use of the first three DSMs because:
a) they were based primarily on research rather than on Freuds theory
b) individual disorders were based on categories of problem
behaviors
c) they used a multidimensional recording system
136
d) they were based on Freuds theory of abnormal behavior
Difficulty: Medium
Type: Conceptual
True/False Question on NfFL Section (Note: Correct answer indicated in left margin)
F
49. To avoid problems associated with labeling, in the case of autism, for example,
we should describe the client as an autistic child rather than as a child with autism.
Difficulty: Hard
Type: Factual
137
Chapter 2. Areas of Application: An Overview

Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. PSI stands for:
*
a) popular standards of instruction
b) personalized systems of information
c) personalized system of instruction
d) personalized students instruction
Difficulty: Easy
Type: Factual
2. Which of the following is not a characteristic of behavioral approaches to university teaching?
a) It identifies the instructional goals for a course in the form of study questions.
b) It has frequent tests in which students are required to demonstrate their knowledge to
the answers of study questions.
c) Students are given detailed information at the beginning of a course about what is expected
of them on tests and assignments to achieve various letter grades
*
d) It emphasizes multiple-choice items and examinations as an objective scoring strategy
ideally suited for large classes.
Difficulty: Easy
Type: Applied
3. Studies with clinical populations have shown behavior therapy to be:

a) significantly inferior to the alternative treatment to which it was compared, which was
usually some form of verbal psychotherapy
*
b) demonstrably superior to other forms of psychotherapy in certain problem areas (e.g.,
phobias)
c) used as the main mode of therapy for treating adults by approximately 60% of practicing
therapists
d) used about as often as psychodynamic therapy in the treatment of children by pediatric
psychologists
Difficulty: Medium
Type: Applied
4. The characteristics of impaired communication, impaired social behavior, and repetitive selfstimulatory behaviors during the first few years after birth are shown by individuals diagnosed
as:
a) moderately developmentally disabled
b) schizophrenic
c) severely intellectually disabled
* d) autistic
Difficulty: Medium
Type: Conceptual
5. A broad interdisciplinary field concerned with the links between health, illness, and behavior
is referred to as:
a) health psychology
b) stress management
*
c) behavioral medicine
d) behavioral health
Difficulty: Easy
Type: Factual
6. Organizational behavior management refers to:

*
a) the application of behavior modification techniques to individual or group performance
within an organizational setting
138
b) an emphasis on the use of non-professionals in human service programs

c) use of behavior modification to help individuals adhere to a healthy lifestyle
d) seeking out intervention strategies at the organizational level rather than at the
individual level
Difficulty: Easy
Type: Applied
7. Behavior modifiers have begun to pay more attention to issues of race, gender, ethnicity,
and sexual orientation because:
a) the Association of Behavior Analysis is now an international organization
b) culturally diverse individuals now make up 30% of the American population
*
c) these variables can influence the effectiveness of treatment
d) there are no dangers of overgeneralizing about any particular cultural group
Difficulty: Medium
Type: Applied
8. Which of the following is not a general area in which behavior modification has been
applied in behavioral sport psychology?
a) Teaching new athletic skills
*
b) Selecting athletes for Olympic programs on the basis of those with the personality most
suited to sacrifice and dedication to winning
c) Motivating practice and fitness training
d) Helping athletes to cope with pressure at major competitions
Difficulty: Easy
Type: Conceptual
9. In the 1960s and 70s, ___________ developed early intensive behavioral treatment
programs for children with autism.
a) B.F. Skinner
*
b) Ivar Lovaas
c) Fred Keller
d) Joseph Pear
Difficulty: Easy
Type: Factual
10. The American Association on Intellectual and Developmental Disabilities now prefers the
term
to refer to individuals characterized by significant limitations in
intellectual functioning and adaptive behavior.
*
a) intellectual disability
b) mental retardation
c) developmental disability
d) mentally handicapped
Difficulty: Easy
Type: Factual
11. Which of the following is not a sub-area of the application of behavioral principles in health
psychology?
a) establishing treatment compliance
b) promotion of healthy living
c) stress management
* d) psychological testing of personality disorders
Difficulty: Easy
Type: Conceptual
12. Applications to socially significant problems in unstructured community settings where

139
the behavior of individuals is not considered deviant in the traditional sense is the definition
of:
a) organizational behavior management
b) health psychology
*
c) behavior community psychology
d) behavior therapy
Difficulty: Easy
Type: Conceptual
13. PSI (Personalized System of Instruction) was developed by:

a) Lovaas
b) Bellack
*c) Keller
d) Skinner
Difficulty: Easy
Type: Factual
14. Helping the elderly to function independently during old age is part of the field referred to
as:
*
a) gerontology
b) behavioral medicine
c) behavioral community psychology
d) behavior management
Difficulty: Easy
Type: Conceptual
15. The study of how psychological factors can influence or cause illness, and how people can
be encouraged to practice healthy behavior so as to prevent health problems, is referred to as:
a) Cognitive behavior therapy
b) Stress therapy
c) Treatment compliance
*
d) Health Psychology
Difficulty: Easy
Type: Conceptual
T 16. Behavior modification has been successfully applied within each of the following areas:
education, social work, rehabilitation medicine, industry, and sports.
Difficulty: Easy
Type: Factual
T 17. Personalized System of Instruction, or PSI, was developed by Fred Keller and his
colleagues.
Difficulty: Easy
Type: Factual
T 18. Behavioral sport psychology has been defined as the use of behavior analysis principles
and techniques to enhance the performance and satisfaction of athletes and others associated
with sports.
Difficulty: Easy
Type: Factual
F 19. Many studies have demonstrated that there are psychological problems (e.g., anxiety
disorders, depression, habit disorders) for which specific behavioral procedures have
been demonstrated to be about equally effective with other forms of psychotherapy.
Difficulty: Medium
Type: Conceptual
T 20. One of the areas of health psychology involves the use of behavior modification
procedures to directly treat certain diseases that were previously thought to require medical
treatment.
140
Difficulty: Medium
Type: Conceptual
F 21. The application of behavior modification techniques to individual or group performance
within an organizational setting defines the area referred to as community behavioral
psychology.
Difficulty: Easy
Type: Conceptual
T 22. Littering, recycling, energy conservation, and job skills training are all sub-areas that
have been dealt with successfully by behavior modification in the area of behavioral
community psychology.
Difficulty: Easy
Type: Conceptual
F 23. Issues of race, gender, ethnicity, and sexual orientation are variables that do not
influence the effectiveness of behavioral treatment.
Difficulty: Medium
Type: Factual
T 24. CAPSI stands for Computer-Aided Personalized System of Instruction.

Difficulty: Easy
Type: Factual
T 25. The person who initially developed behavioral treatments for children with autism is
Ivar Lovaas.
Difficulty: Easy
Type: Factual
Multiple Choice Questions on NfFL Section (Note: * indicates the correct answer)
26. A common strategy for delivering early intensive behavioral intervention with children
with autism is referred to as:
a) behavior management
b) developmental teaching
* c) discrete-trials teaching
d) behavior analysis
Difficulty: Easy
Type: Factual
141
Chapter 3. Respondent (Classical, Pavlovian) Conditioning of Reflexive

Behavior
1.
That behavior can be modified by its consequences is the basic tenet of:
a) respondent conditioning
b) respondent extinction
*
c) operant conditioning
d) aversion therapy
Difficulty: Easy
Type: Conceptual
2.
If a stimulus (that does not elicit a particular response) is closely followed in time by a
second stimulus that elicits a particular response, then the first stimulus will come to elicit
the response that was elicited by the second stimulus. This is the definition of the principle
of:
a) positive reinforcement
b) operant conditioning
c) counterconditioning
* d) respondent conditioning
Difficulty: Easy
Type: Conceptual
3.
If a conditioned stimulus (CS) is presented without further pairings with the
unconditioned stimulus, the CS will gradually lose its capacity to elicit the conditioned
response. This is the definition of:
* b) respondent extinction
d) operant extinction
Difficulty: Easy
Type: Conceptual
4.
*
5.
*
A stimulus that elicits a response without prior learning or conditioning is called a(n):
a) unconditioned stimulus
b) discriminative stimulus
c) conditioned stimulus
d) establishing stimulus
Difficulty: Easy
Type: Conceptual
When a person salivates at the sight of food, the response of salivating is classified as a(n):
a) conditioned response
b) conditioned reflex
c) unconditioned response
d) unconditioned reflex
Difficulty: Medium
Type: Conceptual
6.
Over several meals, classical music is played at the dinner table. Eventually, classical
music is played without pairing it with food, and the person who ate at that dinner table
begins salivating. In this example, the sound of classical music became a:
*
a) conditioned stimulus
b) conditioned reflex
c) conditioned response
d) conditioned reinforcer
Difficulty: Hard
Type: Conceptual
7.
Repeatedly pairing an undesirable reinforcer with an aversive event, such as pairing
alcohol with a drug that elicits vomiting, is the basic procedure of:
a) operant conditioning
* b) aversion therapy
c) respondent extinction
d) counterconditioning
142
Difficulty: Easy
Type: Conceptual
8.
In Pavlovian conditioning, the CS acquires greater ability to elicit a CR if:
a) the CS is occasionally paired with the US
b) the CS follows the US by a few seconds
*
c) the CS is always paired with the US
d) the CS is occasionally paired with a strong US
Difficulty: Medium
Type: Conceptual
9.
A new response is conditioned to the conditioned stimulus at the same time that the
former conditioned response is being extinguished. This process is called:
a) respondent extinction
b) operant extinction
c) aversion therapy
* d) counterconditioning
Difficulty: Easy
Type: Conceptual
10. A conditioned stimulus (e.g., the sound of a bell) is no longer followed by the taste of food.
After several trials, the conditioned response of salivating no longer occurs at the sound of the
bell. This is referred to as
?
a) spontaneous recovery
b) respondent conditioning
*
c) respondent extinction
d) response generalization
Difficulty: Medium
Type: Conceptual
11. When you open the cupboard door to get cat food, your cats come running to the kitchen,
where they are typically fed. This illustrates the effect of:
* b) operant conditioning
d) modeling
Difficulty: Medium
Type: Conceptual
12. When food is presented to a dog, the dog salivates. We would say that the stimulus has
the response.
a) evoked
b) emitted
c) cued
* d) elicited
Difficulty: Medium
Type: Factual
13. In Pavlovian conditioning, the CS acquires greater ability to elicit a CR if:
a) the CS consistently follows the US by a few seconds
b) the CS is occasionally paired with the US
*
c) the CS consistently precedes the US by a few seconds
d) the CS is occasionally paired with a strong US
Difficulty: Medium
Type: Conceptual
14. If an organism has been conditioned so that a particular CS elicits a CR, and
then a similar stimulus elicits that CR, the latter is referred to as:
a) Respondent stimulus discrimination
* b) Respondent stimulus generalization
c) Counterconditioning
d) Respondent extinction
143
Difficulty: Easy
Type: Conceptual
15. The loud barking of a dog causes a child to experience fear. If sight of the dog now elicits
fear, then the sight of the dog is called a
, and the fear is called the
.
a) US, CR
b) CS, UR
c) US, UR
* d) CS, CR
Difficulty: Medium
Type: Factual
16. Suppose that an adult has a chronic problem with constipation. During treatment, each
morning the adult inserts a suppository, reads the morning paper, and in a few minutes
experiences a bowel movement. After a month of this procedure, the bowel movement occurs
after reading the paper. In this example, the CS is:
*
a) reading the paper
b) the bowel movement to the suppository c) the
suppository
d) the bowel movement to reading the paper
Difficulty: Hard
Type: Conceptual
17. For children who suffer from enuresis (chronic bedwetting), the pressure from a full bladder
when the child is asleep is not sufficient to cause the child to awaken. An apparatus is wired to
the childs bed such that when the child urinates during the night, a tone sounds to awaken the
child. Eventually the child learns to awaken to pressure on the bladder, and can then urinate in
the toilet. In this example, the CR is:
a) awakening to the tone b)
urinating in the bed
c) urinating in the toilet
*
d) awakening to pressure on the bladder
Difficulty: Hard
Type: Conceptual
18. In one type of aversion therapy with alcoholics, a drug is added to an alcoholic beverage so
that sipping the beverage causes nausea. Eventually, just the sight and smell of the beverage
causes nausea, which hopefully decreases excessive drinking of alcohol. In this treatment, the
CS is:
a) the drug that causes nausea
b) the nausea that occurs to the smell of the drink
*
c) the smell of the drink
d) the nausea that occurs to the drug
Difficulty: Hard
Type: Conceptual
19. Behaviors that are elicited by prior stimuli and are not affected by their consequences are
called:
a) operant behaviors
*
b) respondent behaviors
c) unconditioned behaviors
d) conditioned behaviors
Difficulty: Easy
Type: Factual
20. A stimulus-response relationship in which a stimulus automatically elicits a response
144
apart from any prior learning defines

a) a conditioned reflex
b) operant conditioning
c) respondent conditioning
*
d) an unconditioned reflex
Difficulty: Easy
Type: Factual
21. Respondent conditioning will develop more quickly and strongly when:
*
a) the CS or US or both are intense rather than weak
b) the CS follows the US by about a half a second, rather than preceding it c)
both the CS and the US are weak rather than intense
d) the CS is paired with the US just once rather than many times
Difficulty: Medium
Type: Conceptual
T 22. A conditioned response may be eliminated more effectively if a new response is

conditioned to the conditioned stimulus at the same time that the former conditioned response
is being extinguished.
Difficulty: Hard
Type: Applied
F 23. Behaviors that are controlled by their consequences are called respondent behaviors.
Difficulty: Easy
Type: Factual
F 24. A conditioned stimulus is said to evoke a conditioned response.
Difficulty: Easy
Type: Factual
T 25. A stimulus that elicits a response without prior learning is called an unconditioned
stimulus.
Difficulty: Easy
Type: Factual
F 26. Stronger conditioning occurs if the CS just follows the US by up to a few seconds,
rather than by preceding the US.
Difficulty: Medium
Type: Conceptual
T 27. When several neutral stimuli precede a US, the stimulus that is most consistently
associated with the US is the one most likely to become a strong CS.
Difficulty: Hard
Type: Conceptual
T 28. It is possible to demonstrate that a neutral stimulus like saccharine can be conditioned
to suppress immune system functioning through Pavlovian conditioning procedures.
Difficulty: Hard
Type: Conceptual
145
Chapter 4. Increasing a Behavior with Positive Reinforcement

1. A positive reinforcer is defined as:

a) an event which, when presented immediately following a behavior, causes the behavior to
decrease in frequency
b) an event which is preferred by a subject
c) an event which the subject finds rewarding
*
d) an event which, when presented immediately following a behavior, causes the behavior to
increase in frequency
Difficulty: Easy
Type:Conceptual
2. The principle of positive reinforcement states that:
a) if, in a given situation, an individual is given a choice of two or more items, the item
chosen will be the positive reinforcer
*
b) if, in a given situation, somebody does something that is immediately followed by a
positive reinforcer, then that person is more likely to do the same thing again
c) if, in a given situation, an individual is positively reinforced, then that individual will
select that situation in future opportunities
d) a reinforcer can be used to strengthen behavior
Difficulty: Easy
Type: Conceptual
3. The best way to determine if something is reinforcing is to:
a) ask the individual what they prefer for a reinforcer
b) watch others perform the same behavior and find out what reinforces them and then use
that with the individual of concern
*
c) conduct an experimental test in which you present an item following some behavior on
several trials to see if the frequency of that behavior increases
d) provide a choice situation in which the something is presented along with known
reinforcers to see if it will be chosen by the subject instead of the known reinforcers
Difficulty: Hard
Type: Conceptual
4. In training programs in which reinforcers are dispensed frequently, its best to use a small
amount of the reinforcer on any one trial in order to:
a) let the client know that theres more to come
*
b) minimize satiation and maximize the number of trials in a training session
c) ensure that the program is cost-effective
d) prevent the client from becoming greedy
Difficulty: Medium
Type: Conceptual
5.
developed the principle that states: For any pair of responses, the more
probable one will reinforce the less probable one.
a) Skinner
b) Michael
*
c) Premack
d) Greenspoon
Difficulty: Easy
Type: Factual
6. Unprogrammed reinforcers that occur in the normal course of everyday living are called:
146
*
a) natural reinforcers
c) contrived reinforcers
Difficulty: Easy
Type: Factual
b) arbitrary reinforcers
d) rewards
7. If a response increases in frequency because of its immediate reinforcing consequences,

this is known as:
*
a) the direct-acting effects of positive reinforcement
b) a functional response-reinforcer relationship
c) the indirect-acting effects of positive reinforcement d)
natural reinforcement
Difficulty: Easy
Type: Factual
8. A parent tells a child, If you pick up the toys in your room, then Ill take you to buy your
favorite ice cream after dinner. This is an example of:
a) direct acting reinforcement
b) the Premack principle c) a
natural reinforcer
*
d) indirect acting reinforcement
Difficulty: Medium
Type: Conceptual
9. Which of the following is not one of the reasons for explaining a reinforcement program to
the individual whose behavior is to be reinforced?
a) Instructions may speed up the learning process for individuals who already understand them.
*
b) Instructions increase the effects of deprivation for making a reinforcer more effective.
c) Instructions may influence an individual to work for delayed reinforcement.
d) Instructions about reinforcement programs may help to teach individuals (such as
young children) to follow instructions.
Difficulty: Hard
Type: Applied
10. Eating is reinforced by the taste of food. This is an example of:
a) indirect acting reinforcement
b) arbitrary reinforcement
* c) natural reinforcement
d) the Premack principl
Difficulty: Medium
Type: Conceptual
11. A coach of young hockey players always has a scrimmage at the end of each practice,
something that the players really enjoy. This is an example of:
* a) noncontingent reinforcement
b) direct acting reinforcement
c) contingent reinforcement
d) indirect acting reinforcement
Difficulty: Medium
Type: Conceptual
12. Giving a person salty foods, or depriving that person of water are examples of:
a) discriminative stimuli
b) unconditioned stimuli
c) direct-acting reinforcers
* d) motivating operations
Difficulty: Medium
Type: Conceptual
147
13. Behaviors that operate on the environment to generate consequences, and are in turn
influenced by those consequences, are called:
a) behaviors
b) respondent behaviors
c) reflexive behavior
* d) operant behaviors
Difficulty: Easy
Type: Factual
14. Strengthening a response by adding an event immediately following that response is
referred to as:
* a) positive reinforcement
b) negative reinforcement
c) escape conditioning
d) the Premack principle
Difficulty: Easy
Type: Factual
15. Events or conditions that temporarily alter the effectiveness of a reinforcer, and increase
the frequency of behavior reinforced by that reinforcer, are called:
a) positive reinforcers
b) direct-acting events
c) indirect-acting events
* d) motivating operations
Difficulty: Easy
Type: Factual
16. If a reinforcer is presented at a particular time, irrespective of the preceding behavior, we say
that the reinforcer is:
* a) noncontingent
b) contingent
c) direct-acting
d) indirect-acting
Difficulty: Easy
Type: Factual
17. When a behavior must occur before a reinforcer will be presented, we say that the
reinforcer is
upon that behavior.
a) noncontingent
* b) contingent
c) direct-acting
d) indirect-acting
Difficulty: M Easy
Type: Factual
18. When reinforcers are manipulated deliberately in a behavior modification program, we say
that they are
reinforcers.
a) direct-acting
b) indirect-acting
c) natural
* d) programmed
Difficulty: Easy
Type: Factual
19. Behaviors that act on the environment to generate consequences and are in turn
influenced by those consequences, are called
behaviors.
* a) operant
b) reflexive
c) covert
d) overt
Difficulty: Easy
Type: Factual
148
20. The principle of

states that there are certain stimuli whose removal
immediately after the occurrence of a response will strengthen that response.
a) positive reinforcement
b) non-contingent reinforcement
* c) negative reinforcement
d) motivating operations
Difficulty: Easy
Type: Conceptual
21. A behavior that is strengthened because it accidently precedes a reinforcer, even though
it did not actually produce the reinforcer, is called:
a) operant behavior
* b) superstitious behavior
c) respondent behavior
d) reflexive behavior
Difficulty: Easy
Type: Factual
T 22. Technically speaking, a stimulus is defined as a reinforcer only by its effects on
behavior.
Difficulty: Easy
Type: Conceptual
F 23. Explaining a reinforcement program to a client is necessary before a reinforcer can be

used to increase the frequency of a particular behavior of that client.
Difficulty: Medium
Type: Conceptual
F 24. Natural reinforcers are those deliberately presented following a particular behavior in a
training program.
Difficulty: Easy
Type: Factual
T 25. The terms positive reinforcement and reinforcement are often used interchangeably.
Difficulty: Easy
Type: Factual
T 26. Consumable, activity, manipulative, possessional, and social are categories of
reinforcers.
Difficulty: Easy
Type: Factual
F 27. Giving a child her favorite candy following a desirable behavior is an example of a
motivating operation.
Difficulty: Medium
Type: Factual
T 28. Food deprivation is a type of motivating operation.
Difficulty: Easy
Type: Factual
149
F 29. The increased frequency of a response because of its immediate reinforcing

consequences is referred to as the indirect-acting effect of reinforcement.
Difficulty: Easy
Type: Conceptual
T 30. When a behavior must occur before a reinforcer will be presented, we say that the
reinforcer is contingent upon that behavior.
Difficulty: Medium
Type: Conceptual
F 31. Unprogrammed reinforcers that occur in the normal course of everyday living are
called arbitrary reinforcers.
Difficulty: Easy
Type: Factual
32. Persons with developmental disabilities learn certain discriminations better when the
correct response reveals a reinforcer hidden inside a container, rather than when a
reinforcer is simply handed to the individual for a correct response. Martin and Pear
suggest that such a contingency should be described as:
a) a direct-acting contingency
b) an indirect-acting contingency
* c) a reinforcer-discovery contingency
d) a response equilibrium contingency
Difficulty: Medium
Type: Conceptual
33. Suppose that a single occurrence of a consequence produces a large change in the behavior
that preceded that consequence. This is a clue that the results are due to:
* a) indirect-acting reinforcement
b) direct-acting reinforcement
c) the Premack principle
d) response disequilibrium
Difficulty: Hard
Type: Conceptual
34. Suppose that a critical response precedes the reinforcer by more than 30 seconds. This is a
clue that the results are due to:
a) the Premack principle
b) direct-acting reinforcement
* c) indirect-acting reinforcement
d) response disequilibrium
Difficulty: Hard
Type: Conceptual
True/False Questions on NfFL Section (Note: Correct answer indicated in left margin)
T 35. A behavior change is likely due to indirect acting effects of positive reinforcement if the
behavior that is measured shows some increase in strength prior to the first occurrence of the
consequence.
Difficulty: Medium
Type: Conceptual
T 36. Animals can learn even though they are not able to verbalize an understanding or an
awareness of their behavior.
150
Difficulty: Easy
Type: Factual
151
Chapter 5. Increasing Behavior with Conditioned Reinforcement

1. A stimulus which is not originally reinforcing but which acquires reinforcing power through
association with a stimulus that is reinforcing is called:
*
a) a conditioned reinforcer
b) a conditioned stimulus
c) a natural reinforcer
d) a back-up reinforce
Difficulty: Easy
Type: Conceptual
2. A dollar bill may not be reinforcing for a young child who has had no experience with money.
However, after the dollar bill is paired with a variety of back-up reinforcers while making various
purchases in the store, the dollar bill becomes a powerful reinforcer. This is an example of the
development of a:
a) extrinsic reinforcer
* b) generalized conditioned reinforcer
c) simple conditioned reinforcer
d) primary reinforce
Difficulty: Medium
Type: Conceptual
3. A reinforcer for which tokens can be exchanged in order to maintain their reinforcing power
is called a(n):
a) secondary reinforcer
b) conditioned reinforcer
*
c) back-up reinforcer
d) primary reinforce
Difficulty: Easy
Type: Factual
4. Stimuli which are reinforcing without prior learning are called:
a) conditioned reinforcers
b) back-up reinforcers
c) intrinsic reinforcers
* d) primary reinforcers
Difficulty: Easy
Type: Factual
5. For someone who has not eaten for several hours, food would be a
as it is naturally reinforcing in and of itself.
*
a) primary
b) conditioned
c) back-up
d) secondary
Difficulty: Medium
Type: Factual
reinforcer,
6. Conditioned reinforcers that can be accumulated and exchanged for other reinforcers are
known as:
a) adventitious reinforcers
* b) tokens
c) back-up reinforcers
d) extrinsic reinforcers
Difficulty: Easy
Type: Factual
7. Which of the following is a stimulus that is a conditioned reinforcer (i.e., associated with
more powerful reinforcers) but is not a token?
a) gold stars on an improvement chart
b) coupons for food products
*
c) the sight of a loved one
d) money
Difficulty: Easy
Type: Conceptual
152
8. In a behavior modification token system, tokens can be exchanged for more powerful
reinforcers called:
a) extrinsic reinforcers
b) primary reinforcers
c) intrinsic reinforcers
* d) back-up reinforcers
Difficulty: Easy
Type: Conceptual
9. A stimulus which is not originally punishing but which acquires punishing power through
association with a stimulus that is punishing is called a(n):
*
a) conditioned punisher
b) warning stimulus
c) unconditioned punisher
d) conditioned stimulus
Difficulty: Easy
Type: Conceptual
10. A reinforcer that is based on a number of different back-up reinforcers is called a(n):
a) natural reinforcer
* b) generalized reinforcer
c) intrinsic reinforcer
d) extrinsic reinforce
Difficulty: Easy
Type: Factual
11. At the end of a poker game, poker chips that you have obtained can be exchanged for
money. In this case, money can best be described as a(n):
* a) back-up reinforcer
b) unconditioned reinforcer
c) natural reinforcer
d) conditioned reinforce
Difficulty: Medium
Type: Factual
12. In Erins program, the time on Facebook or YouTube are examples of:
a) tokens
* b) back-up reinforcers
c) unconditioned reinforcers
d) intrinsic reinforcers
Difficulty: Medium
Type: Factual
13. Which of the following is most likely to be a primary reinforcer?
a) a toy
b) money
* c) a candy bar
Difficulty: Easy
Type: Factual
14. Which of the following is a conditioned reinforcer?
a) a drink of water
b) a candy bar
c) warmth from a fireplace
Difficulty: Easy
Type: Factual
15. Praise is best referred to as a(n):
a) natural reinforcer
c) intrinsic reinforcer
Difficulty: Easy
Type: Factual
d) poker chips
*d) money
* b) generalized reinforcer
d) back-up reinforce
16. Conditioned reinforcers that can be accumulated and exchanged for other reinforcers are
called:
a) backup reinforcers
* b) tokens
153
c) natural reinforcers
Difficulty: Easy
Type: Factual
d) intrinsic reinforcers
F 17. Back-up reinforcers are stimuli that are naturally reinforcing in and of themselves,
such as food for someone who has not eaten for several hours.
Difficulty: Medium
Type: Conceptual
F 18. A primary reinforcer is a reinforcer that is based on a number of different back-up
reinforcers.
Difficulty: Easy
Type: Conceptual
T 19. A conditioned reinforcer that is a generalized reinforcer is more effective than one that
is not.
Difficulty: Easy
Type: Conceptual
T 20. Conditioned reinforcers that can be accumulated and exchanged for other reinforcers
are called tokens.
Difficulty: Easy
Type: Factual
T 21. A stimulus that is paired with punishment becomes a conditioned punisher.
Difficulty: Easy
Type: Conceptual
T 22. Automatic conditioned reinforcement enables us to explain why babies babble a great
deal, even when no adults are around.
Difficulty: Easy
Type: Conceptual
F 23. Research shows that, although the smell and taste that occurs while smoking
cigarettes are paired with the reinforcing effects of nicotine in the bloodstream, the smell and
taste of cigarettes do not become conditioned reinforcers for regular smokers.
Difficulty: Medium
Type: Conceptual
154
Chapter 6. Decreasing a Behavior with Extinction

1. If, in a given situation, an individual emits a previously reinforced response that is not
followed by the usual reinforcing consequence, then that person:
*
a) is less likely to do the same thing again in that situation
b) will stop emitting that behavior immediately in that situation
c) is more likely to do the same thing again in that situation d)
will become very aggressive in that situation
Difficulty: Medium
Type: Conceptual
2. When observing an undesirable behavior prior to introducing an extinction program, you
would take into account:
*
a) events that may be reinforcing the behavior
b) ways to minimize the number of trials for the extinction program
c) punishers that may be used to decrease the behavior that is to be extinguished
d) how to implement the program without the clients knowledge
Difficulty: Easy
Type: Conceptual
3. An extinction program may fail because:
a) spontaneous recovery did not occur
*
b) a desirable alternative behavior was not appropriately strengthened
c) instructions were not given to the client prior to the program
d) prior to the extinction program, the behavior was on a continuous rather than an
intermittent schedule of reinforcement
Difficulty: Hard
Type: Conceptual
4. The reappearance of an extinguished behavior following a rest is called:
a) intermittent reinforcement
b) an extinction burst
* c) spontaneous recovery
d) indirect reinforcement
Difficulty: Easy
Type: Factual
5. It is important to consider the setting in which extinction will be carried out in order to:
a) capitalize on use of instructions
*
b) minimize the influence of alternative reinforcers on the undesirable behavior
c) put the undesirable behavior on intermittent reinforcement before introducing
extinction
d) minimize spontaneous recovery
Difficulty: Medium
Type: Conceptual
6. Which of the following is not a potential problem of an extinction program?
a) The behavior may get worse before it gets better.
b) The program may produce aggression by the person whose behavior is being
extinguished.
c) Spontaneous recovery may occur.
*
d) Other reinforced behaviors will also decrease in frequency.
Difficulty: Hard
155
Type: Applied
7. It is important to consider the setting in which extinction will be carried out in order to:
a) capitalize on use of instructions
b) put the undesirable behavior on intermittent reinforcement before introducing
extinction
*
c) maximize the chances of the behavior modifier persisting with the program
d) minimize spontaneous recovery
Difficulty: Medium
Type: Applied
8. A behavior is likely to extinguish very slowly if:
*
a) that behavior was reinforced intermittently prior to the extinction program
b) that behavior was reinforced continuously prior to the extinction program c) an
alternative desirable behavior is reinforced
d) there is no aggression as a side-effect
Difficulty: Medium
Type: Applied
9. If you tell someone to stop eating candies, and the person stops, that is an example of:
a) extinction
b) the Premack principle
*
c) instructional control over behavior
d) indirect-acting reinforcement
Difficulty: Medium
Type: Factual
10. If a parent ignores the behavior of a child, that is an example of extinction if:
a) the child listens to the parent
* b) the parents attention was reinforcing the
childs behavior
c) the child is obedient
d) the childs behavior was annoying to the
parent
Difficulty: Medium
Type: Factual
11. Behavior that extinguishes slowly is said to be:
a) reinforced intermittently
b) showing spontaneous recovery
* c) resistant to extinction
d) exhibiting extinction bursts
Difficulty: Easy
Type: Factual
12. An increase in responding during extinction is commonly referred to as:
* a) an extinction burst
b) spontaneous recovery
c) an establishing operation
d) a pitfall of extinction
Difficulty: Easy
Type: Factual
13. Extinction and forgetting are similar in that both involve:
a) weakening a behavior as a function of that behavior being emitted without being
reinforced
b) weakening a behavior as a function of time following that behavior
c) weakening a behavior as a function of intermittent reinforcement
*
d) weakening of behavior
156
Difficulty: Medium
Type: Conceptual
14. Suppose that, following instances of a child swearing, the parents said to the child, You
have just lost 25 cents of your weekly allowance. This is an example of:
a) extinction
c) reprimand punishment
b) forgetting
* d) response cost punishment
Difficulty: Medium
Type: Factual
F 15. An example of extinction is when you tell someone to stop smoking cigarettes, and the
person stops.
Difficulty: Medium
Type: Factual
T 16. A possible reason for the failure of an extinction program is that the undesirable
behavior is receiving reinforcement from another source.
Difficulty: Medium
Type: Factual
F 17. Ignoring the behavior of a person is always an example of extinction.
Difficulty: Easy
Type: Factual
T 18. Extinction may be quicker after continuous reinforcement than after intermittent
reinforcement.
Difficulty: Medium
Type: Factual
T 19. If a behavior is not reinforced at least once in a while, it will gradually extinguish.
Difficulty: Medium
Type: Factual
F 20. Research has shown that extinction can be successfully applied in any setting.
Difficulty: Easy
Type: Conceptual
F 21. Behavior that has been reinforced on a continuous reinforcement schedule is more
persistent during extinction than behavior that has been reinforced on an intermittent
reinforcement schedule.
Difficulty: Medium
Type: Conceptual
22. Unauthorized reinforcement provided for a behavior being subjected to an extinction

program is the definition of:
a) continuous reinforcement
b) functional reinforcement
* c) bootleg reinforcement
d) intrinsic reinforcement
157
Difficulty: Easy
Type: Factual
23. After Susie appeared to display frequent tantrums that usually led to adult attention, the
treatment program involved giving Susie adult attention once every 30 seconds regardless of
Susies behavior. This treatment program would be referred to as:
a) Intermittent reinforcement
b) Extinction
*
c) Noncontingent reinforcement
d) Bootleg reinforcement
Difficulty: Hard
Type: Applied
158
Chapter 7. Getting a New Behavior to Occur With Shaping

1.
Shaping is referred to as the method of:
* b) successive approximations
c) contingency adjustment
d) self-instruction
Difficulty: Easy
Type: Factual
2.
The form or spatial configuration of a behavior is referred to as:
a) latency of behavior
b) amount of behavior
c) frequency of behavior
* d) topography of behavior
Difficulty: Easy
Type: Factual
3.
The procedure used for developing a new behavior by successively reinforcing closer
approximations and extinguishing preceding approximations to achieve a final desired
behavior is called:
* b) shaping
c) fading
d) discrimination training
Difficulty: Easy
Type: Applied
4.
Shaping is a procedure that involves two basic principles, namely:
a) intermittent reinforcement and extinction
b) continuous reinforcement and instructions
*
c) positive reinforcement and extinction
d) reinforcer sampling and Premack principle
Difficulty: Easy
Type: Conceptual
5.
A guideline for effective application of shaping is to:
*
a) never move to a new approximation until the student has mastered the previous
approximation
b) overtrain at each approximation to ensure mastery
c) reinforce each approximation about 4 times before moving on to the next
approximation
d) make each approximation somewhat difficult to avoid boredom
Difficulty: Medium
Type: Conceptual
6.
Which of the following is not one of the three stages of a shaping program?
a) specify the final desired behavior
b) identify a starting response to work toward the final desired behavior
*
c) extinguish behaviors that interfere with the shaping program
d) reinforce the starting response, and then closer and closer approximations to the final
desired behavior
Difficulty: Easy
Type: Conceptual
7.
A child is reinforced for saying wa-wa, then watah, and finally, water. In this example,
has been shaped.
159
a) frequency
Difficulty: Medium
Type: Factual
*b) topography
c) amount
d) intensity
8.
Across several golf practices, a golfer is reinforced for hitting five shots, then seven shots,
then ten shots, and then fifteen shots. This is an example of
shaping.
a) topography
b) duration
c) intensity
* d) frequency
Difficulty: Medium
Type: Factual
9. Across several practices, a swimmer is reinforced for starting more and more quickly to the
sound of the starters pistol. This is an example of
shaping.
a) duration
b) intensity
* c) latency
d) topography
Difficulty: Medium
Type: Factual
10. Shaping would not be the procedure of choice for:
a) changing the topography of a behavior
*
b) linking a series of responses together
c) increasing the frequency of a behavior d)
decreasing the latency of a behavior
Difficulty: Hard
Type: Conceptual
F 11. Another name for shaping is the method of spontaneous recovery.
Difficulty: Easy
Type: Factual
T 12. In starting a shaping procedure, its difficult to know if you have enough successive
approximations, so you simply give it your best guess and then try out the program.
Difficulty: Medium
Type: Applied
F 13. Although it is necessary to avoid under-reinforcement at any step in a shaping
program, it is not necessary to worry about reinforcing too many times at any step.
Difficulty: Medium
Type: Applied
T 14. The time between the occurrence of a stimulus and the beginning of a response is
referred to as latency.
Difficulty: Easy
Type: Factual
F 15. Gradually lengthening the time of studying before taking a break would be an example of
frequency shaping.
Difficulty: Medium
Type: Factual
T 16. The intensity of a response refers to the physical effect the response has on the
environment.
160
Difficulty: Easy
Type: Factual
F 17. The amount of a particular behavior refers to either its frequency or its intensity.
Difficulty: Easy
Type: Factual
T 18. Shaping appears to be useful in modifying not only external behavior but also internal
behavior.
Difficulty: Medium
Type: Conceptual
F 19. Research has demonstrated that it is not possible to use shaping to influence animals to
engage in behavior that is harmful to them.
Difficulty: Easy
Type: Applied
161
Chapter 8. Developing Behavioral Persistence with Schedules of

Reinforcement
Multiple Choice Questions on Main Text (Note: *indicates the correct answer)
1. When reinforcement occurs after some but not all responses, a(n)
schedule of reinforcement is being used.
a) continuous b) duration
c) interval
* d) intermittent
Difficulty: Medium
Type: Conceptual
2. Each time you turn on the TV, a picture appears. This is an example of:
a) fixed-ratio reinforcement
b) variable-ratio reinforcement
* c) continuous reinforcement
d) fixed-interval reinforcement
Difficulty: Medium
Type: Conceptual
3. During piece-rate pay in a sewing factory, a worker is paid $10.00 for every ten pairs of
pants. This is an example of:
*
a) a fixed-ratio schedule
b) a fixed-interval
schedule c) continuous reinforcement
d) a fixed-duration
schedule
Difficulty: Medium
Type: Conceptual
4. A pause after reinforcement followed by a high rate of responding until the next
reinforcement is the characteristic effect of:
a) FI schedule
b) VI schedule
*
c) FR schedule
d) FR/LH schedule
Difficulty: Easy
Type: Conceptual
5. Reinforcement occurring after a variable number of responses, where the number varies
around some mean value defines the
schedule.
*
a) variable-ratio
b) variable-interval
c) variable-ratio-with-limited-hold
d) variable-interval-with-limited-hold
Difficulty: Easy
Type: Conceptual
6. The advantage of VR over FR in training programs is that:
a) reinforcement occurs after a certain number of responses are emitted
b) a reinforcer is no longer presented following each response
c) the VR generates longer pauses and a steady rate of responding
*
d) the VR generates less pausing and can maintain a high rate with fewer reinforcements
Difficulty: Hard
Type: Conceptual
7. Reinforcement contingent on the first response occurring after a fixed period of time is the
definition of a(n)
schedule.
a) FR b) VR
*c) FI d) FD
162
Difficulty: Easy
Type: Conceptual
8. Reinforcement contingent on the first response occurring within a limited period of time
following the expiration of a fixed interval of time is the definition of:
*
a) FI/LH
b) FR/LH
c) VR/LH
d) VI/LH
Difficulty: Easy
Type: Conceptual
9. An FI/LH is similar to a simple FI schedule, procedurally, in that in both FI and FI/LH:
a) long pauses occur at the beginning of the interval followed by steady responding b)
reinforcement remains available for only a limited period of time
*
c) reinforcement is programmed to occur after the first response after a fixed period of
time
d) reinforcement occurs after a certain number of responses are emitted
Difficulty: Hard
Type: Conceptual
10. A fairly steady or uniform rate of responding between reinforcements is a characteristic
effect of:
*
a) an intermittent schedule
c) a VI schedule
b) an FR schedule
d) an FI schedule
Difficulty: Easy
Type: Conceptual
11. When reinforcement that is contingent on the first response occurs within a limited period
of time following another interval of time, which varies around some mean value, a(n)
schedule is in effect.
* a) variable interval with limited hold
b) fixed interval with limited hold
c) variable interval
d) fixed interval
Difficulty: Easy
Type: Applied
12. A characteristic effect of a VI/LH schedule is:
a) intermittent responding with very little pausing
*
b) steady responding with very little pausing
c) very occasional responding with very frequent pausing d)
steady responding with no pausing
Difficulty: Easy
Type: Conceptual
13. A practical advantage of a VI/LH schedule over an FI/LH schedule is that on a VI/LH
schedule:
a) the behavior is not influenced by outside distractors
b) there are very frequent although small pauses spread uniformly throughout the interval c) it
is easy to monitor the amount of time spent producing the desirable behavior
*
d) there is little or no pausing at the beginning of each interval
Difficulty:
Type: Conceptual
163
14. When reinforcement occurs after the behavior has been engaged in for a continuous period
of time, where the specified time varies around some mean value, there is a(n)
schedule in effect.
a) VR
* b) VD
c) FR
d) VD/LH
Difficulty: Easy
Type: Conceptual
15. At home, checking the clothes dryer for dry clothes will eventually be reinforced by the
clothes being dry. This would be an approximation of a
schedule.
a) fixed-ratio
* b) variable-interval
c) variable-interval-with-limited-hold
d) variable-duration
Difficulty: Hard
Type: Conceptual
16. A child pounds pegs into a peg board and is reinforced by getting the pegs level with the
board. This is an approximation of a
schedule.
a) fixed-duration
b) fixed-ratio
c) variable-interval
* d) variable-ratio
Difficulty: Hard
Type: Conceptual
17. If parents reinforce their childs practicing of a musical instrument by allowing the child a
certain amount of TV time following a fixed amount of practice, this is an approximation of a(n)
schedule.
* a) FD
b) FI
c) FI/LH
d) VI/LH
Difficulty: Hard
Type: Conceptual
18. The statement The time devoted to an activity in a concurrent situation is proportional to
the rate of reinforcement of that activity relative to the rates of reinforcement on the other
concurrent activities, describes:
a) performance on a VI/LH
b) the concurrent schedule law
c) the rate of reinforcement law
* d) the matching law
Difficulty: Easy
Type: Conceptual
19. The response chosen in a concurrent schedule depends on:
a) the relative immediacy of reinforcement
b) the relative magnitude of
reinforcement c) the relative response effort
* d) all of the above
Difficulty: Medium
Type: Conceptual
20. The behavior of hitchhiking (thumbing to obtain a ride) is reinforced on:
a) a VR
* b) a VI/LH
c) a VD
d) a VI
Difficulty: Medium
Type: Conceptual
21. In a
procedure, a distinct stimulus is presented prior to an opportunity for a
response to occur and be followed by a reinforcement, and the next response cannot occur
164
until another stimulus is presented, and so on.

a) free operant
b) reinforcement
* c) discrete trials
d) natural reinforcement
Difficulty: Easy
Type: Applied
F 22. A fixed-duration schedule would be a very good schedule for reinforcing study
behavior.
Difficulty: Easy
Type: Factual
T 23. The inconsistent use of extinction often results in highly persistent undesirable
behavior.
Difficulty: Easy
Type: Conceptual
T 24. The behavior of repeatedly dialing a telephone to call a friend whose line is busy is
reinforced on an approximation of a VI/LH schedule.
Difficulty: Hard
Type: Conceptual
F 25. A teacher might suggest that those students who remain in their desks continuously
for a half-hour interval will be allowed ten minutes to read a book of their choice. This is an
approximation of VI/LH in a training program.
Difficulty: Hard
Type: Applied
T 26. In both VD and FD schedules, reinforcement is contingent on engaging in the behavior
for a continuous time period.
Difficulty: Medium
Type: Conceptual
F 27. A door-to-door salesperson is reinforced on a VI schedule in that a sale is made after
some unpredictable number of responses.
Difficulty: Medium
Type: Conceptual
T 28. Catching a ride on a bus at a bus stop on a regular city route is probably reinforced on
an approximation of an FI/LH schedule.
Difficulty: Medium
Type: Conceptual
F 29. Limited hold in an FI/LH schedule can be exemplified by the amount of time a passenger
waits at a bus stop for a bus to arrive.
Difficulty: Medium
Type: Factual
F 30. A VI/LH would not be used to teach students to sit at their desks, as it would generate
sitting down and standing up at a high rate.
Difficulty: Medium
165
Type: Conceptual
31. Who wrote the classic authoritative work on schedules of reinforcement?
a) Martin and Pear
b) Keller and Skinner
c) Keller and Watson
* d) Ferster and Skinner
Difficulty: Easy
Type: Factual
T 32. It appears that the presence of rule-governed behavior in humans influences them to
make interpretations about schedules of reinforcement that generate behavior patterns that are
different from those caused by the same schedules when applied to animals.
Difficulty: Medium
Type: Applied
F 33. Students are likely to complete less class work and make fewer correct responses when
reinforced according to a fixed page condition than a fixed time condition.
Difficulty: Hard
Type: Applied
T 34. Humans often do not show decreased response rates and pauses in responding where
animals typically do on certain schedules of reinforcement.
Difficulty: Easy
Type: Conceptual
F 35. Preverbal infants show quite different response patterns on certain schedules of
reinforcement than do animals on those same schedules.
Difficulty: Easy
Type: Conceptual
T 36. Schedules of reinforcement can help us in understanding the causes of pathological
gambling that some might attribute to inner compulsions.
Difficulty: Medium
Type: Applied
166
Chapter 9. Responding at the Right Time and Place: Stimulus

Discrimination and Stimulus Generalization
1. A
is defined as any physical event or object in ones immediate
surroundings that impinge on ones sensory receptors and that can affect a behavior.
*
a) stimulus
b) positive
reinforcer c) discriminative stimulus
d) natural reinforce
Difficulty: Easy
Type: Conceptual
2. A (n)
is that which is correlated with the availability of reinforcement for
a particular response.
a) conditioned stimulus
* b) discriminative
stimulus c) warning stimulus
d) controlling stimulus
Difficulty: Easy
Type: Conceptual
3. When a particular behavior is likely to occur in the presence of a particular stimulus and
not others, we say that
exists.
a) behavior persistence
b) stimulus generalization
*
c) stimulus control
d) stimulus discrimination training
Difficulty: Easy
Type: Conceptual
4. Reinforcing a response in the presence of a particular stimulus and extinguishing that
response in the presence of some other stimulus is known as:
a) an intermittent schedule
b) a shaping procedure
c) a reinforcer sampling procedure
* d) stimulus discrimination training
Difficulty: Easy
Type: Conceptual
5. If a child is reinforced for swearing in front of other kids, but not for swearing in the
presence of his parents, we would say that the parents are
for
swearing.
*
a) an S
b) a reinforcer
c) an SD
d) a punisher
Difficulty: Medium
Type: Conceptual
6. A stimulus that is correlated with the availability of reinforcement for a response is known
as:
a) a cue
b) a controlling stimulus
*
c) an SD
d) an S
Difficulty: Easy
Type: Conceptual
7. When two people are eating dinner, the request by one person to pass the salt would be a(n)
for the other person to pass the salt.
a) S
b) controlling stimulus
*
c) SD
d) effective SD
Difficulty: Medium
167
Type: Conceptual
8. A stimulus that is correlated with extinction trials for a particular response is known as:
a) an SD
b) a controlling stimulus
c) a cue
* d) an S
Difficulty: Easy
Type: Conceptual
9. An Out of Order sign on a vending machine is a(n)
for the response of putting
in money.
*
a) S
b) ineffective SD
c) SD
d) controlling stimulus
Difficulty: Medium
Type: Conceptual
10. Which of the following questions are you not likely to ask yourself when you are considering
the selection of a stimulus to be set up as an SD for the behavior of another person?
a) Can the stimulus be presented primarily on occasions on which the response should
occur?
b) Is there a high probability that the person will attend to it?
*
c) Are there a wide variety of reinforcers available that are sufficiently different from one
another?
d) Is the stimulus sufficiently different from other stimuli on more than one dimension?
Difficulty: Hard
Type: Applied
11. What do the authors mean by an error in discrimination training?
a) failing to respond to the S
b) not responding at all
c) responding to the SD
* d) responding to the S
Difficulty: Medium
Type: Conceptual
12. In the case of a man who inadvertently enters the womens washroom, the printed sign on
the door Women is a(n)
for the response of entering, on the part of the man.
* a) ineffective S
b) effective S
c) effective SD
d) ineffective SD
Difficulty: Medium
Type: Conceptual
13. If a childs swearing when playing with friends in the street increases as a function of the
friends natural reactions, then swearing exemplifies:
* a) contingency-shaped behavior
b) rule-governed behavior
c) extrinsic reinforcement
d) intrinsic motivation
Difficulty: Medium
Type: Conceptual
14. The people, objects, and events currently present in ones surroundings that can be
detected by ones sense receptors are referred to as:
a) SDs
* b) stimuli
c) Ss
d) antecedents
Difficulty: Easy
168
Type: Conceptual
15. The procedure by which we learn to emit a specific behavior in the presence of some stimuli
and not in the presence of other stimuli is called:
a) shaping
b) stimulus control training
* c) stimulus discrimination learning
d) contextual control training
Difficulty: Easy
Type: Conceptual
16. If a father were to tell his 16-year-old son, You can use the family car on Saturday if you
mow the lawn on Friday, and if the son mows the lawn on Friday, we would describe the
sons lawn-mowing as:
a) contingency shaped behavior
b) intrinsically motivated behavior
* c) rule-governed behavior
d) self-managed behavior
Difficulty: Medium
Type: Conceptual
17. When behavior becomes more probable in the presence of one stimulus or situation as a
result of having been reinforced in the presence of another stimulus or situation, we say that
has occurred.
*
a) stimulus generalization
b) stimulus discrimination
c) response generalization
d) stimulus control
Difficulty: Medium
Type: Conceptual
18. If teaching a child to say red in the presence of red objects increases the chances that
the child will also say red to pink objects, we say that
has
occurred.
a) response generalization
* b) stimulus
generalization c) stimulus control
d) stimulus
discrimination
Difficulty: Medium
Type: Conceptual
19. Recognizing objects that are red and discriminating them from objects that are green is an
example of:
*
a) conceptual behavior
b) response generalization
c) a stimulus class
d) stimulus generalization
Difficulty: Medium
Type: Conceptual
20. A child learns that a small green Volkswagen and a large white limousine are both cars,
because they share some common features, even though they are very different in many
respects. This represents:
a) stimulus generalization due to considerable physical similarity
b) stimulus generalization due to stimulus equivalence classes
c) stimulus generalization due to behavioral momentum
*
d) stimulus generalization involving a stimulus common-element class
Difficulty: Medium
Type: Conceptual
21. As a result of learning to match a golf ball to a golf club, and a golf club to a golf bag, a
169
child is now able to match a golf bag to a golf ball without specific training to do so. In this
example, the golf ball, the golf club, and the golf bag constitute a(n):
a) stimulus class
* b) stimulus equivalence class
c) stimulus common-element class
d) response class
Difficulty: Hard
Type: Conceptual
F 22.
When a particular behavior is likely to occur in the presence of a particular stimulus
and not others, we say that stimulus generalization exists.
Difficulty: Easy
Type: Conceptual
T 23.
A man walking toward a door with his arms full of purchases is typically an SD
for another person to open the door for him.
Difficulty: Medium
Type: Conceptual
F 24.
An Out of Order sign on a vending machine is an SD for the response of putting in
the money.
Difficulty: Medium
Type: Conceptual
T 25.
An apple, a banana, and a grape are members of a stimulus-equivalence class
called food.
Difficulty: Easy
Type: Factual
F 26.
A stimulus common-element class is made up of stimuli that are physically
different but functionally similar.
Difficulty: Easy
Type: Factual
27. As a result of learning to match A to B and B to C, an individual can now match A to C

without specific training. This is called:
a) stimulus equivalence
* b) transitivity
c) reflexivity
d) symmetry
Difficulty: Medium
Type: Conceptual
28. When the general setting alters the manner in which an individual responds to a
particular stimulus, then
has been demonstrated.
a) stimulus control
b) stimulus equivalence
*
c) contextual control
d) stimulus discrimination
Difficulty: Medium
Type: Conceptual
170
T 29. Stimulus equivalence requires the demonstration of reflexivity, symmetry, and

transitivity.
Difficulty: Easy
Type: Conceptual
F 30. Contextual control refers to a situation where a single stimulus controls a single
response in all settings or contexts.
Difficulty: Easy
Type: Conceptual
171
Chapter 10. Changing the Control of a Behavior with Fading

1.
The gradual change, on successive trials, of a stimulus that controls a response so
that the response eventually occurs to a partially changed or completely new stimulus, is
known as:
*
a) fading
b) stimulus discrimination training
c) shaping
d) SD - S training
Difficulty: Easy
Type: Conceptual
2.
If a parent tries to teach a child to hold a pencil and make a line on a piece of paper by
physically guiding the childs hand, and if over successive trials the physical guidance is
gradually lessened to the point where the child will be able to draw a line without any help
whatsoever, the parent is using:
a) an extinction procedure
* b) a fading procedure
c) SD - S training
Difficulty: Hard
Type: Conceptual
3.
Which of the following is not an advantage of establishing stimulus control without errors?
a) Errors consume valuable time.
b) If an error occurs once, it tends to occur many times even though it is being
extinguished.
*
c) Establishing a mastery criterion without errors leads to increased generalization.
d) The absence of reinforcement when errors are being extinguished often produces
emotional side effects.
Difficulty: Easy
Type: Applied
4.
A stimulus that you want to eventually control a target behavior is called a(n):
a) effective stimulus b) training stimulus
c) starting stimulus * d) final target stimulus
Difficulty: Easy
Type: Factual
5.
The initial stimulus that reliably evokes the desired behavior at the start of a fading
program is known as the:
a) effective stimulus *b) starting stimulus c) discriminative stimulus d) target stimulus
Difficulty: Easy
Type: Factual
6.
George teaches his dog to bring him the morning newspaper by first reinforcing the dog
for sniffing at the paper, then for picking it up in its mouth, then for carrying it a few steps, and
finally for bringing it all the way to him. Georges procedure exemplifies:
a) fading
b) stimulus discrimination training
c) intermittent reinforcement
* d) none of the above
Difficulty: Hard
Type: Applied
7.
When a teacher alters the characteristics of the SD or the S to make them more
noticeable and therefore easier to discriminate during discrimination training with a child, the
teacher is using a(n):
a) extra-stimulus prompt
b) physical prompt
172
c) within-stimulus prompt
Difficulty: Hard
Type: Conceptual
d) modelling prompt
8.
Which of the following is not a major category of prompts?
a) verbal prompts
* b) psychological prompts
c) gestural prompts
d) physical prompts
Difficulty: Easy
Type: Factual
9.
The procedure in which the response remains the same over trials while the
controlling stimulus is gradually changed is called:
a) method of successive approximation
b) shaping
c) stimulus discrimination training
* d) fading
Difficulty: Easy
Type: Conceptual
10. Susan praises her child for saying please before being given a treat and for saying thank
you after receiving the treat. Susans procedure exemplifies:
*
a) stimulus discrimination training
b) extinction
c) fading
d) intermittent reinforcement
Difficulty: Medium
Type: Conceptual
11. When a teacher demonstrates a correct behavior, the teacher is using a(n):
a) physical prompt
b) environmental
prompt c) verbal prompt
* d) modelling prompt
Difficulty: Medium
Type: Conceptual
12. While teaching a child to obtain the appropriate colored object when the teacher said
either blue or green, the teachers pointing to the correct object on a trial would be an
example of:
a) a physical prompt
b) an environmental prompt
*
c) a gestural prompt
d) a modeling prompt
Difficulty: Hard
Type: Conceptual
13. When teaching a child the correct position of the knife, fork, and spoon at a place setting
at a dinner table, the teacher initially draws the location of the utensils on a place mat, and
then fades out the drawing over trials. The drawing on the place mat is a(n):
*
a) extra-stimulus prompt
b) within-stimulus prompt
c) physical prompt
d) time-delay prompt
Difficulty: Hard
Type: Conceptual
T 14. It is advantageous to establish stimulus control without errors because errors
consume valuable time.
Difficulty: Medium
Type: Conceptual
173
F 15. In fading, the response gradually changes, while the general stimulus situation
remains essentially the same.
Difficulty: Easy
Type: Conceptual
T 16. Movements a teacher makes without touching the student in order to evoke a desired
behavior are called gestural prompts.
Difficulty: Easy
Type: Conceptual
F 17. No more than 4 reinforced trials should occur at any given fading step before the
stimuli of that particular step are changed.
Difficulty: Easy
Type: Conceptual
T 18. Fading is a gradual change on successive trials of a stimulus that controls a response,
so that the response eventually occurs to a partially changed or completely new stimuli.
Difficulty: Easy
Type: Conceptual
F 19. Another name for errorless learning is shaping.
Difficulty: Easy
Type: Factual
T 20. Any characteristic of a stimulus that can be measured on some continuum is referred
to as a dimension of a stimulus.
Difficulty: Easy
Type: Factual
21. The method of removing prompts in which a starting stimulus that reliably evokes the
response is gradually changed until the response is evoked by the final desired stimulus is
known as the method of:
a) increasing assistance
* b) decreasing assistance
c) graduated guidance
d) time delay
Difficulty: Easy
Type: Conceptual
22. The method of removing prompts in which the time interval between the final desired
stimulus and the starting stimulus is gradually increased from a very small starting value is
called the method of:
a) increasing time
b) decreasing time
c) graduated guidance
* d) time delay
Difficulty: Easy
Type: Conceptual
174
Chapter 11. Getting a New Sequence of Behaviors to Occur with

Behavior Chaining
1.
A sequence of SDs and Rs in which each R produces the SD for the next R with the entire
sequence followed by a reinforcer is referred to as:
*
a) a behavioral chain
b) shaping
c) fading
Difficulty: Easy
Type: Conceptual
2.
You pour a cup of coffee. You add sugar and then cream. You stir the coffee and then take
a sip. The taste of the coffee with the cream and sugar is the reinforcer. This is an example of:
a) fading
b) shaping
c) a stimulus discrimination
* d) a stimulus-response chain
Difficulty: Hard
Type: Conceptual
3.
In a behavioral chain, a given stimulus is both:
a) an S and a generalized reinforcer
*
b) an SD and a conditioned reinforcer
c) a stimulus and a target stimulus
d) a primary reinforcer and a conditioned reinforce
Difficulty: Easy
Type: Conceptual
4.
A chaining method in which the client is required to attempt each of the steps in the chain
from the beginning to the end on each trial is referred to as:
a) forward chaining
* b) total task presentation chaining
c) pure part chaining
d) backward chaining
Difficulty: Easy
Type: Conceptual
5.
When the initial step of a sequence is taught first, then the first and second steps are
taught and linked together, then the first three steps, and so on until the entire chain is
acquired, this process describes:
a) pure part chaining
* b) forward chaining
c) backward chaining
d) total task presentation chaining
Difficulty: Medium
Type: Conceptual
6.
Which of the chaining methods requires the trainer to spend less time in partial assembly
or disassembly to prepare the task for training?
a) forward chaining
b) backward chaining
*
c) total task presentation chaining
d) pure part chaining
Difficulty: Easy
Type: Conceptual
7.
In
behavior.
a) shaping
c) chaining
, the end result of the procedure is some new stimulus control of a particular
* b) fading
d) prompting
175
Difficulty: Easy
Type: Conceptual
8.
When the goal of a program is to develop some new behavior along some physical
dimension such as force, form, or duration, one should use:
a) fading
* b) shaping
c) chaining
d) prompting
Difficulty: Easy
Type: Conceptual
9.
With
, the terminal behavior is a new sequence of responses, with a clear-cut
stimulus signalling the end of each response and the start of the next.
a) fading
b) shaping
*
c) chaining
d) prompting
Difficulty: Medium
Type: Conceptual
10. The process of breaking a task down into smaller steps or component responses to
facilitate training refers to:
a) forward chaining
b) motivating operation
c) pure part chaining
* d) task analysis
Difficulty: Easy
Type: Conceptual
11. A teacher gradually withdraws her physical guidance that was used to help a nursery
school child learn to trace the letter A. Eventually the child can trace the letter by herself.
This is an example of:
a) chaining
b) shaping
c) prompting
* d) fading
Difficulty: Medium
Type: Conceptual
12. Always having a readily available conditioned reinforcer to strengthen each new response
that is added to the sequence in the chain is a theoretical advantage of:
a) forward chaining
* b) backward chaining
c) total task presentation chaining
d) pure part chaining
Difficulty: Easy
Type: Conceptual
13. In backward chaining, the response that is closest to the main reinforcer:
a) is slowly faded in
b) is conditioned last
*
c) is conditioned first
d) is slowly faded out
Difficulty: Medium
Type: Conceptual
T 14. A behavioral chain is called a chain because it consists of stimulus-response links

that are connected or chained together.
Difficulty: Medium
Type: Conceptual
T 15. After many trials, the stimulus that occurs immediately following each step in a chain
176
eventually becomes both a conditioned reinforcer for the response that produced that stimulus
and an SD for the following response.
Difficulty: Medium
Type: Conceptual
F 16. The authors recommend backward chaining as the preferred chaining procedure
because it appears to focus on teaching response topography and response sequence
simultaneously.
Difficulty: Medium
Type: Conceptual
T 17. You should begin training a behavioral chain by providing whatever assistance is
necessary for the client to perform each of the steps on every trial.
Difficulty: Medium
Type: Applied
F 18. Feeding a person very salty food, which would establish water as a reinforcer and also
evoke behavior such as asking for a drink (that has been reinforced by receipt of water), is an
example of forward chaining.
Difficulty: Hard
Type: Applied
F 19. An adventitious chain is one in which each response component of the chain is
necessary for reinforcement.
Difficulty: Medium
Type: Conceptual
T 20. In a long behavioral chain, the stimuli at the beginning of the chain begin to take on the
properties of Ss, and their quality of being SDs decreases.
Difficulty: Medium
Type: Applied
177
Chapter 12. Differential Reinforcement Procedures to Decrease

Behavior
1. You are likely to reinforce (by answering pleasantly and with interest) an acquaintance who
telephones you if such calls occur at a reasonably low rate, but not if they occur at such a high
rate that you feel hassled. You friend is being reinforced on a(n):
*
a) DRL schedule
b) DRO schedule
c) DRA schedule
d) DRI schedule
Difficulty: Hard
Type: Applied
2. Reinforcement is given at the end of a session, provided that the number of responses
during that session do not exceed some specified limit. This is the definition of:
*
a) limited-responding DRL
b) interval DRL
c) spaced-responding DRL
d) limited-hold DRL
Difficulty: Easy
Type: Conceptual
3. When the session is divided into intervals and reinforcement is given at the end of each
interval in which the number of responses do not exceed some specified limit, then a(n)
schedule is being applied.
a) VI/LH
b) spaced-responding DRO
c) DRA
* d) limited-responding DRL
Difficulty: Medium
Type: Conceptual
4. Reinforcement is given immediately after a response during a session, provided that that
response is separated from the preceding response by some minimal time period. This refers
to a(n):
a) FI/LH
b) limited-responding DRL
c) VI/LH
* d) spaced-responding DRL
Difficulty: Easy
Type: Applied
5. On a(n)
schedule of reinforcement, responding too soon means that the time
interval will recycle so that a reinforced response must occur a minimum of a specified
interval of time following a preceding response.
a) limited-responding DRL
b) interval DRL
*
c) spaced-responding DRL
d) limited-hold DRL
Difficulty: Easy
Type: Applied
6. On a(n)
schedule of reinforcement, responding by the individual before the time
interval has passed has no programmed consequences.
a) spaced-responding DRL
* b) FI
c) limited-responding DRL
d) FD
Difficulty: Easy
Type: Applied
7. It would be appropriate to use a DRL schedule of reinforcement when a behavior:
* a) occurs at greater than the desired rate b) does not occur
178
c) occurs at very low rates
d) is harmful to the client or others
Difficulty: Medium
Type: Conceptual
8. On a(n)
schedule of reinforcement, a reinforcer is presented if a specified period
of time passes and a particular behavior does not occur during that time.
a) DRA
b) DRI
c) DRL
* d) DRO
Difficulty: Easy
Type: Conceptual
9. Jack works at a job where he is paid by the hour. Jack is being reinforced on a
schedule.
a) fixed-ratio
b) fixed-interval
*
c) fixed-duration
d) variable-interval
Difficulty: Medium
Type: Conceptual
10. An individual is reinforced if a target response does not occur throughout a particular
interval, and each response typically resets the interval back to zero. This refers to a(n)
schedule.
a) DRI
* b) DRO
c) DRA
d) spaced-responding DRL
Difficulty: Easy
Type: Conceptual
11. A
is a schedule for decreasing a response by reinforcing an alternative
response that is incompatible with the response to be eliminated.
a) DRO
b) DRA
* c) DRI
d) spaced-responding DRL
Difficulty: Easy
Type: Conceptual
12. When Suzie plays the slot machines in Las Vegas, her gambling behavior is reinforced on a
schedule.
a) variable-interval
b) variable-duration
c) fixed-ratio
* d) variable-ratio
Difficulty: Medium
Type: Conceptual
13. A student who studies frequently in order to do well on unannounced pop quizzes in one of
her courses is showing the effects of:
a) a VI schedule
b) a VR schedule
* c) a VI/LH schedule
d) a VD schedule
Difficulty: Medium
Type: Conceptual
14. A procedure that involves extinction of a problem behavior, combined with reinforcing a
behavior that is topographically dissimilar to, but not necessarily incompatible with
the problem behavior is known as a:
a) DRL schedule
* b) DRA schedule
179
c) DRO schedule
Difficulty: Easy
Type: Conceptual
d) DRI schedule
F 15. Limited-responding DRL is useful when two conditions hold: (a) some of the behavior is
tolerable, but (b) the behavior must also be engaged in for a fixed period of time.
Difficulty: Easy
Type: Conceptual
T 16. Spaced-responding DRL is useful when the behavior you want to reduce is actually
desirable, provided it does not occur at too high a rate.
Difficulty: Medium
Type: Conceptual
T 17. The O in DRO stands for other responding.
Difficulty: Easy
Type: Factual
F 18. DRL works to the disadvantage of people who are ignorant of its effects by inadvertently
reinforcing behavior that is highly undesirable and harmful to others.
Difficulty: Medium
Type: Applied
T 19. DRA refers to a schedule in which a behavior that is different from, but not
necessarily incompatible with, the problem behavior is reinforced and the problem behavior
is extinguished.
Difficulty: Easy
Type: Applied
T 20.
In the program in which Tommy could earn extra playtime at the end of the day for
having three or fewer talkouts during class, Tommys talkouts may have decreased because
the teacher immediately reinforced Tommy for working without talking.
Difficulty: Hard
Type: Conceptual
F 21.
In the program in which Tommy could earn extra playtime at the end of the day for
having three or fewer talkouts during class, Tommys talkouts decreased because of the directacting effects of reinforcement of free play at the end of the day when he didnt talk out.
Difficulty: Hard
Type:
Applied
180
Chapter 13. Decreasing Behavior with Punishment

1.
An event which, when presented immediately following a behavior, causes the behavior
to decrease in frequency, is referred to as a(n):
a) SD
* b) punisher
c) primary reinforcer
d) natural reinforce
Difficulty: Easy
Type: Factual
2.
Punishers that activate pain receptors or other sense receptors that typically evoke
feelings of discomfort are included in the category of:
*
a) physical punishment
b) time-outs
c) reprimands
d) response cost
Difficulty: Easy
Type: Factual
3.
*
Placing a child in a relatively barren room for a brief period of time is an example of:
b) reprimands
c) time-out
d) response cost
Difficulty: Medium
Type: Factual
4.
Strong negative verbal stimuli make up the category of:
b) response
cost c) time-out
* d) reprimands
Difficulty: Easy
Type: Factual
5. A traffic ticket is an example of:
c) time-out
b) reprimands
* d) response cost
Difficulty: Medium
Type: Factual
6.
A stimulus that was not originally punishing, but that acquired punishing power
through association with other punishers is the definition of:
a) an S
* b) a conditioned punisher
c) a reprimand
d) a non-exclusionary time-out
Difficulty: Easy
Type: Conceptual
7.
Removing the individual for a short time from the situation in which reinforcement
is occurring is classified as:
a) non-exclusionary time-out
b) response cost
*
c) exclusionary time-out
d) negative reinforcement
Difficulty: Easy
Type: Conceptual
8.
Introducing into the situation a stimulus associated with less reinforcement is referred
to as:
181
a) response cost
c) negative reinforcement
Difficulty: Easy
Type: Conceptual
b) exclusionary time-out
* d) non-exclusionary time-out
9.
If a teacher is unable to detect most instances of a behavior to be punished, then
the teacher should have serious doubts about the value of implementing a punishment
procedure because:
a) the student seems to get used to the punisher and can put up with more of it
*
b) intermittent punishment is less effective than continuous punishment
c) you cannot apply an experimental test to this type of situation to detect all instances of the
undesirable behavior
d) this increases the likelihood that the punisher will become a positive reinforce
Difficulty: Hard
Type: Applied
10. Parents with good intentions might say to their child, That was good, but... and then
proceed to explain how the behavior could have been even better. Although they hope to be
instructional, they are probably unintentionally applying:
a) shaping
b) positive reinforcement
*
c) punishment
d) fading
Difficulty: Hard
Type: Applied
11. In non-exclusionary time-out, the individual is:
a) taken away to a time-out area
b) ignored while still in the problem situation
* c) timed out in the problem situation
d) removed from reinforcement
Difficulty: Easy
Type: Conceptual
12. As a consequence of coming home later than an agreed-upon curfew, a teenager loses the
privilege of driving the family car for one week. This exemplifies:
a) negative reinforcement
b) time-out
c) physical punishment
* d) response cost
Difficulty: Medium
Type: Applied
13. Punishment is the same as:
c) avoidance conditioning
Difficulty: Easy
Type: Conceptual
b) escape conditioning
* d) none of the above
14. To increase an operant behavior, you can:

a) punish it
*
b) negatively reinforce it
c) withhold reinforcement following the behavior
d) positively reinforce an incompatible behavior
Difficulty: Easy
Type: Conceptual
15. When many of us were children, we learned that asking our parents for treats when they
were in a bad mood usually led to a reprimand. The parental behaviors characteristic of being
182
in a bad mood would be referred to as a(n):

a) SD
b) S
Difficulty: Hard
Type: Conceptual
c) CS
* d) SDp
16. The view that, in some cases, it is desirable to use quicker-acting punishment procedures
to decrease problem behavior rather than slower-acting procedures involving positive
reinforcement of alternative behavior, is referred to as the
position.
a) freedom from harm
* b) right to effective treatment
c) functional communication
d) positive behavior support
Difficulty: Easy
Type: Conceptual
F 17. The principle of punishment states: If, in a given situation, somebody does something
that is immediately followed by the withdrawal of a punisher, then that person is less likely to
do the same thing again when he or she next encounters a similar situation.
Difficulty: Easy
Type: Applied
T 18. A factor influencing the effectiveness of punishment consists of minimizing the causes
of the response to be punished. This is typically done by eliminating the SDs that prompt the
undesirable behavior and eliminating reinforcement contingencies that have been maintaining
it.
Difficulty: Medium
Type: Applied
F 19. A common example of response cost that is applied as a punishment by parents to their
children is sending children to their room as a punisher for undesirable behavior emitted
elsewhere in the house.
Difficulty: Medium
Type: Conceptual
T 20. Response cost involves removal of a specified amount of a reinforcer contingent upon a
response.
Difficulty: Medium
Type: Conceptual
F 21. An SD is a stimulus in the presence of which a response will be punished.
Difficulty: Easy
Type: Conceptual
T 22. An S is a stimulus in the presence of which a response will not be reinforced.
Difficulty: Easy
Type: Conceptual
F 23. The right to effective treatment position is that non-aversive methods for eliminating
unacceptable behavior are always at least as effective as punishment, and that there is never
any justification for using pain-inducing punishment.
Difficulty: Medium
Type: Applied
183
T 24. A procedure called functional communication training is one in which children with
developmental disabilities are taught a simple communicative response as an alternative to
self-abuse in order to obtain staff attention.
Difficulty: Easy
Type: Applied
T 25. A recent review of trends in time-out research concluded that more research was needed
to evaluate the relative efficacy of exclusionary vs. nonexclusionary time-out.
Difficulty: Easy
Type: Applied
184
Chapter 14. Establishing Behavior by Escape and Avoidance

Conditioning
1.
Both escape conditioning and the punishment procedure employ:
a) differential reinforcement
b) exclusionary time-outs
*
c) aversive events
Difficulty: Medium
Type: Conceptual
2.
Which procedures both increase the likelihood of the target response?
a) punishment and escape conditioning
*
b) positive reinforcement and escape conditioning
c) positive reinforcement and punishment
d) punishment and avoidance conditioning
Difficulty: Medium
Type: Conceptual
3.
Another name for conditioned aversive stimulus is:
a) S
b) natural punisher
*
c) warning stimulus
d) extrinsic punisher
Difficulty: Easy
Type: Factual
4.
Why do individuals reinforce the undesirable behavior of others?
*
a) the undesirable behavior is an aversive event which reinforcement terminates (for a
while)
b) these individuals are reinforced by other individuals failures c) we
learn more from our mistakes than from our successes
d) the undesirable behavior is undergoing shaping
Difficulty: Hard
Type: conceptual
5.
If you use escape conditioning to change a behavior, the behavior is likely to

.
a) remain the same
b) completely stop
c) decrease
* d) increase
Difficulty: Hard
Type: Conceptual
6.
One of the results of avoidance conditioning is that:
a) it easily generalizes to other situations
*
b) responding decreases very slowly when the backup aversive stimulus may no longer be
forthcoming
c) the results last only for a short time
d) the aversive stimulus must be presented before the avoidance response will occur
Difficulty: Medium
Type: Conceptual
7.
When an aversive stimulus is presented after a response and the response decreases in
frequency, this procedure is called:
a) response cost
185
c) punishment
Difficulty: Easy
Type: Conceptual
d) all of the above
8.
Suppose that a parent says to a child, Clean your room or you cant watch TV, and the
child cleans his room. This is an example of:
b) Sidman avoidance conditioning
c) punishment
* d) rule-governed behavior
Difficulty: Medium
Type: Conceptual
9.
A type of avoidance conditioning that includes a warning stimulus that signals a
forthcoming aversive stimulus is referred to as:
a) Sidman avoidance conditioning
b) non-discriminated avoidance conditioning
*
c) discriminated avoidance conditioning
d) rule-governed avoidance conditioning
Difficulty: Easy
Type: Conceptual
10. A child screams loudly in a restaurant, causing some embarrassment for the parent. The
parent gives the child an extra dessert, and the child is quiet. The parents behavior of giving
the extra dessert has been influenced by:
a) avoidance conditioning
* b) escape conditioning
c) Sidman avoidance conditioning
d) punishment
Difficulty: Hard
Type: Conceptual
11. In a state where it is the law to wear seatbelts while driving, a person does not buckle-up
when starting for work in the morning. But when that person sees a police car just ahead, the
person quickly buckles up. That persons buckling-up behavior has been influenced by:
*
d) punishment
Difficulty: Hard
Type: Conceptual
12. Another name for escape conditioning is:
a) punishment
* b) negative reinforcement
c) discriminated avoidance conditioning
d) Sidman escape conditioning
Difficulty: Easy
Type: Factual
13. Escape conditioning and positive reinforcement are similar in that:
a) both involve aversive events
b) both involve reinforcers
*
c) both lead to an increase in the likelihood of behavior
d) both cause fear as a side effect
Difficulty: Medium
Type: Conceptual
T 14. In avoidance conditioning, the response prevents or postpones the aversive stimulus
rather than removing it.
Difficulty: Medium
186
Type: Conceptual
F 15. Conditioned aversive stimulus is another name for response cost.
Difficulty: Easy
Type: Factual
F 16. In escape conditioning, the aversive stimulus is not present prior to the occurrence of
the response, and the response prevents (or postpones) the aversive stimulus rather than
removing it.
Difficulty: Medium
Type: Conceptual
17. An avoidance schedule in which occasional aversive events are postponed by the emission
of a response and in which no warning stimulus signals the impending occurrence of an
aversive event is referred to as:
*
a) Sidman avoidance conditioning
b) passive avoidance conditioning
Difficulty: Easy
Type: Conceptual
18. In a city where frequent, unpredictable rain showers occur, carrying an umbrella to work
each morning, even though the sky is clear, might be an example of:
b) passive avoidance conditioning
*
d) escape conditioning
Difficulty: Medium
Type: Conceptual
187
Chapter 15. Respondent and Operant Conditioning Together

1.
A child is approached by a dog and is knocked down, which causes fear. The next time
the child sees a dog, the child experiences fear, which subsides when the child runs away
from the dog. The childs fear of the sight of the dog was caused by:
*
d) avoidance conditioning
Difficulty: Hard
Type: Conceptual
2.
A child is approached by a dog and is knocked down, which causes fear. The next time the
child sees a dog, the child experiences fear, which subsides when the child runs away
from the dog. The childs running away from the dog is maintained by:
d) avoidance conditioning
Difficulty: Hard
Type: Conceptual
3.
The child hears the bell (which rings continuously) of an ice cream wagon, goes out to the
street and buys ice cream, bites the ice cream, and salivates. The sound of the bell will become
a(n) for the response of salivation.
*
a) CS
b) US
c) CR
d) SD
Difficulty: Hard
Type: Conceptual
4.
The child hears the bell (which rings continuously) of an ice cream wagon, goes out to the
street and buys ice cream, bites the ice cream, and salivates. The sound of the bell will become
a(n) for going to the street to buy ice cream.
a) CS
b) US
c) CR
*d) SD
Difficulty: Hard
Type: Conceptual
5.
The autonomic reaction that you feel inside during the experience of an emotion is
influenced by:
* b) respondent conditioning
Difficulty: Easy
Type: Conceptual
6.
*
The way that you learn to express an emotion is influenced by:

c) operant conditioning
Difficulty: Easy
Type: Conceptual
7.
The way that you become aware of and describe your emotions is influenced by:
* d) operant conditioning
Difficulty: Easy
Type: Conceptual
188
8.
Suppose, on seeing the host at a party, you think to yourself, He has a big nose. This
would be an example of:
*
a) operant thinking
b) respondent thinking
c) conditioned seeing
d) conditioned sensing
Difficulty: Medium
Type: Conceptual
9.
Suppose, on a warm summer day, you close your eyes and imagine that you are at the
beach, and you visualize a good looking person in a bathing suit. This is an example of: a)
operant thinking
b) operant feelings
*
c) respondent thinking
d) respondent feelings
Difficulty: Medium
Type: Conceptual
10. The emotion called joy (or happiness) is caused by:
a) presentation of aversive stimuli
b) withdrawal of aversive stimuli
*
c) presentation of reinforcers
d) withdrawal of reinforcers
Difficulty: Easy
Type: Conceptual
F 11. The respondent component of emotions involves that part of our nervous system
referred to as the somatic nervous system.
Difficulty: Easy
Type: Factual
F 12. In studies of newborn infants, flinging out the arms sideways is a CR to a loud sound.
Difficulty: Easy
Type: Conceptual
T 13. For most of us, an imminent deadline that we have not yet responded to is a CS for
anxiety.
Difficulty: Easy
Type: Conceptual
T 14. The feeling component of our emotions is controlled by respondent conditioning.
Difficulty: Easy
Type: Conceptual
T 15. In studies of newborn infants, gagging occurs when the back of the mouth is
touched.
Difficulty: Easy
Type: Factual
F 16. In studies of newborn infants, the eye being touched is a CS for blinking.
Difficulty: Easy
Type: Factual
T 17. Withdrawal of reinforcers causes the emotion called anger.
Difficulty: Easy
Type: Conceptual
189
F 18. Withdrawal of punishing events causes an emotion called anxiety.

Difficulty: Easy
Type: Conceptual
F 19. Conditioned sensing involves the operant component of thinking.
Difficulty: Easy
Type: Conceptual
T 20. Conditioned seeing involves the respondent component of thinking.
Difficulty: Easy
Type: Conceptual
21. A form of aversion therapy in which an undesirable reinforcer is repeatedly paired with an
aversive event is referred to as:
a) thought stopping
b) conditioned sensing
c) aversive conditioning
* d) covert sensitization
Difficulty: Easy
Type: Conceptual
22. The procedure of covert sensitization was developed by:
*
a) Cautella
b) Skinner
c) Bandura
Difficulty: Easy
Type: Factual
190
d) Pavlov
Chapter 16. Transferring Behavior to New Settings and Making

It Last: Generality of Behavior Change
1. When behavior becomes more probable in the presence of one stimulus or situation as a
result of having been reinforced in the presence of another stimulus or situation, we say
that
has occurred.
* a) stimulus generalization
c) stimulus discrimination
d) stimulus control
Difficulty: Easy
Type: Conceptual
2. If teaching a child to say dog in the presence of a small brown dog increases the chances
that the child will also say dog to small black dogs and large white dogs, we say that
has occurred.
b) stimulus control
* c) stimulus generalization
d) stimulus discrimination
Difficulty: Medium
Type: Conceptual
3. When the probability of the behavior is different in the presence of two different stimuli or
situations,
is occurring.
* b) stimulus discrimination
c) stimulus shaping
d) stimulus satiation
Difficulty: Easy
Type: Conceptual
4. When a behavior becomes more probable in the presence of a stimulus or situation as a

result of a similar behavior having been strengthened in the presence of that stimulus or
situation,
has occurred.
b) stimulus shaping
* d) response generalization
Difficulty: Easy
Type: Conceptual
5. Which of the following is not a tactic for programming stimulus generalization?

a) making the training situation as similar as possible to the test situation, and if possible,
training in the test situation
b) programming common stimuli by developing the target behavior to stimuli that are
present in both training and test situations
* c) training sufficient response exemplars
d) training sufficient stimulus exemplars
Difficulty: Easy
Type: Applied
6. Training sufficient response exemplars, and varying the responses that are acceptable
during training to increase the probability of a variety of responses occurring in the test
situation are two tactics for:
a) recruiting natural communities of reinforcement
b) programming behavior maintenance
c) stimulus discrimination training
* d) programming response generalization
Difficulty: Easy
191
Type: Applied
7. Which of the following behaviors is not a tactic for programming behavior maintenance?
* a) varying the acceptable behaviors during training to increase the probability of a variety
of behaviors occurring in the test situation
b) teaching people in the natural environment to maintain the target behavior of the
subject;
c) deliberately reinforcing the target behavior in the test situation on an intermittent
schedule of reinforcement
d) ensuring that the target behavior comes under the control of reinforcers in the natural
environment
Difficulty: Easy
Type: Applied
8. Developing a behavior that comes under the control of natural contingencies of

reinforcement so that the behavior will persist after the training contingencies are
withdrawn is called:
a) recruiting reinforcement
b) behavioral persistence
* c) behavioral trapping
d) behavior control
Difficulty: Easy
Type: Conceptual
9. If a behavior is maintained in the natural environment because the subject has been
explicitly taught how to obtain reinforcement from individuals (after emitting the target
behavior), we say that
has occurred.
b) behavioral trapping
c) stimulus generalization
* d) recruiting reinforcement
Difficulty: Easy
Type: Conceptual
10. A child who calls all four-legged animals dogs is exhibiting

a) stimulus equivalence
* c) stimulus generalization
d) response maintenance
Difficulty: Medium
Type: Factual
11. After learning to call her dog Doggie, a baby also refers to her dog as Dogged, Dada,
and Diggy. The child is exhibiting
.
a) stimulus discrimination
* b) response generalization
d) stimulus equivalence
Difficulty: Medium
Type: Conceptual
12. If a child is taught to say dog when viewing different dogs, then the child is likely to
generalize and refer to any variety of dog as a dog. This would be an example of:
* a) training sufficient stimulus exemplars
b) training sufficient response exemplars
c) response generalization
d) behavior maintenance
Difficulty: Medium
Type: Conceptual
13. Within a behavioral approach, a set of stimuli that have some physical characteristic in
common is referred to as:
192
a) a response class
c) a mental representation of objects
Difficulty: Easy
Type: Factual
* b) a common-element stimulus class

14. An infant learns to say doggy to a large dog. Later, the infant sees a different kind of dog
and says doggy. This represents stimulus generalization due to:
a) conceptual learning
b) stimulus equivalence training
* c) physical similarity
d) behavioral momentum
Difficulty: Medium
Type: Conceptual
15. A child learns that a tiny Chihuahua and a large German Shepherd are both dogs, because
they share some common features, even though they are very different in many respects.
This represents:
a) stimulus generalization due to physical similarity
b) stimulus generalization due to equivalence classes
c) stimulus generalization due to behavioral momentum
* d) stimulus generalization due to a stimulus common-element class
Difficulty: Hard
Type: Conceptual
16. If a CS is presented without further pairings with a US, the CS will lose its ability to elicit
the CR. This is known as:
a) operant extinction
* b) respondent extinction
d) behavioral momentum
Difficulty: Easy
Type: Factual
17. One can heat water by placing a tin of it over a campfire, plugging in an electric kettle, or
placing a hot rock into a can of water. These alternatives constitute:
a) a stimulus equivalence class
b) functionally equivalent stimuli
c) a concept
* d) functionally equivalent responses
Difficulty: Hard
Type: Conceptual
18. Adding ed to the ends of verbs to indicate past tense illustrates:

a) stimulus generalization due to conceptual learning
* b) response generalization due to sharing a common characteristic
c) response generalization due to equivalence classes
d) stimulus generalization due to equivalence classes
Difficulty: Medium
Type: Conceptual
19. Suppose that a child is typically noncompliant when asked to do a particular task. The
teacher therefore asks the child to perform three tasks in succession that the child likes to
do, and then asks the child to perform the task on which he is noncompliant. As a result of
this procedure, the child performs all four tasks. This illustrates:
* b) behavioral momentum
Difficulty: Hard
Type: Applied
193
20. The more reinforcement that occurs in a given situation in which a response is reinforced,
the more resistant to disruption that response will be in that situation. This is referred to
as:
* b) behavioral momentum
Difficulty: Easy
Type: Conceptual
F 21.
In stimulus generalization, an individual makes a different response to two different

stimuli, whereas in stimulus discrimination, an individual makes the same response to
two different stimuli.
Difficulty: Easy
Type: Factual
T 22.
Stimulus generalization refers to the transfer of a particular behavior to different

stimuli, whereas response generalization refers to transfer between responses in a
particular setting.
Difficulty: Easy
Type: Factual
F 23.
Making the training situation as different as possible from target situations is a tactic
for programming stimulus generalization.
Difficulty: Easy
Type: Factual
F 24.
Children with developmental disabilities show the same amount of stimulus

generalization when trained with pictures of objects as when trained with the actual
objects.
Difficulty: Medium
Type: Conceptual
194
Chapter 17. Antecedent Control: Rules and Goals

1. On Monday, a parent says to a child, If you clean your room each Saturday morning, Ill
give you two dollars. The next Saturday, the child cleans his room. This illustrates an
example of:
a) a functional response-reinforcer relationship
b) natural reinforcement
* c) rule-governed behavior
d) contingency-shaped behavior
Difficulty: Hard
Type: Conceptual
2. If you tell someone to stop eating candies and the person stops, then that would be an
example of:
a) extinction
b) spontaneous recovery
c) contingency-shaped behavior
Difficulty: Hard
Type: Conceptual
3. A behavior that has been gradually strengthened by the direct-acting effects of

reinforcement is said to be:
* a) contingency shaped
b) stimulus controlled
c) rule-governed
d) instinctive
Difficulty: Easy
Type: Conceptual
4. Rule-governed control over behavior is especially effective when:

a) rapid behavior change is desirable
b) a specific behavior will lead to immediate and severe punishment
c) natural consequences for that behavior are delayed
Difficulty: Hard
Type: Applied
5. A parent says to a child, If you study for an hour each night this week you can watch the
late movie on Friday night. This example involves a(n):
* a) indirect-acting reinforcer
b) direct-acting reinforcer
c) natural reinforcer
d) unconditioned reinforcer
Difficulty: Medium
Type: Conceptual
6. Very few people follow the rule Always wear a helmet when riding a bicycle in order to
avoid brain damage from a serious accident because:
a) there are not enough police officers to adequately enforce it
b) the consequences are very delayed
c) the consequences are only cumulatively significant
* d) the consequences are highly improbable
Difficulty: Medium
Type: Conceptual
7. Few people follow the rule Floss your teeth everyday to prevent tooth decay because:
* a) the consequences of a single such action are too small to be noticed and are only of
195
cumulative significance
b) the consequences for doing so are highly improbable
c) the consequences for doing so are very delayed
d) there are no consequences for doing so
Difficulty: Medium
Type: Conceptual
8. A description of a three-term contingency is referred to as a(n):

a) partial rule
b) rule-governed behavior
c) contingency shaped behavior
* d) rule
Difficulty: Easy
Type: Factual
9. The partial rule drive slowly identifies the:

a) antecedent
b) antecedent and behavior
* c) behavior
d) consequence
Difficulty: Easy
Type: Factual
10. A rule is less likely to be followed if it identifies:

a) a specific behavior
b) a deadline
c) a probable consequence
* d) a small consequence
Difficulty: Easy
Type: Conceptual
11. Which of the following is not accurate?

* a) Do your best goals are more effective than challenging goals.
b) Specific goals are more effective than vague goals.
c) Public goals are more effective than private goals.
d) Goal-setting is more effective if deadlines are included.
Difficulty: Hard
Type: Conceptual
F 12.
Rules that do not contain deadlines are about as effective as rules that do contain
deadlines.
Difficulty: Hard
Type: Conceptual
T 13.
Use of goals to influence performance capitalizes on rule-governed control over

behavior.
Difficulty: Medium
Type: Conceptual
F 14.
Do your best goals are more effective than specific challenging goals.
T 15.
Public goals are more effective than private goals.
Difficulty: Hard
Type: Conceptual
Difficulty: Hard
Type: Conceptual
196
F 16.
Exercising just before going to bed is a recommendation of behavioral sleep therapy.
T 17.
A recommendation of behavioral sleep therapy is that one should not consume

caffeine or alcohol late in the evening.
Difficulty: Easy
Type: Factual
Difficulty: Easy
Type: Factual
F 18.
A recommendation of behavioral sleep therapy is that one should go to bed at the

same time each evening, even if you dont feel sleepy.
Difficulty: Easy
Type: Factual
T 19. A recommendation of behavioral sleep therapy is that one should get up at the same
time each morning, regardless of the time that you went to bed.
Difficulty: Easy
Type: Factual
197
Chapter 18. Antecedent Control: Modeling, Guidance, and

Situational Inducement
1. Which of the following procedures would you probably use if you wanted to decrease an
excessive behavior?
* a) operant extinction
c) shaping
d) fading
Difficulty: Hard
Type: Conceptual
2. A behavioral technique in which a client rehearses particular behaviors in a practice setting

to increase the likelihood that the client will follow those behaviors in the real world is
called:
a) symbolic modeling
b) generalized imitation
* c) role-playing
d) participant modeling
Difficulty: Easy
Type: Conceptual
3. Presenting physical contact to guide someone through appropriate behavior is called:
a) gestural prompting
b) participant modeling
c) modeling
* d) physical guidance
Difficulty: Easy
Type: Factual
4. The term
involves influencing a particular behavior by using situations
and occasions that already exert control over the behavior.
* a) situational inducement
c) rule-governed behavior
d) generalized imitation
Difficulty: Easy
Type: Conceptual
5. Which of the following is not an example of antecedent control:

a) modeling
* b) positive reinforcement
c) physical guidance
d) situational inducement
Difficulty: Easy
Type: Factual
6. Which of the following is not a proposed category of situational inducement?
a) relocating people
* b) counterconditioning
c) moving the activity to a new location
d) changing the time of the activity
Difficulty: Easy
Type: Conceptual
7. It is said that the famous writer Victor Hugo controlled his work habits in his study by
having his servant take his clothes away and not bring them back until the end of the day.
This is an example of:
a) counterconditioning
b) response cost
c) symbolic modeling
* d) situational inducement
Difficulty: Medium
Type: Conceptual
198
8. According to the proposed guidelines for the use of instruction, modeling, and physical
guidance, what behavioral principle is used with all three procedures?
* a) positive reinforcement
b) shaping
c) response cost
d) fading
Difficulty: Easy
Type: Conceptual
9. A parent tells a child, If you clean your room every night before you go to bed this week, Ill
take you to a movie on Saturday, and the child complies. This exemplifies:
a) situational inducement
b) environmental prompting
Difficulty: Medium
Type: Conceptual
10. If after having been reinforced for imitating a number of behaviors, an individual imitates a
completely new behavior the first time that behavior is modeled, we say that
has occurred.
a) novel generalization
c) symbolic modeling
* d) generalized
imitation.
Difficulty: Medium
Type: Conceptual
11. Which of the following is not likely to influence the effectiveness of modeling as a behavior
modification technique?
a) arrange for peers to be models
* b) counterconditioning
c) show the behavior and its effects
d) use multiple models
Difficulty: Easy
Type: Conceptual
12. In order to get up the energy to follow her usual exercise routine on a Saturday afternoon,
the exercise buff places some dumbbells in the center of the den (where she usually
exercises) and turns on the TV to the local fitness channel. Which category of situational
inducement is the exerciser practicing?
a) relocate people
* b) rearrange the existing surroundings
c) move the activity to a new location
d) change the time of the activity
Difficulty: Hard
Type: Conceptual
13. After many interruptions while trying to write the behavior modification text at the
university, Martin and Pear began working at one of their homes. Which category of
situational inducement did they apply?
a) relocate people
b) rearrange the existing surroundings
* c) move the activity to a new location
d) change the time of the activity
Difficulty: Hard
Type: Conceptual
14. Which of the following is not a strategy to be followed to influence the effectiveness of
modelling?
a) arrange for peers to be models
* b) arrange for the modelled behavior to be seen to be ineffective
199
c) use multiple models

d) combine modelling with rules
Difficulty: Easy
Type: Applied
15. A procedure in which a client practices particular behaviors in a practice setting to

increase the likelihood that those behaviors will occur appropriately in the real world is
called:
a) contingency shaping
b) rule-governed control
c) modeling
*d) behavioral rehearsal
Difficulty: Easy
Type: Conceptual
T 16.
Stimulus discrimination and fading are two procedures used to get a desired behavior
to occur in the presence of appropriate stimuli.
Difficulty: Easy
Type: Factual
F 17.
To stop drinking, an alcoholic surrounds himself with members of Alcoholics

Anonymous and stops seeing his old drinking buddies. This is an example of symbolic
modeling.
Difficulty: Medium
Type: Conceptual
F 18.
Punishment is an important antecedent control procedure.
Difficulty: Easy
Type: Factual
F 19.
From a behavioral point of view, imitative learning is considered to be innate in higher

species.
Difficulty: Easy
Type: Conceptual
T 20.
Other peoples actions may become SDs for engaging in similar actions because the
response of imitating often results in reinforcement. This is one process by which
imitative behavior is learned.
Difficulty: Easy
Type: Conceptual
200
Chapter 19. Antecedent Control: Motivation

Multiple Choice Questions on Main Text (Note: *indicates the correct answer)
1. According to Suzies teacher, Suzie is a good student because she is highly motivated. This
is an example of
view of motivation:
a) a behavioral
b) Michaels
* c) a traditional
d) Skinners
Difficulty: Medium
Type: Factual
2. Events that temporarily alter the effectiveness of consequences as reinforcers or punishers

are called:
a) establishing operations
* b) motivating operations
c) abolishing operations
d) reinforcing operations
Difficulty: Easy
Type: Factual
3. Feeding a person salty food increases the reinforcing value of water for that person. Feeding
someone salty food would therefore be an example of a(n):
a) UMAO
b) CMAO
c) CMEO
* d) UMEO
Difficulty: Medium
Type: Conceptual
4. With unconditioned motivating operations:

* a) the value-altering effect is innate and the behavior altering effect is learned
b) the value-altering effect is learned and the behavior altering effect is innate
c) both the value-altering and behavior altering effects are innate
d) both the value-altering and behavior altering effects are learned
Difficulty: Easy
Type: Conceptual
5. With conditioned motivating operations:

a) the value-altering effect is innate and the behavior altering effect is learned
b) the value-altering effect is learned and the behavior altering effect is innate
c) both the value-altering and behavior altering effects are innate
* d) both the value-altering and behavior altering effects are learned
Difficulty: Easy
Type: Conceptual
6. A parent tells his teenage daughter that she can earn points for mowing the lawn, and when
a certain number of points have been earned, she can exchange them for use of the
family car. The description of the points program is a(n):
a) UMEO
* b) CMEO
c) UMAO
d) CMAO
Difficulty: Medium
Type: Conceptual
7. After eating a big meal, food is no longer a reinforcer. Food satiation is an example of a(n):
a) UMEO
b) CMEO
* c) UMAO
d) CMAO
Difficulty: Medium
Type: Conceptual
201
8. A child comes home from school and is hungry. The parent tells the child that there are
fresh cookies in the cupboard, and the child can have one. This instruction from the parent
is an example of a(n):
a) CMAO
b) S
c) CMEO
* d) SD
Difficulty: Medium
Type: Conceptual
9. Suppose that you have a MasterCard and a Visa and you typically use the MasterCard
because it gives you AirMile points for each person. Suppose further that MasterCard
terminates their AirMiles program and you switch to Visa. The announcement of the
termination of the AirMiles program would be an example of a(n)
for using the
MasterCard:
a) CMEO
b) SD
* c) CMAO
d) S
Difficulty: Medium
Type: Conceptual
10. A parent says water, and the child mimics water. The response of the child is an example
of a(n):
a) tact
b) mand
c) intraverbal
* d) echoic
Difficulty: Medium
Type: Factual
11. A child goes into the kitchen and asks a parent for a glass of milk. The request by the child
is an example of a(n):
* a) mand
b) echoic
c) tact
d) intraverbal
Difficulty: Medium
Type: Factual
12. A parent points to a dog and asks the child, Whats that? and the child replies, dog.
The reply by the child is an example of a(n):
a) echoic
* b) tact
c) mand
d) intraverbal
Difficulty: Medium
Type: Conceptual
13. Observations indicate that a person with severe developmental disabilities engages in
excessive scratching due to reactions by well-meaning staff. By way of treatment, the staff
provides attention to the individual every ten seconds and scratching decreases. The
treatment program would be described as a(n)
for staff attention.
a) UMAO
b) UMEO
* c) CMAO
d) CMEO
Difficulty: Medium
Type: Applied
T
14. A conceptual limitation of the traditional view of motivation is that it involves circular
reasoning.
202
Difficulty: Easy
Type: Conceptual
F 15. The behavioral view of motivation conceptualizes motivation as some thing within us
that causes our actions.
Difficulty: Easy
Type: Conceptual
16. Motivating operations are events that temporarily alter the effects of consequences as
reinforcers or punishers.
Difficulty: Easy
Type: Conceptual
F
17. A motivating abolishing operation increases the effectiveness of a consequence as a

reinforcer.
Difficulty: Medium
Type: Conceptual
T
18. A motivating establishing operation increases the effectiveness of a consequence as a

punisher.
Difficulty: Medium
Type: Conceptual
F
19. With unconditioned motivating operations, the value-altering effect is learned.
Difficulty: Easy
Type: Conceptual
20. With conditioned motivating operations, both the value-altering effect and the behavioraltering effect are learned.
Difficulty: Easy
Type: Conceptual
21. A policeman asks a child, Where do you live? and the child correctly tells the policeman
the address. The response by the child would be referred to as a(n):
a) mand
* b) intraverbal
c) echoic
d) tact
Difficulty: Medium
Type: Conceptual
F
22. A typical MO is likely to affect one behavior, and a given behavior is likely to be affected
by one MO.
Difficulty: Medium
Type: Conceptual
T
23. Ingestion of drugs functions as a motivating operation.
Difficulty: Easy
Type: Conceptual
24. A childs response juice to a parents question What do you want? is an example of an
intraverbal.
203
Difficulty: Medium
Type: Conceptual
204
Chapter 20. Behavioral Assessment: Initial Considerations

Multiple Choice Questions on Text
(Note: * indicates the correct answer)
1. Which of the following is not a reason for collecting accurate data during a baseline
and throughout a program?
a) To help the behavior modifier identify the best treatment strategy.
b) The displayed data may lead to improvements apart from any further treatment
program.
* c) It will demonstrate if adventitious reinforcement occurs while the program is being
implemented.
d) Publicly posted results can be both prompts and reinforcers for the behavior modifiers
for carrying out a program.
Difficulty: Easy
Type: Applied
2. A screening assessment is another name for:

* a) an intake phase
b) a follow-up phase
c) a treatment phase
d) a baseline phase
Difficulty: Easy
Type: Factual
3. The phase used to determine if a particular agency is the appropriate one to deal with
an individuals behavior and what behaviors should be baselined if this agency is the
appropriate one is called the:
a) intervention phase
b) follow-up phase
* c) screening phase
d) validation phase
Difficulty: Easy
Type: Conceptual
4. When a behavior modifier relies on a verbal description of the behavior of a client

through interviews and/or formal questionnaires, we can say s/he is using a(n)
assessment procedure.
a) direct
* b) indirect
c) intellectual
d) psychodiagnostic
Difficulty: Medium
Type: Applied
5. Which of the following is most likely to use an indirect assessment procedure?

a) a teacher working with a student
b) a coach working with an athlete
c) a parent working with a child
* d) a professional therapist working with a
client
Difficulty: Hard
Type: Applied
6. With the aid of a therapist, a client may be encouraged to describe a situation in which
a problem behavior has occurred in the past and to reenact the occurrence of the
problem behavior in that situation. This procedure is known as:
* a) role-playing
b) behavioral
reenactment c) modeling
d) symbolic modeling
Difficulty: Easy
Type: Applied
205
7. Questionnaires, client self-monitoring, role-playing, information from consulting

professionals, and interviews with the client and significant others are the main types
of
assessment procedures.
a) psychological
* b) indirect
c) psychodiagnostic d) direct
Difficulty: Easy
Type: Conceptual
8. A questionnaire that asks significant others or professionals involved with a client to

indicate on a checklist the frequency and/or quality of certain behaviors that the client
may emit is called a:
a) life-history questionnaire
b) problem checklist
c) survey schedule
* d) third-party rating scale
Difficulty: Easy
Type: Factual
9. The behaviors to be improved in a behavior modification program are frequently called:

a) behavioral goals
b) baseline behaviors
* c) target behaviors
d) client objectives
Difficulty: Easy
Type: Factual
10. Which of the following is not one of the advantages of indirect assessment procedures?
* a) They require that observers be appropriately trained.
b) They are convenient.
c) They dont require a substantial amount of time to complete.
d) They provide information about covert behaviors.
Difficulty: Easy
Type: Conceptual
11. The main advantage of direct assessment procedures over indirect assessment
procedures is that the former:
a) are cheaper
b) can be used to provide information about covert behaviors
c) are convenient
* d) are likely to be more accurate
Difficulty: Easy
Type: Factual
12. Which of the following is not one of the reasons for recording accurate data during
the baseline and throughout a behavioral program?
a) It helps to decide initially if the behavior modifier is the appropriate one to design
a program.
b) It helps the behavior modifier to identify the best treatment strategy.
* c) It enables the behavior modifier to refer the problem to the appropriate agency.
d) It helps the behavior modifier to decide if the program is producing desired results.
Difficulty: Easy
Type: Applied
13. If displaying data on an individuals behavior influences that individual to improve

apart from any further treatment program, this process is referred to as:
* a) reactivity
b) a successful baseline
c) self-monitoring
d) recording and graphing
Difficulty: Easy
206
Type: Conceptual
14. Which of the following is not a goal of behavioral assessment?
a) to identify behavioral excesses or deficits
b) to evaluate the effects of interventions
c) to identify causes of current problem behaviors
* d) to diagnosis or classify individuals
Difficulty: Easy
Type: Conceptual
T 15. The only differences between a training program, a therapy program, and an
intervention strategy are the settings and clients for which they are used.
Difficulty: Hard
Type: Conceptual
F 16. A direct assessment procedure is one which typically relies on a verbal description
of the problem behavior emitted by the client.
Difficulty: Easy
Type: Conceptual
T 17. A preprogram assessment, a treatment phase, and a follow-up phase are three of
the minimal components of a behavior modification program.
Difficulty: Easy
Type: Conceptual
F 18. A screening or intake assessment is another name for a baseline phase.
Difficulty: Easy
Type: Factual
F 19. Behavioral assessment views test performance as a sign of an enduring

intrapsychic trait.
Difficulty: Easy
Type: Conceptual
T 20. Behavioral assessment assumes that covert behaviors are like overt behaviors in
terms of their controlling variables.
Difficulty: Medium
Type: Conceptual
F 21. Sport-specific behavioral checklists, like traditional psychological tests, have norms.
Difficulty: Easy
Type: Conceptual
T 22. Sport-specific behavioral checklists provide information for designing effective

interventions for improving athletic performance.
Difficulty: Easy
Type: Conceptual
207
Chapter 21. Direct Behavioral Assessment: What to Record and How

1. If a steep slope is shown on a cumulative graph, you can infer that:
* a) a high rate of responding is occurring
b) no responding is occurring
c) a medium to low rate of responding is occurring
d) a low rate of responding is occurring
Difficulty: Hard
Type: Conceptual
2. The amount of time that a particular behavior lasts or continues on a particular instance is
called the:
a) timing of a response
* b) duration of a response
c) latency of a response
d) frequency of a response
Difficulty: Easy
Type: Factual
3. The amount of time it takes until an individual initiates a response after the presentation
of a particular stimulus is called the:
a) frequency of a response
b) duration of a response
c) time-sampling of a response
* d) latency of a response
Difficulty: Easy
Type: Factual
4. The time between the question, What time is it? and the answer given by someone, Two
oclock is the:
* a) latency of a response
b) frequency of a response
c) duration of a response
d) timing of a response
Difficulty: Medium
Type: Factual
5. Recording every instance of a particular behavior during a specified time segment is

the definition of a(n)
recording system.
a) interval
b) time-sampling
c) fixed-duration
* d) continuous
Difficulty: Easy
Type: Factual
6. The counting of every instance that a person swears during a 1-hour interval is an example
of a(n)
recording system.
* a) continuous
b) time-sampling
c) fixed-duration
d) interval
Difficulty: Medium
Type: Factual
7. When an observation period is divided into equal segments of relatively short duration and
the occurrence or nonoccurrence of a specific behavior is recorded a maximum of once per
segment, we say that a(n)
recording system is in effect.
a) fixed-duration
b) fixed-interval
c) time-sampling
* d) interval
Difficulty: Hard
Type: Conceptual
8. If the in-seat behavior of a child in a classroom is recorded in ten-second segments

successively throughout a one-hour period, the recording system that is being used is
208
called a(n)
a) fixed-interval
Difficulty: Hard
Type: Conceptual
9.
recording system.
b) time-sampling
* c) interval
d) fixed-duration
If a parent checks whether or not a child is watching TV by observing the child for a
few seconds each hour on the hour throughout a day, that parent is using a(n)
recording system.
a) fixed-interval
* b) time-sampling
c) interval
d) continuous
Difficulty: Hard
Type: Conceptual
10. When would one select a continuous recording system over an interval recording system?
a) when the main concern is percent of appropriate responses
b) when successive responses can be of variable duration
* c) when successive responses are quite similar in duration
d) when instances of behavior can be of long duration
Difficulty: Hard
Type: Applied
11. The amount of agreement between independent observers on the occurrence of

specific instances of a particular behavior is referred to as:
a) independent reliability
b) observer reliability
c) independent observer reliability
* d) interobserver reliability
Difficulty: Easy
Type: Conceptual
12. An acceptable IOR in a research program is:

* a) 80100%
b) 75100%
c) 90100%
d) anything over 70%
Difficulty: Easy
Type: Factual
13. Assessment instruments such as the ABLA-R test that determine the ease or difficulty
with which an individual can learn various discriminations are primarily assessing:
b) behavior maintenance
* c) stimulus control
Difficulty: Easy
Type: Conceptual
14. The formula for computing IOR on data collected from interval recording is:
a) disagreements divided by the total number of intervals, multiplied by 100%
b) disagreements divided by agreements + disagreements on the occurrence of a
behavior, multiplied by 100%
* c) agreements divided by agreements + disagreements on the occurrence of a behavior,
multiplied by
100%
d) agreements divided by disagreements on the occurrence of a behavior, multiplied by
100%
Difficulty: Easy
Type: Applied
209
15. Which of the following is not one of the levels or tasks assessed by the ABLA-R test?
a) position discrimination
b) visual discrimination
c) auditory-visual combined discrimination
* d) visual-auditory combined discrimination
Difficulty: Easy
Type: Conceptual
T 16. The data line on a cumulative graph can never decrease.
Difficulty: Easy
Type: Conceptual
T 17. On a cumulative graph, a flat line would indicate a zero rate of responding.
Difficulty: Easy
Type: Conceptual
F 18. An interval recording system is one in which the observation period is scored as
occurring or not occurring during very brief observation intervals, each of which
is separated by some longer period of time.
Difficulty: Easy
Type: Conceptual
T 19. The ABLA-R test assesses the ease or difficulty with which persons with
developmental disabilities are able to learn a simple imitation task and several twochoice discrimination tasks.
Difficulty: Medium
Type: Conceptual
T 20. When the observational method affects the behaviors being observed, we say that the
observation is obtrusive.
Difficulty: Hard
Type: Conceptual
F 21. It is not acceptable to include agreement on blank intervals in computing an IOR when
one is interested in decreasing a behavior and having agreement that the behavior did
not occur.
Difficulty: Hard
Type: Applied
210
Chapter 22. Doing Behavior Modification Research

1. A baseline phase, a treatment phase, a return to baseline phase, and a return to the
treatment phase are the components of the:
a) multi-element design
b) multiple-baseline design
c) changing criterion design
* d) reversal-replication design
Difficulty: Easy
Type: Applied
2. The baseline phase of the reversal-replication design should continue until the pattern of
performance is
or until it shows a trend in the direction
that predicted
when treatment is introduced.
a) increasing; the same as
b) decreasing; opposite to
* c) stable; opposite to
d) decreasing; the same as
Difficulty: Hard
Type: Applied
3. A(n)
design calls for the introduction of the treatment sequentially across two or
more behaviors.
* a) multiple-baseline across behaviors
b) ABAB
c) multiple-baseline across treatments
d) ABAC
Difficulty: Easy
Type: Conceptual
4. Baseline of self-abusive behavior is taken in a session room and on a ward. Treatment for
self-abuse is then introduced in the session room, and baseline is continued on the ward.
Then, treatment is applied in the session room and the ward. This is a(n)
design.
a) ABAB
b) multiple-baseline across behaviors
c) ABAC
* d) multiple-baseline across situations
Difficulty: Hard
Type: Applied
5. A
design calls for treatment to be introduced on a particular behavior
sequentially across two or more individuals.
* a) multiple-baseline across people
b) multi-element
c) multiple-baseline across behaviors
d) sequential-introduction
Difficulty: Easy
Type: Conceptual
6. In a multi-element design, two separate treatments are applied to the behavior in:
a) a reversal-replication sequence
b) sequential order
* c) randomly alternating sessions
d) a single session
Difficulty: Easy
Type: Conceptual
7. Another name for a multi-element design is
design.
* a) alternating-treatments
b) multiple-baseline
c) reversal-replication
d) changing-criterion
Difficulty: Easy
211
Type: Factual
8. A potential problem with the
design is that one of the treatments may produce
an effect either because of a contrast to the other treatment in alternating sessions or
because of generalization of treatments across conditions.
a) multiple-baseline
* b) multi-element
c) reversal-replication
d) changing criterion
Difficulty: Easy
Type: Applied
9. One aspect of
is to examine the extent to which target behaviors identified for
treatment programs are really the most important for the client and/or society.
a) reliability assessment
b) external validation
c) internal validation
* d) social validation
Difficulty: Easy
Type: Applied
10. Which of the following is not an aspect of social validation?

* a) examining the extent to which the treatment programs are really responsible for
improvement in target behaviors;
b) determining the acceptability to the client of the particular procedures used;
c) determining the extent to which the target behaviors are important to the client;
d) ensuring that the clients and/or their caregivers are satisfied with the results.
Difficulty: Easy
Type: Applied
11. Which of the following is not one of the scientific criteria used to evaluate whether or not a
treatment was responsible for producing a reliable effect on the dependent variable?
a) the immediacy of an observed effect
b) the size of an observed effect
* c) the extent to which an observed effect is socially validated
d) the number of times that an effect is replicated
Difficulty: Easy
Type: Applied
12. Evaluating the practical importance of behavior change to the client and following the
implementation of a behavior modification program, is referred to as:
a) scientific analysis
* b) social validation
c) external validation
d) subjective validation
Difficulty: Easy
Type: Conceptual
13. Baseline data are collected on the name calling, swearing, and spitting behavior of a child
towards other children. A treatment program is then introduced sequentially on the name
calling behavior, then the swearing behavior, and finally the spitting behavior. This is a(n)
design:
a) alternating treatments
* b) multiple-baseline across behaviors
c) multiple-baseline across situations
d) changing criterion
Difficulty: Hard
Type: Conceptual
14. In randomly alternating sessions, a childs swearing behavior at nursery school is either
reprimanded or ignored. This is a
design.
* a) multi-element
b) multiple-baseline across behaviors
212
c) changing criterion
d) multiple-baseline across situations
Difficulty: Medium
Type: Conceptual
15. Evaluating how a client feels about the treatment procedures used in a behavior modification
program provides an assessment of:
a) scientific analysis
b) external validation
* c) social validation
d) subjective evaluation
Difficulty: Medium
Type: Conceptual
16. Over time, successive changes are introduced in the behavioral requirement for treatment,
and the effects of these changes are observed on the treated behavior. This is a
design.
a) multi-element
* b) changing criterion
c) multiple-baseline across behaviors
d) multiple-baseline across situations
Difficulty: Easy
Type: Applied
17. The extent to which the treatment or independent variable was in fact responsible for any
observed changes in the dependent variable is referred to as:
a) social validity
b) external validity
* c) internal validity
d) concurrent validity
Difficulty: Easy
Type: Factual
18. The extent to which findings can be generalized to other behaviors, individuals, settings, or
treatments is referred to as:
a) social validity
* b) external validity
c) internal validity
d) concurrent validity
Difficulty: Easy
Type: Factual
F 19. The treatment program is referred to as the dependent variable and the behavior being
treated is referred to as the independent variable.
Difficulty: Easy
Type: Factual
T 20. A baseline phase should continue until the pattern of performance is stable or until
it shows a trend in the direction opposite to that predicted for treatment.
Difficulty: Medium
Type: Conceptual
F 21. In a reversal-replication design, two replications of each phase are necessary to draw
a valid conclusion.
Difficulty: Easy
Type: Conceptual
T 22. An advantage of multiple-baseline designs over the ABAB design is that the former
does not require a reversal to baseline conditions.
213
Difficulty: Medium
Type: Conceptual
F 23. A limitation of the multiple-baseline across situations design is that the subjects may
influence each other prior to treatment.
Difficulty: Medium
Type: Conceptual
T 24. It is possible to use the alternating treatments design to study topographically

different forms of the behavior.
Difficulty: Medium
Type: Conceptual
F 25. Judgments about the clinical or applied importance of behavior change are referred to
as judgments of external validity.
Difficulty: Easy
Type: Factual
26. Which of the following is not one of the reasons that single-case designs are more popular
than control group designs among behavior modifiers?
a) Single-case designs typically provide potentially valuable information on individual
variation in performance.
* b) Single-case designs are based on assumptions about the distribution of the dependent
variable in the population.
c) Single-case designs require only a few individuals with the same performance problem in
order to evaluate an intervention.
d) In single-case designs, all of the clients receive the treatment at one time or another.
Difficulty: Hard
Type: Applied
27. Which of the following is not commonly used in behavior modification research?
a) reversal-replication design
b) multiple-baseline design across subjects
* c) control group design
d) multiple-baseline design across behaviors
Difficulty: Easy
Type: Conceptual
214
Chapter 23. Functional Assessment of Problem Behavior

1. Searching for variables that might be responsible for causing a problem behavior is referred
to as a:
a) descriptive analysis
* b) functional assessment
c) psychodiagnostic assessment
d) behavioral assessment
Difficulty: Easy
Type: Factual
2. Carefully observing the antecedent and immediate consequences of a problem behavior in

its natural settings is referred to as a(n):
* a) observational assessment
b) functional analysis
c) psychodiagnostic assessment
d) behavioral assessment
Difficulty: Easy
Type: Conceptual
3. Each time that training staff place demands on a nonverbal developmentally disabled child,
the child throws a tantrum and the staff back off. In this example, the childs tantruming
is likely being maintained by:
a) external sensory reinforcement
c) internal sensory reinforcement
d) behavioral chaining
Difficulty: Hard
Type: Conceptual
4. Practicing a reaction that is incompatible with a nervous reaction is a component of:

* a) counterconditioning
b) DRO
d) behavioral trapping
Difficulty: Easy
Type: Conceptual
5. The broadly inclusive assessment approach of including medical and nutritional
information along with behavioral assessments is referred to as:
a) functional analysis
* b) behavioral diagnostics
c) descriptive analysis
d) psychodiagnostic assessment
Difficulty: Easy
Type: Factual
6. Just before displaying a particular problem behavior, a developmentally disabled child

typically looks at a caregiver and smiles. These indicators suggest that the problem
behavior is maintained by:
a) self-stimulation
b) external sensory positive reinforcement
* c) attention from others
d) escape from demands
Difficulty: Hard
Type: Conceptual
7. A developmentally disabled child frequently shows a problem behavior even though it has
no apparent effect on other individuals or the external environment. This is an indicator
that the problem behavior is maintained by:
a) attention from others
* b) internal sensory reinforcement
c) external sensory reinforcement
d) escape from demands
Difficulty: Hard
215
Type: Conceptual
8. A developmentally disabled child frequently shows a problem behavior that produces an
effect on the external environment, and that appears undiminished even though there are
no apparent social consequences. These are indicators that the problem behavior is
maintained by:
a) attention from others
b) escape from demands
c) internal sensory positive reinforcement * d) external sensory positive reinforcement
Difficulty: Hard
Type: Applied
9. A problem behavior consistently occurs in a certain situation or in the presence of certain

stimuli, and is never followed by any clearly identifiable consequence. These are indicators
that the problem behavior is:
* a) an elicited respondent
b) maintained by social positive reinforcement
c) maintained by external sensory positive reinforcement
d) maintained by escape from demands
Difficulty: Hard
Type: Applied
10. A developmentally disabled child frequently scratches herself when smiling, when upset,
when interacting with others, when alone, and whether or not demands are placed on her.
But when she is required to wear thin rubber gloves throughout the day, scratching
gradually decreases to zero. The principle or procedure responsible for her improvement
might best be described as:
a) respondent extinction
* d) operant extinction
Difficulty: Medium
Type: Applied
11. At a restaurant, a child asks his parents for an extra dessert. The parents say no. The child
begins to cry, and the parents then buy the child the extra dessert. In this instance, the
childs crying behavior has been influenced by:
a) social negative reinforcement
* b) external positive reinforcement
c) escape from demands
d) internal sensory positive reinforcement
Difficulty: Hard
Type: Applied
12. Experimentally assessing the effects of potentially controlling variables on the problem
behavior of an individual is referred to as a(n):
* a) functional analysis
b) descriptive assessment
c) observational assessment
d) questionnaire analysis
Difficulty: Easy
Type: Factual
13. A nonverbal child who repeatedly removes her shoes because they squeeze her toes too
tightly is being influenced by:
a) social positive reinforcement
b) external sensory positive reinforcement
c) internal sensory positive reinforcement
* d) nonsocial negative reinforcement
Difficulty: Medium
216
Type: Conceptual
F 14. When a teacher is concerned with decreasing a students undesirable finger snapping
behavior in class, she/he should first identify the IQ of the student.
Difficulty: Hard
Type: Applied
T 15. It is important to consider the causes of undesirable behavior because it may lead one
to appropriately conclude that other specialists should deal with the problem.
Difficulty: Easy
Type: Factual
True/False Question on NfFL Section (Note: * indicates the correct answer)

T
16. A broad meaning of functional analysis is finding a relationship between

examples of two variables, called an independent variable and a dependent
variable.
Difficulty: Easy
Type: Factual
F
17. The topography of a behavior typically tells us a lot about the controlling
variables of that behavior.
Difficulty: Easy
Type: Factual
217
Chapter 24. Planning, Applying, and Evaluating a

Behavioral Program
1. Assume that you are a professional behavior modifier. Under which of the
following conditions would you treat a behavior problem that had been referred to
you?
* a) Once the behavioral goal is reached, it would be easily generalized and maintained.
b) The problem is one that would appear to be unmanageable.
c) The problem appears to have a medical cause.
d) The problem was referred primarily for the benefit of the clients family.
Difficulty: Hard
Type: Applied
2. Assume that you are a professional behavior modifier. Under which of the
following conditions would you not treat a behavior problem that had been
referred to you?
a) The problem appears to be important to the client.
b) Once the target behavior has been achieved, it might be generalized and maintained.
* c) There are individuals who will hinder the program, and who cant be controlled.
d) The problem can be specified in terms of specific behaviors.
Difficulty: Hard
Type: Applied
3. A behavior modifier might evaluate the ease with which a problem behavior might
be changed by determining:
a) whether or not the problem behavior has a medical cause
b) if the problem has been referred primarily for the benefit of the client
c) if the problem can be reduced to a specific set of behaviors that can be counted, timed,
or measured
* d) if the problem behavior has been occurring for a short time, under narrow
stimulus control, and with few instances of intermittent reinforcement
Difficulty: Hard
Type: Applied
4. A behavior modifier might determine whether or not a clients behavior might be

easily generalized and maintained by assessing:
a) whether or not the problem has a medical cause
* b) whether or not there are reinforcers and/or people in the natural environment
to maintain the desired behavior
c) if the problem can be reduced to a specific set of behaviors that can be counted, timed,
or measured
d) if the problem behavior has been occurring for a short time and under narrow stimulus
control
Difficulty: Hard
Type: Applied
5. Training in a test situation, varying the training conditions, programming common

stimuli, and training sufficient stimulus exemplars are four important aspects of:
* a) programming stimulus generalization
b) programming response generalization
c) programming stimulus discrimination
d) programming maintenance
Difficulty: Easy
218
Type: Conceptual
6. After a program has been implemented, there are a number of things that can be done to
determine whether it is producing satisfactory results. Which of the following is not one of
those steps?
a) consult the behavioral journals and experienced behavior modifiers concerning related
cases
b) monitor the data
* c) sign a behavioral contract with the client
d) consult people who must deal with the behavioral handicap
Difficulty: Easy
Type: Conceptual
7. To ensure that the therapist is responsible or accountable to the client, it is recommended

that:
a) an impartial third person monitor the program
* b) the therapist and client sign a treatment contract
c) the therapist be supervised by someone with more experience
d) the client should explain the program to a friend
Difficulty: Easy
Type: Applied
8. Considering the sequential steps for designing and implementing a treatment program
following baseline assessment, and supposing that you have identified the target behaviors
and defined the goal, which question would you not be addressing at this time?
a) Is the description precise?
* b) Is the treatment cost-effective?
c) Is the goal in the best interest of the client?
d) Has the client been given all possible information about the goal?
Difficulty: Hard
Type: Applied
9. Varying the acceptable responses during training or using behavioral momentum to

increase low-probability responses are two strategies for programming:
* b) response generalization
Difficulty: Easy
Type: Conceptual
10. If a behavior modifier is examining the possibility of capitalizing on antecedent control in

the design of a behavior modification program, which of the following would the behavior
modifier not consider using?
a) rules
b) modelling
c) situational inducement
* d) positive reinforcement
Difficulty: Hard
Type: Applied
11. If you are considering strategies for decreasing a behavioral excess, which of the following
would you not consider:
a) removing SDs for the problem behavior
* b) negative reinforcement
219
c) punishment
d) DRO, DRI, or DRA
Difficulty: Hard
Type: Applied
12. A clear statement of what behaviors of what individuals will produce what reinforcers, and
who will deliver those reinforcers, is referred to as a:
a) treatment contract
b) three-term contingency statement
* c) behavioral contract
d) psychology contract
Difficulty: Easy
Type: Factual
T 13. A behavior modifier should only accept those referrals for which he/she has
appropriate training and adequate time to carry out an effective program.
Difficulty: Easy
Type: Factual
F 14. When designing a behavior modification program, it is unnecessary to assess whether

the behaviors of concern can be counted, timed, or measured in some way.
Difficulty: Easy
Type: Factual
T 15. The nature of a behavior problem and the frequency with which it occurs will influence
the assessment procedure selected by the behavior modifier.
Difficulty: Easy
Type: Conceptual
F 16. When attempting to decrease a problem behavior, the behavior modifier should first
determine whether or not punishment can be used.
Difficulty: Easy
Type: Conceptual
T 17. When designing a behavior modification program, one of the first concerns of the behavior
modifier should be to assess whether or not it is possible to capitalize on existing
stimulus control.
Difficulty: Easy
Type: Conceptual
F 18. When selecting SDs in a behavior modification program, it is important for the behavior
modifier to select stimuli that are similar to other stimuli on more than one dimension.
Difficulty: Medium
Type: Conceptual
T 19. When designing a behavior modification program, the behavior modifier must include
strategies to program generality of behavior change.
Difficulty: Medium
Type: Applied
220
T 20. For a number of reasons, the decision as to whether or not you should accept the
responsibility of designing a behavioral program might be influenced, in part, by
whether or not you live in an urban or a rural setting.
Difficulty: Medium
Type: Applied
F 21. The availability of significant others is often important to implementing a behavioral

program, but not typically valuable for programming generality.
Difficulty: Hard
Type: Applied
221
Chapter 25. Token Economies

1. The fact that they can be given immediately after a desirable behavior occurs and cashed in
at a later time for a back-up reinforcer is one of the major advantages to using:
a) unconditioned reinforcers
b) intrinsic reinforcers
c) extrinsic reinforcers
* d) token reinforcers
Difficulty: Easy
Type: Conceptual
2. Deciding on the type of token to be used depends mainly on the type of:
a) reinforcement schedule
b) response-reinforcer relationship
* c) client
d) setting
Difficulty: Easy
Type: Factual
3. Tokens should have the following two characteristics. They should be:
* a) easy to handle and attractive
b) warm and soft
c) flexible and easy to wash
d) durable and luminous
Difficulty: Medium
Type: Factual
4. In a token economy, taking away tokens following problem behavior is an example of _______
punishment:
a) physical
* b) response-cost
c) time-out
d) reprimand
Difficulty: Medium
Type: Factual
5. Which of the following is not a typical source of help for managing a token economy:
a) volunteers
b) people assigned to work with the participants
* c) psychologists
d) members of the token economy itself
Difficulty: Easy
Type: Factual
6. Which of the following is not one of the considerations for deciding on the token price of each
backup reinforcer in a token economy:
a) supply and demand for the backup reinforcers
b) monetary cost of the backup reinforcers
c) the therapeutic value of the backup reinforcers * d) the size of the backup reinforcers
Difficulty: Easy
Type: Factual
7. According to Stainback et al., how many tokens should you have for each student in
a group when starting a token economy?
a) approximately 20
* b) approximately 100
c) 6080
d) it depends on the reinforcement schedule being used
Difficulty: Easy
Type: Factual
8. According to Stainback et al., during the first few days of a token economy, store time
for normal children should be held:
222
a) once a week
b) every hour of every day for the first week
c) once or twice a day for the first three or four days
d) before morning recess, before lunch, before afternoon recess, and before the end of the
day
Difficulty: Easy
Type: Factual
9.
and
are two general methods of weaning clients from tokens when
transferring behavior to the natural environment.
a) Stimulus fading; stimulus shaping
b) Gradually fading staff participation; gradually eliminating experimenter supervision
c) Stimulus withdrawal; programming for generalization
d) Gradually eliminating tokens; gradually decreasing token value
Difficulty: Easy
Type: Factual
10. Gradually making the schedule of token delivery more and more intermittent or gradually
decreasing the number of behaviors that earn tokens are two ways of:
a) testing for social validity
* b) weaning a client from tokens when transferring behavior to the natural environment
c) testing for internal validity
d) selecting back-up reinforcers for a client being weaned from tokens
Difficulty: Easy
Type: Factual
11. The Achievement Place group home token economy was initially developed for:
a) children with autism
b) persons with intellectual disabilities
c) persons with severe mental health problems
* d) pre-delinquent youth
Difficulty: Easy
Type: Factual
12. Which of the following is not one of the initial steps in setting up a token economy?
* a) programming generality to the natural environment
b) deciding on the target behaviors
c) taking baselines
d) selecting backup reinforcers
Difficulty: Easy
Type: factual
13. Which of the following is not a feature of the teaching family model for treating predelinquent youth?
* a) a governing system in which married couples make all of the decisions regarding daily
living rules for the pre-delinquent youth
b) a token economy in which participants earn points for appropriate behavior and cash
them in for privileges
c) an emphasis on normalization
d) ongoing evaluation of the performance of the participants
Difficulty: Hard
Type: Applied
223
T 14. One should obtain baseline data on the specific target behaviors before initiating a
token economy.
Difficulty: Easy
Type: Factual
T 15. Before and during implementation of a token economy, one must decide how staff in
the token economy will be supervised.
Difficulty: Easy
Type: Factual
F 16. To ensure generalization to the natural environment, a client should not be told why
he/she is receiving a token.
Difficulty: Easy
Type: Conceptual
F 17. A guideline for identifying behaviors which no longer require token reinforcement is to
identify those behaviors that have received continuous reinforcement under the token
economy.
Difficulty: Medium
Type: Conceptual
T 18. In a sheltered workshop program for individuals with developmental disabilities, Rae et
al. (1990) taught the workers with developmental disabilities to self-administer tokens
for appropriate on-task performance.
Difficulty: Easy
Type: Factual
F 19. Recent studies indicate that the recidivism rates of pre-delinquents who had been in
token programs using the teaching family model is about the same as pre-delinquents
who had been in traditional programs.
Difficulty: Medium
Type: Conceptual
T 20. In classroom mini-economies, teachers use play money to teach children basic
principles of economics and personal finances.
Difficulty: Easy
Type: Factual
224
Chapter 26. Helping an Individual to Develop Self-Control

1. Emitting a controlling behavior to effect a change in a behavior to be controlled is the

model of self-management originally proposed by:
a) Mager
b) Premack
c) Goldiamond
* d) Skinner
Difficulty: Easy
Type: Factual
2. Many self-control problems are caused by:

a) a lack of willpower
b) temptations that are too strong to resist
* c) immediate reinforcement for the problem behavior vs. delayed reinforcement
for alternative self-control behavior
d) lack of reinforcement for showing self-control
Difficulty: Easy
Type: Factual
3. A teenager who wants to go out with friends tells his parents that his homework is finished
even though it is not, and the teenager is allowed to go out. This behavioral excess of lying
occurs because:
a) the controlling consequences are highly improbable
* b) of immediate reinforcers versus delayed punishers for the behavioral excess
c) the consequences are only cumulatively significant
d) of immediate small punishers versus delayed larger punishers
Difficulty: Hard
Type: Conceptual
4. Which of the following is not one of the steps proposed by Mager for clarifying a vague
fuzzy goal?
* a) Make a commitment to change.
b) Write out the goal.
c) Make a list of the things that you should say or do that clearly indicate that youve
met the goal.
d) Given a number of people with the same goal, indicate how you would decide who had
met the goal and who hadnt.
Difficulty: Easy
Type: Factual
5. A commitment to change refers to:

a) the willpower needed to change
b) clear identification of a self-control goal
c) a high frequency of thoughts about the benefits of changing
* d) a rule that you state that it is important to change your behavior, that you will
work toward doing so and that you recognize the benefits of doing so
Difficulty: Easy
Type: Factual
6. Which of the following is not a major class of antecedent stimuli that control our behavior?
a) instructions
* b) reinforcers
c) modeling
d) other people
Difficulty: Easy
Type: Factual
225
7. Which of the following is not one of the strategies recommended for managing
consequences in a self-control program?
a) Eliminate certain reinforcers that may strengthen a problem behavior that you
would like to decrease.
* b) Provide reinforcement for showing increased willpower.
c) Self-record and self-graph the target behavior.
d) Arrange for reinforcers to be earned for showing improvement.
Difficulty: Easy
Type: Factual
8. In the Simek and OBrien study, a novice golfer had to sink four consecutive putts before
going to the next step. This exemplifies:
* a) mastery criterion
b) willpower
c) self-control
d) a behavioral contract
Difficulty: Medium
Type: Factual
9. A clear written statement of what behaviors of which individuals will produce

what reinforcers and who will deliver those reinforcers defines:
a) mastery criterion
b) a commitment to change
* c) a behavioral contract
d) the Premack Principle
Difficulty: Easy
Type: Factual
10. Which of the following is not a cause of relapse in self-control programs?

a) unavoidable setback situations
b) counterproductive self-talk
* c) incorporating everyday rewards into the program
d) trying too much too soon
Difficulty: Easy
Type: Factual
11. Many people are aware of the health hazards of being overweight, and yet many people have
difficulty resisting an extra dessert. That is because:
* a) the consequences of a single such action are too small to be noticed and are only of
cumulative significance
b) the consequences for doing so are highly probable
c) the consequences for doing so are very delayed
d) there are no consequences for doing so
Difficulty: Hard
Type: Applied
12. Many people play racquetball without wearing protective goggles. This is because:
a) the negative consequences are very delayed
b) they want to look macho
* c) the negative consequences are highly improbable
d) the negative consequences are only cumulatively significant
Difficulty: Hard
Type: Conceptual
13. Consider the self-control problem of eating too many sweets. This is likely due to:
a) immediate reinforcers (for problem behavior) vs. delayed reinforcers (for alternative
behavior)
b) immediate reinforcers vs. delayed punishers for a behavior
226
c) immediate reinforcers vs. cumulatively significant punishers for a behavior

d) immediate small punishers for a behavior vs. reinforcers that are cumulatively
significant
Difficulty: Hard
Type: Applied
14. A behavioral model of self-control involves:

a) controlling the controlling behavior
*
b) emitting a controlling behavior to effect a change in a behavior to be controlled
c) emitting a controlled behavior through self-reinforcement
d) reinforcing yourself for having self-control
Difficulty: Easy
Type: Conceptual
15. In a behavioral model of self-control, an individual emits controlling behavior that manages
antecedents or consequences for a behavior to be controlled. But what controls the
controlling behavior?
a) lots of willpower
* b) natural consequences in the society in which we live
c) lots of commitment
d) our religious beliefs
Difficulty: Medium
Type: Conceptual
16. Which of the following is not one of the steps in a self-control program?
a) specify the problem and set goals
* b) select delayed reinforcers
c) make a commitment to change
d) take data and analyze causes
Difficulty: Easy
Type: Factual
17. Which of the following is not a major class of antecedent stimuli that control our behavior?
a) physical guidance
b) our immediate surroundings
c) the time of day
* d) willpower
Difficulty: Easy
Type: Factual
18. Causes of relapse in situations include:

a) avoidable setback situations
b) overreaction to occasional setbacks
c) counterproductive self-talk
Difficulty: Easy
Type: Factual
True/False Questions on (Note: Correct answer indicated in left margin)
F 19. In behavior modification, self-control refers to some sort of force within us that makes it
possible to show self-restraint.
Difficulty: Easy
Type: Factual
T 20. Some self-control problems occur because of the influence of immediate small
reinforcers for problem behaviors as compared to delayed stronger reinforcers for
desirable behaviors.
227
Difficulty: Medium
Type: Conceptual
F 21. The first step in a self-control program is to decide how to use self-reinforcement.
Difficulty: Easy
Type: Factual
T 22. A mastery criterion is a performance requirement for practicing a skill such that if the
criterion is met the skill has been learned.
Difficulty: Easy
Type: Factual
T 23. For many self-control problems, the immediate reinforcement for consumption of
harmful substances wins out over the unnoticeable and immediate negative effects that
are only cumulatively significant.
Difficulty: Medium
Type: Conceptual
F 24. Many self-control problems occur because individuals lack will power.
Difficulty: Medium
Type: Factual
T 25. Both a commitment to change and knowledge of change techniques are important for
self-modification.
Difficulty: Easy
Type: Factual
F 26. There is no evidence that recording and graphing a behavior is all thats needed to bring
about improvement.
Difficulty: Easy
Type: Factual
T 27. A strategy for manipulating consequences in a self-control program is to eliminate

certain reinforcers that may inadvertently strengthen an undesirable behavior.
Difficulty: Medium
Type: Factual
F 28. There is no evidence that people who have mastered some behavior modification
principles can use them to control their own behavior without having to see a therapist.
Difficulty: Easy
Type: Factual
T 29. With a behavioral model of self-control, an individual must behave in some way that
arranges the environment to manage his or her own subsequent behavior.
Difficulty: Easy
Type: Factual
30. Reinforcing a child for stating what s/he intends to do and then for later doing that
behavior is referred to as:
a) rule-governed behavior
b) self-control training
228
Difficulty: Easy
Type: Factual
* d) correspondence training
T 31. Teaching a group of children to state they were going to play in a certain designated area
before actually playing in that area is referred to as correspondence training.
Difficulty: Easy
Type: Factual
F 32. Self-help manuals are more effective with the control of smoking and overeating than
they are for overcoming depression and anxiety.
Difficulty: Medium
Type: Conceptual
229
Chapter 27. Approaches to Behavior Therapy: Cognitive

Restructuring, Self-Directed Coping Methods, and Mindfulness and
Acceptance
1. Believing, thinking, and perceiving are three things that describe:
* a) cognition
c) self-control
d) operant thinking
Difficulty: Medium
Type: Conceptual
2. When the words blue sky are repeatedly paired with actually looking at and seeing a
blue sky, the words blue sky come to elicit the activity of seeing or imagining a blue
sky. This is an example of:
a) operant thinking
* b) respondent thinking
c) positive thinking
d) cognitive thinking
Difficulty: Medium
Type: Conceptual
3. That individuals interpret and react to events in terms of their perceived significance, and
that maladaptive cognitions can cause emotional disorders, are two major assumptions
of: a) operant therapy
b) respondent therapy
* c) cognitive therapy
d) behavior therapy
Difficulty: Easy
Type: Conceptual
4. Which of the following involves teaching clients to counteract irrational negative selfstatements with more positive and realistic statements?
a) problem-solving therapy
* b) rational-emotive therapy
c) thought-stopping therapy
d) behavior therapy
Difficulty: Medium
Type: Conceptual
5. Who developed rational-emotive behavior therapy?

a) Aaron Beck
b) Donald Meichenbaum
c) Albert Bandura
* d) Albert Ellis
Difficulty: Easy
Type: Factual
6. Thinking in absolute terms, such as assuming that one is a failure for getting any
grade less than an A, is an example of what Beck called:
a) rational-emotive thinking
b) irrational thinking
* c) dichotomous thinking
d) arbitrary inference
Difficulty: Medium
Type: Conceptual
7. Drawing a conclusion on the basis of inadequate evidence, such as misinterpreting a

frown on the face of a passerby to mean that the passerby is expressing disapproval, is an
example of what Beck called:
a) dichotomous thinking
* c) arbitrary inference
b) irrational thinking
d) irrational inference
230
Difficulty: Medium
Type: Conceptual
8. If a client believes that everyone he meets turns away from him in disgust, a therapist may
help him to devise a system for judging other peoples facial expressions and body
language so that the client can objectively determine whether or not his beliefs are indeed
accurate. This is one of the techniques used in:
a) behavior therapy
b) thought-stopping therapy
c) rational-emotive therapy
* d) Becks cognitive therapy
Difficulty: Hard
Type: Applied
9. What two approaches assume that a clients difficulty is caused by some type of
inappropriate thought pattern and the problem may stem from the clients tendency to
exaggerate unpleasant things?
* a) Becks cognitive therapy and Elliss REBT
b) Elliss RET and Meichenbaums self-instructional approach
c) Becks cognitive therapy and Meichenbaums self-instructional approach
d) Elliss cognitive therapy and Becks RET
Difficulty: Hard
Type: Conceptual
10. A client uses stimuli produced both by a stressful situation and by his own behavior in
that situation as SDs for instructing himself to engage in appropriate coping behavior. This
is an example of:
a) Elliss rational-emotive therapy
*
b) Meichenbaums self-instructional therapy
c) Becks cognitive therapy
d) Wolpes thought-stopping therapy
Difficulty: Hard
Type: Applied
11. Approaches that focus on substituting rational thoughts and appraisal of information for
irrational or dysfunctional thinking are referred to as:
*
a) cognitive restructuring
b) situational inducement
c) contingency shaping
d) problem solving
Difficulty: Medium
Type: Conceptual
12. When you arrive at a party, you think to yourself, Im glad lots of people are dancing, I
hate to just sit around. This is an example of:
*
a) operant thinking
c) positive thinking
d) cognitive thinking
Difficulty: Medium
Type: Conceptual
13. Therapeutic approaches that incorporate concepts of mindfulness and acceptance are
part of what Stephen Hayes has referred to as the
wave of behavioral
approaches to therapy:
a) first
b) second
* c) third
d) fourth
Difficulty: Easy
Type: Conceptual
231
14. Regarding the cognitive restructuring component of Becks cognitive therapy, an

increasing amount of research suggests that:
*
a) it is not an effective ingredient of Becks therapy for treating depression
b) it is an important component of Becks therapy for treating depression
c) it is an important component for treating obsessive-compulsive disorder
d) it is an important component for treating agoraphobia
Difficulty: Medium
Type: Applied
15. A type of behavior therapy originally developed for treating suicidal

individuals diagnosed with borderline personality disorder is known as:
a) acceptance and commitment therapy
b) cognitive restructuring behavior
* c) dialectical behavior therapy
d) problem-solving therapy
Difficulty: Easy
Type: Factual
16. A client who believes that everyone he meets turns away from him in disgust learns to say
to himself, Ill watch their facial expressions and body language, and then I can prove to
myself that theyre not disgusted with me, and then follows this guide. A radical
behaviorist would refer to this as an example of:
a) rational-emotive therapy
b) contingency-shaped behavior
c) Becks cognitive therapy
Difficulty: Hard
Type: Applied
17. In cases where cognitive restructuring is effective, it may be because the therapist
teaches the client to rehearse rules that identify specific behaviors that are likely to be
maintained in the natural environment. This is
interpretation.
a) Becks
b) Elliss
*
c) a behavioral
d) a cognitive
Difficulty: Medium
Type: Applied
18.
approach is to teach the client to use internal stimuli as SDs for

engaging in appropriate self-instruction, counteract negative self-statements in the
presence of the stressful situation, self-instruct the steps for taking appropriate action,
and make self- reinforcing statements after successful coping.
a) Becks
* b) Meichenbaums
c) Elliss
d) DZurillas
Difficulty: Medium
Type: Applied
19. Self-instruction and problem-solving methods are likely to be effective when they
capitalize on
that leads to effective consequences.
a) contingency-shaped behavior
b) cognitive
restructuring c) rational thinking
* d) rule-governed
behavior
Difficulty: Medium
Type: Conceptual
20. The awareness, observation and description of ones covert and overt behaviors as
they occur in a non-judgmental way is referred to as:
b) rational thinking
232
*
c) mindfulness
d) acceptance and commitment therapy
Difficulty: Easy
Type: Factual
21.
procedures are used to teach individuals that they can feel their
feelings and think their thoughts even though they may be aversive, and still take
constructive action to pursue ones values and life goals.
a) Mindfulness
b) Cognitive therapy
c) Stress inoculation
* d) Acceptance
Difficulty: Medium
Type: Conceptual
22. An approach to therapy that involves teaching clients that past attempts to control
troublesome thoughts and emotions have not been successful, that mindfulness and
acceptance exercises can teach the client to experience and non-judgmentally embrace
thoughts and emotions, and that in spite of troublesome thoughts and emotions,
clients can be encouraged to identify life values and to take steps to pursue them, is
referred to as:
*
a) acceptance and commitment therapy
b) cognitive therapy
c) cognitive restructuring
d) problem solving therapy
Difficulty: Easy
Type: Applied
F 23. Someone deciding, by privately reviewing the pros and cons of each, whether to watch
TV or read a book on a particular occasion is showing respondent thinking.
Difficulty: Medium
Type: Conceptual
T 24. Martin and Pear believe that, except for being more difficult to get at, private
behavior is the same as public behavior, i.e., the principles and procedures applicable
to private behavior are fundamentally the same as those that apply to public
behavior.
Difficulty: Easy
Type: Conceptual
F 25. Dialectical Behavior therapy basically involves teaching clients to counteract irrational
selfstatements with more positive and realistic statements.
Difficulty: Medium
Type: Conceptual
T 26. The two major assumptions of cognitive therapy are that individuals interpret and
react to events in terms of their perceived significance, and that cognitive deficiencies
can cause emotional disorders.
Difficulty: Easy
Type: Conceptual
F 27. One difference between Meichenbaums self-instructional approach and Elliss RET is
that Elliss approach emphasizes coping with negative emotions rather than
completely eliminating them.
Difficulty: Hard
Type: Applied
233
T 28. Cognitive therapy assumes that troublesome thoughts constitute the primary cause of
disturbing emotions, whereas acceptance and commitment therapy considers
thoughts and emotions simply as responses.
Difficulty: Medium
Type: Conceptual
F 29. A major focus of ACT is the use of cognitive restructuring to directly change
troublesome thoughts.
Difficulty: Easy
Type: Factual
T 30. With cognitive therapy, a primary purpose of behavioral homework assignments is

to help the client overcome distorted thinking.
Difficulty: Easy
Type: Factual
31. Thought stopping is likely to be an effective strategy for decreasing persistent,
obsessive thoughts provided that it is combined with:
a) Elliss rational emotive
therapy b) Becks cognitive
therapy
c) Meichenbaums self-instructional training
*
d) a strategy for increasing desirable alternative thoughts
Difficulty: Hard
Type: Applied
32. Acceptance and commitment therapy is based on an approach to the understanding

of human language and cognition referred to as:
a) cognitive theory
b) rational emotive theory
*
c) relational frame theory
d) stimulus-equivalence theory
Difficulty: Easy
Type: Applied
33. If you have learned that two nickels equals a dime, then you will know that a dime
also equals two nickels. In relational frame theory, this is referred to as:
*
a) bi-directionality
b) combinatorial entailment
c) transformation of stimulus functions
d) stimulus equivalence
Difficulty: Medium
Type: Conceptual
34. If a child learns that a dime is worth more than a nickel and a quarter is worth more
than a dime, then the child will know that a quarter is worth more than a nickel. In
relational frame theory, this is referred to as:
a) bi-directionality
* b) combinatorial
entailment c) transformation of stimulus functions
d)
stimulus equivalence
Difficulty: Hard
Type: Applied
234
Chapter 28. Psychological Disorders Treated by Behavioral and

Cognitive-Behavioral Therapies
1. An intense fear of going out in public or leaving ones home is referred to as:
* a) agoraphobia
b) a simple phobia
c) panic disorder
d) a social phobia
Difficulty: Easy
Type: Factual
2. A persistent fear of heights is referred to as a(n):
a) social phobia
* b) specific phobia
c) panic disorder
d) obsessive compulsive disorder
Difficulty: Easy
Type: Factual
3. A procedure for overcoming a simple phobia that tries to get the client into the presence of
the feared stimulus very early during therapy, and to maintain exposure for long periods
of time, is referred to as:
a) systematic desensitization
b) participant modelling
* c) flooding
d) implosive therapy
Difficulty: Easy
Type: Conceptual
4. Systematic desensitization was developed by:

a) John Watson
b) Albert Bandura
c) B. F. Skinner
* d) Joseph Wolpe
Difficulty: Easy
Type: Factual
5. When an individual desensitizes a fear in real life rather than in his or her
own imagination,
is being used.
* b) in vivo desensitization
c) covert sensitization
d) participant modeling
Difficulty: Medium
Type: Conceptual
6. For what general type of problem is systematic desensitization used?

a) treating alcoholism
b) to treat high blood pressure
* c) to overcome phobias
d) to treat enuresis
Difficulty: Easy
Type: Factual
7. A procedure for overcoming phobias in which the therapist models graded approaches
to the feared stimulus is known as:
a) flooding
b) cognitive therapy
c) systematic desensitization
* d) participant modeling
Difficulty: Easy
Type: Factual
235
8. A list of fear-producing situations arranged from those that cause least the fear to
those that cause the most fear is called a(n):
* a) fear hierarchy
b) suds scale
c) mastery hierarchy
d) anxiety scale
Difficulty: Easy
Type: Factual
9. Agoraphobia is a type of:

a) personality disorder
c) obsessive-compulsive disorder
Difficulty: Easy
Type: Factual
* b) anxiety disorder
d) depressive disorder
10. A behavioral component of the treatment of panic disorder with agoraphobia is:
* a) exposure to the feared stimuli
b) thought-stopping
c) self-instructional
training d) reality checking
Difficulty: Easy
Type: Applied
11. A person who constantly worries and feels anxious over things, events and potential events
that most people would consider trivial or unimportant would likely be diagnosed as having
a(n):
*
a) simple phobia
c) generalized anxiety disorder
b) obsessive-compulsive disorder
d) panic disorder
Difficulty: Medium
Type: Conceptual
*
12. An obsessive-compulsive disorder is a disorder in which:

a) the client is bothered either by unwanted thoughts, or unwanted repetitive actions, or
both
b) extreme anxiety or panic attacks occur for which no consistent antecedent stimulus
can be readily identified
c) the client is debilitated by stress, either because the stressful events in their life are
too numerous, or because they are unable to cope with stressful events
d) ones characteristic mode of interacting with others is extremely maladaptive or
dysfunctional
Difficulty: Easy
Type: Factual
13. Which of the following types of treatment work best with obsessive-compulsive disorders?
a) flooding in imagination of the feared situation in order to elicit the obsessivecompulsive behavior
b) cognitive restructuring
c) exposure to the feared situation in order to elicit the obsessive-compulsive behavior
*
d) exposure to the feared situation while preventing the compulsive behavior from
occurring
Difficulty: Hard
Type: Applied
14. An extraordinary stressful or traumatic event, such as being physically or sexually

236
abused, being in a serious traffic accident, or witnessing a catastrophic event, can cause
impaired functioning such that the individual would likely be diagnosed as having a(n):
a) generalized anxiety disorder
b) simple phobia
c) depression
* d) post-traumatic stress disorder
Difficulty: Hard
Type: Factual
15. Evidence indicates that a treatment for depression with strong research support is:
* b) behavioral activation
c) Elliss rational emotive therapy
d) Meichenbaums cognitive therapy
Difficulty: Easy
Type: Applied
16. Behavioral couple therapy typically involves the following stages:

a) experiential/sensory awareness exercises, communication and problem-solving
training, and programming for generalization
* b) instigation of positive exchanges, communication and problem-solving training, and
programming for generalization
c) cognitive therapy, anxiety control, and problem-solving training
d) insight therapy, communication and problem-solving training, and programming for
generalization
Difficulty: Easy
Type: Applied
17. Suppose that a client, just before going to bed each night, feels very anxious about the
possibility of someone breaking into the apartment. These thoughts are typically
followed
by checking the doors and windows several times to ensure that they are locked. This client
is suffering from a(n):
a) personality disorder
b) anxiety disorder
* c) obsessive-compulsive disorder
d) simple phobia
Difficulty: Hard
Type: Factual
18. A successful program for helping problem drinkers to learn to drink in moderation was
developed by:
a) Ferster and Skinner
b) LoPiccollo and Freidman
c) Bellack and Herson
* d) Sobell and Sobell
Difficulty: Easy
Type: Factual
19. Which of the following is not a part of the successful program developed by Sobell and
Sobell for teaching problem drinkers to drink in moderation?
a) use of goal-setting to drink in moderation
b) control of triggers for drinking
c) self-monitoring of consequences of drinking behaviors
* d) aversion therapy to make alcohol aversive
Difficulty: Easy
Type: Conceptual
20. Which of the following is not a typical component of a behavioral treatment strategy for
*
237
a) self-monitoring
b) stimulus control
c) cognitive restructuring
d) behavioral contracting
obesity?
Difficulty: Easy
Type: Conceptual
21. If an individual exhibits a high frequency of certain behaviors, such as nailbiting, hair
twirling, lip biting, etc., and seeks treatment for the problem, then the behavior would be
referred to as a(n):
a) anxiety disorder
* b) habit disorder
c) simple phobia
d) panic disorder
Difficulty: Medium
Type: Factual
22. Which of the following would be classified as habit disorders?

a) obesity, nervous habits, muscle tics
b) anxiety, muscle tics, and stuttering
* c) nervous habits, muscle tics, and stuttering
d) alcohol drinking, muscle tics, and nervous habits
Difficulty: Hard
Type: Conceptual
23. The habit reversal procedure typically includes:

* a) awareness training, competing response training, and a motivational strategy
b) awareness training, competing response training, and desensitization
c) competing response training, a motivational strategy, and cognitive restructuring
d) cognitive restructuring, awareness training, and desensitization
Difficulty: Easy
Type: Applied
F 24. Self-monitoring, cognitive restructuring, and reducing eating rate are all major
components of contemporary strategies for treating obesity.
Difficulty: Easy
Type: Factual
T 25. Therapies that have proved to be effective in scientifically conducted clinical trials are
referred to as empirically supported therapies.
Difficulty: Easy
Type: Factual
T 26. Systematic desensitization is considered an exposure-based therapy because it exposes

the client to the feared stimulus or stimuli.
Difficulty: Medium
Type: Conceptual
F 27. Cognitive restructuring would be classified as an exposure-based therapy.
Difficulty: Easy
Type: Factual
F 28. An effective treatment for generalized anxiety disorder is exposure-based therapy carried
out in vivo.
Difficulty: Hard
Type: Conceptual
238
29. The presentation of fear-producing stimuli with a head-mounted display that provides a
computer generated view of stimuli is referred to as:
a) in vivo therapy
* b) virtual reality therapy
c) computer therapy
d) technology therapy
Difficulty: Easy
Type: Factual
True/False Question on NfFL Section (Note: correct answer indicated in left margin)
T 30. Contingency management has been used to effectively treat heroin-use and nicotine-use
disorders.
Difficulty: Easy
Type: Factual
239
Chapter 29. Giving It All Some Perspective: A Brief History

1. The introductory psychology text titled Principles of Psychology, which discussed

traditional topics in psychology primarily in terms of operant conditioning
principles, was written by:
a) Skinner
* b) Keller and Schoenfeld
c) Wolpe
d) Pavlov
Difficulty: Easy
Type: Factual
2. Skinners text Science and Human Behavior (1953):

a) describes the results of experiments on the lever-pressing behavior of rats, and
outlines basic principles of operant conditioning
* b) suggests how basic behavioral principles influence the behavior of people in all
kinds of everyday situations
c) provides data regarding the generalization of basic behavioral principles to
human behavior
d) was an introductory psychology text written from the Pavlovian perspective
Difficulty: Easy
Type: Factual
3. Which of the following is a basic operant research journal?

* a) Journal of the Experimental Analysis of Behavior
b) Journal of Applied Behavior Analysis
c) Journal of Behavior Therapy and Experimental Psychiatry
d) Journal of Experimental Psychology
Difficulty: Easy
Type: Factual
4. The publications of the early 1960s within the operant orientation seem to
have been characterized by which two features?
a) Much of it was done with very resistant populations, and many of the
applications took
place in natural, everyday settings.
* b) Much of it was done with very resistant populations, and many of the
applications took place in highly controlled settings.
c) Much of it was limited to populations that had already received successful
input from traditional psychology, and was mostly applied in highly
controlled settings.
d) Much of it was limited to populations that had already received successful input
from
traditional psychology, and was mostly applied in natural, everyday settings.
Difficulty: Easy
Type: Applied
5. Who developed systematic desensitization?

a) Eysenck
b) Beck
c) Hull
Difficulty: Easy
Type: Factual
* d) Wolpe
6. Which of the following best characterizes the social learning theory of

behavior modification?
240
a) It is based on respondent conditioning and has developed applications to a

variety of
phobic and neurotic disorders.
b) It is based on the work of Beck, Ellis, and others and emphasizes the
individuals interpretations of what is happening around them.
c) It emphasizes the social contexts in which behavior is acquired and
maintained, and stresses cognitive influences on behavior.
d) It is based on the work of B. F. Skinner and emphasizes the application of
operant principles.
Difficulty: Hard
Type: Applied
7. Which current conceptual model of behavior modification is often referred to

as applied behavior analysis?
* a) the operant conditioning orientation
b) the Hullian and Wolpean orientation
c) social learning theory
d) cognitive behavior modification
Difficulty: Easy
Type: Factual
8.
is the term used most often for behavioral treatments carried out in
the natural environment and special training settings;
is the term used
most often to refer to behavioral treatments conducted in the therapists office.
a) Behavior therapy; behavior modification
b) Cognitive behavior modification; behavior modification
c) Behavior modification; behavior therapy
d) Behavior modification; applied behavior analysis
Difficulty: Easy
Type: Factual
9. Which of the following statements incorrectly represents behavior modification?

a) Behavior modification has been applied to a wide variety of complex behavior.
b) Behavior modification has been applied in numerous settings, including
both clinical and nonclinical environments.
* c) Behavior modification is effective, but only for some limited types of problems.
d) Behavior modification has been applied to treat problems that appear to
have medical causes.
Difficulty: Hard
Type: Applied
10.
*
adopted the conditioned reflex as the unit of habit and argued

that most complex activities were due to respondent conditioning.
a) Watson
b) Skinner
c) Keller
d) Wolpe
Difficulty: Easy
Type: Factual
11. The principle of
states that if a response that is incompatible
with fear or anxiety can be made to occur to a stimulus that normally produces
fear or anxiety, then that stimulus will cease to elicit the fear reaction.
c) reality checking
* d) reciprocal inhibition
241
Difficulty: Easy
Type: Conceptual
12. The most influential of the social learning theorists has been:
a) Skinner
* b) Bandura
c) Wolpe
d) Lazarus
Difficulty: Easy
Type: Factual
13. According to Martin and Pear, the term that has the broadest meaning is:
a) behavior therapy
b) social learning theory
c) applied behavior analysis
* d) behavior modification
Difficulty: Easy
Type: Factual
14. One of the first published behavior modification demonstrations of the

1950s that concerned practical, applied problems was reported by:
a) Skinner
b) Ullmann and Krasner
c) Eysenck
* d) Ayllon and Michael
Difficulty: Easy
Type: Factual
15. The influential book Case Studies in Behavior Modification was edited by:
a) Skinner
* b) Ullmann and Krasner
c) Eysenck
d) Ayllon and Michael
Difficulty: Easy
Type: Factual
16. During the 1950s, an individual who was instrumental in criticizing

Freudian psychoanalysis and advocating learning procedures as
alternatives was:
* a) Eysenck
b) Wolpe
c) Skinner
d) Keller
Difficulty: Easy
Type: Factual
17. In a publication in 1920,

and
described a
demonstration of Pavlovian conditioning of a fear response in an 11-month-old infant:
a) Ullmann and Kranser
b) Ayllon and Michael
* c) Watson and Rayner
d) Keller and Skinner
Difficulty: Easy
Type: Factual
18. The first behavior therapy journal, founded in 1963 by Hans Eysenck, was called:
a) Journal of Behavior Therapy and Experimental Psychiatry
* b) Behavior Research and Therapy
c) Journal of Applied Behavior Analysis
d) Behavior Modification
Difficulty: Easy
Type: Factual
T 19. Many of the early reports of experiments in the operant tradition in the 1950s
242
demonstrated that consequences influence human behavior.
Difficulty: Easy
Type: Factual
F 20. The book Case Studies in Behavior Modification was strictly within the operant
tradition.
Difficulty: Easy
Type: Factual
T 21. Eysenck criticized traditional Freudian psychoanalytical treatments, advocated

behavior therapy procedures as an alternative, and he helped popularize
systematic desensitization.
Difficulty: Easy
Type: Conceptual
F 22. The term behavior therapy, rather than the term behavior modification,
tends to be used by behavior specialists in schools and homes.
Difficulty: Easy
Type: Factual
F 23. Skinner published the text Principles of Psychology (1950).
Difficulty: Easy
Type: Factual
24. During the 1960s and 1970s, most of the major books and research papers in
behavior modification and behavior therapy were based on developments in:
a) England
b) South Africa
* c) the United States
d) Canada
Difficulty: Easy
Type: Factual
25. The psychologist who established the first operant conditioning course in
Brazil in 1961 was:
a) Freud
*b) Keller
c) Skinner
d) Wolpe
Difficulty: Easy
Type: Factual
26. Who developed PSI, a behavior modification approach to university teaching?

a) Skinner
b) Ullmann and Krasner
c) Fuller
* d) Keller
Difficulty: Easy
Type: Factual
27.
developed an influential learning theory that meshed together

operant and respondent conditioning into a theory that did not distinguish
between the two types of conditioning.
a) Skinner
* b) Hull
c) Guthrie
d) Keller
Difficulty: Easy
Type: Factual
243
28. A book that translated Freudian psychodynamic concepts into the language of
Hulls learning theory, and that had an influence in the early days of behavior
modification, was written by
.
a) Ullman and Krasner
b) Ayllon and Michael
c) Wolpe and Guthrie
*d) Dollard and Miller
Difficulty: Easy
Type: Factual
244
Chapter 30. Ethical Issues

1. Behavior modification is based on the following two propositions:

a) Behavior can be controlled, and it is always ethically appropriate to do so.
b) Behavior can be partially controlled, and it is always ethically appropriate to do so.
* c) Behavior can be controlled, and it is desirable to do so in order to achieve certain
objectives.
d) Behavior can be partially controlled, and it is desirable to do so in order to achieve
certain objectives.
Difficulty: Easy
Type: Conceptual
2. From a behavioral point of view, the term ethics refers to:

* a) certain standards of behavior that are developed by a culture and that promote the
survival of that culture
b) the influence the controllee has on the controller by virtue of access to suitable
reinforcers
c) the degree of aversiveness involved in a given intervention
d) a set of moral values adhered to by a culture
Difficulty: Medium
Type: Conceptual
3. Consider the following ethical principle: Psychologists recognize the boundaries of their
particular competencies and the limitations of their expertise. To the extent that
psychologists practice this ethical guideline, they are illustrating:
b) responsible behavior
c) moral behavior
Difficulty: Medium
Type: Conceptual
4. Countercontrol may be defined as:

a) the amount of control a therapist can exert over a client in a therapeutic relationship by
virtue of access to suitable reinforcers
* b) the amount of control a client can exert over the therapist in a therapeutic relationship
by virtue of access to suitable reinforcers
c) the amount of control exerted over behavior by an intervention
d) the amount of control exerted over behavior by extraneous variables
Difficulty: Easy
Type: Conceptual
5. People have learned to react negatively to all overt attempts to control behavior because:
a) they are inherently free and therefore behavioral control is aversive
b) they wish to maintain their freedom and dignity
* c) of their experiences with others who have used their power for their own benefit
d) the actions of religious leaders illustrates that one should not attempt to control the
behavior of others
Difficulty: Medium
Type: Conceptual
6. A primary conclusion of a commission of APA concerning ethical issues in behavior

modification was that persons engaged in any type of psychological intervention should:
a) have a minimum of three years supervised clinical experience
245
b) have a Ph.D. in psychology from a recognized university

c) subscribe to and follow the ethics codes and standards of their professions
d) be a member of the American Psychological Association
Difficulty: Easy
Type: Factual
7. Which of the following is not a recommended characteristic of target behaviors selected for
clients?
a) They should emphasize teaching functional, age-appropriate skills.
* b) They should be in the best interests of the clients caretakers.
c) They should focus on teaching skills that promote independent functioning.
d) They should emphasize skills that will enable the client to pursue preferred activities.
Difficulty: Easy
Type: Conceptual
8. Which of the following is not a characteristic of an intervention that is least intrusive or

restrictive?
* a) It emphasizes wisely-used aversive control.
b) It emphasizes use of positive reinforcement.
c) It maximizes choices and freedom of movement for the client.
d) It emphasizes use of natural reinforcers versus contrived reinforcers.
Difficulty: Easy
Type: Conceptual
T 9. All social help professions are involved in the control of behavior.
Difficulty: Easy
Type: Factual
F 10. The doctrine of free will is a valid criticism of attempts to develop a technology of
behavior.
Difficulty: Medium
Type: Factual
F 11. Behavior modifiers must confine themselves to a small number of methods that are
appropriate only for very simple behavior problems.
Difficulty: Easy
Type: Conceptual
T 12. Even if a particular behavior modification procedure produces undesirable effects, that
does not refute behavior modification.
Difficulty: Easy
Type: Factual
13. In his book Beyond Freedom and Dignity, Skinner argued that:
* a) the concept of freedom prevents us from recognizing how our behavior is controlled by
positive reinforcers
b) to be free, we need to improve bringing our behavior under self-control
c) in order to achieve dignity for all, we need to improve the way that our behavior is
controlled
d) we need to decrease the amount of control exerted over us by various levels of
government
246
Difficulty: Easy
Type: Applied
F 14. Behavior modification should always be used to maintain the status quo in social
relationships.
Difficulty: Medium
Type: Conceptual
T 15. Prilleltensky has argued that psychology has too readily accepted the status quo rather
than questioning whether the status quo is the best for human welfare.
Difficulty: Easy
Type: Factual
247

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Instructors Manual with Tests

and Practicum Exercises

Martin and Pear

Allyn & Bacon

2. A behavioral excess is:

3. Which of the following is an example of behavior?

4. In behavior modification, motivation and intelligence refer to:

5. In behavior modification, the term environment refers to:

7. Behavior modifiers stress the importance of defining problems in terms of

c) labeling an individual implies that a particular treatment program will be helpful

8. Which of the following is not a characteristic of behavior modification?

9. Which of the following is an example of covert behavior?

10. Which of the following is an example of overt behavior?

11. Which of the following is an example of an outcome of behavior?

12. Behavior therapy was first used to refer to:

15. Which of the following is not a characteristic of behavior modification?

16. Behavioral assessment seeks to:

17. Which of the following is not a misconception about behavior modification?

18. Which of the following is an example of cognitive behavior?

19. Behaviors to be improved in a behavior modification program are frequently called:

22. Classical conditioning was developed by:

27. Behavior is, essentially, anything a person does or says.

29. The color of a persons eyes is an example of behavior.

30. Studying for a course is an example of a behavior.

34. Hyperactivity is a label for certain behaviors.

40. Cognitive behavior is another term for overt behavior.

d) they were based on Freuds theory of abnormal behavior

Chapter 2. Areas of Application: An Overview

a) popular standards of instruction

b) personalized systems of information

c) personalized system of instruction

d) personalized students instruction

3. Studies with clinical populations have shown behavior therapy to be:

6. Organizational behavior management refers to:

b) an emphasis on the use of non-professionals in human service programs

12. Applications to socially significant problems in unstructured community settings where

13. PSI (Personalized System of Instruction) was developed by:

T 24. CAPSI stands for Computer-Aided Personalized System of Instruction.

Chapter 3. Respondent (Classical, Pavlovian) Conditioning of Reflexive

apart from any prior learning defines

T 22. A conditioned response may be eliminated more effectively if a new response is

Chapter 4. Increasing a Behavior with Positive Reinforcement

1. A positive reinforcer is defined as:

7. If a response increases in frequency because of its immediate reinforcing consequences,

20. The principle of

F 23. Explaining a reinforcement program to a client is necessary before a reinforcer can be

F 29. The increased frequency of a response because of its immediate reinforcing

Chapter 5. Increasing Behavior with Conditioned Reinforcement

Chapter 6. Decreasing a Behavior with Extinction

22. Unauthorized reinforcement provided for a behavior being subjected to an extinction

Chapter 7. Getting a New Behavior to Occur With Shaping

Chapter 8. Developing Behavioral Persistence with Schedules of

until another stimulus is presented, and so on.

Chapter 9. Responding at the Right Time and Place: Stimulus

27. As a result of learning to match A to B and B to C, an individual can now match A to C

T 29. Stimulus equivalence requires the demonstration of reflexivity, symmetry, and

Chapter 10. Changing the Control of a Behavior with Fading

Chapter 11. Getting a New Sequence of Behaviors to Occur with

T 14. A behavioral chain is called a chain because it consists of stimulus-response links

Chapter 12. Differential Reinforcement Procedures to Decrease

c) occurs at very low rates

d) is harmful to the client or others

Chapter 13. Decreasing Behavior with Punishment

14. To increase an operant behavior, you can: