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Test Bank for Behavior Modification: What It Is and How To Do It, 11th Edition (Chapters 1-30)

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    TEST BANK Behavior Modification: What It Is and How to Do It 11th Edition by Garry Martin & Joseph J 2024/2025 GUARANTEED PASS

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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 someone’s 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 one’s 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 individual’s 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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    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 individual’s 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 don’t 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. 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 Wolpe’s behavioral treatment for specific phobias d) behavior modification that focuses on overt behaviors that are of social significance Difficulty: Easy Type: Conceptual 12. 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 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 individual’s problem behaviors rather than on his or her strengths * d) all of the above

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    Difficulty: Hard Type: Conceptual 14. The people, objects, and events that make up a person’s environment are called: * a) stimuli b) conditioned stimuli c) unconditioned stimuli d) reinforcing stimuli Difficulty: Easy Type: Factual 15. Which of the following is not a characteristic of behavior modification? a) Its treatment procedures are ways of altering an individual’s 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 don’t 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 doesn’t 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

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    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 * b) Ivan Pavlov c) Joseph Wolpe d) Aaron Beck Difficulty: Easy 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. Beha vior is, essentially, anything a person does or says.

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    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 person’s eyes is an example of behavior. Difficulty: Medium Type: Factual T 30. Studying for a course is an example of a behavior. Difficulty: Medium Type: Factual F 31. Remembering the feelings of your first kiss is an example of overt behavior. 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. That’s an example of a behavioral deficit. Difficulty: Medium Type: Factual T 37. A golfer often thinks negatively just before important shots. That’s 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

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    T 39. Environmental events that impinge on one’s 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 Freud’s theory b) individual disorders were based on categories of problem behaviors c) they used a multidimensional recording system

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    * d) they were based on Freud’s 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

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    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 self - stimulatory 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

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    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

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    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 True/False Questions on Main Text (Note: Correct answer indicated in left margin) 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 def ined 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.

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    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

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    Chapter 3. Respondent (Classical, Pavlovian) Conditioning of Reflexive Behavior Multiple Choice Questions on Main Text (Note: * indicates the correct answer) 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: a) respondent conditioning * b) respondent extinction c) counterconditioning d) operant extinction Difficulty: Easy Type : Conceptual 4. 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 5. 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

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    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: a) respondent conditioning * b) operant conditioning c) counterconditioning 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

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    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 child’s 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

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    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 True/False Questions on Main Text (Note: Correct answer indicated in left margin) 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 True/False Question on NfFL Section (Note: Correct answer indicated in left margin) 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

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    Chapter 4. Increasing a Behavior with Positive Reinforcement Multiple Choice Questions on Main Text (Note: * indicates the correct answer) 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, it’s best to use a small amount of the reinforcer on any one trial in order to: a) let the client know that there’s 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:

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    * a) natural reinforcers b) arbitrary reinforcers c) contrived reinforcers d) rewards Difficulty: Easy Type : Factual 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 I’ll 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

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    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

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    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 True/False Questions on Main Text (Note: Correct answer indicated in left margin) 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

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    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 Multiple Choice Questions on NfFL Section (Note: * indicates the correct answer) 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.

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    Difficulty: Easy Type : Factual

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    Chapter 5. Increasing Behavior with Conditioned Reinforcement Multiple Choice Questions on Main Text (Note: * indicates the correct answer) 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 reinforcer, as it is naturally reinforcing in and of itself. * a) primary b) conditioned c) back - up d) secondary Difficulty: Medium Type : Factual 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

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    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 Erin’s 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 d) poker chips 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 *d) money Difficulty: Easy Type : Factual 15. Praise is best referred to as a(n): a) natural reinforcer * b) generalized reinforcer c) intrinsic reinforcer d) back - up reinforce Difficulty: Easy Type : Factual 16. Conditioned reinforcers that can be accumulated and exchanged for other reinforcers are called: a) backup reinforcers * b) tokens

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    c) natural reinforcers d) intrinsic reinforcers Difficulty: Easy Type : Factual True/False Questions on Main Text (Note: Correct answer indicated in left margin) 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 True/False Questions on NfFL Section (Note: Correct answer indicated in left margin) 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

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    Chapter 6. Decreasing a Behavior with Extinction Multiple Choice Questions on Main Text ( Note: * indicates the correct answer) 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 client’s 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

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    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 parent’s attention was reinforcing the child’s behavior c) the child is obedient d) the child’s 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

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    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 True/False Questions on Main Text (Note: Correct answer indicated in left margin) 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 Multiple Choice Questions on NfFL Section (Note: * indicates the correct answer) 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

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    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 Susie’s behavior. This treatment program would be referred to as: a) Intermittent reinforcement b) Extinction * c) Noncontingent reinforcement d) Bootleg reinforcement Difficulty: Hard Type : Applied

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    Chapter 7. Getting a New Behavior to Occur With Shaping Multiple Choice Questions on Main Text (Note: * indicates the correct answer) 1. Shaping is referred to as the method of: a) intermittent reinforcement * 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: a) intermittent reinforcement * 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.

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