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EDF 6226 FINAL EXAM LATEST UPDATE 2024 QUESTIONS
AND ANSWERS GRADED A+
EDF 6226 final What is the difference between the instructional and generalized setting? Intrustional- Teaching/intervention/therapy occurs. Clinical setting Generalization- Stimulus/place differs from the instructional setting If a target behavior is emitted in a setting that is different from the instructional setting then they have Generalized the setting If a learner continues to perform a target behavior once all of the intervnetion has been pulled then they have achieved response maintenance If a learner emits untrained responses that are functionally equivalent to the trained target behavior it is response generalization Contingency adduction A process whereby a behavior that was initially selected and shaped under one set of conditions is recruited by a different set of contingencies and takes on new function in a person's repertoire How do we plan for generalization Teach the full range of relevant conditions and response requirements
Loosely train, program for common stimuli, multiple exemplar training Multiple exemplar training Varying the appropriate response. Change and alternate different responses being used. Mediation Asking others to reinforce the behavior. Parent training Reinforcing within ..5 second of response, in order for delayed rewards to be successful, what must we do? Teach rule governed behavior. If something doesn't happen immediately, we know that is coming When a client engaged in untrained responses that are functionally equivalent ro the trained target behavior they have learned to? Generalize that response When leaving the park, Nima was taught to say bye, now he says adios, see you later response generalization Functionally equivalent behaviors Because we selected a functionally equivalent behavior, does not mean it will be successful
Martinique is a new BCBA that has only worked in the school system in special education classrooms. She receives an email from a local student wanting supervision of her internship at a juvenile delinquency center. Which Ethics Code would you refer to for direction on this dilemma (Please note: There could be more than one in the entire code; however, there is only one correct answer from the choices below)? 1. Frederick is a student in an ABA online program. He really liked a classmate's response on training chaining procedures. He copy and pastes her procedures and brings it to his clinic to share. Which Ethics Code would you refer to for direction on this dilemma (Please note: There could be more than one in the entire code; however, there is only one correct answer from the choices below)? 6. Yanni works at a group home for adults. According to the house manager, a resident of the house was deemed overweight by a medical doctor. The house manager demands a BIP goal related to cutting out all sugar from his diet, despite the man's objection. Which Ethics Code would you refer to for direction on this dilemma (Please note: There could be more than one in the entire code; however, there is only one correct answer from the choices below)? 2. For the first (3) questions of this quiz, consider the six categories of Planning for Generalized Behavior Change (adapted by Stokes & Baer). Margo wants to teach her learner to order a cheeseburger at McDonalds. She created a task analysis and corresponding script to practice. The first prompt was "Welcome to McDonald's! Can I take your order" to which her learner was able to reply 100% of the time in the training environment, "I would like a cheeseburger". Excited, Margo took her learner (with his parent's permission, of course) to McDonald's where the cashier stated, "Hi there! Can I
help you?" to which her learner did not respond. What best describes where Margo went awry? She did not teach loosely For the first (3) questions of this quiz, consider the six categories of Planning for Generalized Behavior Change (adapted by Stokes & Baer). William wants to teach his learner to initiate conversations on the pre school play ground. They practice several conversations in the clinical setting. After a couple months, he visits his preschool and tells him to find a friend to play with. She observed as he went up to a group of boys and asked, "Excuse me friends. May I play in the sandbox with you?" The children laughed at her learner and he ran away crying. What best describes where William went awry? He did not use relevant stimuli to the context For the first (3) questions of this quiz, consider the six categories of Planning for Generalized Behavior Change (adapted by Stokes & Baer). Allyson is working with a young adult learner that must give a presentation for a course he is taking at the community college. They rehearsed the presentation over and over until the learner was executing a well-delivered speech. Allyson met with the learner the evening after his presentation. He stated that it "did not go well at all" and that he received a 70% on his speech. When Allyson reviewed the grading sheet, it was indicated that no one could hear him speak, despite the fact that they had worked on presentation volume extensively. She asked him why he talked too quietly and he said "Because our presentation was in a library and you are supposed to talk quietly in the library". What best describes where Allyson went awry? She did not speak loosely Which of the following scenarios supports Johnson's (2006) assertion that behavior programs do not always need a "replacement" behavior? Sally always dumps out all of her Legos and her mother always has to help her pick them up. When Jackie wanted attention, she used to disrobe at her day program. A practitioner suggested that she replace this behavior with a "hello! I would like to talk to you". However, this did not work. What was wrong with the replacement behavior?
determining ones rights, we are describing circumstances that may allow one to obtain reinforcement or punishment in their settings Values our behavior in various environmental circumstances
