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EDF 6223 Exam Questions: Shaping, Extinction, and Behavior Modification, Exams of Behavioural Science

University of West Florida (UWF)Behavioural Science

A comprehensive set of exam questions and answers for edf 6223, focusing on key concepts in behavior modification, including shaping, extinction, and their applications. It covers topics like the principles of shaping, its limitations, and guidelines for implementation. The document also delves into the process of extinction, its different types, and its effects on behavior. It includes detailed explanations of extinction bursts, spontaneous recovery, and resistance to extinction. Valuable for students preparing for exams in behavior modification or related fields.

Typology: Exams

2024/2025

Available from 02/08/2025

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EDF
EDF 6223
EDF 6223 EXAM QUESTIONS WITH CORRECT
VERIFIED SOLUTIONS 100% GUARANTEED
PASS (LATEST 2025/26)
Shaping Across and Within Response Topographies - ANS ✓•Across response
topographies
-Topography of behavior changes during shaping
-Behaviors are still members of the same response class
•Within response topographies
-Topography of behavior remains constant
-Another measurable dimension of behavior is changed (e.g., duration of the
behavior)
Positive Aspects of Shaping - ANS ✓•Teaches new behaviors
•A positive approach to teaching
•Can be combined with other procedures, such as chaining
Limitations of Shaping - ANS ✓•Can be time consuming
•Progress is not always linear and may be erratic
•Requires a skillful trainer, who can recognize subtly closer approximations
•Can be misapplied (problem or harmful behaviors can be accidentally shaped)
Shaping vs. Fading - ANS ✓•Both change behavior gradually
-Shaping via changing response requirements
-Fading by changing antecedent stimuli
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Download EDF 6223 Exam Questions: Shaping, Extinction, and Behavior Modification and more Exams Behavioural Science in PDF only on Docsity!

EDF

EDF 6223 EXAM QUESTIONS WITH CORRECT

VERIFIED SOLUTIONS 100% GUARANTEED

PASS (LATEST 2025/26)

Shaping Across and Within Response Topographies - ANS ✓•Across response topographies

  • Topography of behavior changes during shaping
  • Behaviors are still members of the same response class •Within response topographies
  • Topography of behavior remains constant
  • Another measurable dimension of behavior is changed (e.g., duration of the behavior) Positive Aspects of Shaping - ANS ✓•Teaches new behaviors •A positive approach to teaching •Can be combined with other procedures, such as chaining Limitations of Shaping - ANS ✓•Can be time consuming •Progress is not always linear and may be erratic •Requires a skillful trainer, who can recognize subtly closer approximations •Can be misapplied (problem or harmful behaviors can be accidentally shaped) Shaping vs. Fading - ANS ✓•Both change behavior gradually
  • Shaping via changing response requirements
  • Fading by changing antecedent stimuli

EDF

Increasing Efficiency of Shaping - ANS ✓•Combine with a discriminative stimulus (e.g., a prompt)

  • Verbal cues
  • Physical guidance
  • Models Guidelines for Implementing Shaping - ANS ✓•Consider nature of behavior to be learned and resources available
  • How far away is current performance from terminal behavior? •This might influence how long shaping will take
  • What is the availability of staff and other resources? •Remember, this is a labor intensive procedure Guidelines for Implementing Shaping - ANS ✓•Select the Terminal Behavior
  • The ultimate criterion for selecting a behavior for change: •How will the behavior change contribute to the learner's independence in gaining reinforcement?
  • Define the terminal behavior precisely •Then you'll know when the behavior has occurred Guidelines for Implementing Shaping - ANS ✓•Determine Criteria for Success
  • How accurate, fast, long, or intensely should the behavior be performed? Under what conditions should it be performed?
  • Establish norms by •Consulting literature •Observing similar peer group Guidelines for Implementing Shaping - ANS ✓•Analyze the Response Class
  • Identify the approximations that might be emitted during training

EDF

•Extinction is a procedure that provides zero probability of reinforcement •The effectiveness of extinction is dependent primarily on the identification of reinforcing consequences and consistent application of the procedure •Extinction does not require the application of aversive stimuli to decrease behavior. Procedural - ANS ✓•Procedural forms of extinction involve "ignoring" the problem behavior. •Applications of the procedural form of extinction are often ineffective. Functional - ANS ✓•Functional forms of extinction involve withholding the maintaining reinforcers.•When the extinction procedure is matched to the behavioral function, the intervention is usually effective. Misuses of the Term "Extinction" - ANS ✓•1) Using extinction to refer to any decrease in behavior •2) Confusing forgetting and extinction •3) Confusing response blocking and sensory extinction •4) Confusing noncontingent reinforcement and extinction •Using extinction to refer to any decrease in behavior

  • Some use the term extinction when referring to any decrease response performance, regardless of what produced the behavior change. Labeling any reduction in behavior that reaches a zero rate of occurrence as extinction is a common misuse of the term Confusing forgetting and extinction - ANS ✓-In forgetting, a behavior is weakened by the passage of time during which the individual does not have an opportunity to emit the behavior.
  • In extinction, behavior is weakened because it does not produce reinforcement.

EDF

Confusing response blocking and sensory extinction - ANS ✓-Response blocking is not an extinction procedure

  • Response blocking prevents the occurrence of the target behavior
  • With all extinction procedures the individual can emit the problem behavior. Confusing noncontingent reinforcement and extinction - ANS ✓- Noncontingent reinforcement (NCR) does not withhold the reinforcers that maintain the problem behavior.
  • Extinction diminishes behavior by changing consequence stimuli; NCR diminishes behavior by changing antecedent stimuli The functional variation of extinction is withholding maintaining reinforcers. - ANS ✓True Extinction of Behavior Maintained by Positive Reinforcement - ANS ✓- Behaviors maintained by positive reinforcement are placed on extinction when those behaviors do not produce the reinforcer. Extinction of Behavior Maintained by Negative Reinforcement - ANS ✓- Behaviors maintained by negative reinforcement are place on extinction (escape extinction) when those behaviors do not produce a removal of the aversive stimulus
  • The individual cannot escape from the aversive situation. Extinction of Behavior Maintained by Automatic Reinforcement - ANS ✓- Behaviors maintained by automatic reinforcement are placed on extinction by masking or removing the sensory consequence (sensory extinction) Extinction of Behavior Maintained by Automatic Reinforcement - ANS ✓-Not a recommended treatment option for problem behavior, even self-stimulatory behaviors that are maintained by social consequences or negative reinforcement.

EDF

(Keller & Schoenfeld, 1950/1995, p.#75) Number, Magnitude, and quality of reinforcement - ANS ✓-The number of times a behavior produces reinforcement may influence resistance to extinction.

  • A behavior with a long history of reinforcement may have more resistance to extinction than a behavior with a shorter history of reinforcement •Response Effort - ANS ✓-The effort required for a response apparently influences its resistance to extinction. •A response requiring great effort diminishes more quickly during extinction than a response requiring less effort. 10 Guidelines for Application of Extinction - ANS ✓•Withholding all reinforcers maintaining the problem behavior •Withholding reinforcement consistently •Combining extinction with other procedures •Using instructions •Planning for extinction-produced aggression •Increasing the number of extinction trials •Including significant others in extinction •Guarding against unintentional extinction •Maintaining extinction-decreased behavior •When not to use extinction •Withholding all reinforcers maintaining the problem behavior - ANS ✓- First step in using extinction effectively is to identify and withhold all possible sources of reinforcement that maintain the target behavior •Withholding Reinforcement Consistently - ANS ✓-All behavior change procedures require consistent application, but consistency is essential for extinction.

EDF

  • Consistency is the single most difficult aspect in using extinction. •Combining Extinction with Other Procedures - ANS ✓-The effectiveness of extinction may increase when it is combined with other procedures.
  • Differential reinforcement and antecedent procedures hold promise for reducing extinction effects such as bursting and aggression. A child is not making progress with increasing her mands (i.e., asking for things that she would like). In fact, she is not even making any sounds. What should the analyst check for first? - ANS ✓That the girl has an echoic or imitative repertoire Which of the following is an example of imitation? - ANS ✓A child throws leaves on a slide. His peer watches and picks up some leaves and throws it on the slide, too Which of the following is NOT an example of imitation? - ANS ✓The RBT says "cookie" and holds out a cookie. The child says "cookie" A child has now imitated at least 10 models. The behavior analyst wants to move on to a new goal. Which would you recommend that analyst select next? - ANS ✓Modeling 2-step movements for imitation When should you stop motor imitation training? - ANS ✓When the student consistently imitates novel models or can imitate a sequence of behaviors A client you are working with does not know all the steps to wash his hands after using the bathroom, a chain he must complete every time he attempts it for hygiene reasons. What procedure should you use for this particular chain of behaviors? - ANS ✓total task chaining

EDF

You have a client who refuses to eat food at dinner. You begin presenting food for the client to eat and only remove the presentation of food when 5 bites have been swallowed. This is an example of: - ANS ✓escape extinction A client exhibits disruptive behavior while grocery shopping with his mother. The parent delivers a reinforcer every 5-7 minutes that the target behavior does not occur. This procedure is part of: - ANS ✓DRO A behavior plan has a DRA procedure in which a student is given the reinforcing consequence of being answered any time he raises his hands instead of shouting out. The teacher accidentally responds to him sometimes. What is one thing you should consider when modifying this procedure? - ANS ✓. Provide coaching so that he is answered only when his hand his raised Extinction - ANS ✓is a procedure that decreases the future frequency of a behavior because reinforcement of that previously reinforced behavior is discontinued. Definition of Imitation - ANS ✓•A model stimulus is presented in an effort to evoke the imitative behavior •The imitative behavior follows immediately •The model and behavior must have formal similarity •The model must serve as a controlling variable for the imitative behavior (SD) Types of Models - ANS ✓•Planned models

  • Pre-arranged antecedent stimuli that help learners acquire new skills
  • Shows the learner exactly what to do •Unplanned models
  • Occur in everyday social interactions

EDF

Formal Similarity - ANS ✓•The model and the behavior physically resemble each other Immediacy - ANS ✓•The temporal relation between the model and the occurrence of the imitative behavior is very important •Imitation may also occur at later times and in the context of everyday life situations

  • However, when this occurs in the absence of a model, it is not imitation The discriminative features of the environment are different in this context (i.e., the model is not controlling the behavior Controlled Relation - ANS ✓•The controlling relation between the model and the imitative behavior is paramount •This is best evidenced when the model is novel and it still evokes an imitative response
  • After this first occurrence, the new behavior has a history of reinforcement
  • Becomes a discriminated operant Imitation Training - ANS ✓•Some children with disabilities require instruction in order to learn to imitate •Objective: to teach children to "do what the model does"
  • Generalize a rule to imitate models
  • Also known as generalized imitation Steps to Imitation Training(Striefel, 1974) - ANS ✓•Assess and teach any prerequisite skills for imitation training •Select models for training •Pretest •Sequence models for training •Perform imitation training

EDF

  • Purpose: evaluate learner's current performance level and determine progress in learning to respond to model
  • Brief pretest prior to each training session
  • Use first 3 models currently selected for training
  • Present them 3 times in random order
  • If learner performs them correctly 3 times, remove from training sequence Performing Imitation Training: Training - ANS ✓•Training
  • Use repeated presentations of 1 of the 3 models in pre-assessment
  • Use model most often responded to or responded to with closest similarity during pre-assessment
  • Continue until learner responds correctly 5 consecutive times
  • Use physical guidance if necessary, to prompt the response
  • Gradually fade prompts as quickly as possible Performing Imitation Training: Post Assessment - ANS ✓•Post-assessment
  • Purpose: to evaluate how well learner can perform previously- and recently- learned behaviors
  • Present 5 previously learned models and 5 models still in training
  • On 3 consecutive post-assessments •If child has imitated a model incorrectly on 14 of 15 trials, remove it from training
  • Physical guidance may be used Performing Imitation Training: Probes - ANS ✓•Probes for imitative behavior
  • Purpose: assesses for generalized imitation
  • Select 5 non-trained, novel models to check for occurrence of imitation
  • Do at end of each training session or intermix in training sessions Use pre-assessment procedures (no antecedent or response prompts

EDF

Guidelines for imitation training - ANS ✓•Keep training sessions active and short (10-15 minutes, a couple times a day) •Reinforce both prompted and imitative responses •Pair verbal praise and attention with tangible reinforcers •If progress breaks down, back up and move ahead slowly •Keep a record •Fade out verbal response prompts and physical guidance What is Shaping? - ANS ✓•A process in which one

  • Systematically and differentially reinforces
  • Successive approximations to a terminal behavior •Used to help learners acquire new behaviors Differential Reinforcement - ANS ✓•Some members of a response class are reinforced (responses that are successively closer to the terminal behavior) •Other members of that response class are not reinforced (responses that are not closer to the terminal behavior) Response Differentiation - ANS ✓•Involves two components:
  • Differentially reinforce behaviors that resemble the terminal behavior
  • Carefully changing the criterion for reinforcement •Result
  • Increase in behaviors successively closer to terminal behavior
  • Decrease in behaviors that are not successively closer to terminal behavior Dimensions of Behavior that can be Shaped - ANS ✓•Topography
  • Form of the behavior •Frequency
  • Number of responses per unit of time