| Miltenberger--Chapter One, Introduction to Behavior Modification | ||
What is the basic definition of human behavior?
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What three dimensions of behavior can be measured? 1) 2) 3)
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What does it mean to say a behavior is lawful?
What is a functional relationship? |
What is the difference between an overt behavior and a covert behavior?
Provide an example of each: Overt behavior:
Covert behavior: |
What are the six characteristics of behavior? 1) 2) 3) 4) 5) 6) |
What does it mean to say that behavior modification procedures are based on behavioral principles? |
Why do behaviorists emphasize current environmental events to change behavior?
What is a controlling variable? |
How important is measurement in applying behavior modification procedures? | What consideration of past events do we make in applying behavioral principles?
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Does behaviorism focus on the underlying causes of behavior? Why or why not?
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What are the six characteristics of Behavior Modification? 1) 2) 3) 4) 5) 6)
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Describe the influence of each of the following researchers in establishing the field of behaviorism: Pavlov:
Thorndike:
Watson:
Skinner:
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| Miltenberger--Chapter Two, Observing and Recording Behavior | ||
Why is it important to clearly define the target behavior?
Why is a label not appropriate?
What is interobserver reliability? |
Review the behavioral definitions and the labels in Table 2-1 on page 22. Identify five behaviors that could represent the label of being "naughty". 1) 2) 3) 4) 5)
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Why is it important to identify WHO will record a behavior?
What factors should be considered in deciding the "observation period"?
What is the difference between a natural and contrived setting? |
Identify and define four dimensions of a behavior that may be recorded in a continuous recording method. 1) 2) 3) 4)
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What is frequency recording?
Provide an example. |
What is duration recording?
Provide an example. |
What is latency recording?
Provide an example.
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What is product recording?
Provide an example.
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What is interval recording?
Provide an example.
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What is time sampling recording?
Provide an example.
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Data can be recorded using several types of data collection sheets. What are some other ways of measuring behavior that do not include recording on paper? | What is reactivity?
How can we reduce it?
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What is interobserver reliability?
Why do we assess it?
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Frequency Recording Observer One measures the behavior as occurring 7 times during math. Observer Two measures the behavior as occurring 12 times during math. What is the interobserver reliability? Is it adequate? |
Duration Recording Observer One measures the behavior as occurring 13 minutes. Observer Two measures the behavior as occurring 9 minutes. What is the interobserver reliability? Is it adequate? |
| Miltenberger--Chapter Three, Graphing Behavior and Measuring Change | ||
How and why are graphs used to study behavior?
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On a graph, what is recorded on the abscissa?
On the ordinate? |
What is the x-axis?
What is the y-axis? |
What is an A-B design?
What does A refer to?
What does B refer to? |
What is an A-B-A-B reversal design? | What is a multiple baseline design?
What are the three types of multiple baseline designs? 1) 2) 3)
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What is an extraneous variable?
How does a reversal design help you rule out extraneous variables as the cause for behavior change? |
What is an alternating treatment design?
How do you judge the effectiveness of treatment in an alternating treatment design? |
What is a changing criterion design?
Identify a circumstance in which you would use a changing criterion design?
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| What is a functional relationship? How do you determine that a functional relationship exists between a target behavior and a treatment procedure? | ||
| Miltenberger--Chapter Four, Reinforcement | ||
Reinforcement-- The occurrence of a particular behavior-- Is followed by an immediate consequence This results in the strengthening of the behavior. |
What is operant behavior? (you may need to use the glossary to help you with your definition)
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Review Table 4-1. Identify the behavior in each scenario. Identify the reinforcement in each scenario. |
| Review the graph on page 73. What type design is represented in this graph? | Review the graph on page 74. What type of design is represented in this graph? | What reinforcement was used in the study represented by the graph in Figure 4-4 on page 74?
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| Figure 4-4 on page 74 presents a graph of a research study where the independent variable (Increase Nonverbal Approval) had a functional relationship to the dependent variable (attentive behavior). The functional relationship is established because in taking baseline you see a low percentage of attention (M=50%). Implementation of the independent variable (intervention) of Increased Nonverbal Attention increased the behavior to a mean of approximately 78%. Upon the return to baseline the behavior decreased to a mean of approximately 52%. When the intervention (independent variable) was implemented again, the behavior increased (M=82%). While it seems that it the independent variable caused the behavior change we can only say that we have a functional relationship between the independent (intervention) and dependent (behavior) variables because when we returned to baseline the behavior went down and when we implemented the intervention for the second time the behavior went up. | Positive Reinforcement The occurrence of a behavior is followed by the ______________ of a stimulus or an ____________ in the intensity of a stimulus, which results in the _____________________ of the behavior.
Negative Reinforcement The occurrence of a behavior is follow by the _______________________ of a stimulus or a ______________________ in the intensity of a stimulus, which results in the ___________________ of a behavior. |
What is a stimulus?
What is the difference between negative reinforcement and punishment?
Review the examples in Table 4-1 on page 72 again. This time, identify the consequence as either positive or negative reinforcement. Identify which numbers are: positive reinforcement: negative reinforcement: |
What is the Premack Principle?
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Explain how the following are examples of negative reinforcement. Escape:
Avoidance:
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What is a unconditioned reinforcer?
Identify three examples: 1) 2) 3) |
What is a conditioned reinforcer?
Identify three examples. 1) 2) 3)
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What is a generalized reinforcer? | Why is it important to deliver a reinforcer immediately? |
| What does "contingency" mean? | What is an "establishing operation"?
How do satiation and deprivation affect an "establishing operation"?
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How do we know that a stimulus is a reinforcer for that person? |
What is a continuous reinforcement schedule?
What is an intermittent reinforcement schedule? |
When is a continuous schedule of reinforcement used?
When is an intermittent schedule of reinforcement used?
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What is a Fixed Ratio schedule of reinforcement?
What is a Variable Ratio schedule of reinforcement? |
What is a Fixed Interval schedule of reinforcement?
What is a Variable Interval schedule of reinforcement? |
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| Miltenberger--Chapter Five, Extinction | ||
What is the behavioral definition of extinction?
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What is an "extinction burst"?
Provide an example. |
What is spontaneous recovery?
Provide an example. |
How do you use extinction with a positively reinforced behavior?
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How do you use extinction with a negatively reinforced behavior? | What is a common misconception about extinction? |
How does intermittent reinforcement affect extinction?
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| Miltenberger--Chapter Six, Punishment | ||
What is punishment?
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What is an aversive stimulus? | In Table 6-1 on page 113 identify the behavior and the consequence.
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Does is a misconception of punishment?
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Positive Punishment The occurrence of a behavior is followed by the _____________________of an _________________ stimulus and, as a result, the behavior is _______ likely to occur in the future. Negative Punishment The occurrence of a behavior is followed by the _________________ of a reinforcing stimulus and, as a result, the behavior is ____________likely to occur in the future. |
Review the examples in Table 6-1 on page 113. Which of the scenarios represent:
Positive Punishment:
Negative Punishment: |
What are unconditioned punishers?
Provide an example. |
What are conditioned punishers?
Provide an example. |
Why is important to deliver punishment immediately? |
What is a contingency?
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What is an "establishing operation"? | How is the intensity of a stimulus related to its effectiveness as a punisher? |
What problems are associated with using punishment?
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| Miltenberger--Chapter Seven, Stimulus Control: Discrimination and Generalization | ||
Define Stimulus Control:
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Review how each of the behaviors in Table 7-1 are under stimulus control to the antecedent stimulus. Note whether the consequence is a positive reinforcer or a negative reinforcer. | What is a discriminative stimulus?
What is a S-delta?
Review the SD's and S-Delta's in Table 7-2 on page 137. |
What is stimulus discrimination training?
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Can stimulus discrimination training occur with punishment as a consequence? Give an example: |
Describe the Three Term Contingency in Stimulus Discrimination Training. |
What is generalization?
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What is generalization gradient? | For each of the examples in Table 7-3 on page 144 identify the three term contingency. |
What is a stimulus class?
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How does the cartoon in Figure 7-2 on page 145 represent generalization and stimulus class? | |
| Miltenberger, Chapter Eight, Respondent Conditioning | ||
What is operant behavior?
What is respondent behavior?
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What is respondent conditioning? | Provide an example of an unconditioned response (UR):
Provide an example of an unconditioned stimulus (US): |
How does a stimulus become a condition stimulus (CS)?
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What are some other names for respondent conditioning? | How can emotional responses become conditioned? |
What is the difference between respondent behavior and operant behavior? p. 164
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Provide an example of how respondent and operant behaviors can occur in the same situation. | |
| Miltenberger, Chapter Nine, Shaping | ||
| What is shaping? | How is shaping involved in language development?
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What are the steps in using a shaping procedure? 1) 2) 3) 4) 5) 6) 7)
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How may a problem behavior be taught inadvertently through shaping?
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How is extinction and reinforcement used in a shaping process? | Shaping maybe used to establish a new topography of a behavior or a new dimension of a behavior. Explain this statement. Provide an example of shaping a new dimension of a behavior. (pp. 177-179) |
Describe how Horner, 1971 used shaping to teach a 5-year-old boy two behaviors.
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| Miltenberger, Chapter Ten, Prompting and Transfer of Stimulus Control | ||
What is prompting?
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What is fading? | What is a response prompt? |
Identify the response prompts in the order of "least to most" intrusive. 1) 2) 3) 4)
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What is a stimulus prompt?
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For each of the following stimulus prompts, provide an example: Within-Stimulus Prompt:
Extrastimulus Prompt: |
What is transfer of stimulus control?
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What is prompt fading?
What is prompt delay? |
What is stimulus fading?
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| Miltenberger, Chapter Eleven, Chaining | ||
What is a stimulus response chain?
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Provide an example of a stimulus-response chain that is not presented in the chapter. | What is a task-analysis? |
Identify several ways to conduct a task analysis.
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What is chaining? | Describe each of the following: Forward Chaining:
Backward Chaining:
Total Task Presentation:
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How are prompting and fading used in chaining procedures?
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Provide an example of how a written task analysis might be used in instruction. | Provide an example of how picture prompts might be used in instruction. |
| Miltenberger, Chapter Twelve, Behavioral Skills Training | ||
What types of behaviors can be taught using Behavioral Skills Training (BST)?
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What are some key points to remember when using modeling as a component of your BST procedure? | What are some key point to remember when using the instruction phase of your BST procedure?
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What are some key points to remember when using the rehearsal phase of your BST procedure?
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What are some key points to remember when using the feedback phase of your BST procedure? | How can generalization be enhanced when using a BST procedure? |
How does the BST procedure reflect the "three-term contingency"?
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| Militenberger--Chapter Thirteen, Understanding Problem Behaviors Through Functional Assessment | ||
A functional assessment of behavior provides information about:
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Identify and describe the four broad classes of reinforcing consequences of functions of problem behaviors. 1)
2)
3)
4)
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Identify and describe the indirect methods of conducting a functional assessment. |
How does direct observation differ from indirect observation when conducting a functional assessment of behavior?
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What is a scatterplot?
What kind of information does it provide?
How do you conduct a scatterplot?
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What is an abc observation?
What two methods can be used to conduct an ABC analysis? |
What are you finding out as you conduct an experimental analysis during a functional assessment?
What type of design are you using?
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Describe how a functional analysis demonstrates a functional relationship between the antecedents and consequences and the problem behavior. | |
| Miltenberger--Chapter Fourteen, Applying Extinction | ||
Define extinction. Provide an example that is not from this chapter.
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Why must you conduct a functional assessment before using extinction to decrease a problem behavior? | Why must you collect data on the problem behavior when implementing a extinction procedure? |
Why is important to use a reinforcement procedure in conjunction with extinction?
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How is the schedule of reinforcement before extinction related to the effectiveness of extinction? | What is sensory reinforcement?
What is sensory extinction? |
For each of the examples in Table 14-2, identify whether the consequence is positive social reinforcement, negative social reinforcement, automatic positive reinforcement, automatic negative reinforcement. 1) 2) 3) 4) 5) 6) 7) 8) 9) 10)
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| Miltenberger, Chapter Fifteen, Differential Reinforcement | ||
What is a DRA?
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When would you use a DRA? | Identify the steps in using a DRA. |
Explain how researchers used Differential Negative Reinforcement of Alternative Behaviors (DNRA) with Jason, an 8-year-old autistic boy.
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What is DRI?
How does it differ from DRA? |
What is DRO?
How is extinction a component of using a DRO procedure?
How do you determine the time period in using a DRO? |
What is the difference between whole-interval DRO and momentary DRO?
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What is DRL?
What are the two types of DRL and how do they differ? |
How are DRO and spaced-responding DRL different? |
| Miltenberger, Chapter Sixteen, Antecedent Control Procedures | ||
What is an Antecedent Control Procedure?
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What is the goal of antecedent control procedures with regard to the occurrence of undesirable competing behaviors? | Provide an example of how you would provide the SD or cues for a desirable behavior get get the behavior to occur? |
Describe how you would eliminate the SD or cues for a problem behavior. Provide an example.
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What is an establishing operation? Provide an example of how you would eliminate an establishing operation to make it less likely that a problem behavior will occur. | Provide an example of how you could increase the response effort for a problem behavior to decrease the frequency of the behavior. |
Provide an example of how you would decrease the response effort for a desirable behavior to get the behavior to occur.
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Why is it important to use differential reinforcement in conjunction with antecedent control procedures when you want to increase a desirable behavior? | What does it mean to say that an intervention is functional and nonaversive? |
| Miltenberger--Chapter Seventeen, Using Punishment: Time-Out and Response Cost | ||
| What is time-out? | Identify two types of time-out described in the chapter. 1)
2)
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Why is it important to use reinforcement with time-out? |
Why is it important for us to understand the function of behavior when using time-out?
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When would time-out not be practical? | What is the appropriate length of period for using time-out? |
What must we consider about interactions when using time-out?
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What is response cost? | How and why do we use differential reinforcement with time-out? |
What are the differences between response cost, time-out, and extinction?
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What considerations should we make in using response cost? | Describe a research study using either time-out or response cost (as described in your textbook). |
What type of punishment is time-out and response cost? (positive or negative) Explain your answer.
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| Miltenberger--Chapter Eighteen, Positive Punishment Procedures and the Ethics of Punishment | ||
What is the difference between positive punishment and negative punishment?
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Describe the positive practice procedure. Provide and example. | Describe the restitution procedure. Provide an example. |
Describe the contingent exercise procedure. How does it differ from overcorrection?
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Describe the guided compliance procedure. When is it used? | Describe the physical restraint procedure. Provide an example. Provide an example of response blocking. |
How do you know whether a particular stimulus is an aversive stimulus for a person?
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Why is the use of punishment procedures decreasing? | What cautions should you take in applying aversive activities? |
| Miltenberger--Chapter Twenty, Self-Management | ||
Define Self Management?
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What is a behavioral deficit? | What is a behavioral excess? |
Identify the basic elements of self-management.
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What are controlling behaviors?
What is controlled behavior? |
What is the relationship between the target behavior and alternative behaviors in a self-management problem involving a behavioral deficit? |
| What is the relationship between the target behavior and the alternative behaviors in a self-management problem involving a behavioral excess? | Identify a problem behavior and provide an example of an antecedent manipulation you could use in a self management program to change this behavior. | Identify a problem behavior (it can be the same behavior) and identify how a behavioral contract could be used in a self management program to change this behavior.
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Identify a problem behavior and identify how social support could be used in a self-management plan.
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Describe how self-instructions could be used in a self management plan. | |
| Miltenberger--Chapter Twenty-One, Habit Reversal Procedures | ||
What is a habit disorder?
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What are nervous habits? Provide some examples. | What are motor tics?
What are vocal tics?
How do tics differ from nervous habits? |
Describe the habit reversal procedure. 1) 2) 3) 4)
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Describe the competing response that would be used for a nervous habit of knuckle-cracking. | What is involved in the social support component of the habit reversal procedure? |
Describe awareness training. What is its purpose?
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What are some other procedures that have been used with Habit Disorders. | |
| Miltenberger--Chapter Twenty-Two, The Token Economy | ||
What is a token? What are some items that can be used as tokens?
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What is a generalized conditioned reinforcer? How does a token become a generalized conditioned reinforcer? | Why is it important to deliver a token immediately after an instance of the desirable target behavior? |
What are the basic components of a token economy?
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What are backup reinforcers? How are backup reinforcers chosen? | When would a continuous reinforcement schedule be used in a token economy?
When would an intermittent schedule of reinforcement be used? |
Why is it important to pair praise with the delivery of tokens?
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Why is it important to fade the delivery of tokens over time? | What are the advantages and disadvantages of using a token economy? |
| Miltenberger--Chapter Twenty-Three, Behavioral Contracts | ||
What is a behavioral contract?
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Identify and describe the components of a behavioral contract. | |
What is public commitment and how might public commitment be involved in the success of a behavioral contract?
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Describe the role rule-governed behavior may play in the effectiveness of behavioral contracts. | Describe how behavioral contracts may be used with school-age children to improve academic performance. |
| Miltenberger--Chapter Twenty-Four, Fear and Anxiety Reduction Procedures | ||
Describe how respondent behavior is involved in a fear or anxiety problem. Provide and example
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Describe how operant behavior is involved in a fear or anxiety problem. Provide an example. | Describe progressive muscle relaxation. |
Describe diaphragmatic breathing.
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Describe attention-focusing exercises. | Describe behavioral relaxation training. |
| Describe systematic desensitization. | Describe in vivo desensitization. | |
| Miltenberger--Chapter Twenty-Five, Cognitive Behavior Modification | ||
What are cognitive behaviors?
Provide an example.
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Provide examples of the cognitive behaviors that might be involved in what we call guilt. | In cognitive restructuring, the therapist helps the client identify the distressing thoughts he or she experiences. What are the two ways in which the therapist can assess the clients thoughts? |
What is a cognitive distortion?
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What is the goal of cognitive restructuring? | What is the goal of cognitive coping skills training? |
How can Behavioral Skills Training (BST) be used in Self-Instructional Training?
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How do cognitive behavior modification procedures differ from other behavior modification procedures described in this book? | What is the goal of acceptance and commitment therapy? How does it differ from the goal of cognitive behavior modification procedures? |