EDF 6223 EXAM 3 STUDY GUIDE 2026 FULL
PRACTICE QUESTIONS WITH ANSWERS AND
STEP-BY-STEP EXPLANATIONS
◉ Transformation of stimulus functions (Transformation of
Function).
Answer: Occur when the functions of one stimulus alter or
transform the functions of another stimulus in accordance with the
derived relation between the two, without additional training.
◉ Generalized Operant.
Answer: An operant in which the form of the individual responses in
the class vary considerably
◉ Contextual cues.
Answer: Establish what relations exists between stimuli
Allow(s) you to make an arbitrary relational responses between
stimuli.
◉ Formal Simularity.
Answer: When the antecedent (what the model presents) and the
response (what the learner emits) share the same sense mode - both
,are visual such as copying printed text, or both are tactile such as
imitating sign language, etc.
◉ Model.
Answer: An antecedent stimulus with topographical similarity to the
behavior that evokes imitative behavior.
◉ Planned modeling.
Answer: Shows the learner what exactly to do.
◉ Unplanned modeling.
Answer: All antecedent stimuli with the capacity to evoke imitation.
◉ Non-equivalence relations.
Answer: Those in which stimuli are related on some basis other than
"sameness".
◉ Striefel's Components of Imitation Training.
Answer: a) assessing and teaching necessary prerequisite skills for
imitation training (staying seated, looking at the teacher, keeping
hands in lap, looking at objects
b) selecting models for imitation training (suggest start with 25
models)
, c)Pretesting
d)sequencing the selected models
e)conducting imitation training
◉ Imitation.
Answer: Is occasioned by another person's model of the behavior (or
symbolic presentation thereof); follows the modeled behavior
closely in time; model must serve as the controlling variable.
◉ Assessing for imitation training.
Answer: Prerequisite skills needed: Attending
Identify problem behaviors that may interfere with training (may
need to be decreased prior to training)
◉ Steps for Performing Imitative Training.
Answer: 1. Preassessment
2. Training
3. Post-assessment
4. Probes for imitative behavior
◉ Guidelines for Imitative Training.
Answer: Keep sessions active and brief
PRACTICE QUESTIONS WITH ANSWERS AND
STEP-BY-STEP EXPLANATIONS
◉ Transformation of stimulus functions (Transformation of
Function).
Answer: Occur when the functions of one stimulus alter or
transform the functions of another stimulus in accordance with the
derived relation between the two, without additional training.
◉ Generalized Operant.
Answer: An operant in which the form of the individual responses in
the class vary considerably
◉ Contextual cues.
Answer: Establish what relations exists between stimuli
Allow(s) you to make an arbitrary relational responses between
stimuli.
◉ Formal Simularity.
Answer: When the antecedent (what the model presents) and the
response (what the learner emits) share the same sense mode - both
,are visual such as copying printed text, or both are tactile such as
imitating sign language, etc.
◉ Model.
Answer: An antecedent stimulus with topographical similarity to the
behavior that evokes imitative behavior.
◉ Planned modeling.
Answer: Shows the learner what exactly to do.
◉ Unplanned modeling.
Answer: All antecedent stimuli with the capacity to evoke imitation.
◉ Non-equivalence relations.
Answer: Those in which stimuli are related on some basis other than
"sameness".
◉ Striefel's Components of Imitation Training.
Answer: a) assessing and teaching necessary prerequisite skills for
imitation training (staying seated, looking at the teacher, keeping
hands in lap, looking at objects
b) selecting models for imitation training (suggest start with 25
models)
, c)Pretesting
d)sequencing the selected models
e)conducting imitation training
◉ Imitation.
Answer: Is occasioned by another person's model of the behavior (or
symbolic presentation thereof); follows the modeled behavior
closely in time; model must serve as the controlling variable.
◉ Assessing for imitation training.
Answer: Prerequisite skills needed: Attending
Identify problem behaviors that may interfere with training (may
need to be decreased prior to training)
◉ Steps for Performing Imitative Training.
Answer: 1. Preassessment
2. Training
3. Post-assessment
4. Probes for imitative behavior
◉ Guidelines for Imitative Training.
Answer: Keep sessions active and brief
