TEST BANK for Behavior Modification: What It Is and How To Do It 12th Edition by Garry Martin & Joseph J. Pear. All Chapters 1 - 29

TEST BANK for Behavior Modification: What It Is

and How To Do It

12th Edition by Garry Martin & Joseph J. Pear.

All Chapters 1 - 29Q

, OPTION-BASEDQ QUESTIONS

ChapterQ1.Q Introduction


Type:QConceptual



1. AQbehavioralQ excessQ is:

* a)QtooQmuchQofQaQparticularQtypeQofQbehavior

b) tooQlittleQofQaQparticularQtypeQofQbehavior

c) anQ appropriateQ behaviorQ occurringQ toQ theQ wrongQ stimulus

d) anQappropriateQ behaviorQoccurringQatQtheQ wrongQtimeQorQplace

Difficulty:QEasy

Type:QConceptual



2. WhichQ ofQtheQfollowingQisQanQexampleQofQbehavior?

a)QhairQcolor b)QtheQcolorQofQsomeone’sQeyes

c)QtheQclothesQsomeoneQisQ wearing *d)QdressingQinQtheQmorning

Difficulty:QMedium

Type:QFactual



3. InQbehaviorQ modification,QmotivationQ andQ intelligenceQreferQto:

a)QinnerQ mentalQprocesses *Qb)QwaysQofQbehaving

c)QcausesQ ofQ behavior d)QmajorQsourcesQ ofQ abnormality

Difficulty:QEasy

Type:QConceptual

,4. InQbehaviorQ modification,QtheQtermQ “environment”QrefersQto:

a) theQ neighborhoodQinQ whichQ aQ personQ isQraised

b) theQ naturalQ habitatQ ofQ anQ organism

* c)QtheQspecificQphysicalQvariablesQinQone’sQimmediateQsurroundings

d)QtheQgeneralQsituationQwhereQoneQhappensQtoQbe

Difficulty:QEasy

Type:QFactual



5. AQchildQ doesQnotQ pronounceQ wordsQ clearlyQ andQ doesQ notQ interactQ withQ ot

herQ children.QTheseQareQexamplesQ of:

a)QbehavioralQ excesses b)QbehavioralQabnormalities

* c)QbehavioralQdeficits d)Q behavioralQ characteristics

Difficulty:QMedium

Type:QConceptual



6. BehaviorQmodifiersQstressQtheQ importanceQ ofQ definingQproblemsQ in

QtermsQofQspecificQbehavioralQ deficitsQ orQbehavioralQ excessesQ because:

a)Q therapistsQ canQ thenQ focusQ onQ theQ individual’sQ problemQ behaviorsQ ratherQ thanQ

onQ hisQ orQherQstrengths

* b)QitQ isQ behaviorQ thatQ causesQ concern,Q andQ thereQ areQ specificQ proced

uresQ nowQ availableQtoQchangeQbehavior

, c) labelingQ anQ individualQ impliesQ thatQ aQ particularQ treatmentQ programQ willQ beQ helpful

d) labelingQ anQ individualQ isQ usefulQ forQ quicklyQ providingQ generalQ informationQ about

Q howQ thatQindividualQmightQperform

Difficulty:QHard

Type:QApplied

7. WhichQofQtheQ followingQ isQnotQ aQcharacteristicQ ofQbehaviorQmodification?

a) ItQdefinesQproblemsQinQ termsQofQbehavior.

b) ItsQtreatmentQ proceduresQ andQ techniquesQ areQ waysQ ofQ rearrangingQ anQ i

ndividual’sQenvironment.

c) ItsQtechniquesQ drawQ extensivelyQfromQtheQprinciplesQ ofQ operantQ and

QPavlovianQconditioning.

* d)Q ItQ emphasizesQ theQ useQ ofQ summaryQ labelsQ forQ classifyingQ individuals.

Difficulty:QEasy

Type:QApplied



8. WhichQofQtheQfollowingQisQanQexampleQofQcovertQbehavior?

* a)Q aQ skierQthinking,Q“IQ hopeQIQ don’tQfall” b)QaQpitcherQthrowingQaQball

c)Q aQstudentQ drinkingQ coffee d)Q aQchildQtalkingQtoQherQ dogQ inQ theQ backyard

Difficulty:QMedium

Type:QConceptual



9. WhichQofQtheQfollowingQisQanQexampleQofQovertQbehavior?

a)QfeelingsQofQnervousness *Qb)QyellingQatQsomeone

c)Q aQ boyQ onQ aQ dateQ thinking,Q “IQ likeQthisQ girl”Q d)Q imaginingQ aQbeautifulQ sunset

Difficulty:QMedium

Type:QConceptual