Test Bank for Behavior Modifi
n! n! n! n!n!
cation
What It Is and How to Do It
n! n! n! n! n! n! n! n!
Eleventh Edition Marti n! n !
n and Pear
n! n!
131
www.stuvia.com
, OPTION-BASED QUESTIONS n!
Chapter 1. Introduction n! n!
Multiple Choice Questions On Main Text (Note: * indicates the correct answer)
n! n! n! n! n! n ! n! n! n! n! n!
1. A behavioral deficit is:
n! n! n!
* a) too little of a particular type of behavior
n! n! n! n! n! n! n! n!
b)too much of a particular type of behavior
n! n! n! n! n! n! n!
c)an appropriate behavior occurring to the wrong stimulus
n! n! n! n! n! n! n!
d)an appropriate behavior occurring at the wrong time or place
n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Conceptual
n!
2. A behavioral excess is:
n! n! n!
* a) too much of a particular type of behavior
n! n! n! n! n! n! n! n!
b) too little of a particular type of behavior
n! n! n! n! n! n! n!
c) an appropriate behavior occurring to the wrong stimulus
n! n! n! n! n! n! n!
d) an appropriate behavior occurring at the wrong time or place
n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Conceptual
n!
3. Which of the following is an example of behavior?
n! n! n! n! n! n! n! n!
a) hair color
n! n! b) the color of someone’s eyes n! n! n! n! n!
c) the clothes someone is wearing
n! n! *d) dressing in the morning
n! n! n! n! n! n! n!
Difficulty: Medium n !
Type: Factual
n!
4. In behavior modification, motivation and intelligence refer to:
n! n! n! n! n! n! n!
a) inner mental processes
n! n! * b) ways of behaving
n! n! n! n! n!
c) causes of behavior
n! n! n! d) major sources of abnormality n! n! n! n!
Difficulty: Easy n !
Type: Conceptual
n!
5. In behavior modification, the term “environment” refers to:
n! n! n! n! n! n! n!
a) the neighborhood in which a person is raised
n! n! n! n! n! n! n!
b) the natural habitat of an organism
n! n! n ! n! n !
* c) the specific physical variables in one’s immediate surroundings
n! n! n! n! n! n! n! n!
d) the general situation where one happens to be
n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Factual
n!
6. A child does not pronounce words clearly and does not interact with other childre
n! n! n! n! n! n! n! n! n! n! n! n! n!
n. These are examples of:
n ! n! n! n!
a) behavioral excesses
n! b) behavioral abnormalities
n! n! n!
* c) behavioral deficits
n! d) behavioral characteristics
n! n! n!
Difficulty: Medium n !
Type: Conceptual
n!
7. Behavior modifiers stress the importance of defining problems in terms
n! n! n! n! n! n! n! n! n! n!
of n! specific behavioral deficits or behavioral excesses because:
n! n! n! n! n! n!
a) n! therapists can then focus on the individual’s problem behaviors rather than on h
n! n! n! n! n! n! n! n! n! n! n! n!
is
n! or her strengths
n! n!
*
b) it is behavior that causes concern, and there are specific procedures now av
n! n! n! n! n! n! n! n! n! n! n! n! n!
ailable to change behavior
n! n! n!
132
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,c) labeling an individual implies that a particular treatment program will be helpful
n! n! n! n! n! n! n! n! n! n! n!
d) labeling an individual is useful for quickly providing general information about how
n! n! n! n! n! n! n! n! n! n! n! n
!that individual might perform
n! n! n!
Difficulty: Hard n!
Type: Applied n!
8. Which of the following is not a characteristic of behavior modification?
n! n! n! n! n! n! n! n! n! n!
a) It defines problems in terms of behavior.
n! n! n! n! n! n!
b) Its treatment procedures and techniques are ways of rearranging an individ
n! n! n! n! n! n! n! n! n! n!
ual’s environment. n!
c) Its techniques draw extensively from the principles of operant and Pavlovia
n! n! n! n! n! n! n! n! n! n!
n conditioning.
n!
* d) It emphasizes the use of summary labels for classifying individuals.
n! n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Applied n!
9. Which of the following is an example of covert behavior?
n! n! n! n! n! n! n! n! n!
* a) a skier thinking, “I hope I don’t fall” b) a pitcher throwing a ball
n! n! n! n! n! n! n! n! n! n! n! n! n!
c) a student drinking coffee
n! n! d) a child talking to her dog in the backyard
n! n! n! n! n! n! n! n! n! n! n!
Difficulty: Medium n !
Type: Conceptual n!
10. Which of the following is an example of overt behavior?
n! n! n! n! n! n! n! n! n!
a) feelings of nervousness
n! * b) yelling at someone
n! n! n! n! n! n!
c) a boy on a date thinking, “I like this girl” d) imagining a beautiful sunset
n! n! n! n! n! n! n! n! n! n! n ! n! n! n! n!
Difficulty: Medium n !
Type: Conceptual n!
11. Behavior therapy was first used to refer to: n! n! n! n! n! n! n!
a) behavior modification in which there is typically an attempt to analyze or clearl
n! n! n! n! n! n! n! n! n! n! n! n!
y demonstrate controlling variables
n ! n! n!
b) the scientific study of laws that govern the behavior of human beings and other animals
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
*c) Joseph Wolpe’s behavioral treatment for specific phobias
n! n! n! n! n! n! n!
d) behavior modification that focuses on overt behaviors that are of social significance
n! n! n! n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Conceptual n!
12. Which of the following is an example of an outcome of behavior?
n! n! n! n! n! n! n! n! n! n! n!
a) throwing a baseball n! n!
b) lifting a heavy weight n! n! n!
*c) scoring a goal in ice hockey
n! n! n! n! n! n!
d) standing at the free throw line in basketball
n! n! n! n! n! n! n! n!
Difficulty: Medium n !
Type: Conceptual n!
13. Behavior modifiers are cautious about using summary labels to refer to individua
n! n! n! n! n! n! n! n! n! n! n!
ls or their actions because:
n! n! n! n!
a) the label for the behavior is often used as a pseudo-explanation for the behavior
n! n! n! n! n! n! n! n! n! n! n! n! n!
b) labels can negatively affect the way an individual might be treated
n! n! n! n! n! n! n! n! n! n!
c) labeling may influence us to focus on an individual’s problem behaviors rather than
n! n! n! n! n! n! n! n! n! n ! n ! n!
on his or her strengths
n ! n! n! n! n!
* d) all of the above n! n! n! n!
133
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, Difficulty: Hard n!
Type: Conceptual n!
14. The people, objects, and events that make up a person’s environment are called:
n! n! n! n! n! n! n! n! n! n! n! n!
* a) stimuli n! b) conditioned stimuli n! n!
c) unconditioned stimuli n! d) reinforcing stimuli
n! n!
Difficulty: Easy n !
Type: Factual n!
15. Which of the following is not a characteristic of behavior modification?
n! n! n! n! n! n! n! n! n! n!
a) Its treatment procedures are ways of altering an individual’s environment.
n! n! n! n! n! n! n! n! n!
b) Its methods and rationales can be described precisely.
n! n! n! n! n! n! n!
* c) Its techniques stem primarily from cognitive psychology.
n! n! n! n! n! n! n!
d) Its techniques are often applied by individuals in everyday life.
n! n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Conceptual n!
16. Behavioral assessment seeks to: n! n! n!
a) determine the underlying mental disturbance responsible for behavioral symptoms
n! n! n! n! n! n! n! n!
b) identify the type of mental disorder assumed to underlie particular patterns of abno
n! n! n! n! n! n! n! n! n! n! n! n!
rmal behavior n!
*
c) identify potential controlling variables of problem behaviors, and select behavio
n! n! n! n! n! n! n! n! n! n!
ral treatment
n!
d) determine the necessary intelligence level of potential clients as a prerequisite to be
n! n! n! n! n! n! n! n! n! n! n! n! n!
havior modification programs n! n !
Difficulty: Medium n !
Type: Applied n!
17. Which of the following is not a misconception about behavior modification?
n! n! n! n! n! n! n! n! n! n!
a) Behavior modifiers only deal with the observable and they don’t deal with the thoug
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
hts and feelings of clients.
n ! n! n! n!
*
b) Behavior modification involves the systematic application of learning principles
n! n! n! n! n! n! n! n! n!
to improve covert and overt behaviors.
n! n! n! n! n! n!
c) Behavior modification involves the use of drugs, psychosurgery, and electroconvu
n! n! n! n! n! n! n! n! n!
lsive therapy. n!
d) Behavior modification only changes symptoms; it doesn’t get at the underlying problems.
n! n! n! n! n! n! n! n! n! n! n!
Difficulty: Hard n!
Type: Applied n!
18. Which of the following is an example of cognitive behavior?
n! n! n! n! n! n! n! n! n!
a) a child reading out loud for a parent
n! n! n! n! n! n! n!
b) a baseball player talking to her coach
n! n! n! n! n! n!
* c) a person on a hot day imagining that he is sitting at the ocean
n ! n ! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
d) a student writing with a pen
n! n! n! n! n! n!
Difficulty: Medium n !
Type: Conceptual n!
19. Behaviors to be improved in a behavior modification program are frequently called:
n! n! n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
134
www.stuvia.com
n! n! n! n!n!
cation
What It Is and How to Do It
n! n! n! n! n! n! n! n!
Eleventh Edition Marti n! n !
n and Pear
n! n!
131
www.stuvia.com
, OPTION-BASED QUESTIONS n!
Chapter 1. Introduction n! n!
Multiple Choice Questions On Main Text (Note: * indicates the correct answer)
n! n! n! n! n! n ! n! n! n! n! n!
1. A behavioral deficit is:
n! n! n!
* a) too little of a particular type of behavior
n! n! n! n! n! n! n! n!
b)too much of a particular type of behavior
n! n! n! n! n! n! n!
c)an appropriate behavior occurring to the wrong stimulus
n! n! n! n! n! n! n!
d)an appropriate behavior occurring at the wrong time or place
n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Conceptual
n!
2. A behavioral excess is:
n! n! n!
* a) too much of a particular type of behavior
n! n! n! n! n! n! n! n!
b) too little of a particular type of behavior
n! n! n! n! n! n! n!
c) an appropriate behavior occurring to the wrong stimulus
n! n! n! n! n! n! n!
d) an appropriate behavior occurring at the wrong time or place
n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Conceptual
n!
3. Which of the following is an example of behavior?
n! n! n! n! n! n! n! n!
a) hair color
n! n! b) the color of someone’s eyes n! n! n! n! n!
c) the clothes someone is wearing
n! n! *d) dressing in the morning
n! n! n! n! n! n! n!
Difficulty: Medium n !
Type: Factual
n!
4. In behavior modification, motivation and intelligence refer to:
n! n! n! n! n! n! n!
a) inner mental processes
n! n! * b) ways of behaving
n! n! n! n! n!
c) causes of behavior
n! n! n! d) major sources of abnormality n! n! n! n!
Difficulty: Easy n !
Type: Conceptual
n!
5. In behavior modification, the term “environment” refers to:
n! n! n! n! n! n! n!
a) the neighborhood in which a person is raised
n! n! n! n! n! n! n!
b) the natural habitat of an organism
n! n! n ! n! n !
* c) the specific physical variables in one’s immediate surroundings
n! n! n! n! n! n! n! n!
d) the general situation where one happens to be
n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Factual
n!
6. A child does not pronounce words clearly and does not interact with other childre
n! n! n! n! n! n! n! n! n! n! n! n! n!
n. These are examples of:
n ! n! n! n!
a) behavioral excesses
n! b) behavioral abnormalities
n! n! n!
* c) behavioral deficits
n! d) behavioral characteristics
n! n! n!
Difficulty: Medium n !
Type: Conceptual
n!
7. Behavior modifiers stress the importance of defining problems in terms
n! n! n! n! n! n! n! n! n! n!
of n! specific behavioral deficits or behavioral excesses because:
n! n! n! n! n! n!
a) n! therapists can then focus on the individual’s problem behaviors rather than on h
n! n! n! n! n! n! n! n! n! n! n! n!
is
n! or her strengths
n! n!
*
b) it is behavior that causes concern, and there are specific procedures now av
n! n! n! n! n! n! n! n! n! n! n! n! n!
ailable to change behavior
n! n! n!
132
www.stuvia.com
,c) labeling an individual implies that a particular treatment program will be helpful
n! n! n! n! n! n! n! n! n! n! n!
d) labeling an individual is useful for quickly providing general information about how
n! n! n! n! n! n! n! n! n! n! n! n
!that individual might perform
n! n! n!
Difficulty: Hard n!
Type: Applied n!
8. Which of the following is not a characteristic of behavior modification?
n! n! n! n! n! n! n! n! n! n!
a) It defines problems in terms of behavior.
n! n! n! n! n! n!
b) Its treatment procedures and techniques are ways of rearranging an individ
n! n! n! n! n! n! n! n! n! n!
ual’s environment. n!
c) Its techniques draw extensively from the principles of operant and Pavlovia
n! n! n! n! n! n! n! n! n! n!
n conditioning.
n!
* d) It emphasizes the use of summary labels for classifying individuals.
n! n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Applied n!
9. Which of the following is an example of covert behavior?
n! n! n! n! n! n! n! n! n!
* a) a skier thinking, “I hope I don’t fall” b) a pitcher throwing a ball
n! n! n! n! n! n! n! n! n! n! n! n! n!
c) a student drinking coffee
n! n! d) a child talking to her dog in the backyard
n! n! n! n! n! n! n! n! n! n! n!
Difficulty: Medium n !
Type: Conceptual n!
10. Which of the following is an example of overt behavior?
n! n! n! n! n! n! n! n! n!
a) feelings of nervousness
n! * b) yelling at someone
n! n! n! n! n! n!
c) a boy on a date thinking, “I like this girl” d) imagining a beautiful sunset
n! n! n! n! n! n! n! n! n! n! n ! n! n! n! n!
Difficulty: Medium n !
Type: Conceptual n!
11. Behavior therapy was first used to refer to: n! n! n! n! n! n! n!
a) behavior modification in which there is typically an attempt to analyze or clearl
n! n! n! n! n! n! n! n! n! n! n! n!
y demonstrate controlling variables
n ! n! n!
b) the scientific study of laws that govern the behavior of human beings and other animals
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
*c) Joseph Wolpe’s behavioral treatment for specific phobias
n! n! n! n! n! n! n!
d) behavior modification that focuses on overt behaviors that are of social significance
n! n! n! n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Conceptual n!
12. Which of the following is an example of an outcome of behavior?
n! n! n! n! n! n! n! n! n! n! n!
a) throwing a baseball n! n!
b) lifting a heavy weight n! n! n!
*c) scoring a goal in ice hockey
n! n! n! n! n! n!
d) standing at the free throw line in basketball
n! n! n! n! n! n! n! n!
Difficulty: Medium n !
Type: Conceptual n!
13. Behavior modifiers are cautious about using summary labels to refer to individua
n! n! n! n! n! n! n! n! n! n! n!
ls or their actions because:
n! n! n! n!
a) the label for the behavior is often used as a pseudo-explanation for the behavior
n! n! n! n! n! n! n! n! n! n! n! n! n!
b) labels can negatively affect the way an individual might be treated
n! n! n! n! n! n! n! n! n! n!
c) labeling may influence us to focus on an individual’s problem behaviors rather than
n! n! n! n! n! n! n! n! n! n ! n ! n!
on his or her strengths
n ! n! n! n! n!
* d) all of the above n! n! n! n!
133
www.stuvia.com
, Difficulty: Hard n!
Type: Conceptual n!
14. The people, objects, and events that make up a person’s environment are called:
n! n! n! n! n! n! n! n! n! n! n! n!
* a) stimuli n! b) conditioned stimuli n! n!
c) unconditioned stimuli n! d) reinforcing stimuli
n! n!
Difficulty: Easy n !
Type: Factual n!
15. Which of the following is not a characteristic of behavior modification?
n! n! n! n! n! n! n! n! n! n!
a) Its treatment procedures are ways of altering an individual’s environment.
n! n! n! n! n! n! n! n! n!
b) Its methods and rationales can be described precisely.
n! n! n! n! n! n! n!
* c) Its techniques stem primarily from cognitive psychology.
n! n! n! n! n! n! n!
d) Its techniques are often applied by individuals in everyday life.
n! n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
Type: Conceptual n!
16. Behavioral assessment seeks to: n! n! n!
a) determine the underlying mental disturbance responsible for behavioral symptoms
n! n! n! n! n! n! n! n!
b) identify the type of mental disorder assumed to underlie particular patterns of abno
n! n! n! n! n! n! n! n! n! n! n! n!
rmal behavior n!
*
c) identify potential controlling variables of problem behaviors, and select behavio
n! n! n! n! n! n! n! n! n! n!
ral treatment
n!
d) determine the necessary intelligence level of potential clients as a prerequisite to be
n! n! n! n! n! n! n! n! n! n! n! n! n!
havior modification programs n! n !
Difficulty: Medium n !
Type: Applied n!
17. Which of the following is not a misconception about behavior modification?
n! n! n! n! n! n! n! n! n! n!
a) Behavior modifiers only deal with the observable and they don’t deal with the thoug
n! n! n! n! n! n! n! n! n! n! n! n! n! n!
hts and feelings of clients.
n ! n! n! n!
*
b) Behavior modification involves the systematic application of learning principles
n! n! n! n! n! n! n! n! n!
to improve covert and overt behaviors.
n! n! n! n! n! n!
c) Behavior modification involves the use of drugs, psychosurgery, and electroconvu
n! n! n! n! n! n! n! n! n!
lsive therapy. n!
d) Behavior modification only changes symptoms; it doesn’t get at the underlying problems.
n! n! n! n! n! n! n! n! n! n! n!
Difficulty: Hard n!
Type: Applied n!
18. Which of the following is an example of cognitive behavior?
n! n! n! n! n! n! n! n! n!
a) a child reading out loud for a parent
n! n! n! n! n! n! n!
b) a baseball player talking to her coach
n! n! n! n! n! n!
* c) a person on a hot day imagining that he is sitting at the ocean
n ! n ! n! n! n! n! n! n! n! n! n! n! n! n! n! n!
d) a student writing with a pen
n! n! n! n! n! n!
Difficulty: Medium n !
Type: Conceptual n!
19. Behaviors to be improved in a behavior modification program are frequently called:
n! n! n! n! n! n! n! n! n! n! n!
Difficulty: Easy n !
134
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