TEST BANK
Applied Behavior Analysis, 3rd edition
By John O. Cooper, Timothy E. Heron
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
PART 1: INTRODUCTION AND BASIC CONCEPTS
1. Definition and Characteristics of Applied Behavior Analysis
2. Basic Concepts and Principles
PART 2: SELECTING, DEFINING, AND MEASURING BEHAVIOR
3. Selecting and Defining Target Behaviors
M
4. Measuring Behavior
5. Improving and Assessing the Quality of Behavioral Measurement
PART 3: EVALUATING AND ANALYZING BEHAVIOR CHANGE
6. Constructing and Interpreting Graphic Displays of Behavioral Data
PR
7. Analyzing Behavior Change: Basic Assumptions and Strategies
8. Reversal and Multielement Designs
9. Multiple Baseline and Changing Criterion Designs
10. Planning and Evaluating Applied Behavior Analysis Research
PART 4: REINFORCEMENT
ES
11. Positive Reinforcement
12. Negative Reinforcement
13. Schedules of Reinforcement
PART 5: PUNISHMENT
14. Positive Punishment
15. Negative Punishment
SI
PART 6: ANTECEDENT VARIABLES
16. Motivating Operations
17. Stimulus Control
PART 7: VERBAL BEHAVIOR
VE
18. Verbal Behavior
PART 8: DEVELOPING NEW BEHAVIOR
19. Equivalence-based Instruction
20. Engineering Emergent Learning with Nonequivalence Relations
21. Imitation, Modeling, and Observational Learning
22. Shaping
G
23. Chaining
PART 9: DECREASING BEHAVIOR WITH NONPUNISHMENT PROCEDURES
24. Extinction
R
25. Differential Reinforcement
26. Antecedent Interventions
PART 10: FUNCTIONAL ASSESSMENT
AD
27.Functional Behavior Assessment
PART 11: SPECIAL APPLICATIONS
28. Token Economy, Group Contingencies, and Contingency Contracting
29. Self-Management
PART 12: PROMOTING GENERALIZED BEHAVIOR CHANGE
30. Generalization and Maintenance of Behavior Change
ES
PART 13: ETHICS
31. Ethical and Professional Responsibilities of Applied Behavior Analysts
, KLJHGFCD
Chapter 1 Test Questions
Multiple Choice
1. The levels of understanding science include
M
A. prediction, depiction & control.
B. prediction, description & calculation.
C. prediction, description, & control.
D. picture, description, & control.
PR
2. When a behavior analyst notices that a child in a pre-kindergarten classroom has a tantrum
whenever a peer cries, the analyst may have gained understanding at the level of
A. prediction.
B. description.
C. control.
ES
D. replication.
3. There would be no logical or practical point in trying to develop a technology of behavior
change in the absence of which assumption?
A. philosophic doubt
B. prediction
SI
C. determinism
D. experimentation
4. Watson’s so-called S-R psychology was simple but incomplete. Skinner’s filling the gaps
while continuing to seek causal relationships in the environment is an example of
VE
A. replication
B. parsimony
C. prediction
D. (all of the above)
5. When a behavior analyst uses experimental manipulation to show that an intervention is
G
effective for middle schoolers with developmental disabilities, the analyst can’t claim that it
also works for high school students with learning disabilities unless they also demonstrate
A. replication.
R
B. experimentation.
C. reproduction.
D. control.
AD
6. A behavior analyst who studies schedules of reinforcement in video games with college
students in his lab is probably a(n)
A. methodological behaviorist.
B. experimental analyst.
C. behavioral practitioner.
ES
D. applied behavior analyst.
1| P a g e
LKJHGFD
, KLJHGFCD
7. A BCBA employed by a school district to conduct functional assessment and develop
behavior intervention plans is working as a(n)
A. radical behaviorist.
B. experimental analyst.
M
C. applied behavior analyst.
D. practitioner guided by behavior analysis.
8. According to Cooper, Heron, & Heward (2020), the experimental branch of behavior
PR
analysis formally began with
A. Watsonian psychology or S-R psychology
B. Pavlov’s study of reflexive behavior
C. Fuller’s study on the application of operant behavior to humans
D. Skinner’s publication The Behavior of Organisms
ES
9. A child often hits their sister when their mother leaves the room. A clinician claims that the
reason for this is that they have separation anxiety and believe that hitting will cause their
mother to return. This interpretation reflects
A. mentalism.
B. pragmatism.
C. radical behaviorism.
SI
D. methodological behaviorism.
10. If a behavioral practitioner is gathering baseline data by asking patients in a psychiatric
hospital to count the number of positive self-statements they make each day before noon, that
practitioner’s request would be consistent with
VE
A. mentalism.
B. radical behaviorism.
C. methodological behaviorism.
D. pragmatism.
G
11. If a behavior analyst wants to develop a behavior intervention plan based on the strongest
possible, empirically-derived information about the target behavior, they are most likely to
do so only after demonstrating
R
A. experimental control over the behavior.
B. a functional relation between an independent variable and the behavior.
C. a reliable change in the behavior given repeated manipulation of a particular aspect of the
AD
environment.
D. (all of the above)
12. A behavioral practitioner puts an intervention in place with the intention of reducing a 2nd
grader’s disruptive vocal stereotypy. After 2 weeks the child is emitting vocal stereotypy in
87% of intervals rather than 92%. The practitioner reasonably decided that the treatment was
not
ES
A. applied.
B. technological.
C. conceptually systematic.
D. effective.
1| P a g e
LKJHGFD
Applied Behavior Analysis, 3rd edition
By John O. Cooper, Timothy E. Heron
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
PART 1: INTRODUCTION AND BASIC CONCEPTS
1. Definition and Characteristics of Applied Behavior Analysis
2. Basic Concepts and Principles
PART 2: SELECTING, DEFINING, AND MEASURING BEHAVIOR
3. Selecting and Defining Target Behaviors
M
4. Measuring Behavior
5. Improving and Assessing the Quality of Behavioral Measurement
PART 3: EVALUATING AND ANALYZING BEHAVIOR CHANGE
6. Constructing and Interpreting Graphic Displays of Behavioral Data
PR
7. Analyzing Behavior Change: Basic Assumptions and Strategies
8. Reversal and Multielement Designs
9. Multiple Baseline and Changing Criterion Designs
10. Planning and Evaluating Applied Behavior Analysis Research
PART 4: REINFORCEMENT
ES
11. Positive Reinforcement
12. Negative Reinforcement
13. Schedules of Reinforcement
PART 5: PUNISHMENT
14. Positive Punishment
15. Negative Punishment
SI
PART 6: ANTECEDENT VARIABLES
16. Motivating Operations
17. Stimulus Control
PART 7: VERBAL BEHAVIOR
VE
18. Verbal Behavior
PART 8: DEVELOPING NEW BEHAVIOR
19. Equivalence-based Instruction
20. Engineering Emergent Learning with Nonequivalence Relations
21. Imitation, Modeling, and Observational Learning
22. Shaping
G
23. Chaining
PART 9: DECREASING BEHAVIOR WITH NONPUNISHMENT PROCEDURES
24. Extinction
R
25. Differential Reinforcement
26. Antecedent Interventions
PART 10: FUNCTIONAL ASSESSMENT
AD
27.Functional Behavior Assessment
PART 11: SPECIAL APPLICATIONS
28. Token Economy, Group Contingencies, and Contingency Contracting
29. Self-Management
PART 12: PROMOTING GENERALIZED BEHAVIOR CHANGE
30. Generalization and Maintenance of Behavior Change
ES
PART 13: ETHICS
31. Ethical and Professional Responsibilities of Applied Behavior Analysts
, KLJHGFCD
Chapter 1 Test Questions
Multiple Choice
1. The levels of understanding science include
M
A. prediction, depiction & control.
B. prediction, description & calculation.
C. prediction, description, & control.
D. picture, description, & control.
PR
2. When a behavior analyst notices that a child in a pre-kindergarten classroom has a tantrum
whenever a peer cries, the analyst may have gained understanding at the level of
A. prediction.
B. description.
C. control.
ES
D. replication.
3. There would be no logical or practical point in trying to develop a technology of behavior
change in the absence of which assumption?
A. philosophic doubt
B. prediction
SI
C. determinism
D. experimentation
4. Watson’s so-called S-R psychology was simple but incomplete. Skinner’s filling the gaps
while continuing to seek causal relationships in the environment is an example of
VE
A. replication
B. parsimony
C. prediction
D. (all of the above)
5. When a behavior analyst uses experimental manipulation to show that an intervention is
G
effective for middle schoolers with developmental disabilities, the analyst can’t claim that it
also works for high school students with learning disabilities unless they also demonstrate
A. replication.
R
B. experimentation.
C. reproduction.
D. control.
AD
6. A behavior analyst who studies schedules of reinforcement in video games with college
students in his lab is probably a(n)
A. methodological behaviorist.
B. experimental analyst.
C. behavioral practitioner.
ES
D. applied behavior analyst.
1| P a g e
LKJHGFD
, KLJHGFCD
7. A BCBA employed by a school district to conduct functional assessment and develop
behavior intervention plans is working as a(n)
A. radical behaviorist.
B. experimental analyst.
M
C. applied behavior analyst.
D. practitioner guided by behavior analysis.
8. According to Cooper, Heron, & Heward (2020), the experimental branch of behavior
PR
analysis formally began with
A. Watsonian psychology or S-R psychology
B. Pavlov’s study of reflexive behavior
C. Fuller’s study on the application of operant behavior to humans
D. Skinner’s publication The Behavior of Organisms
ES
9. A child often hits their sister when their mother leaves the room. A clinician claims that the
reason for this is that they have separation anxiety and believe that hitting will cause their
mother to return. This interpretation reflects
A. mentalism.
B. pragmatism.
C. radical behaviorism.
SI
D. methodological behaviorism.
10. If a behavioral practitioner is gathering baseline data by asking patients in a psychiatric
hospital to count the number of positive self-statements they make each day before noon, that
practitioner’s request would be consistent with
VE
A. mentalism.
B. radical behaviorism.
C. methodological behaviorism.
D. pragmatism.
G
11. If a behavior analyst wants to develop a behavior intervention plan based on the strongest
possible, empirically-derived information about the target behavior, they are most likely to
do so only after demonstrating
R
A. experimental control over the behavior.
B. a functional relation between an independent variable and the behavior.
C. a reliable change in the behavior given repeated manipulation of a particular aspect of the
AD
environment.
D. (all of the above)
12. A behavioral practitioner puts an intervention in place with the intention of reducing a 2nd
grader’s disruptive vocal stereotypy. After 2 weeks the child is emitting vocal stereotypy in
87% of intervals rather than 92%. The practitioner reasonably decided that the treatment was
not
ES
A. applied.
B. technological.
C. conceptually systematic.
D. effective.
1| P a g e
LKJHGFD
