EDF 6223 EXAM 3 MOCK TEST 2026 FULL
QUESTION BANK WITH SOLUTIONS AND
EXPLANATIONS STUDY SET
◉ conduct imitation training sessions: probe for imitation with
novel models.
Answer: use approximately 5 nontrained, novel models to probe for
occurrences of imitation at the end of each imitation training
session, or intermix the probes with the training trials. uses the
same procedures as the preassessment, but without using the
antecedent verbal response prompt or other forms of response
prompts
◉ guidelines for imitation training.
Answer: 1. keep sessions active and brief: 10-15 minute sessions
more than once daily
2. reinforce both prompted and imitative responses: in the
beginning, reinforce each occurrence of prompted responses and/or
imitation and do it immediately
3. pair verbal praise and attention with tangible reinforcement
4. if progress stalls, back up and move ahead slowly: return to an
earlier level of successful performance
,5. fade out verbal response prompts or physical guidance: children
need to learn to do what the model does without the supports of
response prompting
6. make data-based decisions to terminate imitation training
◉ modeling.
Answer: a behavior change strategy in which learners acquire new
skills by imitating demonstrations of the skills by live or symbolic
models. the model shows, demonstrates, or conveys exactly the
behavior the learner is expected to convey. can be live, symbolic, or
recorded
◉ guidelines for effective modeling.
Answer: 1. model's similarity with the learner
2. prestigious models
3. emphasize the critical aspects of behavior (e.g., say... BLUE)
4. give instructions
5. use real life contexts and account for variations in circumstances
to promote generalized imitation
6. provide opportunities for rehearsal and provide feedback
7. deliver reinforcement frequently
◉ shaping.
, Answer: the differential reinforcement of successive approximations
toward a terminal behavior. the antecedent stimulus for the terminal
behavior stays the same, while the response progressively becomes
more differentiated
◉ 3 parts of shaping.
Answer: the analyst detects a change in the learner's environment,
makes a discriminated judgement about whether that change is a
progressively closer approximation to a terminal behavior of
interest; and then differentially reinforces the closer successive
approximation
◉ differential reinforcement.
Answer: presenting an unconditioned or conditioned reinforcer only
to those emitted members of a response class that share a specified
dimension or quality, while placing all other emitted response class
members on extinction.
◉ 3 fundamental effects of differential reinforcement.
Answer: responses within a response class similar in function to
those that have been reinforced in the past are more likely to
reoccur; responses resembling the unreinforced members are not as
likely to reoccur; and when responses are unreinforced and undergo
extinction, extinction-induced variability may occur. when applied
consistently within a response class, its triple effect results in a new
QUESTION BANK WITH SOLUTIONS AND
EXPLANATIONS STUDY SET
◉ conduct imitation training sessions: probe for imitation with
novel models.
Answer: use approximately 5 nontrained, novel models to probe for
occurrences of imitation at the end of each imitation training
session, or intermix the probes with the training trials. uses the
same procedures as the preassessment, but without using the
antecedent verbal response prompt or other forms of response
prompts
◉ guidelines for imitation training.
Answer: 1. keep sessions active and brief: 10-15 minute sessions
more than once daily
2. reinforce both prompted and imitative responses: in the
beginning, reinforce each occurrence of prompted responses and/or
imitation and do it immediately
3. pair verbal praise and attention with tangible reinforcement
4. if progress stalls, back up and move ahead slowly: return to an
earlier level of successful performance
,5. fade out verbal response prompts or physical guidance: children
need to learn to do what the model does without the supports of
response prompting
6. make data-based decisions to terminate imitation training
◉ modeling.
Answer: a behavior change strategy in which learners acquire new
skills by imitating demonstrations of the skills by live or symbolic
models. the model shows, demonstrates, or conveys exactly the
behavior the learner is expected to convey. can be live, symbolic, or
recorded
◉ guidelines for effective modeling.
Answer: 1. model's similarity with the learner
2. prestigious models
3. emphasize the critical aspects of behavior (e.g., say... BLUE)
4. give instructions
5. use real life contexts and account for variations in circumstances
to promote generalized imitation
6. provide opportunities for rehearsal and provide feedback
7. deliver reinforcement frequently
◉ shaping.
, Answer: the differential reinforcement of successive approximations
toward a terminal behavior. the antecedent stimulus for the terminal
behavior stays the same, while the response progressively becomes
more differentiated
◉ 3 parts of shaping.
Answer: the analyst detects a change in the learner's environment,
makes a discriminated judgement about whether that change is a
progressively closer approximation to a terminal behavior of
interest; and then differentially reinforces the closer successive
approximation
◉ differential reinforcement.
Answer: presenting an unconditioned or conditioned reinforcer only
to those emitted members of a response class that share a specified
dimension or quality, while placing all other emitted response class
members on extinction.
◉ 3 fundamental effects of differential reinforcement.
Answer: responses within a response class similar in function to
those that have been reinforced in the past are more likely to
reoccur; responses resembling the unreinforced members are not as
likely to reoccur; and when responses are unreinforced and undergo
extinction, extinction-induced variability may occur. when applied
consistently within a response class, its triple effect results in a new
