EBT Final Exam UPDATED ACTUAL
Questions and CORRECT Answers
What is video modeling? - CORRECT ANSWER - Learning by watching someone model
the behavior in question.
Describe how MacDonald et al. (2009) used video modeling to teach social interaction skills. -
CORRECT ANSWER - During the video viewing phase of treatment, the video showed
airport and zoo scripted roles that each child was assigned to play with the position of the child
defining which character they would be. They watched the video twice and then were instructed
that it was time to play. They had 4 minutes to play with the toys.
Describe some prerequisite skills for learning with video modeling. - CORRECT
ANSWER - Imitation, sitting
Behavioral Cusp - CORRECT ANSWER - 2. a) access to new reinforcers, contingencies,
and environments: the behavior, such as button presses in an elevator that gives you access to a
new floor, provides "far-reaching implications" instead of "proximal environmental effects".
3. b) social validity: A behavior change would qualify as a cusp if it meets the "demands of the
social community" around the individual.
4. c) generativeness: Generativeness of a behavior speaks to whether this behavior is a
prerequisite to other, more complex behaviors. For example, teaching an individual to decipher
phenomes will help the individual to identify whole words and read.
5. d) competition with inappropriate responses: A behavior change would qualify as a cusp if it
replaces an inappropriate response. For example, the vocal response of asking a teacher for
attention would replace the inappropriate response of hitting her in the face.
6. e) number and the relative importance of people affected: a behavior change that would
qualify as a cusp must benefit others. For example, teaching the individual with Autism to give a
hug may positively impact the relationship they have with their family.
What are the short-term goals of behavior analytic intervention for autism? And what is the long-
term, overarching goal? - CORRECT ANSWER - Short-term: to address behavioral
deficits and excesses by providing carefully structured learning opportunities
, Long-term: to teach learners to learn from typical environments, build complex, age-appropriate
behavior that produces reinforcement
Describe the three basic components of a trial and a fourth that may be included in teaching. -
CORRECT ANSWER - Antecedent, Response, Consequence, and Prompting may be
added as the fourth.
What are some variations of teaching arrangements that comprise behavior analytic instruction?
What are some characteristics of behavior analytic instruction that apply across most variations?
- CORRECT ANSWER - Variations: adult initiated, learner initiated, embedded in
typically occurring activity, hybrids of the above
Constants across all: repeated trials, instruction individualized, data recorded, data graphed and
analyzed, intervention changed if no progress
What are the two decisions that must be made when using prompts? - CORRECT
ANSWER - What types of prompts and the method of transfer from the prompt to the
target discrimination
Define and distinguish between response and stimulus prompts. Provide a specific example of
each. - CORRECT ANSWER - Response prompts (extra-stimulus prompts) are
supplementary stimuli that guide the child's response (e.g., verbal, textual, gestural, physical
prompts). An example of a physical response prompt is to physically prompt a child to stack 10
blocks. Stimulus prompts (extra- or within-stimulus prompting) also are stimuli that guide a
child's response but these prompts are manipulations of the stimuli that guide the child to the
correct response, such as manipulation of color, size, shape, or position (within-stimulus
prompts) of the stimulus (extra-stimulus prompt). The two types of stimulus prompts are position
cues and within-stimulus prompts, as highlighted in the previous sentences.
How can extra-stimulus prompts be faded, according to Green (2001)? - CORRECT
ANSWER - Extra-stimulus prompts can be faded with intensity, distance to target
stimulus, or time to presentation of target stimulus.
Distinguish between graduated guidance and most-to-least fading of prompts. - CORRECT
ANSWER - Most-to-least fading is the same as graduated guidance (defined above),
except the criterion for fading prompts is determined by performance across trials.
Questions and CORRECT Answers
What is video modeling? - CORRECT ANSWER - Learning by watching someone model
the behavior in question.
Describe how MacDonald et al. (2009) used video modeling to teach social interaction skills. -
CORRECT ANSWER - During the video viewing phase of treatment, the video showed
airport and zoo scripted roles that each child was assigned to play with the position of the child
defining which character they would be. They watched the video twice and then were instructed
that it was time to play. They had 4 minutes to play with the toys.
Describe some prerequisite skills for learning with video modeling. - CORRECT
ANSWER - Imitation, sitting
Behavioral Cusp - CORRECT ANSWER - 2. a) access to new reinforcers, contingencies,
and environments: the behavior, such as button presses in an elevator that gives you access to a
new floor, provides "far-reaching implications" instead of "proximal environmental effects".
3. b) social validity: A behavior change would qualify as a cusp if it meets the "demands of the
social community" around the individual.
4. c) generativeness: Generativeness of a behavior speaks to whether this behavior is a
prerequisite to other, more complex behaviors. For example, teaching an individual to decipher
phenomes will help the individual to identify whole words and read.
5. d) competition with inappropriate responses: A behavior change would qualify as a cusp if it
replaces an inappropriate response. For example, the vocal response of asking a teacher for
attention would replace the inappropriate response of hitting her in the face.
6. e) number and the relative importance of people affected: a behavior change that would
qualify as a cusp must benefit others. For example, teaching the individual with Autism to give a
hug may positively impact the relationship they have with their family.
What are the short-term goals of behavior analytic intervention for autism? And what is the long-
term, overarching goal? - CORRECT ANSWER - Short-term: to address behavioral
deficits and excesses by providing carefully structured learning opportunities
, Long-term: to teach learners to learn from typical environments, build complex, age-appropriate
behavior that produces reinforcement
Describe the three basic components of a trial and a fourth that may be included in teaching. -
CORRECT ANSWER - Antecedent, Response, Consequence, and Prompting may be
added as the fourth.
What are some variations of teaching arrangements that comprise behavior analytic instruction?
What are some characteristics of behavior analytic instruction that apply across most variations?
- CORRECT ANSWER - Variations: adult initiated, learner initiated, embedded in
typically occurring activity, hybrids of the above
Constants across all: repeated trials, instruction individualized, data recorded, data graphed and
analyzed, intervention changed if no progress
What are the two decisions that must be made when using prompts? - CORRECT
ANSWER - What types of prompts and the method of transfer from the prompt to the
target discrimination
Define and distinguish between response and stimulus prompts. Provide a specific example of
each. - CORRECT ANSWER - Response prompts (extra-stimulus prompts) are
supplementary stimuli that guide the child's response (e.g., verbal, textual, gestural, physical
prompts). An example of a physical response prompt is to physically prompt a child to stack 10
blocks. Stimulus prompts (extra- or within-stimulus prompting) also are stimuli that guide a
child's response but these prompts are manipulations of the stimuli that guide the child to the
correct response, such as manipulation of color, size, shape, or position (within-stimulus
prompts) of the stimulus (extra-stimulus prompt). The two types of stimulus prompts are position
cues and within-stimulus prompts, as highlighted in the previous sentences.
How can extra-stimulus prompts be faded, according to Green (2001)? - CORRECT
ANSWER - Extra-stimulus prompts can be faded with intensity, distance to target
stimulus, or time to presentation of target stimulus.
Distinguish between graduated guidance and most-to-least fading of prompts. - CORRECT
ANSWER - Most-to-least fading is the same as graduated guidance (defined above),
except the criterion for fading prompts is determined by performance across trials.
