EDF 6226 Modules 1-6 2023/2024 Solved 100%

Sally is observing a new client, Michael. Every time she comes in the room, he puts his head down. She is possible experiencing an effect known as: - ANSWER-reactivity Margo distributed several questionnaires to her new client's teachers, asking them about particular behaviors. What assessment method is she using? - ANSWER-indirect assessment Sally is observing a new client, Michael. Every time she comes in the room, he puts his head down. She is possible experiencing an effect known as: - ANSWER-reactivity Margo distributed several questionnaires to her new client's teachers, asking them about particular behaviors. What assessment method is she using? - ANSWER-indirect assessment When considering a target behavior, Fernando is careful to select one that will expose the individual to new environments, including the reinforcers and punishers that go along with it. What is the best name for this? - ANSWER-behavior cusp Sam was excited to show his supervisor an idea for a behavior plan. His target behavior was "lose weight". What response should the BCBA provide? - ANSWER-Weight loss is a direct effect of other behaviors and not appropriate as a "target behavior" Anjali, a BCBA, was in an IEP meeting for a new student in the school. One of the attendees indicated that they conducted interviews with previous teachers and they all said the boy exhibited the target behavior when he wanted was attention. The attendee suggested the group move forward with goals related to attention seeking. How should Anjali respond? - ANSWER-Suggest direct observation first Suggest baseline data collection Suggest a functional behavior assessment All of the above are appropriate. Michelle wants to create a visual display that will compare the same behavior of two or more participants. Her best option would be: - ANSWER-line graph Dominique wants to create a visual display that will display discrete sets of data that are not related to one another. Her best option would be: - ANSWER-bar graph Miguel wants to create a standardized visual display that will demonstrate frequency over time. His best option would be: - ANSWER-standard celeration chart Emilia was working with a family that was having a difficult time understanding Applied Behavior Analysis. They indicated that their daughter's maladaptive behaviors came "out of nowhere" and that there was "no logic" behind them. Emilia had to explain to them that the science of ABA relies on the assumption that the world is a lawful place and that behaviors are not random. Emilia is describing: - ANSWER-philosophical doubt conceptually systematic determinism- correct answer empiricism Zoe examined her assessment data. The data were undifferentiated, despite her confidence that the function of behavior was to receive tangible (i.e., chocolate). Upon investigation, she discovered her learner had free access to chocolate the hour before each of her assessment periods. This unplanned for variable is known as: - ANSWER-duplicate variable extraneous variable- correct answer concurring variable independent variable Morgan was concerned about his new learner - he would doodle during math assessments and his grade was going down. He took baseline for 2 days, but there was no real pattern, so he immediately started the intervention. What should have Morgan done differently? - ANSWER-He should have waited until there was a steady state of responding before beginning the intervention. correct answer He should have conducted an assessment for at least two weeks. He should have asked the learner if they liked art better than math. Nothing - when a behavior is serious to the analyst, it warrants immediate intervention. Sally examined her intervention data. She wanted her learner to increase the number of words read per minute. According the SCC, there was a x1.4 celeration. When her supervisor (not a behavior analyst) asked how the learner was progressing, she responded: - ANSWER-Very well! The learner is demonstrating acceleration - which you can see by the ascending line on the chart. correct answer Very well! The learner is demonstrating deceleration, as evidenced by this descending line on the chart. I am not sure if she is enjoying the program. Not well. The learner is demonstrating deceleration, as evidenced by this descending line on the chart. Which of the following is a good experimental question in the science of behavior analysis? - ANSWER-Will Timmy perform better on his math exam? Which breakfast will help Timmy perform better on his two different math exams - waffles or pancakes? Will a personality test identify if Timmy will perform well on his math exam? Which method of instruction - precision teaching or lecture - will help Timmy score higher on his math exams? correct answer The suspected function of crying is attention. During the attention condition of the FA, this means that each instance of crying is: - ANSWER--reinforced with attention- correct answer -reinforced with chocolate -ignored -redirected The suspected function of crying is escape. During the contingent escape condition during the FA, this means that each instance of crying is: - ANSWER--differentially reinforced for asking for a break -provided a break from the task.- correct answer -No answer text provided. -No answer text provided. The suspected function of crying is escape. During the play condition during the FA, this means that each instance of crying is: - ANSWER--reinforced with attention -reinforced with escape from a task -ignored- correct answer -reinforced with chocolate The results of a functional analysis indicated that the learner cries when they want attention in class. A functionally equivalent intervention may be: - ANSWER--to teach the learner to ask for a break -to teach the learner to request attention by raising their hand- correct answer -to teach the learner to go to a quiet room to cry. -to teach the learner to ask a friend for attention instead. The results of a functional analysis indicated that the learner has outbursts (typically jokes) when they want attention from the class. A functionally equivalent intervention