EDF 6221 Test 2 – Questions & Correct Answers
1). Task analysis
Ans: The process (and product) of reducing a complex behavior and sequences of
behavior to their component elements
2). What is a task analysis used for?
Ans: -Determining the sequence of behaviors an individual must perform to complete a
given task
-Teaching complex behaviors such as physical movements or academic tasks
-Reinforcing small steps toward attainment of the final performance
-Giving feedback on the details of a complex behavior
3). Conducting a task analysis
Ans: 1. Determine terminal objective: what skills or behaviors will be taught? What's the
end behavior?
2. Set criterion for mastery: what is the behavior, condition, and criterion?
3. Specify any prerequisite skills: where is the learner now?
4. Take into account dimension concerns: how are we measuring success?
5. List all steps: what are the necessary steps? Are these universal? Is the sequence
correct?
6. Include needed props/materials
4). Shaping
Ans: Teaching new behaviors through differential reinforcement of successive
approximations to a specified target/terminal behavior
5). When to use shaping?
Ans: When there is a wide gap between the operant level of functioning and the target
behavior
6). Successive approximations
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, Ans: The component parts of a task (resulting from a task analysis) that resemble the
terminal behavior along some meaningful dimension and that, when properly sequenced,
lead to exhibition of the terminal behavior
-The initial and intermediate behaviors that lead to the terminal behavior
7). Shifting criterion
Ans: The gradual increase of the criterion for reinforcement. Sometimes called
changing criterion
8). When should you shift the criterion?
Ans: When the student can engage in the successive approximation on a variable
schedule of reinforcement
9). Shaping behaviors refers to the reinforcement of ___ ___ of a terminal behavior
Ans: successive approximations
10). Behavioral chain
Ans: A sequence of stimuli and responses. Each response produces a change in the
environment that acts as a discriminative stimulus for the next response
11). Behavior principle
Ans: Behaviors are linked together in sequences where one behavior produces a
reinforcer for a preceding behavior and a cue (SD) for a subsequent behavior
12). Behavioral chaining
Ans: Reinforcing responses when they occur in a sequence so that they form a
complex behavior. Help strengthen new behaviors and weaken maladaptive ones.
13). Forward chaining
Ans: Steps in the chain are taught in forward sequence first to last
14). Task presentation chaining
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1). Task analysis
Ans: The process (and product) of reducing a complex behavior and sequences of
behavior to their component elements
2). What is a task analysis used for?
Ans: -Determining the sequence of behaviors an individual must perform to complete a
given task
-Teaching complex behaviors such as physical movements or academic tasks
-Reinforcing small steps toward attainment of the final performance
-Giving feedback on the details of a complex behavior
3). Conducting a task analysis
Ans: 1. Determine terminal objective: what skills or behaviors will be taught? What's the
end behavior?
2. Set criterion for mastery: what is the behavior, condition, and criterion?
3. Specify any prerequisite skills: where is the learner now?
4. Take into account dimension concerns: how are we measuring success?
5. List all steps: what are the necessary steps? Are these universal? Is the sequence
correct?
6. Include needed props/materials
4). Shaping
Ans: Teaching new behaviors through differential reinforcement of successive
approximations to a specified target/terminal behavior
5). When to use shaping?
Ans: When there is a wide gap between the operant level of functioning and the target
behavior
6). Successive approximations
PaperStoc.com Page 1 of 6
, Ans: The component parts of a task (resulting from a task analysis) that resemble the
terminal behavior along some meaningful dimension and that, when properly sequenced,
lead to exhibition of the terminal behavior
-The initial and intermediate behaviors that lead to the terminal behavior
7). Shifting criterion
Ans: The gradual increase of the criterion for reinforcement. Sometimes called
changing criterion
8). When should you shift the criterion?
Ans: When the student can engage in the successive approximation on a variable
schedule of reinforcement
9). Shaping behaviors refers to the reinforcement of ___ ___ of a terminal behavior
Ans: successive approximations
10). Behavioral chain
Ans: A sequence of stimuli and responses. Each response produces a change in the
environment that acts as a discriminative stimulus for the next response
11). Behavior principle
Ans: Behaviors are linked together in sequences where one behavior produces a
reinforcer for a preceding behavior and a cue (SD) for a subsequent behavior
12). Behavioral chaining
Ans: Reinforcing responses when they occur in a sequence so that they form a
complex behavior. Help strengthen new behaviors and weaken maladaptive ones.
13). Forward chaining
Ans: Steps in the chain are taught in forward sequence first to last
14). Task presentation chaining
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