SPCE 638/683 Field Based Experience course SAFMEDS deck
Questions with Answers (100% Correct Answers)
Setting —Answer: The environment in which some thing occurs
Empathy —Answer: The ability to understand and share the feelings of another
Sequential modification —Answer: Teach behavior to occur in all settings
Introduce natural maintaining contingency —Answer: Teach behaviors to occur with
consequences, which are likely to happen in the natural environment.
Train sufficient examplers —Answer: Teach behavior across multiple stimulus conditions
Mediate generalize —Answer: Use self instruction, self recordings, set up cues
Train "to generalize" —Answer: Reinforcer generalization when it happens
Planned models —Answer: Designed to evoke a specific imitative response and may include
teaching a child to say a word, to brush his teeth, or paint a picture
Unplanned models —Answer: My include a child learning curse words from peers or how to
sing a song on the radio
Indirect preference assessments —Answer: An assessment method that includes gathering
information from familiar parties (caregivers, teachers, the individual) through surveys or
interviews to determine what an individual might like
Direct preference assessment —Answer: An assessment method that includes gathering
information via direct observation and manipulation of stimuli, including: single stimulus
(successive choice), paired stimulus, multiple stimulus without replacement, multiple stimulus
with replacement, and free operant preferences assessment
Positive outcomes associated with evidence based supervision —Answer: (1) develop, improve
and maintain the behavior, analytic and ethical repertories. (2) utilize behavioral case
conceptualization, problem solving, and support seeking by the supervisee. (3) enable high-
quality service delivery (4) improvements and client outcomes.
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, Negative outcomes associated with failure to provide evidence based supervision —Answer:
(1) inadequate, professional repertoire (2) difficulty problem-solving and data based decision-
making (3) inadequate supervisory repertoire (4) unethical behavior
Supervisee goal setting —Answer: Skills are identified in sequence, definitions for the skills
should be developed and mastery criteria identified.
Supervisee expectations —Answer: (1) Adhere to documentation expectations. (2) Participate
in observations or rehearsals. (3) Respond professionally to feedback. (4) Meet performance
expectations. (5) Seek clarification. (6) Provide supervisor with performance feedback.
Semilogarithmic charts —Answer: A two dimensional graph with a logarithmic scaled y-axis
so that equal distances on the vertical axis represent changes in behavior that are of equal
proportion
Alternative behaviors —Answer: Allows the clients to access the reinforcers that have been
previously maintained by the problem behavior
Potential reinforces —Answer: Prior to preferences assessment, potential tangibles that could
act to increase the future occurrence of behavior
Cultural match —Answer: Embraces the participants values, expectations, traditional, and
ideas
Thin reinforcement —Answer: Terminal goal should reflect the reinforcement that matches the
natural environment. Maximize contingencies within the natural environment as well as
making consequences indiscriminable.
Supervisee Initial Assessment —Answer: Initial assessment of supervisee skills is critical for
establishing clear goals for supervision. Interview and direct observation serve as options for
this initial assessment. These methods allow for an assessment of the supervisee's knowledge
and ability to perform the procedures he/she will be responsible for his/her job role
upward evaluations —Answer: Performance feedback to supervisors by their supervisees
related to supervision procedures.
Self evaluation —Answer: A procedure in which a person compares his performance of a target
behavior with a predetermined goal or standard; often a component of self-management.
© 2025 All rights reserved
Questions with Answers (100% Correct Answers)
Setting —Answer: The environment in which some thing occurs
Empathy —Answer: The ability to understand and share the feelings of another
Sequential modification —Answer: Teach behavior to occur in all settings
Introduce natural maintaining contingency —Answer: Teach behaviors to occur with
consequences, which are likely to happen in the natural environment.
Train sufficient examplers —Answer: Teach behavior across multiple stimulus conditions
Mediate generalize —Answer: Use self instruction, self recordings, set up cues
Train "to generalize" —Answer: Reinforcer generalization when it happens
Planned models —Answer: Designed to evoke a specific imitative response and may include
teaching a child to say a word, to brush his teeth, or paint a picture
Unplanned models —Answer: My include a child learning curse words from peers or how to
sing a song on the radio
Indirect preference assessments —Answer: An assessment method that includes gathering
information from familiar parties (caregivers, teachers, the individual) through surveys or
interviews to determine what an individual might like
Direct preference assessment —Answer: An assessment method that includes gathering
information via direct observation and manipulation of stimuli, including: single stimulus
(successive choice), paired stimulus, multiple stimulus without replacement, multiple stimulus
with replacement, and free operant preferences assessment
Positive outcomes associated with evidence based supervision —Answer: (1) develop, improve
and maintain the behavior, analytic and ethical repertories. (2) utilize behavioral case
conceptualization, problem solving, and support seeking by the supervisee. (3) enable high-
quality service delivery (4) improvements and client outcomes.
© 2025 All rights reserved
, Negative outcomes associated with failure to provide evidence based supervision —Answer:
(1) inadequate, professional repertoire (2) difficulty problem-solving and data based decision-
making (3) inadequate supervisory repertoire (4) unethical behavior
Supervisee goal setting —Answer: Skills are identified in sequence, definitions for the skills
should be developed and mastery criteria identified.
Supervisee expectations —Answer: (1) Adhere to documentation expectations. (2) Participate
in observations or rehearsals. (3) Respond professionally to feedback. (4) Meet performance
expectations. (5) Seek clarification. (6) Provide supervisor with performance feedback.
Semilogarithmic charts —Answer: A two dimensional graph with a logarithmic scaled y-axis
so that equal distances on the vertical axis represent changes in behavior that are of equal
proportion
Alternative behaviors —Answer: Allows the clients to access the reinforcers that have been
previously maintained by the problem behavior
Potential reinforces —Answer: Prior to preferences assessment, potential tangibles that could
act to increase the future occurrence of behavior
Cultural match —Answer: Embraces the participants values, expectations, traditional, and
ideas
Thin reinforcement —Answer: Terminal goal should reflect the reinforcement that matches the
natural environment. Maximize contingencies within the natural environment as well as
making consequences indiscriminable.
Supervisee Initial Assessment —Answer: Initial assessment of supervisee skills is critical for
establishing clear goals for supervision. Interview and direct observation serve as options for
this initial assessment. These methods allow for an assessment of the supervisee's knowledge
and ability to perform the procedures he/she will be responsible for his/her job role
upward evaluations —Answer: Performance feedback to supervisors by their supervisees
related to supervision procedures.
Self evaluation —Answer: A procedure in which a person compares his performance of a target
behavior with a predetermined goal or standard; often a component of self-management.
© 2025 All rights reserved
