EDF 6223 MICROBIOLOGY PRACTICE EXAM QUESTIONS WITH CORRECT DETAILED ANSWERS | ALREADY GRADED A+recent version

EDF 6223 MICROBIOLOGY PRACTICE EXAM QUESTIONS WITH CORRECT DETAILED ANSWERS | ALREADY GRADED A+recent version 1) extinction - ANSWER a procedure that deceases the future frequency of a behaviour because reinforcement is discontinued 2) extinction should only be used to identify .... - ANSWER procedures that withhold reinforcers that maintained a behaviour 3) functional form of extinction - ANSWER withholding maintaining reinforcers 4) extinction produces a ______________ decrease in behavior (unless reinforcement is removed abruptly) - ANSWER gradul 5) using extinction with behaviors linked to ________ is not recommended - ANSWER imitation 6) to be effective with extinction, all reinforcers must be __________ ___________ and combined with other procedures - ANSWER withheld consistently 7) differential reinforcement - ANSWER reinforcing one response while withholding reinforcement for another response 8) DRA - ANSWER use reinforcement for a desirable alternative behavior 9) DRO - ANSWER delivering reinforcement after a behavior has not occurred within a specific time frame 10) DRI - ANSWER reinforcing a behavior that cannot occur simultaneously with the problem behavior 11) DRL - ANSWER used to decrease frequency of behavior but not eliminate it altogether 12) Definition of Imitation - ANSWER •A model stimulus is presented in an effort to evoke the imitative behavior •The imitative behavior follows immediately •The model and behavior must have formal similarity •The model must serve as a controlling variable for the imitative behavior (SD) 13) Types of Models - ANSWER •Planned models -Pre-arranged antecedent stimuli that help learners acquire new skills -Shows the learner exactly what to do •Unplanned models -Occur in everyday social interactions 14) Formal Similarity - ANSWER •The model and the behavior physically resemble each other 15) Immediacy - ANSWER •The temporal relation between the model and the occurrence of the imitative behavior is very important •Imitation may also occur at later times and in the context of everyday life situations -However, when this occurs in the absence of a model, it is not imitation The discriminative features of the environment are different in this context (i.e., the model is not controlling the behavior 16) Controlled Relation - ANSWER •The controlling relation between the model and the imitative behavior is paramount •This is best evidenced when the model is novel and it still evokes an imitative response -After this first occurrence, the new behavior has a history of reinforcement -Becomes a discriminated operant 17) Imitation Training - ANSWER •Some children with disabilities require instruction in order to learn to imitate •Objective: to teach children to "do what the model does" -Generalize a rule to imitate models -Also known as generalized imitation 18) Steps to Imitation Training(Striefel, 1974) - ANSWER •Assess and teach any prerequisite skills for imitation training •Select models for training •Pretest •Sequence models for training •Perform imitation training 19) Assessing/Teaching Prerequisite Skills - ANSWER •Prerequisite skills needed: -Attending (staying seated, keeping hands in lap, looking at teacher when name is called, looking at objects when prompted by teacher) -Problem behaviors that may interfere with training may need to be decreased 20) Selecting Models for Training - ANSWER •Begin with selecting about 25 •Include gross and fine motor examples -Movement of body parts -Manipulation of physical objects •Use only one at a time (don't sequence them--save sequences for later) 21) Pretesting - ANSWER •Purpose: to determine if individual already imitates some models •Procedures: -Get learner in "ready" position -If object to be used, place it in front of individual -Say learner's name, and then "do this" -Present the model -Immediately praise all responses with formal similarity to the model -Record learner's response as correct or incorrect 22) limitations of shaping - ANSWER -can be time consuming -progress is not always linear -requires continuous monitoring to detect subtle changes in the learner's performance, indicating the next approximation of the terminal behaviour -can be misapplied -harmful behaviours can arise 23) shaping vs stimulus fading - ANSWER in shaping, the antecedent stimulus for the terminal behaviour stay the same, while the response progressively becomes more differentiated 24) increasing shaping efficiency - ANSWER -using a discriminative stimulus (priming procedure can initiate early response components and facilitate shaping), physical guidance, imitative prompts, and/or a percentile schedule 25) percentile schedule - ANSWER enables more precise shaping procedures, allows implementation by multiple trainers across settings, reduces the time it takes to complete a shaping sequence, and quantitatively moves closer to Skinner's conception of shaping -calculates and adjusts the criterion for reinforcement based on recent observations 26) clicker training - ANSWER science-based system for progressively shaping new behaviour using positive reinforcement and extinction 27) how does clicker training work? - ANSWER reinforcement is paired with the sound of the clicker so that the sound becomes a conditioned reinforcer 28) shaping guidelines - ANSWER -assess the terminal behaviour and the available resources -assess whether time constraints, staff issues, or lack of resources militate against the use of shaping -some behaviours seem to preclude the use of shaping (prompting, modelling, or peer tutoring might be more efficient) -determine the criterion for success -assess the response repertoire -identifying behaviours to reinforce -eliminate interfering or extraneous stimuli -proceed gradually -limit the number of approximations at each level -continue to reinforce when the terminal behaviour is achieved 29) assessing the response repertoire in shaping - ANSWER -having established the desired terminal behaviour, it is important to ascertain the behavioural gap between the current level of behaviour and the desired target behaviour -assessing the response repertoire may help to project the successive approximations that might be emitted in the shaping sequence 30) limit the number of approximations at each level - ANSWER -it's important not to offer too many trials at a given approximation because it might cause the behaviour to become firmly established, and because that approximation has to be extinguished before progress can begin again, the process can take longer 31) (shaping) if the learner is progressing steadily - ANSWER reinforcement is being delivered at the correct pace 32) (shaping) if numerous mistakes are being made, or behaviour ceases altogether, - ANSWER the criterion for reinforcement has been raised to quickly 33) (shaping) if the performance stabilizes at a certain level, - ANSWER the pace of shaping is too slow 34) learning to shape - ANSWER -by yourself -with a partner -with a group 35) behaviour chain - ANSWER a sequence of responses leading to a terminal outcome -each response produces a stimulus change that functions as conditioned reinforcement for that response and as a discriminative stimulus for the next response -reinforcement for the last response maintains the reinforcing effectiveness of the stimulus changes produced by all previous responses in the chain