Principles Of Behavior 8th Edition Richard W. Malott, Joseph T. Shane, Kelly T. Kohler - Solutions

1. Construct a table comparing differential reinforcement with shaping. 2. Give a pair of related examples showing these differences.
1. Describe a shaping procedure to raise voice intensity. Include: • The terminal behavior • The initial behavior • The intermediate behaviors • The response dimension for each behavior • The reinforcer • The contingency • The results 2. OK, you’ve nailed the basics of
Shaping with punishment—define it and give an example. Include: • The terminal behavior • The initial behavior • The response dimension • The shaping procedure• The punishment contingency • The reinforcement contingency • The results
1. Diagram a variable-outcome shaping procedure to improve squirming as a means of locomotion. 2. Diagram a variable-outcome shaping procedure to improve locomotion from squirming up through running.
1. Fixed- and variable-outcome shaping—define them. 2. Fixed-outcome shaping and variable-outcome shaping— diagram two similar examples showing the difference. 3. Fill in a table contrasting fixed- and variable-outcome shaping and explain it.
How would you shape lever presses of 100 grams of force using a reinforcement contingency?
1. Give an example of each of the following techniques: a. Shaping b. Fading c. Reinforcer reduction 2. What are the differences between these three procedures? 3. What are the similarities?
1. How would you shape lever presses of 100 grams of force using a punishment contingency? 2. To shape 100-gram lever presses with punishment, do you need to keep a reinforcement contingency going throughout the entire shaping procedure? Please explain.
Is shaping the same as getting in shape? Of course not. Why not?
Explain why it’s often wrong to talk about shaping the lever press, and explain how shaping can be involved in leverpress training.
Show the difference between shaping and behavioral chaining with a human student example.
Draw both a cumulative and a noncumulative frequency graph. Cumulative Frequency of Responses Post- reinforcement pause Reinforcer Time Figure 20.2 Cumulative Graph
1. Intermittent reinforcement—define it. Then describe how it applies to the behavior of diving for coins. 2. Continuous reinforcement—define it and give an everyday example. 3. Schedule of reinforcement—define it. 4. What type of schedule of reinforcement is best for shaping behavior?
1. Fixed-ratio schedule of reinforcement— define it and give a Skinner-box example. 2. Post-reinforcement pause—give an example. 3. What is the relationship between the length of a pause and the size of the ratio in a fixed-ratio schedule of reinforcement? 4. How would you build up to a high
1. Define the following concepts: a. Variable-ratio schedule of reinforcement b. variable-ratio pattern of responding 2. Recall the divers of Nassau. What was their reinforcement schedule? a. Continuous reinforcement b. Fixed ratio c. Variable ratio
1. Variable-ratio schedule of negative reinforcement—give an example. 2. Variable-ratio schedule of negative punishment—give an example.
Important quiz hint: Know the difference between reinforcer and reinforcement so well that you don’t mess it up, even in the heat of a quiz, now or ever.
Give four differences between typical gambling contingencies and the usual variable-ratio schedules of the Skinner box in the professional research laboratory, not necessarily an introductory student lab. Warning: This one may be crucial for getting your A today.
What’s an example of a. A free-operant procedure in the Skinner box? b. A discrete-trial procedure in the Skinner box? c. A discrete-trial procedure in the classroom? d. A free-operant procedure in the classroom? e. A free-operant procedure using discriminative stimuli?
Diagram a behavioral intervention to teach a child with cerebral palsy to walk.
Behavioral chain—define it and diagram a dining-table example.
The principle of dual-functioning chained stimuli—define it and give an example.
Forward chaining—define it and diagram its use to teach walking to a child with cerebral palsy.
Total-task presentation—define it and give two examples. Describe: • The response classes • The reinforcement contingencies • The presumed reinforcers • The results • Any other interesting features of the intervention
Backward chaining—define it and give two examples. Describe: • The response classes • The reinforcement contingencies • The presumed reinforcers • The results • Any other interesting features of the intervention
Diagram the use of backward chaining in the Skinner box.
Diagram dual-functioning chained stimuli in the Skinner box.
Give an example of a non-chained behavioral sequence.
Please complete this diagram describing the preceding pigeon demonstration: 1. Diagram a procedure that would show stimulus discrimination with pigeons. Before Discriminated Reinforcement SD Behavior The pigeon pecks the key. SA After After
1. Using a discrimination training procedure, diagram how Butterfield and Staats taught a juvenile delinquent to read “shoe.” 2. And tell us a little more about their complete procedure.
Punishment-based SD and punishment-based S∆— diagram an example that includes both.
1. What are the similarities between a reinforcement-based SD and a punishment-based SD? 2. Diagram an example of reinforcement-based discrimination. 3. Diagram an example of punishment-based discrimination.
1. Compare and contrast the differential-reinforcement and stimulus-discrimination procedures. a. Be able to fill out each of the three balloons in each of the three drawings. b. Be able to do each of the three contingency diagrams. c. Understand and be able to fill out the table. 2. Give an
1. Diagram a procedure for teaching kids to use color adjectives when naming toys. 2. Diagram a procedure for teaching kids to use color adjectives when requesting toys. 3. And diagram their procedure for teaching kids to use color adjectives when naming toys, but diagram it to show why Mae and
1. Compare and contrast mands and tacts. 2. What does and doesn’t verbal behavior mean?
1. Prompt—define it and give an example. 2. Name and give an example of each of the three types of prompts.
1. Diagram Mae’s procedure for bringing sitting down under stimulus control. 2. Describe the relevant physical prompt procedure.
What are two discriminations HeroRATs were trained to make as humanitarian activities?
List four prerequisites for effective discrimination training and give an example of each.
1. Fill out the table that compares and contrasts the before condition and the reinforcement-based SD. 2. Diagram an example of discriminated escape.
Give a classroom example of the way tantruming might result from social reinforcers. Notice that we say might because we have not experimentally shown that social reinforcement is maintaining Eric’s tantruming. So far, all we have is Mae’s educated guess.
Give an example of something that is probably a reinforcer for some people and not for others. Also, while you are at it, explain it.
Describe the use of a negative punishment contingency to reduce self-injury. Include: • The person whose behavior was modified • The undesirable behavior • The reinforcer used • The contingency • The results
1. The principle of punishment by the loss of reinforcers— state it and give a couple of everyday examples. 2. Must the reinforcer removed by the negative punishment contingency be the same as the one maintaining the penalized behavior?
Describe the use of a negative punishment contingency to reduce poor English. Include: • The person whose behavior was modified • The undesirable behavior • The reinforcer used • The contingency • The results
Diagram the negative punishment contingency used by Ayllon, Garber, and Allison for getting rid of a child’s inappropriate nighttime visits.
Response-cost contingency—define it and show how the intervention to reduce threats meets the three criteria needed for that procedure to be response cost. Also, diagram the contingency for that example.
Describe the use of time-out to reduce disruptive and destructive behavior. Include: • The person whose behavior was modified • The undesirable behavior • The reinforcer used • The contingency • The results
1. Time-out contingency—define it and diagram a couple of examples where parents might want to use it. 2. Show how the previously described intervention to reduce Sam’s disruptive behavior meets the three criteria in our definition of time-out. 3. How does time-out differ from solitary
Describe a behavioral intervention using non-exclusionary time-out to reduce hyperactivity. Specify: • The response classes • The negative punishment contingency • The presumed reinforcers • The contingency diagram • The results • Any other interesting feature of the intervention
1. Construct the complete, final contingency table of the four basic contingencies, all properly labeled. You must understand it; memorizing won’t get it. 2. Draw, fill in, and explain the tree diagram of the four basic behavioral contingencies.
1. Diagram the contingency Dawn used to help April stop her crying (Larson and Ayllon). 2. What kind of contingency is it? a. Positive reinforcement b. Negative reinforcement (escape) c. Positive punishment d. Negative punishment (penalty)
1. Diagram the three contingencies Larson, Ayllon, and Barrett used to help Claude become a thriving baby. 2. Label each contingency.
What are the two main values of basic scientific research?
Compare and contrast positive punishment, negative punishment, response cost, and time-out. • Construct a table comparing and contrasting time-out and response cost. Remember that it’s hard to get a good grade on the quizzes if you don’t understand the tables and can’t reproduce them. •
Reversal design—define it and show how Tate and Baroff’s original research on the use of time-out to reduce selfinjury meets all the components of the definition.
For the moment, look at baseline 1, time-out 1, baseline 2, and time-out 2. Do these four phases represent a reversal design? a. Yes b. No
Give an example of the importance of collecting baseline data and what might happen if you didn’t.
1. Describe the traditional way parents attempt to reduce bedtime crying. What’s wrong with this technique? 2. What reinforcers may maintain excessive bedtime crying? 3. Describe the use of extinction to reduce bedtime crying. Include: • The reinforcer withheld • The results 4. After a
Describe a functional analysis that led to an intervention to stop an autistic child’s running away.
1. What’s liable to happen at the beginning of your first extinction session? 2. Spontaneous recovery—state the principle and give an example.
Describe the use of the extinction to reduce temper tantrums. Include: • The client • The reinforcer withheld • The results
Compare and contrast extinction with response cost and with time-out. • Show the similarities and the differences. • Use examples to make your points. • Construct and fill in the relevant compare and contrast table.
Describe the use of extinction to reduce hand-flapping self-stimulation. • Diagram the dysfunctional natural contingency. • Diagram the performance-management contingency.
1. As always, when you see contingency diagrams in the text, be able to reproduce and explain them—in this case, it’s the inappropriate contingency and the performancemanagement contingency. 2. How did the behavior analysts make the conditions of their intervention more similar to the
1. Diagram a dysfunctional reinforcement contingency and a dysfunctional negative reinforcement contingency that might maintain vomiting. 2. Also diagram the relevant performance-management contingencies.
1. What was the positive punishment contingency used to get rid of self-injury? 2. Describe the use of punishment to reduce self-injury. Include: • The client • The behavior • The aversive stimulus • The results 3. What happened when the punishment contingency was stopped? 4. What
1. Recovery from punishment—state the principle. 2. After you stop a punishment contingency, the original frequency of behavior recovers. Is this unique to punishment? If not, then what’s another example where the original frequency of behavior returns after the contingency is stopped?
1. Describe the use of time-out to reduce self-stimulation and destructive behavior. Specify: • The client • The reinforcer involved in the time-out • The results • What happened when that time-out contingency was stopped 2. Give an example of recovery from a response-cost contingency
Please give examples showing the difference between extinction and satiation.
Please give an example of extinction of disruptive behavior in the home.
Describe Skinner box experiments that would show the following and then describe the results: • Extinction following positive reinforcement • Extinction following negative reinforcement • Recovery from punishment • Extinction and recovery vs. satiation and deprivation
Describe a complex intervention package for failure-tothrive infants. • Describe and label the behavioral contingencies that may have caused the problem. • Describe the behavioral contingencies that may have been involved in the complex intervention package. • What were the immediate
What are the ethical issues involved in using extinction rather than punishment?
Why is it morally necessary to evaluate novel interventions?
Explain how to use a reversal design to show that attention and removal from the classroom can reinforce vomiting.
Informed consent—define it and give an example.
Please describe the Tuskegee experiment.
1. Compare and contrast recovery from punishment and spontaneous recovery from extinction. In other words, what are their similarities and differences? 2. And, as always, whenever you see a table in the text, learn it. Be able to fill it out even if the rows and columns are switched around on you.
1. Define differential reinforcement of alternative behavior (DRA). 2. And give an example with a. The responses b. The reinforcement contingencies c. The presumed reinforcers d. The results e. Any other interesting feature of the intervention, hint hint. like prompting
Describe a behavioral intervention to improve tennis skills. Specify: • The responses • The reinforcement contingencies • The presumed reinforcers • The results • Any other interesting feature of the intervention
1. Task analysis—define it and give an example. 2. Process vs. product—state this general rule and explain how you can apply it in sports.
1. What is the time between the light turning green and your slamming your foot down on the accelerator? a. Response duration b. Response latency 2. What is the length of time during your blowing your horn at the driver in front of you who doesn’t notice the light has turned green? a.
1. Define and give an example of the following concepts: a. Response dimension b. Response duration c. Response latency d. response topography 2. Give an example of responses that vary across the following dimensions: a. Topography b. Force c. Duration d. Latency 3. Give an example of
1. Give an example of parent blaming. 2. Explain why parent blaming may be incompatible with the concept of stimulus discrimination. 3. Define and give an example of the use of differential reinforcement of incompatible behavior.
1. Response class—define it. 2. Give an example of two responses that serve the same function (produce the same outcome, are in the same response class).
Differential reinforcement—define it and give an example.
Describe and diagram the use of differential reinforcement in traditional, nondirective psychotherapy.
Diagram an example of differential negative reinforcement.
Compare and contrast reinforcement vs. differential reinforcement. • Give two pairs of examples to illustrate the difference (one pair should involve presentation of reinforcers and the other removal of negative reinforcers).
1. The principle of differential punishment—define it and give an example. 2. What is the difference between differential punishment and plain punishment?
Please describe and diagram the use of differential punishment to decrease the frequency of a rat’s lever presses that are less than 1 inch. Please explain your answer.
1. Describe the use of differential punishment to improve ballet skills. Include response classes, response dimension, freeze contingency, and results. 2. Explain how this is an example of response differentiation.
What is the role of aversive control in the freeze technique and traditional approaches to teaching ballet?
1. Give an example of an unconditioned positive reinforcer with a direct biological benefit. 2. Give an example of one with an indirect biological benefit. a. What is that indirect benefit? 3. Give an example of an unconditioned negative reinforcer with a direct biological benefit. 4. Give an
1. What are some mentalistic interpretations of the causes of psychotic talk? 2. What are some objections to a behavioral analysis and intervention for psychotic talk? 3. Diagram the use of differential reinforcement to reduce psychotic talk. 4. What happened when Helen’s psychotic talk got
Residents of psychiatric institutions often have a high frequency of bizarre talk with a sexual emphasis. Diagram a behavioral interpretation of this phenomenon.
1. Conditioned reinforcer—define it and give a couple of examples and show how they might have acquired their reinforcing value. 2. Pairing procedure—define it. 3. Value-altering principle—define it.
Describe a procedure for establishing social approval as a reinforcer for a child with autism.
1. Generalized conditioned reinforcer—define it and give an example. 2. Token economy—define it. 3. Describe research on a token economy in a psychiatric hospital: a. Who were the participants? b. What were some responses? c. What were some backup reinforcers?

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Principles Of Behavior 8th Edition Richard W. Malott, Joseph T. Shane, Kelly T. Kohler - Solutions

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