Counseling Psychology Exam Practice Tests
Course Introduction
Counseling Psychology is a branch of psychology focused on facilitating personal and interpersonal functioning across the lifespan. This course explores theories, techniques, and skills used to help individuals, couples, and groups cope with everyday challenges, life transitions, and mental health concerns. Emphasis is placed on foundational counseling approaches, ethical and multicultural considerations, assessment methods, and the development of effective communication and intervention strategies. Students will gain an understanding of the practical applications of counseling in diverse settings including schools, workplaces, and community agencies.
Recommended Textbook
Behavior Modification Principles and Procedures 5th Edition by Raymond G. Miltenberger
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Chapter 1: Introduction to Behavior Modification
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Sample Questions
Q1) A(n) _______________________ behavior can be observed and recorded by another individual.
Answer: overt
Q2) Behavior modification is the field of psychology concerned with the ____________________________ and _____________________________ of human behavior.
Answer: analysis, modification
Q3) Behavior modification procedures are designed to change: A) behavior
B) characteristics of people
C) traits
D) all of these
Answer: A
Q4) Sam gets poor grades in school because he rarely studies.Sam's lack of studying is an example of:
A) avoidance
B) poor motivation
C) a behavioral excess
D) a behavioral deficit
Answer: D
Page 3
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Chapter 2: Observing and Recording Behavior
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Q1) Which dimensions of behavior is NOT recorded using continuous recording?
A) frequency
B) duration
C) intensity
D) time sample
Answer: D
Q2) Sherry had throat surgery and could not talk for days.She worked with a speech therapist to increase her voice loudness.The therapist used an instrument to measure increases in the loudness of her voice.What dimension of behavior was the speech therapist recording?
Answer: intensity
Q3) Recording how long a person studies is an example of intensity recording.
A)True
B)False
Answer: False
Q4) Based on the previous question's scenario, what percentage is scored by observer
B? _______________
Answer: 8/10; 80%
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Chapter 3: Graphing Behavior and Measuring Change
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Sample Questions
Q1) In the A-B-A-B reversal design, baseline and treatment are implemented twice for one behavior of one subject.
A)True
B)False
Answer: True
Q2) Phase labels on a graph are typically put below the X axis.
A)True
B)False
Answer: False
Q3) In a multiple baseline across behaviors design, treatment is first implemented for one behavior of the subject and is then implemented later for a second behavior of the same subject.
A)True
B)False
Answer: True
Q4) In a multiple baseline across subjects design, there is a baseline and treatment phase for __________ behavior(s) of __________ subject(s).
Answer: one; two or more
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Chapter 4: Reinforcement
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Q1) A behavior occurs and is immediately followed by a consequence that results in the increased likelihood of the behavior occurring in the future.This process is called:
A) reinforcement
B) conditioning
C) a reinforcer
D) operant behavior
Q2) Tommy pets a strange dog and is immediately bitten.In behavior modification, getting bitten is referred to as the ______________ for the behavior of petting the dog.
A) punishment
B) reinforcement
C) consequence
D) antecedent
Q3) In a Fixed Interval schedule, a reinforcer is delivered after a period of time has elapsed.
A)True
B)False
Q4) A(n) _________________ schedule of reinforcement is used when a person is learning a new behavior.
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Chapter 5: Extinction
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Q1) In extinction, the __________________ is eliminated following the occurrence of the behavior.
Q2) Sarah presses her mouse button while using her computer but nothing happens (the mouse is broken).Sarah presses the mouse button longer and harder before eventually giving up.Sarah's behavior of temporarily pressing the mouse button longer and harder before giving up is an example of a(an):
A) contingency
B) establishing operation
C) novel behavior
D) extinction burst
Q3) During an extinction burst, novel behaviors or emotional behaviors may occur.
A)True
B)False
Q4) In comparison to a behavior that has been continuously reinforced, a behavior that has been intermittently reinforced will _____________ when reinforcement is stopped
A) decrease more rapidly
B) decrease at the same rate
C) decrease more slowly
D) remain at about the same level
Page 7
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Chapter 6: Punishment
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Q1) _______________ is the process in which a stimulus is removed following a behavior and the behavior decreases in the future.
Q2) TFFor punishment to be most effective, the consequences must follow the behavior immediately.
A)True
B)False
Q3) When a punisher is delivered following a target behavior, the target behavior will __________ in the future.
Q4) TFPositive punishment involves the removal of a positive stimulus following the behavior.
A)True
B)False
Q5) TFPunishment can sometimes increase behavior in the future.
A)True
B)False
Q6) TFA more intense punisher will be less effective.
A)True
B)False
Q7) Provide an example of positive punishment and an example of negative punishment.
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Chapter 7: Stimulus Control: Discrimination and Generalization
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Q1) In behavior modification, a three-term contingency involves a(n):
A) antecedent- behavior-consequence
B) all behavioral consequences
C) antecedent- behavior -contingency
D) all of these
Q2) When a behavior is more likely to occur only when a specific antecedent stimulus is present, the behavior is under.
Q3) Which of the following shows the correct sequence in a three-term contingency?
A) discriminative stimulus, response, consequence
B) consequence, response, discriminative stimulus
C) response, consequence, discriminative stimulus
D) discriminative stimulus, consequence, response
Q4) A behavior is more likely to occur in the presence of stimuli that are more similar to the discriminative stimulus than it is in the presence of stimuli that are less similar to the discriminative stimulus.This is called a:
A) stimulus class
B) generalization gradient
C) cause-effect relationship
D) discrimination gradient
Page 9
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Chapter 8: Respondent Conditioning
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Sample Questions
Q1) An unconditioned stimulus elicits a(n).
Q2) Following extinction, a conditioned stimulus is presented and the conditioned response occurs.This process is referred to as:
A) backward conditioning
B) reverse extinction
C) spontaneous recovery
D) reinforcement
Q3) John is playing in the front yard when a big dog starts running and barking towards him.The dog attack makes John's heart beat faster and John runs into the house to get away from the dog.Identify both the respondent and operant behaviors that occurred.
Q4) Which of the following can develop through the process of respondent conditioning?
A) generalization
B) discrimination
C) A and B
D) none of these
Q5) Define respondent extinction.
Q6) In respondent conditioning, how is discrimination developed?How is generalization developed?
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Chapter 9: Shaping
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Q1) ______________ and _______________ are the two behavioral principles involved in shaping.
Q2) When Tommy's Mom asks him to stop playing video games he ignores her.When she asks him a second, third, and fourth time in a louder voice Tommy continues to ignore her.By the fifth time, Tommy's Mom screams at him to stop playing video games, and he finally stops.Eventually, Tommy's Mom has to yell at him ten times before he quits playing video games.In this example, whose behavior has been shaped?
A) Tommy's
B) Mom's
C) Tommy's and Mom's
D) neither Tommy's nor Mom's
Q3) In which of the following situations would it be appropriate to use shaping?
A) the target behavior is already occurring
B) instruction or demonstration would be effective
C) acquisition of a novel behavior is the goal
D) A and B
Q4) Provide an example of how shaping could be used to change a dimension of an existing behavior.
Q5) Define shaping.Provide an example.
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Chapter 10: Prompting and Transfer of Stimulus Control
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Q1) A change in a stimulus or the addition of a stimulus in order to get the behavior to occur is called a ____________ prompt.
A) behavioral
B) stimulus
C) response
D) antecedent
Q2) A ____________ prompt is the least intrusive and a ____________ prompt is the most intrusive.
A) verbal ; physical
B) gestural ; modeling
C) modeling ; physical
D) gestural ; verbal
Q3) ___________ prompts are least intrusive and ___________ prompts are most intrusive.
Q4) A prompt should be delivered ____________ the discriminative stimulus and ____________ the behavior.
A) after ; before
B) before; after
C) before; before
D) after; after
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Chapter 11: Chaining
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Q1) In which chaining procedure is the behavioral chain completed in every trial?
A) backward chaining
B) forward chaining
C) total task presentation
D) all of these
Q2) Andrew just got a new puppy, and his Mom is going to use a chaining procedure to teach Andrew all the steps involved in feeding the puppy.If his Mom teaches him the last behavior in the chain first and then teaches him each previous behavior she would be using:
A) forward chaining
B) total task presentation
C) backward chaining
D) B and C
Q3) Which of the following is necessary when conducting a task analysis?
A) identify all responses necessary to perform the task
B) identify the discriminative stimulus associated with each behavior
C) list the individual component behaviors in the proper sequence
D) all of these
Q4) Each behavioral chain consists of a number of individual ___________ components that occur together in a sequence.
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Chapter 12: Behavioral Skills Training Procedures
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Q1) Behavioral skills training procedures will be more effective if you:
A) use instructions, modeling, rehearsal, and feedback together in each training session
B) begin with the most difficult skill
C) provide instructions and modeling separately from rehearsal and feedback
D) start with rehearsal and feedback and use modeling and instructions only as necessary
Q2) A psychologist is helping a student improve his social skills.After instructing him on how to carry on a conversation with other students, the psychologist has the student practice.Practicing the behavior after receiving instructions is referred to as:
A) modeling
B) feedback
C) rehearsal
D) testing
Q3) Which of the following is(are) true concerning the component of modeling?
A) the learner must have an imitative repertoire
B) it is usually sufficient to produce long term change
C) it may be live or symbolic
D) A and C
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Chapter 13: Understanding Problem Behaviors Through Functional Assessment
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Q1) Which of the following is true concerning the use of experimental methods in conducting a functional assessment?
A) a functional relationship can be demonstrated
B) antecedents and consequences are not manipulated C) an A-B design is typically used to demonstrate a functional relationship
D) all of these
Q2) When is it necessary to conduct a functional analysis?
A) when information from interviews and ABC observations is consistent B) when information from interviews and direct observations leads to a clear hypothesis C) to show a functional relationship between behavior, antecedents, and consequences D) all of these
Q3) You have just conducted a functional assessment for Larry's problem behaviors of hitting, screaming and kicking.You hypothesize that when Larry's dad is busy and Larry throws a tantrum, his dad reinforces his problem behaviors by sitting down and talking with him.What would you do to determine your hypothesis is correct?
Q4) Experimental methods, also known as ___________ analysis, or ___________ analysis.
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Chapter 14: Applying Extinction
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Q1) Extinction of a problem behavior will be more rapid when the behavior had been reinforced on a(an) ____________ reinforcement schedule.
A) fixed interval
B) continuous
C) variable interval
D) intermittent
Q2) Terminating reinforcement for a behavior so that the behavior decreases is referred to as:
A) antecedent control
B) punishment
C) negative reinforcement
D) extinction
Q3) When a problem behavior is maintained by escape, extinction involves ignoring the problem behavior
A)True
B)False
Q4) When an extinction procedure is used, the behavior will ____________________________ in the future.
Q5) Define extinction and provide an example.
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Chapter 15: Differential Reinforcement
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Q1) Jeff is a boy with autism who grabs and squeezes his face when the teacher asks him to complete a task.The teacher allows Jeff to leave the room when this occurs because he will stop hurting himself.After 5 minutes, Jeff usually returns to the classroom and completes at least some of the requested task.Describe how you would implement a DRA procedure to increase Jeff's completing schoolwork and decrease his self injurious behavior.
Q2) Which of the following is NOT a type of differential reinforcement?
A) DRO
B) DRA
C) DRL
D) DRB
Q3) When a desirable behavior results in escape or avoidance of an aversive stimulus, it is referred to as differential:
A) negative reinforcement
B) positive reinforcement
C) negative punishment
D) positive punishment
Q4) Three ways to identify an appropriate reinforcer are___________, ___________, and ___________.
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Chapter 16: Antecedent Control Procedures
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Q1) Increasing response effort will make a behavior ____________ likely to occur.
Q2) To determine which antecedent control procedures to use in any given situation, it is helpful to understand the situation by analyzing the contingencies of reinforcement related to both the ___________ and ___________ behaviors.
Q3) Bill wants to increase the amount of water that he drinks each day, but is having difficulty because he drinks too much pop instead.Bill gets rid of all the pop in his apartment and no longer goes down the pop aisle in the supermarket.Removing the pop and avoiding the pop aisle in the supermarket is an example of ____________ for his competing behavior.
A) removing the discriminative stimulus and cues
B) presenting the discriminative stimulus and cues
C) decreasing response effort
D) eliminating establishing operations
Q4) Antecedent control procedures are often used in conjunction with ___________.
Q5) Antecedent control procedures are used when:
A) punishment procedures have proven ineffective
B) practical considerations make it impossible to manipulate antecedent events
C) the change agent has control over relevant antecedent events
D) all of these
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Chapter 17: Using Punishment: Time-Out and Response
Cost
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Q1) Whenever you use time-out, you should always incorporate a reinforcement procedure.
A)True
B)False
Q2) While coloring with other children, Sarah begins to use her crayons to mess up the other children's pictures.Sarah is removed from the table for a brief period of time, and can only watch the other children coloring.In which punishment procedure does the individual remain in the room, but is removed from access to positive reinforcers?
A) exclusionary time-out
B) nonexclusionary time-out
C) negative reinforcement
D) response cost
Q3) Time-out is a _______________________ punishment procedure.
Q4) Which of the following is true concerning the time-out period?
A) the time-out period should be brief
B) the period is extended if the problem behavior is occurring at the end of the time-out
C) there should be a delay between the behavior and removal from the environment
D) A and B
Page 19
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Chapter 18: Positive Punishment Procedures and the Ethics
of Punishment
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Q1) Bobby's Mom asks him to clean up his room, but he complains that he is too tired and continues to lie on his bed reading comic books.Bobby's Mom then physically guides him through the activity of picking up his clothes from the floor and placing them in the hamper, until Bobby starts to pick up the clothes on his own.Which punishment procedure is Bobby's Mom using?
A) contingent exercise
B) guided compliance
C) restitution
D) positive practice
Q2) A 10 year old boy puts paint on the tile on the kitchen floor.His mom has him clean the two tiles he painted as well as clean the entire kitchen floor.What positive punishment procedure is she using? ___________
Q3) What is appropriate to do if an individual attempts to avoid or escape from the performance of an aversive activity?___________
Q4) SIBIS is a type of positive punishment procedure.
A)True
B)False
Q5) Application of aversive activities is based on what principle? ___________
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Q6) In the positive practice procedure, the client has to engage in ___________.
Chapter 19: Promoting Generalization
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Q1) In order to teach a child to interact in an appropriate way with other children, a psychologist involves other children in the training sessions.Which strategy for promoting generalization utilizes some aspect of the target situation in training?
A) incorporating common stimuli
B) incorporating a variety of relevant stimulus situations in training
C) teaching a range of functionally equivalent responses
D) training skills that contact natural contingencies of reinforcement
Q2) When should generalization of a behavior change be considered?
A) before training
B) during training
C) after training
D) all of these
Q3) You are training an adolescent with an intellectual disability how to use soft drink machines.What are some relevant stimulus situations you can incorporate into the training sessions?
Q4) One particular outcome that defines successful treatment for problem behaviors is the ___________ of the behavior change across all situations.
Q5) What does it mean to incorporate common stimuli?
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Chapter 20: Self-Management
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Q1) A behavioral contract written without the assistance of a contract manager in a self-management program is more effective than a contract written with a contract manager.
A)True
B)False
Q2) Nicole is using a self-management strategy to increase the amount of water that she drinks.When Nicole walks by a water fountain or her refrigerator, she covertly tells herself to drink some water.After she has had a drink, Nicole silently gives herself a positive evaluation.Which self-management strategy is Nicole using?
A) covert conditioning
B) self-instructions
C) self-praise
D) B and C
Q3) The immediate consequence of a behavior determines whether the behavior occurs.
A)True
B)False
Q4) When the act of self monitoring results in a change in the target behavior that is being recorded, self monitoring is said to be ___________.
Q5) What are the short term and long term contingencies for overeating?
Page 22
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Chapter 21: Habit Reversal Procedures
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Q1) The competing response in the habit reversal procedure for stuttering is called ________________.
Q2) In a habit reversal procedure, teaching an individual to identify each instance of the habit behavior is referred to as ____________ training.
A) discrimination
B) awareness
C) recognition
D) contingency
Q3) Awareness training and the use of a competing response are most responsible for the habit reversal procedure's effectiveness.
A)True
B)False
Q4) It is believed that nervous habits serve to diminish ________________.
Q5) ________________ is the involvement of significant others in a habit reversal procedure.
Q6) An example of a motor tic is ________________.
Q7) What are the two possible functions served by the competing response?
Q8) Stuttering may involve ________________, ____________________, and ________________ words or syllables.
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Chapter 22: The Token Economy
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Q1) When a response cost procedure is included, it should be introduced before the token economy has been in place for a period of time.
A)True
B)False
Q2) Describe 2 advantages and 2 disadvantages involved in the use of a token economy.
Q3) Why wouldn't the use of pencils in a school setting be an acceptable item for a token?
Q4) Which of the following is true concerning establishing the time and place for exchanging tokens?
A) individuals should always have access to the token store
B) individuals in the token economy should determine the time and place
C) the time and place for token exchange should be planned in advance
D) a specific time and place is only important when a large number of people are involved
Q5) In a token economy, a token should be delivered immediately after the occurrence of ____________________.
Q6) In a token economy, a(n) __________________ is delivered immediately after the occurrence of a desirable target behavior.
Page 24
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Chapter 23: Behavioral Contracts
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Q1) In a behavioral contract, the negotiated consequences of the target behavior are:
A) immediate
B) delayed
C) non-contingent
D) nonspecific
Q2) What are 2 ways in which a rule-governed behavior can operate to influence the target behavior?
Q3) Two types of two party contracts are ________________________ and __________________________.
Q4) It is not necessary to use operational definitions for the target behavior in a one party behavioral contract.
A)True
B)False
Q5) In a one party contract, the contract manager often stands to gain from the contract contingencies.
A)True
B)False
Q6) Quid pro quo and parallel contracts are two types of _________________ contracts.
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Chapter 24: Fear and Anxiety Reduction Procedures
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Q1) Which relaxation procedure involves teaching an individual to systematically tense and relax each major muscle group in the body until a relaxed state has been achieved?
A) diaphragmatic breathing
B) in vivo desensitization
C) attention-focusing exercises
D) progressive muscle relaxation
Q2) Which of the following is NOT a step in the use of systematic desensitization?
A) learning relaxation skills
B) practicing relaxation skills
C) developing a hierarchy
D) exposure to the fear-producing stimulus
Q3) Whenever Amy sees a dog, she experiences unpleasant bodily responses (rapid heart beat, upset stomach, and sweaty hands) and engages in escape behavior (runs away).In behavior modification, Amy's operant and respondent behavior is referred to as:
A) fear
B) reactivity
C) alarm
D) behavioral excess
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Chapter 25: Cognitive Behavior Modification
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Q1) Which of the following is not a type of cognitive coping skills training procedure?
A) self-instructional training
B) stress inoculation training
C) problem solving therapy
D) cognitive restructuring
Q2) What are acceptance-based therapies?
Q3) Which of the following is a behavioral definition of cognitive behavior?
A) self-esteem
B) self-confidence
C) self-efficacy
D) none of these
Q4) Which cognitive behavior modification procedure helps a person identify distressing thoughts and to get rid of the distressing thoughts?
A) acceptance based therapies
B) cognitive restructuring
C) self-instructional training
D) cognitive coping skills training
Q5) Provide 2 examples of cognitive behavior.________________
Q6) What is involved in cognitive coping skills training?
Page 27
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