Special Education
Mock Exam
Course Introduction
Special Education explores the principles, methods, and practices designed to support students with diverse learning needs and disabilities within educational settings. The course provides an overview of key legislation, individualized education plans (IEPs), differentiated instruction, assessment strategies, and classroom management techniques tailored for learners with physical, intellectual, emotional, or developmental challenges. Emphasis is placed on fostering inclusive environments, collaborating with families and professionals, and applying evidence-based interventions to promote the academic, social, and emotional growth of all students.
Recommended Textbook
Behavior Modification Principles and Procedures 5th Edition by Raymond G. Miltenberger
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Page 2
Chapter 1: Introduction to Behavior Modification
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Sample Questions
Q1) Identify five areas of application of behavior modification.
Answer: Areas of application of behavior modification are developmental disabilities, education, community psychology, business, industry and human services, self-management, prevention, health-related behaviors, mental illness, rehabilitation, clinical psychology, child-management, sports psychology, and gerontology.
Q2) Behavior has an impact on the ________________________ and/or __________________________environment.
Answer: social, physical
Q3) Behavior is defined as _________________________________________________________.
Answer: what people say and do
Q4) What is the difference between overt and covert behavior?
Answer: An overt behavior is an action of an individual that can be observed and recorded by an individual other than the one engaging in the behavior. Covert behaviors are not observable to others.
Q5) Behavior modification emphasizes past events as important causes of behavior.
A)True
B)False
Answer: False
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Chapter 2: Observing and Recording Behavior
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Questions
Q1) Describe how you would conduct real-time recording. Answer: Real time recording engages in aggressive behavior during each 10-minute interval of the observation period. While observing a child's tantrum behavior, the observer would indicate the exact time each tantrum started and stopped so that information would be available on frequency, duration, and the timing of the bahvior in the observation period.
Q2) Reactivity of observation often occurs with self-monitoring, but never when recording is done by an observer.
A)True
B)False
Answer: False
Q3) Based on the previous question's scenario, what percentage is scored by observer B? _______________
Answer: 8/10; 80%
Q4) Interobserver agreement involves an observer recording the person's behavior in another observation period to see if the behavior is the same.
A)True
B)False
Answer: False
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Chapter 3: Graphing Behavior and Measuring Change
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Q1) To determine whether a new drug decreases self-injurious behavior, the researcher measures self-injurious behavior while giving a subject the drug on even numbered days and giving a placebo on odd numbered days for two weeks.This is an example of a(n) ____________________ design.
A) multiple baseline across settings
B) changing criterion
C) multiple baseline across behaviors
D) alternating treatments
Answer: D
Q2) There are ________ components necessary for a graph to be complete.
A) four
B) six
C) eight
D) ten
Answer: B
Q3) In a multiple baseline across behaviors design, there is a baseline and treatment phase for __________ behavior(s) of __________ subject(s).
Answer: two or more; one
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Chapter 4: Reinforcement
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Q1) When a person has not experienced a reinforcer for a long time, will the reinforcer be more or less effective? ____________________ What is this process called?
Q2) Tom's supervisor tells him that for every 10 cars Tom sells he will get a $500 bonus.This is an example of a _______________ reinforcement schedule.
A) fixed interval
B) fixed ratio
C) variable interval
D) variable ratio
Q3) Which of the following processes strengthen a behavior?
A) positive reinforcement
B) punishment
C) negative reinforcement
D) A and C
Q4) In negative reinforcement, what happens immediately following the occurrence of the behavior?
Q5) A(n) _________________ increases the potency of a reinforcer.
Q6) What is an aversive stimulus?
Q7) The consequence that strengthens an operant behavior is a(n) __________.
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Chapter 5: Extinction
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Q1) What are three things that may happen during an extinction burst?
Q2) Ignoring is the same as extinction.
A)True
B)False
Q3) When a behavior occurs again after it had not occurred for some time due to extinction, the process is called
A) operant behavior
B) extinction burst
C) resurgence
D) spontaneous recovery
Q4) When a behavior is no longer reinforced, the behavior _______________________ in the future.
Q5) Timmy takes out the garbage and his mother praises him when he does it.When his mother stops praising him, Timmy stops taking out the garbage.Timmy's behavior of taking out the garbage has been:
A) punished
B) extinguished
C) reversed
D) negatively reinforced
Q6) What are the two factors that influence extinction?
Page 7
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Chapter 6: Punishment
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Q1) TFPunishment is a process that decreases or weakens a behavior.
A)True
B)False
Q2) TFPunishment can sometimes increase behavior in the future.
A)True
B)False
Q3) If a behavior occurs and it is immediately followed by a consequence that makes the behavior less likely to occur in the future it is called:
A) negative reinforcement
B) extinction
C) punishment
D) none of these
Q4) Which of the following is an example of negative punishment?
A) time-out from positive reinforcement
B) time-out from negative reinforcement
C) response cost
D) A and C
Q5) When a punisher is delivered following a target behavior, the target behavior will __________ in the future.
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Chapter 7: Stimulus Control: Discrimination and Generalization
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Q1) Whenever Tommy has a babysitter and asks to stay up past his bedtime, the babysitter lets him.Whenever Tommy asks his parents to let him stay up past his bedtime, they do not let him.As a result, Tommy only asks the babysitter if he can stay up past his bedtime.The presence of the parents at bed time is referred to as a(n) __________ for asking to stay up late:
A) stimulus class
B) S-delta
C) reinforcer
D) discriminative stimulus
Q2) When the stop light turns green, you go and when it is red, you don't go.The red light acts as a(n) __________ for going and the green light acts as a(n) ________________ for going.
Q3) Which of the following is developed through discrimination training?
A) reading
B) spelling
C) obeying traffic signals
D) all of these
Q4) Stimulus control is developed by stimulus discrimination training.
A)True
B)False
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Chapter 8: Respondent Conditioning
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Q1) _______________ is an example of a conditioned emotional response.
Q2) In behavior modification, who was the first person to demonstrate the process of respondent conditioning?
A) Freud
B) Watson
C) Pavlov
D) Skinner
Q3) If Pavlov occasionally (1 out of 10 times) gave the dogs the meat powder following the sound of the metronome, the dogs would be more or less likely to salivate to the metronome.
Q4) What will happen if the CS is presented many times in the absence of the US?
A) the CS will elicit a CR
B) the CS will no longer elicit the CR
C) The US will no longer elicit a UR
D) B and C
Q5) When Pavlov presented the sound of the metronome repeatedly without putting the meat powder in the dog's mouth, the dog quit salivating to the metronome.What is this process? ___________________
Q6) An unconditioned stimulus elicits a(n).
Q7) List 5 factors that influence respondent conditioning.
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Chapter 9: Shaping
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Q1) 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
Q2) Intermittent reinforcement is used during shaping.
A)True
B)False
Q3) When using shaping, each step should be ____________ to the target behavior.
A) identical
B) a closer approximation
C) irrelevant
D) B and C
Q4) ______________ and _______________ are the two behavioral principles involved in shaping.
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Chapter 10: Prompting and Transfer of Stimulus Control
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Q1) If a person who used to engage in a behavior now refuses to, prompting and transfer of stimulus control is an appropriate procedure to get the person to engage in the behavior.
A)True
B)False
Q2) Matt's Dad is teaching him to shoot a basketball.His Dad takes the ball and demonstrates to Matt how to shoot it through the hoop.The use of antecedent stimuli by his Dad in order to get Matt to engage in the right behavior at the right time is called:
A) fading
B) prompting
C) shaping
D) stimulus control
Q3) Prompt delay is the most commonly used method of transferring stimulus control. A)True
B)False
Q4) Describe how you would use flash cards to learn psychology terms using prompting and fading.
Q5) In the prompt delay procedure, you present the ____________, wait 4 seconds and present the prompt.
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Chapter 11: Chaining
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Q1) Forward chaining and backward chaining both involve:
A) teaching one component of the behavioral chain at a time
B) the use of prompting and fading
C) the use of reinforcers after each response in the chain
D) all of these
Q2) Which of the following is NOT a chaining procedure?
A) backward chaining
B) forward chaining
C) total task presentation
D) contingency chaining
Q3) To use backward chaining, you present the last ___________, ___________ the correct response, and provide a(n) ___________ following the correct behavior.
Q4) What needs to be considered before using total task presentation?
A) complexity of the task
B) ability of the teacher
C) ability of the learner
D) all of these
Q5) Describe the difference between the single opportunity method and the multiple opportunity method of assessing the mastery level of a learner.
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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) What are 4 components of behavioral skills training procedures?
Q3) Behavioral skills training procedures are used:
A) to teach new behaviors
B) when learners cannot imitate models
C) to eliminate problem behaviors
D) all of these
Q4) You are using BST procedures to teach children to say "no" and walk away when someone offers them a cigarette.Describe the steps involved in the BST procedure that you will use to teach the children this skill.
Q5) To increase the effectiveness of modeling, there should be ___________ between the model and the learner or the model should have high ___________.
Q6) Why is it important for the learner to repeat instructions?
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Chapter 13: Understanding Problem Behaviors Through Functional Assessment
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Q1) When a person engages in a problem behavior (taking drugs) and this behavior is reinforced by decreasing tension or anxiety that the person is feeling, this is an example of:
A) social negative reinforcement
B) automatic positive reinforcement
C) social positive reinforcement
D) automatic negative reinforcement
Q2) Which of the following is NOT an advantage of indirect functional assessment methods?
A) they are relatively easy to conduct
B) they do not require a lot of time
C) interview formats and questionnaires are available
D) they rely on the memory of informants
Q3) Experimental methods, also known as ___________ analysis, or ___________ analysis.
Q4) Interviews and questionnaires are examples of ___________ assessment methods.
Q5) A functional assessment should be conducted prior to treatment for a problem behavior.
A)True
B)False Page 15
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Page 16
Chapter 14: Applying Extinction
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Q1) When the problem behavior is maintained by a(n) schedule, extinction will be more rapid.
Q2) You identify the reinforcer to withhold in an extinction procedure by first conducting a:
A) task analysis
B) functional assessment
C) scatter plot assessment
D) B and C
Q3) An extinction procedure should always be used in conjunction with:
A) behavioral skills training
B) a punishment procedure
C) respondent conditioning
D) a reinforcement procedure
Q4) Sally whines for candy every time she is at the grocery store with mom.Sally's mom gets sick of listening to the whining and usually ends up buying Sally a candy bar.What is the reinforcer for Sally's whining? How should her mom implement extinction to decrease Sally's whining in the store?
Q5) You conduct a(n) ___________________________ to identify the reinforcer maintaining the problem behavior before using extinction.
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Chapter 15: Differential Reinforcement
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Sample Questions
Q1) Identify the examples below as DRO, DRA, or DRL.
___________ Tony, a four year old boy, frequently squirmed in church and disrupted the people sitting near him.Dad decided to use differential reinforcement.When they first got to church, Dad told Tony if he didn't squirm, he could earn stickers.Once church started, Dad gave Tony a sticker after every 10 minutes that he did not squirm.
___________ Mary was supposed to do her homework at the kitchen table in the evening.Frequently Mary talked to Mom while she was supposed to be studying.Mom usually talked to Mary for a few minutes each time Mary spoke to her.Mom decided on a plan to get Mary to talk less while studying.Whenever Mary was studying, Mom would praise her, but when Mary tried to talk to Mom, Mom would walk out of the room without responding to Mary.
___________ Claire, a woman with intellectual disability working in a workshop, got up and went to the bathroom 5 or 6 times each morning and 5 or 6 times each afternoon.She recently had a physical, so there was no medical problem.The supervisor implemented a program in which Claire earned a token if she went to the bathroom no more than 2 times in the morning and not more than 2 times in the afternoon.She later traded her tokens in for back-up reinforcers.
Q2) In the DRL procedure, you reinforce a(n) ___________ of the problem behavior.
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Chapter 16: Antecedent Control Procedures
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Q1) A desirable behavior can be increased through the use of antecedent control procedures by ____________ for the desirable behavior.
A) creating establishing operations
B) removing the discriminative stimulus
C) increasing response effort
D) A and B
Q2) Antecedent control procedures involve a change in the ___________ that evoke the occurrence of a problem behavior or the occurrence of competing behaviors to replace the problem behavior.
Q3) Analyzing antecedent situations related to the desired and competing behaviors involves identifying:
A) the discriminative stimulus and cues for each behavior
B) the reinforcers for each behavior
C) the distinguishing stimulus for each behavior
D) all of these
Q4) List 6 categories of antecedent manipulations that are used to both increase desirable behaviors and decrease problem behaviors.
Q5) Increasing response effort will make a behavior ____________ likely to occur.
Q6) Antecedent control procedures are often used in conjunction with ___________.
Page 19
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Chapter 17: Using Punishment: Time-Out and Response
Cost
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Q1) When a behavior occurs and is followed by the presentation of a stimulus that results in a decrease in the behavior in the future, it is referred to as:
A) negative punishment
B) positive punishment
C) negative reinforcement
D) extinction
Q2) Describe nonexclusionary.
Q3) In order for time-out to be implemented, the time-out area should:
A) contain positive reinforcers
B) have a lock on the door to prevent escape
C) be free from sharp or breakable objects
D) all of these
Q4) Response cost is a ________________________ punishment procedure.
Q5) Time-out should be brief.
A)True
B)False
Q6) The "time-in" environment must be more reinforcing than the time-out environment.
A)True
B)False
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Chapter 18: Positive Punishment Procedures and the Ethics
of Punishment
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Q1) Erica tends to rush through her arithmetic problems on her homework assignments and ends up making numerous errors.How could Erica's teacher implement a positive practice procedure to decrease math errors?
Q2) The positive punishment procedure that requires an individual to engage in an effortful behavior for an extended period of time following the occurrence of the problem behavior is referred to as:
A) aversive exercise
B) guided compliance
C) overcorrection
D) response cost
Q3) Which of the following is NOT a consideration in the use of punishment?
A) implementing differential reinforcement in conjunction with punishment
B) using functional nonaversive procedures prior to the use of punishment
C) selecting a punishment procedure that will gradually decrease the problem behavior
D) choosing an appropriate aversive stimulus
Q4) What is appropriate to do if an individual attempts to avoid or escape from the performance of an aversive activity?___________
Q5) Application of aversive activities is based on what principle? ___________
Page 21
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Chapter 19: Promoting Generalization
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Q1) Which of the following is true concerning generalization?
A) behavior occurs in the presence of stimuli similar to the discriminative stimulus
B) a class of stimuli develops stimulus control over the behavior
C) behavior occurs in the presence of relevant stimuli outside the training situation
D) all of these
Q2) There is often no history of reinforcement for problem behaviors prior to the beginning of a behavior modification intervention.
A)True
B)False
Q3) It is appropriate to use children as change agents responsible for the implementation of a behavior modification program as long as it is with another child.
A)True
B)False
Q4) Describe general case programming.
Q5) One particular outcome that defines successful treatment for problem behaviors is the ___________ of the behavior change across all situations.
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Page 22
Chapter 20: Self-Management
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Q1) The delayed outcome for a behavioral deficit is _________ while the immediate outcome is __________.
A) positive; negative
B) negative; positive
C) positive; positive
D) negative; negative
Q2) In order to implement a self-management plan correctly, you must first:
A) select appropriate self-management strategies
B) define the target behavior
C) eliminate competing behaviors
D) set an achievable goal
Q3) Self-management problems often involve a conflict between:
A) positive and negative reinforcement
B) operant and respondent conditioning
C) positive and negative punishment
D) short-term and long-term contingencies
Q4) What are the short term and long term contingencies for overeating?
Q5) Although smoking has its negative effects on a person's life in the future, why do people continue to smoke?
Q6) When does social support become a self-management strategy?
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Chapter 21: Habit Reversal Procedures
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Q1) Most children who stutter as they learn to use language, continue to stutter throughout adolescence.
A)True
B)False
Q2) Awareness training and the use of a competing response are most responsible for the habit reversal procedure's effectiveness.
A)True
B)False
Q3) Habit reversal procedures are most often implemented by another person acting as a change agent.
A)True
B)False
Q4) Stuttering may involve ________________, ____________________, and ________________ words or syllables.
Q5) Awareness, competing response training, and social support procedures are components of the habit reversal procedure.
A)True B)False
Q6) What 2 basic skills does the client learn from a habit reversal program?
Page 24
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Chapter 22: The Token Economy
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Q1) In a token economy tokens are exchanged for _________________________.
Q2) In a token economy, the token exchange rate refers to the number of tokens:
A) received for each instance of the desirable behavior
B) lost for each instance of undesirable behavior
C) required to obtain backup reinforcers
D) A and C
Q3) The change agent should provide ________________ to the individual while delivering the tokens for appropriate behavior.
Q4) Nutritious meals and training activities are good examples of back-up reinforcers.
A)True
B)False
Q5) A ____________ that is used in a token economy to increase desirable behavior is referred to as a token
A) unconditioned reinforcer
B) conditioned stimulus
C) conditioned reinforcer
D) unconditioned stimulus
Q6) How does a token become a conditioned reinforcer?
Q7) Provide 3 examples of items that can be used as tokens.________________
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Chapter 23: Behavioral Contracts
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Q1) What are 2 ways in which a rule-governed behavior can operate to influence the target behavior?
Q2) Which of the following is NOT stated in a behavioral contract?
A) hypotheses concerning the target behavior
B) the specific level of the target behavior
C) consequences that will occur
D) the time frame of the agreement
Q3) It is not necessary to use operational definitions for the target behavior in a one party behavioral contract.
A)True
B)False
Q4) ________________ If Mrs.R is late for work her supervisor gives her an extra task to complete that day.
A)positive reinforcement
B)negative reinforcement
C)positive punishment
D)negative punishment
Q5) A family member is usually best suited to serve as contract manager.
A)True
B)False
26
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Chapter 24: Fear and Anxiety Reduction Procedures
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Q1) List 3 procedures used to help people overcome problems of fear or anxiety.
Q2) Which of the following is NOT true concerning fear?
A) respondent behavior is a component of fear
B) operant behavior is a component of fear
C) it is not always known how the fear developed
D) it must be known how the fear was conditioned to overcome the fear
Q3) The procedure of systematic desensitization is complete when:
A) relaxation is maintained while being exposed to each step of the hierarchy
B) relaxation is maintained while imagining each scene from the hierarchy
C) the entire fear hierarchy has been developed
D) the client has learned relaxation skills
Q4) John experiences anxiety whenever he is in a crowded room, and he leaves the crowded room to decrease his anxiety.John's behavior of leaving the crowded room to decrease his autonomic nervous system arousal is:
A) positively punished
B) negatively punished
C) positively reinforced
D) negatively reinforced
Q5) What are the 3 steps in the use of systematic desensitization?
Q6) The respondent behavior involved in Ellen's fear is ________________.
Page 27
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Chapter 25: Cognitive Behavior Modification
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Q1) What are acceptance-based therapies?
Q2) What is involved in cognitive behavior modification procedures used to treat depression?
A) getting the individual to engage in fewer activities
B) teaching the person to use cognitive distortions
C) helping the individual change distorted thinking
D) A and B
Q3) Cognitive behavior may function as a(n) __________________________ when it elicits a conditioned response such as autonomic arousal.
Q4) Billy completes an assignment and says positive things about his work and praises himself.As a result, Billy is more likely to complete assignments.Billy's self-talk functions as:
A) a discriminative stimulus
B) a conditioned stimulus
C) an establishing operation
D) a reinforcer
Q5) "Low self esteem" is an operational definition of a cognitive behavior. A)True B)False
Q6) List the 3 steps in cognitive restructuring.
Page 28
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