Special Education Study Guide
Questions
Course Introduction
Special Education is a comprehensive course that explores the principles, policies, and practices essential for educating students with diverse learning needs and disabilities. It covers the historical evolution of special education, legal frameworks such as IDEA and Section 504, and the development of Individualized Education Programs (IEPs). The course delves into evidence-based instructional strategies, classroom management techniques, and collaborative approaches for working with families, professionals, and support services. Emphasizing inclusion, equity, and advocacy, the course prepares future educators and professionals to create supportive, accessible, and effective learning environments for all students.
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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Q1) A(n) ________________________ behavior, also called a private event, is not observable to others.
Answer: covert
Q2) Tommy's teacher observes him purposely shove another student.Tommy's observable act of shoving would be an example of:
A) covert behavior
B) overt behavior
C) frequency
D) duration
Answer: B
Q3) Thorndike demonstrated that a behavior which produces a favorable effect on the environment will likely be repeated.This is known as the:
A) law of effect
B) law of causation
C) law of behavior
D) law of replication
Answer: A
Q4) Another term for behavior modifications is _______________________________.
Answer: applied behavior analysis
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Chapter 2: Observing and Recording Behavior
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Q1) Which method will NOT reduce reactivity of observation?
A) observe through a one-way observation window
B) tell the person you are observing his/her behavior
C) wait until the person you are observing is accustomed to your presence
D) use participant observers
Answer: B
Q2) Frequency, duration, intensity, and latency are dimensions of behavior that can be measured in a continuous recording procedure.
A)True
B)False
Answer: True
Q3) A teacher observes and records instances of misbehavior by a student.This is an example of:
A) indirect assessment
B) direct assessment
C) covert observation
D) participant recording
Answer: B
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Chapter 3: Graphing Behavior and Measuring Change
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Q1) 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
Q2) A researcher demonstrates that receiving gold stickers for completing math problems increases the number of problems that a student finishes.The researcher has demonstrated a _____________ relationship between receiving gold stickers and completing math problems.
A) correlational
B) functional
C) perfect
D) two-way
Answer: B
Q3) What should be taken into account before using an A-B-A-B design?
A) Is it ethical to remove treatment?
B) Can treatment be removed?
C) Will the level of behavior reverse?
D) all of these
Answer: D
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Chapter 4: Reinforcement
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Q1) Beth has been hiking in the desert all day and, as a result, is dying for a glass of water.The increase in the reinforcing value of water due to hiking in the desert is referred to as:
A) satiation
B) deprivation
C) conditioning
D) reinforcement
Q2) Which of the following processes strengthen a behavior?
A) positive reinforcement
B) punishment
C) negative reinforcement
D) A and C
Q3) An establishing operation is an event that makes a reinforcer more potent at a particular time.
A)True
B)False
Q4) An unconditioned reinforcer is a reinforcer that is effective without any prior learning or conditioning.
A)True
B)False
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Chapter 5: Extinction
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Q1) In extinction of a negatively reinforced behavior, the _____________________ is no longer removed following the behavior.
Q2) Define spontaneous recovery following extinction.
Q3) During___________, the unreinforced behavior can increase in frequency, duration, or intensity
A) spontaneous recovery
B) an extinction burst
C) punishment
D) all of these
Q4) 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
Q5) A common misconception is that extinction simply means ____________________ the behavior.
Q6) What are three things that may happen during an extinction burst?
Q7) Define extinction (be sure to include all three components of the definition).
Page 7
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Chapter 6: Punishment
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Q1) How does positive punishment differ from negative punishment?
Q2) Which of the following may function as an motivating operation?
A) deprivation
B) satiation
C) instructions
D) all of these
Q3) A conditioned punisher is established by
A) pairing a neutral stimulus with a reinforcer
B) following the behavior with a punisher
C) pairing a neutral stimulus with a punisher
D) removing a reinforcer for the behavior
Q4) Time out is an example of punishment.
Q5) TFNegative punishment involves the delivery of a negative stimulus following the behavior.
A)True
B)False
Q6) Punishment by application is another name for _______________ punishment.
Q7) Define punishment.
Q8) Punishment is defined as_______________.
Q9) Describe the difference between negative punishment and extinction. Page 8
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Page 9
Chapter 7: Stimulus Control: Discrimination and Generalization
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Q1) What is an S-delta?
Q2) What happens when a discriminative stimulus is present?
A) it has no influence over the behavior
B) it makes the behavior less likely to occur
C) it inhibits the behavior
D) it makes the behavior more likely to occur
Q3) 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
Q4) Stimulus control develops as a result of
A) classical conditioning
B) stimulus discrimination training
C) stimulus differentiation
D) conditioned stimulus training
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Q5) A three-term-contingency involves a relationship between ,, and .
Q6) A stimulus that precedes a behavior is referred to as a(n) ________________.
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Chapter 8: Respondent Conditioning
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Q1) 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.
Q2) When the neutral stimulus and unconditioned stimulus are presented at the same time it is called ____________ conditioning.
A) trace
B) simultaneous
C) delay
D) backward
Q3) A response elicited by the conditioned stimulus is referred to as a(n) ____________ response.
A) learned
B) conditioned
C) unconditioned
D) automatic
Q4) Respondent conditioning occurs when a(n) is paired with a(n).
Q5) _______________ is an example of a conditioned emotional response.
Q6) Backward conditioning is most likely to result in respondent conditioning.
A)True
B)False
Page 12
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Chapter 9: Shaping
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Q1) Shaping involves reinforcement of a closer approximation and extinction of a previous approximation of a target behavior.
A)True
B)False
Q2) During shaping what is responsible for the emergence of novel behaviors?
A) respondent conditioning
B) extinction burst
C) instructions
D) successive approximations
Q3) 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
Q4) Define shaping.Provide an example.
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Chapter 10: Prompting and Transfer of Stimulus Control
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Q1) In the prompt delay procedure, you provide the prompt, wait 4 seconds and then present the S .
A)True
B)False
Q2) When using prompting and transfer of stimulus control, the use of ____________ gets the correct behavior to occur, and the use of ____________ transfers stimulus control to the natural discriminative stimulus.
A) fading ; prompting
B) reinforcement ; extinction
C) prompting ; fading
D) reinforcement ; punishment
Q3) Hand over hand assistance in swinging a bat.
A)verbal prompt
B)gestural prompt
C)modeling prompt
D)physical prompt
Q4) Teaching is complete when prompts are no longer being used to get the behavior to occur.
A)True
B)False
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Chapter 11: Chaining
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Q1) A basketball coach uses a series of drawings in order to teach Tommy the proper sequence of behaviors necessary to successfully carry out a play from the play book.This is an example of using:
A) picture prompts
B) total task presentation
C) forward chaining
D) graduated guidance
Q2) You need to train an individual with intellectual disability to fold towels for his new job at the hotel.He will stand at a table with a pile of unfolded towels on his left, pick up a towel, fold it in half twice and place the folded towel on another table to his right. What is the 1st step you would train in a backward chaining procedure? What is the 1st step you would train in a forward chaining procedure?
Q3) ___________involves illustrations or photos of the outcome of each behavior in the task.
Q4) What type of prompt is most often used with total task presentation?
A) verbal
B) gestural
C) stimulus
D) physical
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Chapter 12: Behavioral Skills Training Procedures
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Q1) The use of a videotape, audiotape or cartoon is an example of ___________ modeling.
Q2) In BST, modeling will have the greatest influence if it occurs
A) in isolation so that it is salient
B) in the context of a role play that simulates the real situation
C) in conjunction with instructions that describe the desirable behavior
D) B and C
Q3) Which of the following factors increases the effectiveness of rehearsal?
A) the context in which the behavior is rehearsed
B) a delay between the rehearsal and reinforcement
C) immediate criticism for errors
D) all of these
Q4) Rehearsing the behavior is an important part of behavioral skills training because it:
A) demonstrates whether the learner has learned the behavior
B) provides the chance for reinforcement of the behavior
C) provides the opportunity to correct errors
D) all of these
Q5) What are 4 components of behavioral skills training procedures?
Q6) Why is it important for the learner to repeat instructions?
Page 16
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Chapter 13: Understanding Problem Behaviors Through Functional Assessment
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Q1) A functional assessment involves the identification of what variables?
Q2) The term functional analysis is synonymous with (means the same as):
A) functional assessment
B) experimental analysis
C) descriptive analysis
D) A and B
Q3) When a problem behavior is reinforced by attention, this is an example of:
A) social negative reinforcement
B) automatic positive reinforcement
C) social positive reinforcement
D) automatic negative reinforcement
Q4) 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
Q5) Manipulation of antecedents and consequences is involved in ___________.
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Chapter 14: Applying Extinction
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Q1) The continued change in the problem behavior following the use of extinction is referred to as:
A) generalization
B) maintenance
C) spontaneous recovery
D) chaining
Q2) A teacher determines that Mark frequently fights with other children, because his friends praise him when he fights.The teacher would like to use extinction on his behavior, but she has no control over how Mark's friends react to his fighting.Which consideration in the use of extinction is being addressed?
A) ability to maintain consistency
B) ability to eliminate the reinforcer
C) whether it is safe to use extinction
D) whether an extinction burst is tolerable
Q3) Jesse is constantly going into mom's purse to get gum.Mom finds this behavior annoying and inappropriate and decides if she ignores Jesse the behavior will stop.What is most likely to happen to Jesse's purse rummaging behavior? What would you tell Jesse's mother to do to eliminate this behavior?
Q4) Define extinction and provide an example.
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Chapter 15: Differential Reinforcement
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Q1) What is the result if the problem behavior occurs during the DRO interval?
A) the reinforcer is delivered
B) the interval length is increased
C) the interval for the reinforcer is reset
D) B and C
Q2) In order for differential reinforcement to be most effective, the desirable behavior should be reinforced:
A) immediately
B) intermittently
C) randomly
D) A and B
Q3) Reinforcement delivered when fewer than a specified number of responses occurs in a period of time is referred to as ___________ DRL.
Q4) In which DRO variation is the reinforcer delivered when the problem behavior is absent at the end of the interval?
A) whole-interval DRO
B) spaced-responding DRO
C) partial DRO
D) momentary DRO
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Chapter 16: Antecedent Control Procedures
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Q1) When Eric is at home, he spends most of his time on the Internet instead of studying.Eric disconnects his Internet access at home, so that he has to go to the campus computer cluster in order to get on the Internet.Which antecedent control strategy involves making it more difficult to engage in the problem behavior?
A) arranging establishing operations
B) eliminating establishing operations
C) decreasing response effort
D) increasing response effort
Q2) 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
Q3) TFAntecedent manipulation strategies are one of the more time consuming, effortful, and costly procedures to reduce the occurrence of a problem behavior.
A)True
B)False
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Chapter 17: Using Punishment: Time-Out and Response
Cost
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Q1) 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
Q2) Taking away a child's dessert is an appropriate loss of a reinforcer in a response cost procedure.
A)True
B)False
Q3) When a behavior occurs and is followed by the removal 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
Q4) Define response cost.
Q5) In ______________________ time out, the child is taken to another room contingent on the occurrence of the problem behavior.
Page 21
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Chapter 18: Positive Punishment Procedures and the Ethics
of Punishment
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Q1) When John shoots a free throw incorrectly in basketball practice, his coach requires him to continue shooting until he has shot the ball correctly a number of times.In which type of punishment does the individual have to engage in the correct behavior contingent on the occurrence of the problem behavior?
A) positive practice
B) restitution
C) contingent exercise
D) guided compliance
Q2) Restitution and positive practice are two types of overcorrection.
A)True
B)False
Q3) Preventing an individual from engaging in a problem behavior by physically blocking the response is referred to as:
A) behavioral prevention
B) contingent restraint
C) response blocking
D) response prevention
Q4) What is appropriate to do if an individual attempts to avoid or escape from the performance of an aversive activity?___________
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Chapter 19: Promoting Generalization
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Q1) Generalized reductions in problem behaviors are best achieved when there are generalized increases in ___________.
Q2) 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
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) What is the most straightforward approach to promoting generalization?
Q5) There is often no history of reinforcement for problem behaviors prior to the beginning of a behavior modification intervention.
A)True
B)False
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Chapter 20: Self-Management
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Q1) What is the first step in a self-management plan?
A) goal setting
B) functional assessment
C) making the decision to engage in self-management
D) defining the target behavior and competing behaviors
Q2) Tom wants to decrease his behavior of swearing.He arranges a contingency in which he will pay five dollars to his parents every day that he swears.What type of contingency has Tom arranged?
A) positive reinforcement
B) negative reinforcement
C) positive punishment
D) negative punishment
Q3) A target behavior that is occurring too little that you would like to increase is called a
Q4) List the steps involved in developing a self-management plan.
Q5) Which of the following should be used in ALL self-management procedures?
A) arranging reinforcers
B) antecedent manipulation
C) behavioral contract
D) social support
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Chapter 21: Habit Reversal Procedures
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Q1) What 2 basic skills does the client learn from a habit reversal program?
Q2) The competing response in the habit reversal procedure for stuttering is called
Q3) Nervous habits typically serve a social function for the individual.
A)True
B)False
Q4) A nervous habit most often involves:
A) oral behavior
B) twisting of the neck
C) use of the hands
D) facial grimacing
Q5) Provide an example of a competing behavior for hair-pulling.
Q6) The use of a competing response probably serves the same functions for habits, tics and stuttering.
A)True
B)False
Q7) An example of a nervous habit is ________________.
Q8) It is believed that nervous habits serve to diminish ________________.
Page 25
Q9) A behavior that is incompatible with the habit behavior is called a
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Chapter 22: The Token Economy
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Q1) Which of the following is true concerning the use of praise in a token economy?
A) praise is a not natural conditioned reinforcer for most people
B) praise is faded once the desirable behavior begins to occur regularly
C) praise is continued after the use of tokens has been discontinued
D) praise will become more potent if it is only occasionally paired with tokens
Q2) In a response cost component of a token economy, a token is ____________________ after the occurrence of an undesirable target behavior.
Q3) In a token economy, a token is delivered to an individual immediately ____________ occurs.
A) before the problem behavior
B) after the problem behavior
C) before the desirable behavior
D) after the desirable behavior
Q4) The change agent should provide ________________ to the individual while delivering the tokens for appropriate behavior.
Q5) Why is it important for clients to earn enough tokens to exchange for back-up reinforcers in the early phases of the token economy?
Q6) In a token economy tokens are exchanged for _________________________.
Q7) Tokens are _______________ reinforcers.
Page 27
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Chapter 23: Behavioral Contracts
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Q1) Kim writes a behavioral contract with her psychologist that states she will keep her appointments.Kim makes out checks for organizations she dislikes, and if she misses an appointment the psychologist will mail one check.By keeping appointments, Kim is able to avoid this consequence.This is a ____________ contingency for Kim's desirable behavior of keeping appointments.
A) positive punishment
B) negative punishment
C) positive reinforcement
D) negative reinforcement
Q2) When two individuals desire behavior change and write a contract to change their respective behaviors, it is called a(n) ____________________ party contract.
Q3) ________________ 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
Q4) How is a behavioral contract a form of public commitment?
Q5) Define a one party contract.
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Chapter 24: Fear and Anxiety Reduction Procedures
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Q1) Progressive muscle relaxation involves:
A) deep, rhythmic breathing
B) tensing and relaxing each of the major muscle groups in the body
C) focusing on a therapist who provides images of relaxing scene
D) assuming relaxed postures with all parts of the body supported in a recliner of comfortable chair
Q2) 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
Q3) The respondent behavior in fear and anxiety problems involves ____________, and the operant behavior involves ____________.
A) autonomic nervous system arousal; escape or avoidance behavior
B) escape or avoidance behavior; autonomic nervous system arousal
C) autonomic nervous system arousal; autonomic nervous system arousal
D) escape or avoidance behavior; escape or avoidance behavior
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Chapter 25: Cognitive Behavior Modification
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Q1) Cognitive behavior can function as all of the following except:
A) a conditioned stimulus that elicits a conditioned response
B) a discriminative stimulus for desirable behavior
C) a punishing consequence for a behavior
D) an unconditioned stimulus that elicits an unconditioned response
Q2) List the 3 steps in cognitive restructuring.
Q3) Provide 2 examples of cognitive behavior.________________
Q4) Cognitive therapy is often used to treat people with depression.
A)True
B)False
Q5) The cognitive restructuring procedure involves helping an individual to do all of the following except:
A) identify distressing thoughts and situations
B) avoid situations in which distressing thoughts occur
C) identify the response that follows the thoughts
D) decrease the distressing thoughts
Q6) _______________________ teaches a person to make verbal statements or provide instructions to himself to influence his own behavior
Q7) What are acceptance-based therapies?
Q8) What is involved in cognitive coping skills training?
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