Deck 4: Applications of Behaviorist Principles

Question 1

Eight-year-old Amy always seems to be in "overdrive"-she has trouble sitting still for any length of time. Her teacher occasionally gives her short breaks in which she can get up and move around a bit as a way of releasing pent-up energy. Such breaks occur unpredictably, without regard for whether Amy is behaving appropriately or inappropriately at the time. Research indicates that such noncontingent reinforcement:

A) May improve Amy's behavior somewhat, but she will likely not replace the inappropriate behaviors with appropriate behaviors.
B) Is likely to make Amy's behavior worse
C) Will probably lead to behavioral contrast
D) Will confuse Amy and significantly increase her anxiety about classroom tasks

Answer 1

A

Question 2

Which one of the following statements best characterizes how reinforcement of incompatible behavior can help reduce people's inappropriate behaviors?

A) When we reinforce different people for different behaviors, they begin to discover which behaviors are appropriate and which are not.
B) Negative reinforcement of an incompatible behavior can ultimately reduce the frequency of that behavior.
C) An undesirable behavior will decrease when a person is reinforced for behaving in an opposite manner.
D) We can reduce serious behavior problems by allowing people to engage in less serious misbehaviors.

Answer 2

C

Question 3

Tracy enjoys reading mystery novels and reads at least two a week. Her mother wants to encourage Tracy's reading and so begins to pay her daughter one dollar for each completed mystery novel. Considering research regarding the extrinsic reinforcement of intrinsically reinforcing activities, we would expect Tracy eventually to:

A) Double her rate of reading mystery novels
B) Triple her rate of reading mystery novels
C) Lower her rate of reading mystery novels
D) Stop reading mystery novels altogether

Answer 3

C

Question 4

In Mr. Greene's third-grade class, math problems are easy enough that students always solve them quickly and correctly. From the textbook's perspective, is this a good situation? Why or why not?

A) Yes, this is the ideal situation for learning math: Although the students may not move as quickly through the school's math curriculum as students in other classes do, they will learn that math is an easy and enjoyable activity.
B) Yes, this is a good situation provided that Mr. Greene also warns students that the math curriculum will be more difficult for them once they reach high school.
C) This might be a good situation if students are solving problems in small, cooperative groups. However, if they're working on the problems individually, they need harder problems to help them discover whether they have a natural aptitude for math.
D) No. If students never have any trouble with math problems, they won't know how to handle the occasional failure and frustration they're likely to encounter when they tackle more challenging problems at higher grade levels.

Question 5

Mr. and Mrs. Mercado don't allow their daughter Maggie to chew gum at home and have punished her severely on the few occasions they have found her with gum in her mouth. Now Maggie rarely chews gum at home but chews it almost constantly at school, where she is not punished for doing so. Maggie's different behaviors at home and at school illustrate an effect of punishment known as:

A) emotional arousal
B) reversal
C) behavioral contrast
D) restitution

Question 6

An essential element of a contingency contract in the classroom is that:

A) Behaviors are reinforced at least once a day.
B) Every student receives the same reinforcer.
C) Both teacher and student agree upon the desired behavior and its consequence.
D) Every student has a contract concerning the same behavior.

Question 7

In Marcia's first tennis lesson, her instructor Keith is trying to teach her the correct way to swing a tennis racket. Keith praises Marcia every time she hits the tennis ball over the net and into the "in bounds" area of the opponent's side of the court using the correct body position. Marcia shows little improvement during the one-hour lesson. From a behaviorist perspective, what mistake is Keith probably making in teaching Marcia to play tennis?

A) He fails to realize that Marcia has little to gain by changing her behavior.
B) He is using intermittent rather than continuous reinforcement.
C) He should shape the behavior rather than expect immediate mastery.
D) Praise is rarely an effective reinforcer.

Question 8

Ms. Delahanty has several students who are chronic misbehavers. She meets individually with each student, and together the teacher and student agree to a plan for improving the student's behavior and a suitable reinforcement for appropriate behavior change. Ms. Delahanty is using:

A) a contingency contract
B) Keller's personalized system of instruction
C) a token economy
D) a group contingency

Question 9

Sean is a high school student who is angry much of the time. He often vents his anger by swearing at his teacher. One day his teacher decides to extinguish Sean's swearing by ignoring him whenever he swears. Yet over the next few weeks, Sean continues to swear as frequently as he always has. Three of the following are possible explanations as to why, from a behaviorist perspective, the teacher's "extinction" strategy is not working. Which alternative is the least likely explanation?

A) Other students are reinforcing Sean's swearing.
B) Sean's swearing has previously been reinforced on an intermittent basis.
C) Swearing allows Sean to release pent-up anger, so he is being negatively reinforced.
D) Sean is being reinforced for swearing by means of the Premack Principle.

Question 10

Three of the following common criticisms of using behaviorist approaches in the classroom are valid ones. Which one usually is not true about behaviorist approaches?

A) When a student who enjoys an activity is given extrinsic reinforcement for doing it, the student's intrinsic interest in the activity may decrease.
B) If some misbehaviors are reduced through reinforcement or punishment, other misbehaviors will always spring up to replace them.
C) Reinforcing a student simply for doing a task, without regard for the quality of performance, can encourage the student to do it quickly rather than well.
D) When a student has cognitive deficits that interfere with performance, simply reinforcing desired behaviors will be insufficient to bring about important changes.

Question 11

Teachers and other practitioners must be very careful in their use of punishment as a means of changing behavior. Three of the following are potential disadvantages in using punishment. Which statement about punishment is false?

A) Punished behaviors typically decrease slowly, if at all.
B) Punishment can in some instances lead to increased aggression.
C) Harsh psychological punishment can adversely affect emotional well-being.
D) Punishment in the classroom can make students fearful of school and/or their teacher.

Question 12

Healthier eating habits make people feel better and give them more energy over the long run. Yet many people do not improve their eating habits, especially if healthful foods are difficult and time-consuming to prepare. Three of the following are possible explanations for the lack of improvement i.e., behavior change) in people's eating habits. Judging from what you have learned about instrumental conditioning, choose the alternative that is not a likely explanation.

A) Extrinsic reinforcers are usually more effective than intrinsic reinforcers.
B) Eating junk food also has its reinforcers.
C) From a cost-benefit perspective, change is not worthwhile.
D) Reinforcement in the form of feeling healthier) is delayed.

Question 13

Mrs. Berk gives extra credit to each of his students who pick up 5 pieces of trash in the classroom before the bell rings at the end of the day. Despite the fact that most of the students pick up 5 pieces of trash before the end of the day, some students never participate in the cleanup. Which of the following statements explains why some students do not participate in the cleanup at the end of the day.

A) The classroom context is a context in which only some children are reinforced.
B) One reinforcer does not reinforce behavior for every learner.
C) Some students will never produce socially desirable behaviors.
D) When a group of students are reinforced together, the reinforced behavior is acquired more slowly than if the students are reinforced individually.

Question 14

Matthew knows his teacher will give him credit for each assignment he completes on time, without regard for the accuracy of what he does. As a result, Matthew often completes his work quickly, sloppily, and sometimes incorrectly. This situation illustrates which one of the following concerns regarding the use of behaviorist techniques in the classroom?

A) Reinforcement is a form of bribery.
B) Reinforcement of some behaviors may impede optimal learning.
C) Even very mild punishment adversely affects his self-esteem.
D) Applied behavior analysis ignores the cognitive factors that affect learning.

Question 15

Which one of the following examples best illustrates the concept of baseline as behaviorists use the term?

A) After Louisa notices the attention she gets from boys on days she wears tight clothes, she often wears tight sweaters
B) Justin talks in class all the time, even though his teacher and classmates do nothing to encourage him.
C) Dimitri is afraid of the school swimming pool after he almost drowns in it during a swimming lesson.
D) Marsha starts copying her best friend's homework assignments regularly after she finds out that she gets better grades if she does so.

Question 16

If you wanted to encourage kindergartners to delay gratification, research indicates that an effective strategy would be to:

A) Tell them that how well they behave at the end of the day is really what counts
B) Ask them to focus on how good it feels to do something nice for a classmate
C) Talk about how their learning efforts today will pay off in the years to come
D) Occasionally remind them that they will get a bigger reward if they wait for an hour or two

Question 17

If you were to apply the concept of terminal behavior in teaching a lesson, which one of these things would you do?

A) Identify the things students should be able to do at the end of the lesson.
B) Identify the sequence in which you should teach various parts of the lesson.
C) Reward students who successfully complete the lesson.
D) Make sure all students have mastered the prerequisite skills on which the lesson depends.

Question 18

Ms. Hernandez is concerned about Brian, a student in her high school chemistry class who rarely interacts with other students. Ms. Hernandez decides to smile at Brian on those occasions when she happens to notice him talking with another student. Yet after three weeks she sees little change in his behavior. Based on this information, which one of the following is definitely wrong with Ms. Hernandez's approach?

A) Brian has little to gain by changing his behavior.
B) Brian is receiving intermittent rather than continuous reinforcement.
C) Social interaction is not an intrinsically reinforcing activity.
D) A smile is not an effective reinforcer.

Question 19

B. F. Skinner has criticized traditional educational practices for:

A) Failing to teach students to work for delayed reinforcement
B) Using concrete reinforcers more often than social reinforcers
C) Using intrinsic reinforcers more often than concrete reinforcers
D) Relying heavily on artificial reinforcement for mastery of classroom topics

Question 20

Which one of the following is an example of reinforcing an incompatible behavior as a way of eliminating an undesirable behavior?

A) Samantha is very shy and socially withdrawn. Her teacher reinforces her with a smile whenever she interacts with her classmates.
B) Johnny's wisecracks have become so annoying that his teacher keeps him in from recess whenever he speaks inappropriately.
C) Mary has learned to reinforce herself whenever she gets all her spelling words correct.
D) Jerry must stay after school on days when he arrives late.

Question 21

Practitioners who use applied behavior analysis to bring about behavior change in a student or client do not always rely solely on behaviorist principles; in many cases, they also incorporate cognitive elements into the strategies they employ. As examples of such cognitive behavior modification, they may use three of the following strategies. Which strategy is not likely to be part of cognitive behavior modification?

A) They may give verbal guidance to help the learner execute desired behaviors effectively.
B) They may model desired behaviors while the learner observes them doing so.
C) They may ask the learner to think about various ways of solving a social problem and then identify the most effective response.
D) They may have the learner read case studies about how other people have responded in similar problem situations.

Question 22

Which one of the following alternatives best describes schoolwide positive behavior support?

A) Using only reinforcement-never punishment-to improve students' classroom behavior
B) Creating conditions that enable students to meet their needs through appropriate rather than inappropriate behaviors
C) Teaching all students to monitor their own classroom behavior using a checklist taped to the tops of their desks
D) Meeting regularly with students in one-on-one discussions of chronic behavior problems, with the goal of bringing about more productive behavior

Question 23

Using behavioral objectives to describe classroom goals sometimes results in a lengthy list of seemingly trivial behaviors. In such situations, which one of the following is, according to the textbook, an acceptable alternative?

A) Constructing a small list of abstract objectives, giving examples of behaviors that reflect each one.
B) Foregoing instructional objectives when a teacher wants to focus on higher-level skills.
C) Constructing a mixture of behavioral and nonbehavioral objectives.
D) Emphasizing higher-level rather than lower-level skills.

Question 24

Three of the following are recommended practices when using punishment to reduce an inappropriate behavior. Which one is not recommended?

A) Threaten punishment several times before administering it.
B) Explain why the behavior is unacceptable.
C) Teach the appropriate behavior for the situation.
D) Whenever possible, punish the behavior as soon as it occurs.

Question 25

One of the following strategies, in addition to suppressing the punished behavior, is likely to suppress similar misbehaviors as well. Furthermore, it is likely to be effective even when punishment does not occur immediately. Which strategy best fits this description?

A) Annette is told that she is a "bad girl" because she accidentally broke a window.
B) Beryl is placed in in-school suspension when she is verbally abusive towards her classmates.
C) Carmella is sent to her room whenever she talks back to her mother.
D) Danielle's mother scolds her for hitting others and explains that hitting can cause pain and injury.

Question 26

"The student will correctly point to the location of all fifty states." This statement is missing one of the three recommended components of behavioral objectives. Which component is missing?

A) The method of instruction
B) An observable and measurable behavior
C) The criterion for judging acceptable performance
D) The conditions under which the behavior should be exhibited

Question 27

Mr. Richards gives his class fifteen minutes of free time whenever at least 95% of the class gets a passing grade on a test. Mr. Richards is using:

A) a group contingency
B) time-sampling
C) a token economy
D) a contingency contract

Question 28

In applied behavior analysis, it is often important to promote, quite explicitly, the generalization of newly acquired behavior to a variety of contexts. Three of the following are recommended strategies for promoting such generalization. Which one of the following, although possibly beneficial for other reasons, will not necessarily promote generalization?

A) Teach the desired behavior in a variety of contexts to begin with.
B) Reinforce desired responses on a variable interval schedule.
C) Reinforce generalization when it occurs spontaneously.
D) Teach various forms of the desired behavior.

Question 29

An instructional objective that requires students to recite a definition exactly as it has been presented is at the ________ level in Bloom's taxonomy.

A) synthesis
B) knowledge
C) comprehension
D) analysis

Question 30

Ms. Smythe keeps Eric after school whenever he swears in class. Even though Eric has been kept after school each day for the past three weeks, his swearing has increased rather than decreased. Given what we know about the effects of punishment on behavior, Ms. Smythe should probably conclude that:

A) Her punishment is only temporarily suppressing Eric's swearing.
B) The punishment is too severe.
C) Eric's swearing will decrease eventually.
D) Staying after school is not a punishment for Eric.

Question 31

From the standpoint of criteria described in the textbook, which one of the following objectives/goals should be most useful?

A) "Students will complete the first ten chapters of their textbook by the end of the semester."
B) "Students will write poetry using meter and rhyme."
C) "The teacher will demonstrate the correct way to use a Bunsen burner."
D) "Students will study effective debating strategies."

Question 32

Three of the following are typical components of positive behavior support in classroom settings. Which one is not typical?

A) Providing opportunities for a student to make choices
B) Using in-school suspension to punish dangerous behaviors
C) Teaching appropriate behaviors that can substitute for inappropriate ones
D) Changing the classroom environment to make inappropriate behaviors less likely

Question 33

The use of instructional objectives in instruction has several advantages. Which of the following is not a benefit that objectives provide?

A) They help a teacher choose appropriate instructional methods and homework assignments.
B) They facilitate student achievement even in areas not covered by the objectives.
C) They aid teachers in effectively communicate and coordinating what they are aiming to accomplish.
D) They facilitate the evaluation of student achievement.

Question 34

Loretta has been painting graffiti on the school walls after school hours. The school principal and the school counselor discuss the problem. The counselor thinks they should try to eliminate the graffiti-painting by asking her to chair a clean-up-the-school committee, then giving her school-wide recognition for her efforts. The counselor is suggesting:

A) extinction
B) noncontingent reinforcement
C) the reinforcement of an incompatible behavior
D) punishment II

Question 35

In Mr. Medeiros's classroom, students are given play money each time they turn in an assignment; they receive additional amounts of money if the assignment is turned in on time and if it is done correctly. At the end of each week, students can use their "money" to purchase special privileges free time, field trips, etc.). Mr. Medeiros' approach to teaching can best be characterized as:

A) programmed instruction
B) a group contingency
C) a token economy
D) a contingency contract

Question 36

Vanessa frequently complains of getting terrible headaches and so ends up at the nurse's office several times a week. Yet two different physicians have been unable to find a cause for Vanessa's headaches, and Vanessa's parents report that their daughter rarely has headaches at home. Vanessa is falling further and further behind in her schoolwork, so Vanessa's teacher and parents meet with the nurse and school psychologist to brainstorm possible solutions to Vanessa's problem. The school psychologist suggests that the teacher keep track of the occasions when Vanessa complains about a headache. Two weeks later, the teacher reports that all of Vanessa's complaints occur just before a test or difficult assignment. Suddenly the teacher and parents begin to suspect that perhaps Vanessa complains of headaches as a way of getting out of having to do difficult assignments. Here we see the initial steps in a process known as:

A) The use of incompatible behaviors
B) Behavioral momentum
C) Functional analysis
D) Extinction of inappropriate behavior

Question 37

Three of the following are recommended practices when using punishment to reduce an inappropriate behavior. Which one is not recommended?

A) Punish the behavior each time it occurs.
B) Describe the inappropriate behavior to the would-be offender in concrete terms.
C) Change the environment to lessen the chances that the misbehavior will occur.
D) Punish frequently to get the point across.

Question 38

Research indicates that when appropriate precautions are taken, the most effective method of reducing inappropriate behavior typically is:

A) extinction
B) punishment
C) reinforcement of incompatible behaviors
D) an intermittent schedule of reinforcement

Question 39

Which one of the following instructional objectives most clearly focuses on students' higher-level thinking skills?

A) "Students will describe the laws of momentum and inertia."
B) "Students will use the laws of momentum and inertia to explain how objects move."
C) "Students will take accurate notes during a lecture on momentum and inertia."
D) "Students will learn formulas that involve momentum and inertia."

Question 40

Three of the following are almost always found in applied behavior analysis ABA). Which one is not necessarily characteristic of ABA?

A) Altering the consequences of behavior
B) Measuring behavior before treatment begins
C) Exploring underlying causes of behavior
D) Measuring behavior during treatment

Question 41

Which one of the following is the best illustration of synthesis within Bloom's taxonomy?

A) Angela discovers fallacies in her teacher's argument regarding the value of an agricultural economy in Africa.
B) Connie dissects an earthworm in order to examine its digestive system.
C) Edgar uses a principle that he learned in physics to develop a new tool to lift a heavy object.
D) Georgette writes a justification for corporal punishment using information from her sociology and psychology classes.

Question 42

Ursula is always getting out of her seat at inappropriate times. As her teacher, you scold Ursula every time she does this, but her behavior seems to be getting worse rather than better.
a. From a behaviorist perspective, why is Ursula's getting-out-of-seat behavior increasing rather than decreasing?
b. How might you decrease her behavior by reinforcing an incompatible behavior? Describe your procedure in detail, specifying the reinforcer and the behavior you will reinforce.

Question 43

An instructional objective that requires students to identify the different parts of speech in a sentence is at the ________ level in Bloom's taxonomy.

A) analysis
B) synthesis
C) knowledge
D) comprehension

Question 44

Three of the following are disadvantages of taxonomies and standards described in the textbook. Which of the following is not a disadvantage?

A) They often do not incorporate developmental research, and therefore are not reliably sensitive to the skills of different age groups.
B) They can miss goals that lie outside of a specific content area.
C) They are often lengthy lists that are not realistic goals for a single school.
D) They do not take into account students' different abilities.

Question 45

Judging from the brief descriptions below, which one of these four teachers is most likely to be using a mastery learning approach?

A) Ms. Alfonso gives examinations in which different students are asked different questions, depending on individual student needs and interests.
B) Mr. Bryant assigns term papers and oral reports rather than in-class examinations.
C) Ms. Carroll uses the highest four of a student's six exam scores to determine course grades.
D) Mr. Dickson insists that each student in his sociology class pass the first unit exam at the 85% level before beginning work on the second unit.

Question 46

Many people object to the use of punishment in educational and/or therapeutic settings. But sometimes other means of discouraging inappropriate behaviors simply don't work. In five short paragraphs, describe five specific strategies you would use to a) maximize the effectiveness of punishment and/or b) minimize the occurrence of adverse side effects. Base your strategies on the textbook's discussion of punishment.

Question 47

Ms. Longman is using programmed instruction in teaching her geography class. Which one of the following are students least likely to encounter in their instruction?

A) One-on-one interactions with their teacher
B) A high probability of success when they respond
C) Immediate feedback about the accuracy of their responses
D) A series of frames, each of which presents a small amount of new information

Question 48

A mastery learning approach would probably be most suitable for teaching:

A) introductory Russian
B) a philosophy seminar
C) advanced techniques of photography
D) controversial issues in history

Question 49

Over the years people have voiced many concerns about the use of behaviorist techniques in the classroom. Some of these concerns are legitimate, but others are not. What might you say in rebuttal when someone makes each of the following complaints?
a. "Why are you bribing students to learn their math facts?"
b. "Punishing children for inappropriate behavior will make them feel badly about themselves."
c. "When you reward a student for good behavior, you teach other students to misbehave so that they, too, can earn rewards."

Question 50

Which of the following statement is not true of high stakes testing?

A) The tests are often not reflective of the instructional goals.
B) The results often determine students' promotion or graduation.
C) They are most often summative assessments.
D) They can only be implemented by trained behaviorists.

Question 51

Judging from the brief descriptions below, which of these four teachers is most likely to be using a mastery learning approach?

A) Mr. Andrews lectures each week on different American novels. Students must attend at least 80% of these lectures.
B) Ms. Bennett begins each class by asking students what they would most like to study that day.
C) Mr. Carlton has divided his physics course into 15 discrete units that students study individually at their own rate.
D) Ms. Dominguez teaches children the basics of mathematics by using such concrete objects as blocks and sticks.

Question 52

Research indicates that mastery learning approaches are superior to traditional instruction in several ways. Which one of the following conclusions should not be drawn on the basis of research on mastery learning?

A) Academic achievement is higher in classrooms that emphasize mastery learning.
B) High-ability students are the primary beneficiaries of mastery learning approaches.
C) Students remember material for a longer period of time when taught with a mastery learning approach rather than with traditional instructional methods.
D) Some forms of mastery learning
E)g., Keller's PSI) promote regular study habits rather than procrastination and cramming.

Question 53

In programmed instruction, a branching program is different from a linear program in that a branching program:

A) Allows students to make choices about the topics they study
B) Takes smaller steps in teaching new material
C) Provides remedial work for students who need it
D) Is more likely to address important instructional objectives

Question 54

An instructional objective that requires students to rephrase a definition in their own words is at the ________ level in Bloom's taxonomy.

A) application
B) knowledge
C) comprehension
D) analysis

Question 55

A variety of discipline-specific professional organizations have developed context area standards

A) They represent the joint efforts of many experts in a particular subject area.
B) Many of them can be found on the websites of the organizations that have developed them.
C) Research has clearly and convincingly shown them to be appropriate for the cognitive capabilities of students at different ages.
D) They tend to omit important objectives outside of a particular discipline-for instance, good study habits or effective interpersonal skills.
E)g., Common Core State Standards and Next Generation Science Standards) that educators might apply in identifying instructional objectives for a classroom or school district. Three of the following are accurate statements about these standards. Which one is not necessarily true?

Question 56

Greg has terrible study habits: whenever he is given an assignment to be done either in class or at home, he doesn't begin the assignment until he has been repeatedly nagged by either his teacher or his parents. Furthermore, Greg seems unable to complete assignments without constant prodding to stay on task. Explain how you might use instrumental conditioning to help Greg develop better study habits. Be concrete and specific in your explanation of what you would do, and be sure to include each of the following in your description:
a. The baseline
b. The terminal behavior
c. A secondary reinforcer you might use
d. Shaping
e. Some means of preventing extinction

Question 57

The director of the local boys' club is concerned about the hostility exhibited by Jeremy, a 14-year-old boy who comes to the club frequently with his friends. Jeremy uses obscene language at the club, and he sometimes displays physical aggression toward the club facilities he kicks furniture, punches the walls, and so on). Use an instrumental conditioning framework to address the following questions.
a. The director first decides to eliminate Jeremy's hostile behaviors by ignoring them. In behaviorist terminology, what is the director trying to do?
b. This ignoring strategy does not seem to lead to any reduction in Jeremy's hostility. Using an instrumental conditioning framework, give at least two possible explanations for the failure of the director's approach.
c. The director then begins to praise Jeremy on those rare occasions when he does behave appropriately. In behaviorist terminology, how is the director now trying to eliminate the hostility?
d. This second approach does not seem to work any better than the first one did. Using an instrumental conditioning framework, give at least two possible explanations for the failure of this approach.

Question 58

The major advantage of using Bloom's taxonomy in developing objectives is that the taxonomy:

A) Helps in the formulation of criteria for judging acceptable performance
B) Encourages educators to address higher-level skills as well as factual knowledge
C) Identifies an indisputable order in which various skills should be taught
D) Specifies the most appropriate instructional method for every topic in the curriculum

Question 59

Mrs. Sloan wanted to use behaviorist approaches in her classroom. She decided to test the students many times throughout her course. Which assessment practice is she employing?

A) Backward design
B) Formative assessment
C) Summative assessment
D) High stakes tests

Question 60

Computer-assisted instruction CAI) has several advantages over noncomputer-based programmed instruction PI). Which one of the following is not an advantage of CAI over PI?

A) CAI provides immediate reinforcement, whereas PI does not.
B) CAI allows the use of videos and other moving graphics.
C) CAI allows for the collection of data regarding the progress of each student.
D) CAI is often found to be more effective than traditional instruction; PI is typically no more effective than traditional methods.

Question 61

Describe at least three benefits of instructional objectives for teachers, students, or both. Also identify at least one downside of using instructional objectives to evaluate students' achievement, especially when used in conjunction with high-stakes tests.

Question 62

Develop a token economy for a classroom of unruly third-grade children. In your description, be sure to include and identify:
a. At least two target behaviors
b. The methods) of measuring the target behaviors
c. Token and back-up reinforcers, and how they are dispersed
d. The treatment plan

Question 63

Develop an applied behavior analysis program to teach a 13-year-old girl to be more assertive. In your description, be sure to include and identify:
a. The target behavior
b. The method of measuring the target behavior
c. How an appropriate reinforcer will be selected
d. The treatment plan

Question 64

Describe the three components of traditional behavioral objectives. Write a behavioral objective that includes all three of these components, and identify each component within the objective you have written.

Question 65

Describe three major characteristics of programmed instruction, and relate each one to a principle or concept from behaviorism.

Question 66

Describe the mastery learning approach to instruction, identifying five major components that are typically included. Then give a concrete example of how you might use mastery learning to teach a specific topic, being sure to illustrate all five of the components you listed.