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NEW QUESTION 40
An experimental design that starts with a baseline phase, followed by a treatment phase, then another baseline phase, and ends in the same type of treatment phase is called a (n):
- A. multi-element design.
- B. multiple baseline design.
- C. reversal design.
- D. ABA design.
NEW QUESTION 41
Which of the following scenarios involves a behavioral contingency?
- A. When asked to do her tasks, Doris said, “I will not do that!”
- B. James ate dinner tonight and came down with indigestion.
- C. While throwing a chair, Linda bit her tongue.
- D. Susan hit her head on the wall, and a staff person asked her to stop.
NEW QUESTION 42
To address hitting others, two procedures were compared, differential reinforcement of incompatible
behavior and time-out. The outcomes were examined within and across subjects. A withdrawal design was
employed. The BEST response measure to use in this study is frequency of:
- A. being sent to time-out.
- B. hitting others.
- C. the incompatible behavior.
- D. reinforcer delivery.
NEW QUESTION 43
An experimenter examines the effects of three types of prompts on compliance in a developmentally disabled person. In this experiment, what is the independent variable?
- A. The diagnosis of the individual
- B. The three types of prompts
- C. The location of the environment
- D. The level of compliance
NEW QUESTION 44
A teacher is tracking the performance of both math and spelling assignments for each of her 25 students. For feedback purposes, she wishes to display each student’s percent correct for both areas using a line graph.
What would be the MOST effective and efficient way to accomplish this?
- A. Prepare a large graph for spelling and a similar one for math and place on the graphs the average data for the entire class in the two content areas.
- B. Prepare a single large graph and display each student’s data for the spelling and math areas using unique symbols for each student and for each content area.
- C. Prepare a separate graph for each student and, using a unique symbol for each content area, record the data and connect the similar symbols to create data path lines.
- D. Prepare two graphs for each student, one for spelling and one for math, because there is no appropriate method for reporting these two content areas together on the same graph.
NEW QUESTION 45
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