SPED 5320 APPLICATION OF LEARNING PRINCIPLES EXAM QUESTIONS WITH CORRECT ANSWERS
LATEST UPDATE 2026
ABA Assumption 1 - Answers A person's learning history and biological makeup influence his or her
current behavior.
ABA Assumption 2 - Answers All voluntary behavior is governed by basic principles (positive
reinforcement, negative reinforcement, extinction, punishment, stimulus control, modeling, and
shaping)
ABA Assumption 3 - Answers Behavior is functional and enables students to get needs met.
ABA Assumption 4 - Answers Behavior is influenced by external and internal antecedent events.
The Phases of Learning - Answers Acquisition, fluency, Maintenance, Generalization
Acquisition - Answers initial learning of a new behavior or response
Fluency - Answers how well a learner can perform a specific behavior
Maintenance - Answers the ability of a learner to perform a behavior over time
Generalization - Answers the ability to perform a behavior across different conditions, including
people, settings, activities, materials and time of day.
Before beginning instruction, the instructor must have - Answers a behavioral objective for each and
every behavior that will be taught (focus, data sheet, determines mastery)
Each behavioral objective should specify - Answers 1. learner 2. observable and measurable behavior
that the learner will perform, 3. Conditions under which the behavior will be performed, 4. Specific
criteria for mastery
The function of a behavior is - Answers the outcome
The form of a behavior is - Answers how that behavior is performed.
Baseline data - Answers data prior to intervention. Used for comparison. WIll always need to
determine instruction effectiveness (of form or function)
Three parts of a data sheet - Answers Situational data, performance data, summary information
Situational data on a data sheet - Answers name of learner, instructor of session, target behavior/skill,
setting
Performance data on a data sheet - Answers recording the performance of each instructional trial.
always provide a key
Summary information on a data sheet - Answers A synopsis of the data . May include number/% of
correct responses as well as other information.
Formative data is - Answers collected continuously across instructional sessions
Summative data is - Answers collected only through assessment at the conclusion
Ordinate - Answers vertical line - shows the behavior being measured
abscissa - Answers horizontal line. shows the measure of time
data points and data paths - Answers show therapeutic and contratherapeutic trends
ecological inventory - Answers designed to determine those skills needed by a particular individual in
his/her current and future environment
Discrepancy analysis - Answers the difference between what is required of a nondisabled peer in
order to succeed independently in a particular setting and the current level of performance
demonstrated by the student with severe disabilities
efficiency - Answers how quickly a learner acquires new information in terms of the amount of time or
the number of instructional sessions to criterion
nontargeted information - Answers content in addition to the stated objectives for the lesson
observational learning - Answers a learner acquires nontargeted information through watching others
perform a behavior. It is facilitated by teaching in a small group format.
instructive feedback - Answers nontargeted information that is inserted in the consequence of an
instructional trial. This feedback can increase the efficiency of instruction if the learner acquires the
additional information.
heterogeneous group - Answers During small group instruction, this group may consist of learners
who are at different skill levels or require different levels of support.
universal design - Answers the instructor adapts instructional procedures and materials so that all
learners can participate regardless of ability
tandem model - Answers This occurs when an individual learner begins receiving instruction in a one-
to-one format, and then, over time, begins to receive instruction in a small-group format as learners
are added, one at a time, to the group.
, one-to-one supplemental instruction - Answers This occurs when an individual learner receives
instructional trials in addition to those conducted in a small-group instructional format.
CTD - Answers Constant Time Delay
Constant Time Delay Procedure - Answers a systematic and errorless instructional strategy in which a
controlling prompt is provided after a set delay interval (0 seconds during initial instruction and a
consistent number of seconds during subsequent instruction) and naturally fades as learners begin to
perform the correct response before the delivery of the prompt
visual supports - Answers physical stimuli, such as body language, objects, physical structures,
pictures, photos, labels, printed materials, and organizational tools, that visually cue an individual to
take action, not to take action, to communicate, or to cognitively process information.
visual prompts - Answers use of pictures, objects, words, symbols, or other visual means to provide a
cue about how to perform a desired response
Visual-spatial symbols - Answers objects, pictures, symbols, or printed words that are arranged on the
activation display of an assistive technology device
exemplar - Answers fancy word for example
multiple exemplar training - Answers using multiple examples when teaching
maintenance - Answers performance of a skill over time
generalization - Answers performance of a skill under untrained conditions
stimulus generalization - Answers occurs when a learner performs a consistent, correct response to a
class of stimuli
response generalization - Answers occurs when a learner responds to a single stimulus with a group of
correct responses, all within the same response class
consecutive model of instruction - Answers "train and hope"
general case programming - Answers a strategy designed to increase the likelihood that a learner will
be able to perform a skill under a broader array of conditions.
community-referenced instruction - Answers the classroom based practice of teaching skills with
realistic materials in realistic simulations that reflect the setting in which they will be needed outside
of school, thus facilitating generalization
indiscriminable contingency - Answers a type of instruction in which the variables in instruction are so
similar to the variables in the natural environment that the learner cannot discriminate the difference.
Concurrent model of instruction - Answers learners are receiving instruction in the classroom as as
well as in the community
TEKS - Answers Texas Essential Knowledge and Skills
the state standards for what students should know and be able to do - Answers TEKS
naturalistic language strategies - Answers are also known as milieu strategies
milieu strategies - Answers occur in natural activites in natural environments and are embedded
through the day whenever opportunities arise to use language.
modeling procedure - Answers a naturalistic or milieu response-prompting language strategy that
focuses on teaching initial communication skills to learners and consists of trials that are based on the
interest of the learner and are embedded in ongoing activities for which a model of the targeted form
is provided.
naturalistic time delay procedure - Answers a naturalistic or milieu response prompting language
strategy that focuses on teaching generalized communication skills to learners and consists of trials in
which brief delay intervals are inserted into ongoing activities to allow learners to independently use
the targeted form of communication before the delivery of a prompt...
naturalistic-time-delay procedure is used when? - Answers when we want to create a situation in
which the learner will need to initiate communication.
incidental-teaching procedure is used when? - Answers When we want the learner to elaborate on
simple communication....
In milieu strategies, or naturalistic language strategies, trials are delivered - Answers according to the
interest of the learner rather than being dictated by the instructor
Environmental arrangement - Answers Manipulating the environment to create opportunities to
communicate, for example by having too few cookies for the class, creating an opportunity for the
learner to have to ask for a cookie.
The four specific milieu or naturalistic language strategies - Answers Modeling procedure, Mand-
Model, Incidental Teaching, and Naturalistic Time Delay
3 components of instructional trials - Answers antecedent, behavior, consequence
LATEST UPDATE 2026
ABA Assumption 1 - Answers A person's learning history and biological makeup influence his or her
current behavior.
ABA Assumption 2 - Answers All voluntary behavior is governed by basic principles (positive
reinforcement, negative reinforcement, extinction, punishment, stimulus control, modeling, and
shaping)
ABA Assumption 3 - Answers Behavior is functional and enables students to get needs met.
ABA Assumption 4 - Answers Behavior is influenced by external and internal antecedent events.
The Phases of Learning - Answers Acquisition, fluency, Maintenance, Generalization
Acquisition - Answers initial learning of a new behavior or response
Fluency - Answers how well a learner can perform a specific behavior
Maintenance - Answers the ability of a learner to perform a behavior over time
Generalization - Answers the ability to perform a behavior across different conditions, including
people, settings, activities, materials and time of day.
Before beginning instruction, the instructor must have - Answers a behavioral objective for each and
every behavior that will be taught (focus, data sheet, determines mastery)
Each behavioral objective should specify - Answers 1. learner 2. observable and measurable behavior
that the learner will perform, 3. Conditions under which the behavior will be performed, 4. Specific
criteria for mastery
The function of a behavior is - Answers the outcome
The form of a behavior is - Answers how that behavior is performed.
Baseline data - Answers data prior to intervention. Used for comparison. WIll always need to
determine instruction effectiveness (of form or function)
Three parts of a data sheet - Answers Situational data, performance data, summary information
Situational data on a data sheet - Answers name of learner, instructor of session, target behavior/skill,
setting
Performance data on a data sheet - Answers recording the performance of each instructional trial.
always provide a key
Summary information on a data sheet - Answers A synopsis of the data . May include number/% of
correct responses as well as other information.
Formative data is - Answers collected continuously across instructional sessions
Summative data is - Answers collected only through assessment at the conclusion
Ordinate - Answers vertical line - shows the behavior being measured
abscissa - Answers horizontal line. shows the measure of time
data points and data paths - Answers show therapeutic and contratherapeutic trends
ecological inventory - Answers designed to determine those skills needed by a particular individual in
his/her current and future environment
Discrepancy analysis - Answers the difference between what is required of a nondisabled peer in
order to succeed independently in a particular setting and the current level of performance
demonstrated by the student with severe disabilities
efficiency - Answers how quickly a learner acquires new information in terms of the amount of time or
the number of instructional sessions to criterion
nontargeted information - Answers content in addition to the stated objectives for the lesson
observational learning - Answers a learner acquires nontargeted information through watching others
perform a behavior. It is facilitated by teaching in a small group format.
instructive feedback - Answers nontargeted information that is inserted in the consequence of an
instructional trial. This feedback can increase the efficiency of instruction if the learner acquires the
additional information.
heterogeneous group - Answers During small group instruction, this group may consist of learners
who are at different skill levels or require different levels of support.
universal design - Answers the instructor adapts instructional procedures and materials so that all
learners can participate regardless of ability
tandem model - Answers This occurs when an individual learner begins receiving instruction in a one-
to-one format, and then, over time, begins to receive instruction in a small-group format as learners
are added, one at a time, to the group.
, one-to-one supplemental instruction - Answers This occurs when an individual learner receives
instructional trials in addition to those conducted in a small-group instructional format.
CTD - Answers Constant Time Delay
Constant Time Delay Procedure - Answers a systematic and errorless instructional strategy in which a
controlling prompt is provided after a set delay interval (0 seconds during initial instruction and a
consistent number of seconds during subsequent instruction) and naturally fades as learners begin to
perform the correct response before the delivery of the prompt
visual supports - Answers physical stimuli, such as body language, objects, physical structures,
pictures, photos, labels, printed materials, and organizational tools, that visually cue an individual to
take action, not to take action, to communicate, or to cognitively process information.
visual prompts - Answers use of pictures, objects, words, symbols, or other visual means to provide a
cue about how to perform a desired response
Visual-spatial symbols - Answers objects, pictures, symbols, or printed words that are arranged on the
activation display of an assistive technology device
exemplar - Answers fancy word for example
multiple exemplar training - Answers using multiple examples when teaching
maintenance - Answers performance of a skill over time
generalization - Answers performance of a skill under untrained conditions
stimulus generalization - Answers occurs when a learner performs a consistent, correct response to a
class of stimuli
response generalization - Answers occurs when a learner responds to a single stimulus with a group of
correct responses, all within the same response class
consecutive model of instruction - Answers "train and hope"
general case programming - Answers a strategy designed to increase the likelihood that a learner will
be able to perform a skill under a broader array of conditions.
community-referenced instruction - Answers the classroom based practice of teaching skills with
realistic materials in realistic simulations that reflect the setting in which they will be needed outside
of school, thus facilitating generalization
indiscriminable contingency - Answers a type of instruction in which the variables in instruction are so
similar to the variables in the natural environment that the learner cannot discriminate the difference.
Concurrent model of instruction - Answers learners are receiving instruction in the classroom as as
well as in the community
TEKS - Answers Texas Essential Knowledge and Skills
the state standards for what students should know and be able to do - Answers TEKS
naturalistic language strategies - Answers are also known as milieu strategies
milieu strategies - Answers occur in natural activites in natural environments and are embedded
through the day whenever opportunities arise to use language.
modeling procedure - Answers a naturalistic or milieu response-prompting language strategy that
focuses on teaching initial communication skills to learners and consists of trials that are based on the
interest of the learner and are embedded in ongoing activities for which a model of the targeted form
is provided.
naturalistic time delay procedure - Answers a naturalistic or milieu response prompting language
strategy that focuses on teaching generalized communication skills to learners and consists of trials in
which brief delay intervals are inserted into ongoing activities to allow learners to independently use
the targeted form of communication before the delivery of a prompt...
naturalistic-time-delay procedure is used when? - Answers when we want to create a situation in
which the learner will need to initiate communication.
incidental-teaching procedure is used when? - Answers When we want the learner to elaborate on
simple communication....
In milieu strategies, or naturalistic language strategies, trials are delivered - Answers according to the
interest of the learner rather than being dictated by the instructor
Environmental arrangement - Answers Manipulating the environment to create opportunities to
communicate, for example by having too few cookies for the class, creating an opportunity for the
learner to have to ask for a cookie.
The four specific milieu or naturalistic language strategies - Answers Modeling procedure, Mand-
Model, Incidental Teaching, and Naturalistic Time Delay
3 components of instructional trials - Answers antecedent, behavior, consequence
