SPCE 609 FINAL TEST 2026 QUESTIONS
WITH CORRECT ANSWERS GRADED A+
◍ Duration.
Answer: How long a student engages in a behavior
◍ Three types of Changing Conditions Design.
Answer: ABC, ABAC, ABACAB
◍ first step in carrying out a program for behavior change.
Answer: defining the target behavior—the behavior to be changed.
◍ operational definition of the behavior.
Answer: everyone involved in a behavior-change project must agree upon a
common description of the behavior. It is the definition under which
everyone will operate when discussing, observing, counting, reporting, or
consulting about this student's performance of this behavior, thus
eliminating as much ambiguity as possible. contains an agreed-upon
description of observable and measurable characteristics of the motor
performance of the behavior. These characteristics are clearly stated so that
everyone can agree that the behavior has been or has not been perform
usually contains a list of categories or specific examples of behaviors
◍ Parsimonious.
Answer: The simplest explanation that will account for observed phenomena
◍ educational goals.
Answer: that provide the framework for the aca- demic year. define the
anticipated academic and social develop- ment for which the school will
take responsibility. (long-term objectives) are statements of annual program
intentBecause educational goals are projected over long periods of time,
they are written in broad terms.
,◍ Restitutional overcorrection.
Answer: When a setting has been disturbed by a student's behavior-Student
must overcorrect the setting that she or he disturbed
◍ Pinpointing may be accomplished.
Answer: by asking a series of questions, usually including "Could you
please tell me what he does?" or "What exactly do you want her to do?"
must define this hyperactive behavior by describing exactly what is
occurring.
◍ Punisher.
Answer: The event/stimulus
◍ Repeated Measures of DV.
Answer: A requirement of single-subject research-multiple measures are
taken of a student's behavior rather than a single measure
◍ Four levels of reducing inappropriate behaviors.
Answer: 1. Reinforcement-Based Strategies 2. Extinctions 3. Removed of
Desirable Stimuli4. Presentation of Aversive Stimuli
◍ Operational Definition.
Answer: Definition under which everyone will operate when discussing,
observing, counting, reporting, or consulting about a student's performance
◍ ExPanDInG thE SCOPE OF thE BaSICBEhavIOraL OBjECtive.
Answer: Once a student or group of students has acquired the behavior
described in an objective, teach- ers may simply note that the objective has
been mastered and move on to the next one in the sequence. In order for the
students to have functional behav- iors, those that can be performed under
different conditions, to different criteria, or in the absence of reinforcement
contingencies, provision must be made to expand students' ability to use the
behavior. Two possible perspectives on expanded use are1. programming
according to a hierarchy of response competence. 2. programming according
to a hierarchy of levels of learning
◍ Predictive Utility.
, Answer: Should provide reliable answers about what people are likely to do
under certain circumstances-change behavior by changing conditions
◍ Permanent Product Recording.
Answer: Tangible items or environmental effects that result from a
behavior--outcomes of a behavior
◍ 4. identify criteria for acceptable performance.
Answer: Such statements are written in terms of the number of correct
responses, the student's accuracy on trial presentations, the percentage of
accu- rate responses, or some performance within an error of limitation.
◍ Total Duration.
Answer: Recording used to measure how long a student engages in a
behavior in a limited time period
◍ Respondent Behaviors.
Answer: Are learned
◍ FOrmat FOr a BEhavIOraL OBjECtIvEFormat.
Answer: conditions: Given 20 flash cards with preprimer sight words and
the instruction "Read these words"Student: Sam behavior: will read the
words orally criterion: within 2 seconds for each word with 90% accuracy
on 3 consecutive trialMathematicsgoal: Aiden will master basic computation
facts at the first-grade level.objective: Given a worksheet of 20 single-digit
addition problems in the form 6 + 2 and the written instruction "Find the
sums," Aiden will complete all problems with 90% accuracy for 3
consecutive math sessio
◍ Response Generalization.
Answer: Changes in untrained members of the response class
◍ RTI.
Answer: Response to InterventionI is used to assist in distinguishing
between a learning difficulty that simply requires supplemental instruction
and a disability requir- ing special education services. If a student is found
to be eligible for special education services, RTI information helps
WITH CORRECT ANSWERS GRADED A+
◍ Duration.
Answer: How long a student engages in a behavior
◍ Three types of Changing Conditions Design.
Answer: ABC, ABAC, ABACAB
◍ first step in carrying out a program for behavior change.
Answer: defining the target behavior—the behavior to be changed.
◍ operational definition of the behavior.
Answer: everyone involved in a behavior-change project must agree upon a
common description of the behavior. It is the definition under which
everyone will operate when discussing, observing, counting, reporting, or
consulting about this student's performance of this behavior, thus
eliminating as much ambiguity as possible. contains an agreed-upon
description of observable and measurable characteristics of the motor
performance of the behavior. These characteristics are clearly stated so that
everyone can agree that the behavior has been or has not been perform
usually contains a list of categories or specific examples of behaviors
◍ Parsimonious.
Answer: The simplest explanation that will account for observed phenomena
◍ educational goals.
Answer: that provide the framework for the aca- demic year. define the
anticipated academic and social develop- ment for which the school will
take responsibility. (long-term objectives) are statements of annual program
intentBecause educational goals are projected over long periods of time,
they are written in broad terms.
,◍ Restitutional overcorrection.
Answer: When a setting has been disturbed by a student's behavior-Student
must overcorrect the setting that she or he disturbed
◍ Pinpointing may be accomplished.
Answer: by asking a series of questions, usually including "Could you
please tell me what he does?" or "What exactly do you want her to do?"
must define this hyperactive behavior by describing exactly what is
occurring.
◍ Punisher.
Answer: The event/stimulus
◍ Repeated Measures of DV.
Answer: A requirement of single-subject research-multiple measures are
taken of a student's behavior rather than a single measure
◍ Four levels of reducing inappropriate behaviors.
Answer: 1. Reinforcement-Based Strategies 2. Extinctions 3. Removed of
Desirable Stimuli4. Presentation of Aversive Stimuli
◍ Operational Definition.
Answer: Definition under which everyone will operate when discussing,
observing, counting, reporting, or consulting about a student's performance
◍ ExPanDInG thE SCOPE OF thE BaSICBEhavIOraL OBjECtive.
Answer: Once a student or group of students has acquired the behavior
described in an objective, teach- ers may simply note that the objective has
been mastered and move on to the next one in the sequence. In order for the
students to have functional behav- iors, those that can be performed under
different conditions, to different criteria, or in the absence of reinforcement
contingencies, provision must be made to expand students' ability to use the
behavior. Two possible perspectives on expanded use are1. programming
according to a hierarchy of response competence. 2. programming according
to a hierarchy of levels of learning
◍ Predictive Utility.
, Answer: Should provide reliable answers about what people are likely to do
under certain circumstances-change behavior by changing conditions
◍ Permanent Product Recording.
Answer: Tangible items or environmental effects that result from a
behavior--outcomes of a behavior
◍ 4. identify criteria for acceptable performance.
Answer: Such statements are written in terms of the number of correct
responses, the student's accuracy on trial presentations, the percentage of
accu- rate responses, or some performance within an error of limitation.
◍ Total Duration.
Answer: Recording used to measure how long a student engages in a
behavior in a limited time period
◍ Respondent Behaviors.
Answer: Are learned
◍ FOrmat FOr a BEhavIOraL OBjECtIvEFormat.
Answer: conditions: Given 20 flash cards with preprimer sight words and
the instruction "Read these words"Student: Sam behavior: will read the
words orally criterion: within 2 seconds for each word with 90% accuracy
on 3 consecutive trialMathematicsgoal: Aiden will master basic computation
facts at the first-grade level.objective: Given a worksheet of 20 single-digit
addition problems in the form 6 + 2 and the written instruction "Find the
sums," Aiden will complete all problems with 90% accuracy for 3
consecutive math sessio
◍ Response Generalization.
Answer: Changes in untrained members of the response class
◍ RTI.
Answer: Response to InterventionI is used to assist in distinguishing
between a learning difficulty that simply requires supplemental instruction
and a disability requir- ing special education services. If a student is found
to be eligible for special education services, RTI information helps
