When selecting contexts in which to observe behavior, a good rule of thumb is to observe in __________ context(s).
A) one
B) two
C) three
D) four
Ques. 2Behaviors that call attention to a student because of their repetitive nonfunctional nature, and that result in the student being considered weird by fellow students, are
A) harmful to self-behaviors.
B) stereotypic behaviors.
C) desirable behaviors that don't occur very often.
D) normal behaviors that occur in the wrong places.
Ques. 3The sampling procedure that provides an unbiased estimate of the proportion of times that is very accurate when small intervals are used is
A) whole-interval recording.
B) partial-interval recording.
C) momentary time sampling.
D) event recording.
Ques. 4A sampling procedure in which a behavior is scored if it occurs one or more times within an interval is called
A) whole-interval recording.
B) partial-interval recording.
C) momentary time sampling.
D) event recording.
Ques. 5Whole-interval recording is an example of a
A) time sampling.
B) context sampling.
C) definition sampling.
D) behavior sampling.
Ques. 6In behavioral observations, the sampling procedures do not usually impact
A) contexts.
B) definitions.
C) times.
D) behaviors.
Ques. 7A common way to measure the intensity of behaviors observed in the classroom is to
A) put a hidden tape recorder in the room.
B) count the behaviors, and then multiply them by a transformation scale.
C) use a rating scale that calibrates amplitude in some manner.
D) use a speech analyzer.
Ques. 8When a behavior is measured in terms of its intensity, the characteristic being measured is its
A) duration.
B) latency.
C) frequency.
D) amplitude.
Ques. 9Measuring the frequency of a behavior is not appropriate when
A) a target student exhibits it the same number of times as peers do.
B) it is a stereotypic behavior occurring at a high rate.
C) it doesn't occur very often in a relatively short time period.
D) a target student exhibits it twice as often as peers do.
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