A task analysis for one person can look completely different from a task analysis for another ...

A task analysis for one person can look completely different from a task analysis for another person, even if it for the same skill.
 
  Indicate whether the statement is true or false

Ques. 2

There are only a few skills in every day life that are considered behavioral chains.
 
  Indicate whether the statement is true or false

Ques. 3

A behavior chain with a limited hold results in performance that is both accurate and fluent.
 
  Indicate whether the statement is true or false

Ques. 4

Sadie goes to an aerobics class on M, W, and F (on a good week). The aerobic routines they do have many, many steps and constitute behavioral chain. The aerobics teacher has everyone perform one step of the routine multiple times and asks, Does everyone get it? The students all yell, Yep Then, she says, Adding on and she shows them another step. Once they have that step down, she has them do the first step, followed by the second step. Then she adds on again. This process is repeated until the students are doing a very long, complex routine by the end of the hour. What teaching procedure does Sadie's aerobics instructor use?
 
  a. Total task presentation
  b. Forward chaining
  c. Backward chaining
  d. Stimulus shaping

Ques. 5

One advantage to backward chaining procedure is:
 
  a. It is the only chaining procedure in which the student gets reinforced for completing the task.
  b. It is the chaining procedure that results in the most immediate access to the reinforcer following the display of a correct response in the behavioral chain.
  c. It doesn't rely on prompting procedures like the other chaining methods.
  d. It doesn't rely on reinforcement procedures like the other chaining methods.

Ques. 6

Give an example of DRA using negative reinforcement. In your answer, make sure you specify what is provided contingent upon the A response and what is provided contingent on the occurrence of problem behavior.
 
  What will be an ideal response?

Ques. 7

Assume you are working with a student who really likes McDonald's. When you are out in the community with this student and you drive past a McDonald's, the student always begins to whine about going to McDonald's. If you say, No, the student begins to cry. If you still say, No, the student begins to kick and scream and whack his head on the car window. Assume you want to break this inappropriate chain of behaviors by removing the initial SD and substituting an alternative Sd. What would be one way of doing so?
 
  a. Use total-task chaining to help him learn the appropriate chain of behaviors.
  b. Tell the student that if he doesn't whine when you go past McDonald's you will stop for something to eat.
  c. Use shaping to teach the student to sign McDonald's.
  d. Avoid driving by McDonald's whenever possible. Instead drive past Wendy's and give the cue, Would you like to stop and get something to eat?

Ques. 8

Ms. March is teaching Matthew to do his laundry. She has written a task analysis for doing laundry, which consists of 36 steps. She conducted an initial assessment to identify which steps Matthew could already do, and she discovered that the only step he can presently do independently is to open the lid to the washer. She decides to use total task presentation as her method of teaching this complex chain of behaviors, using a least-to-most prompting strategy. What might be one disadvantage to this procedure?
 
  a. This procedure is likely to make each training session quite long.
  b. Matthew may become confused with the sequence of the task because the teaching procedure involves having him do the last step, then the last two steps, and so on.
  c. Because Matthew's present behavior will be placed on extinction until he emits a new behavior that is closer to the terminal behavior, he will likely become very frustrated.
  d. All of these are reasonable concerns given the teaching context.

Ques. 9

Mr. Worms is teaching an adult (Sandie) who lives in his group home to make macaroni and cheese from a box. Mr. Worms prompts Sandie to do all steps of the task using full physical prompts, except for the last step, which is to serve the macaroni and cheese on a plate. For this step, Mr. Worms is using a most-to-least prompting sequence. When Sandie has mastered that skill, Mr. Worms plans to have Sandie do the stirring and the serving (the last two steps of the task). What procedure is Mr. Worms using?
 
  a. Forward chaining
  b. Backward chaining
  c. Total-task chaining
  d. Shaping