Course Manual

for PSYC 2450: Behaviour Modification Applications

Section A02 Winter Term 2009

University of Manitoba

This manual was prepared by Joseph J. Pear

with the help of Gabriel J. Schnerch & Kirsten M. Wirth

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Course Manual for PSYC 2450: Behaviour Modification Applications Section A02 Winter 2009

TABLE OF CONTENTS A. Instructor: Joseph J. Pear............................................................................................ 1 B. Required Materials........................................................................................................ 1

C. Teaching Method & Goals............................................................................................. 1 D. Major Course Components .......................................................................................... 2

D.1. Final Examination .......................................................................................................................2 D.2. Midterm Examination ................................................................................................................2 D.3. Unit Tests ......................................................................................................................................3 D.4. Peer Reviewing (Total points > 5).............................................................................................3

E. Course Grade................................................................................................................ 4 E.1. Number of Points For Each Course Component....................................................................4 E.2. Number of Points Required for Each Passing Grade ............................................................4

F. Critical Dates ................................................................................................................ 5

G. Missed Midterm Examinations...................................................................................... 5 H. Time Extensions and Deferred Examinations ............................................................... 5

I. Importance of Not Procrastinating ................................................................................. 5 J. Department of Psychology Policy on Plagiarism, Cheating, and Academic Dishonesty... 6

K. Research on CAPSI....................................................................................................... 6 L. STUDY QUESTIONS FOR UNITS 1 – 10................................................................... 7

L.1. Unit One - Study Questions From the General and Course Manuals.................................7 L.2. Unit Two - Chapters 17 & 18.....................................................................................................8 L.3. Unit Three - Chapter 19 .......................................................................................................... 10 L.4. Unit Four - Chapters 20 & 21 ................................................................................................. 11 L.5. Unit Five - Chapters 22 & 23 .................................................................................................. 13 L.6. Unit Six - Chapters 24 & 25 .................................................................................................... 15 L.7. Unit Seven - Chapter 26........................................................................................................... 17 L.8. Unit Eight - Chapter 27 ........................................................................................................... 18 L.9. Unit Nine - Chapter 28............................................................................................................. 20 L.10. Unit Ten - Chapters 29 & 30................................................................................................. 21

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A. Instructor: Joseph J. Pear Email: pear@cc.umanitoba.ca

CAPSI messaging system: Pear, Joseph Office: P429 Duff Roblin

Phone Number: 204-480-1466 Courses Website*: www.webcapsi.com

*Manuals may be downloaded from this Website. Important course information will also be available during the term under “courses” on the University of Manitoba JUMP portal: https://jump.umanitoba.ca

Important Prerequisite Information: A grade of C or better in PSYC 1200 or 17.120 (or 17.121 and 17.122 or PSYC 1211 and PSYC 1221 from St. Boniface) is required as a prerequisite for all courses covered in this manual. In addition, PSYC 2440 or 17.244 is required for PSYC 2450. If you do not have this grade and have not previously obtained special permission, the Registrar and the Department require that you voluntarily remove yourself from this course immediately

B. Required Materials For all CAPSI courses:

• Pear, J.J., Schnerch, G.J., & Wirth, K.M. (2009). General Manual for Computer-Aided Personalized System of Instruction (CAPSI) Courses. Printed by University of Manitoba Bookstore and also available online at: www.webcapsi.com (follow the link to “Undergraduate Course Information”)

For this course: PSYC 2450 (A01):

• This manual: Pear, J.J., Schnerch, G.J., & Wirth, K.M. (2009). Course Manual for PSYC 2450: Behaviour Modification Applications. Printed by University of Manitoba Bookstore. Available on-line: www.webcapsi.com (follow the link to “Undergraduate Course Information”).

• Martin, G., & Pear, J. (2007) Behavior Modification: What It Is and How to Do It.

Eighth Edition. Upper Saddle River, NJ: Pearson Prentice Hall. C. Teaching Method & Goals

This course uses a teaching method known as Personalized System of Instruction, which is based on principles of learning. Originally developed by the behavioural psychologist Fred S. Keller, PSI is also known as the “Keller Plan.” Since a computer program facilitates administration of this courses, the version of PSI used here is called

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Computer-Aided Personalized System of Instruction (CAPSI). The goal of teaching courses using CAPSI is that students are able to think, talk, and write knowledgeably about the course material. The question-answer mastery procedure is designed to help students achieve this type of proficiency.

D. Major Course Components There are no scheduled classes or meetings with the instructor. You are urged to contact

the instructor by any of the methods identified in Section A if you have any course-related problems or questions at any time. You are also urged to check the CAPSI course homepage (www.webcapsi.com) regularly for course information. Points towards a final grade are earned in the following course components.

D.1. Final Examination

A 2-hour closed book supervised final examination will be administered during the final examination period (please see Critical Dates, Section F, below). The final exam will consist of 10 questions worth 6 points each. Partial credit will be available and there will be no retests. The questions will be selected quasi-randomly from the study questions covering the course material, excluding the material in Unit 1. The selection will be quasi-random in that an effort will be made to collect exam questions from each of the units. Thus, while a truly random selection might result in all ten exam-questions coming from Unit 3, this would never happen in a final exam. Although it is strongly recommended that you complete all units by the last day of classes, you are not required to have done so in order to write the final exam.

D.2. Midterm Examination A midterm exam will be administered through the CAPSI program on the dates indicated under Critical Dates (Section F). Choose one of the two available dates to write the midterm, and may write the midterm only once. You must write the midterm on one of the dates indicated in order to receive full credit on the exam (see Missed Midterm Examinations, Section G). The midterm exam will consist of four questions selected quasi-randomly from units 2, 3, 4, and 5. The midterm will have a 60-minute time limit. As with the final exam, but unlike the unit tests, partial credit will be given and no retakes will be possible.

The procedure for writing a midterm exam is similar to that for writing unit tests, described below. A student requests a midterm from the CAPSI program on one of the dates on which the midterm is available. The CAPSI program will present the exam to the student who will then have 60 minutes in which to answer the questions. In order to receive full credit the student must submit the exam within the allotted 60-minute period. One-half (0.5) point will be subtracted for each minute late, up to the maximum number of points for the exam.

Although you are not required to have completed the units covered on the midterm exam before writing it, doing so will help you be maximally prepared for the midterm exam.

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D.3. Unit Tests The material in each course is divided into 10 units. It is possible to earn a good grade in each course by doing well on the midterm and final examinations, but this approach is not recommended. Opportunities to take unit tests and to evaluate and provide feedback on other students’ unit tests (called peer reviewing, see below) are provided to help students prepare for the midterm and final examinations.

Each unit test will consist of three randomly chosen questions from the study questions in section L of this manual. There is a time limit of 60 minutes for writing each unit test. The study questions are of the short-essay type: it is important that you answer them in clear English. Answers to the questions for Unit 1 (which is on the course procedures) are contained in this manual. Answers to the questions for the remaining units may be obtained through reading and understanding the material in the textbook and other assigned readings (see A Guide to Taking a Course Using CAPSI, Section G, in the General Manual). Unit tests may be taken at any time using a computer connected to the Internet. (For information on computers to use and how to use them, see Using the CAPSI Program, Section E, in the General Manual.) Unit tests will be evaluated by the instructor or TA, or by two (2) peer reviewers -- i.e., students who have previously passed a unit test on that unit (see below). A student passes a unit test by demonstrating mastery of the material in the unit (i.e., the student has completely and correctly answered the unit test questions). Unit tests must be taken in numerical order, and (after Unit 1) students may not take a unit test on a given unit until they have passed a unit test on the previous unit. This ensures that you will have the necessary background to master each unit, since the units build systematically on the material in previous units. There is no penalty for not passing a unit test. Simply try again with a new unit test on that unit, after a minimum period of one hour for restudying. There is no limit on the number of attempts permitted on any unit.

Each unit test counts for 1 point, making a total of 10 points if all units are completed by the last day of classes in the Faculty of Arts. No unit tests may be written after that day.

D.4. Peer Reviewing (Total points > 5) You will earn 0.5 point each time you mark a unit test (i.e., serve as a peer reviewer for another student). Although the 0.5-point-per-unit-test peer reviewed may seem insignificant, these points can add up to a difference of half a letter grade or more in your final grade. To be eligible to be selected for service as a peer reviewer on a given unit test, you must have indicated willingness to be a peer reviewer during the time period in which the unit test is submitted, and must have previously passed a unit test on that unit. To ensure rapid feedback to students on their unit tests, peer reviewers are required to mark each unit test within 24 hours after the computer has submitted it to them. Failure to mark a test within this timeline results in a penalty of 0.5 points and the student’s review status is automatically changed to “not available” in case the student is no longer in the course. If the student is still in the course and wishes to continue peer reviewing, the student can change the review status back to “available”.

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Peer reviewers are expected to perform their duties conscientiously or they may forfeit the opportunity to peer review.

There is no stated restriction on the number of times you can peer review throughout the course. In practice, the number of times you can peer review will be limited by the fact that peer reviewers will always be selected from among those eligible students who have peer reviewed the fewest number of times. Students who proceed slowly will not have as much opportunity to peer review as those who move more rapidly. In general, it should be possible for a student who works at a steady rate to peer review at least 10 times, and thus to earn at least 5 course points for peer reviewing. Many students earn far more than that, although this depends upon class size and the frequency of restudy results.

E. Course Grade You earn points for four major course components, weighted as follows:

E.1. Number of Points For Each Course Component Final 60.00 Midterm 30.00 Unit tests 10.00 Peer reviewing 5.00 (or more) Total 105.00 (or more)

The number of points you earn during the course determines your final letter grade: E.2. Number of Points Required for Each Passing Grade

A+ ≥ 100.00 A 90.00 - 99.99 B+ 85.00 - 89.99 B 80.00 - 84.99 C+ 75.00 - 79.99 C 70.00 - 74.99 D 60.00 - 69.99

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F. Critical Dates

EVENTS DATES TIMES First Available Day to Write Unit Tests January 6 8:30 AM

February 12 anytime Midterm Exam February 25 anytime Last Day for Voluntary Withdrawal for Most Faculties (check your faculty’s date)

March 19 8:30 AM – 4:30 PM

Last Day to Write Unit Tests April 9 11:59 PM

April 15 1:30-3:30 PM

April 21 1:30-3:30 PM Closed-Book Supervised Final Exam Available in P210 Duff Roblin April 28 1:30-3:30 PM

G. Missed Midterm Examinations If you miss a midterm exam, you may arrange with the instructor to write a makeup exam. The makeup will be worth full value only if you provide acceptable documentation (e.g., a note from a physician) for missing the exam. If acceptable documentation is not provided, the maximum possible points that may be earned for the midterm will be reduced. In either case, the makeup examination must be written on the date arranged with the instructor. H. Time Extensions and Deferred Examinations You are reminded that you must remain available until all examinations and test obligations have been fulfilled. If you are unable to complete all course work (including midterm examinations) by the end of the last day of class, you may apply to your Faculty for a Time Extension. If you are unable to write the final examination on a scheduled day, you may apply to your Faculty for a Deferred Examination. In each case you will be required to provide documentation to justify your application.

I. Importance of Not Procrastinating Although the course procedures allow you to go at your own pace, you should not allow this to lull you into a false sense of security. Students who put off doing unit tests will not earn as many peer-review points as those who work at a steady pace, and will also be in danger of not completing all the units. Although the course procedures are intended to ensure that every unit test has the maximum possible chance of being marked within 24 hours, there is no guarantee that it will be. Unit tests sometimes take more than 24 hours to be marked because a peer reviewer is late and the unit test is reassigned to another peer reviewer, who then has another 24 hours to mark it (and, of course, it is possible for this process to be

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repeated several times). Students are therefore strongly advised to avoid procrastination in writing unit tests (and in peer reviewing!). J. Department of Psychology Policy on Plagiarism, Cheating, and Academic

Dishonesty

Plagiarism or any form of cheating is subject to serious academic penalty. It is your responsibility to acquaint yourself with Section 7 from the University of Manitoba Undergraduate Calendar for the current academic year - see Policies on Plagiarism and Cheating, and Examination: Impersonations. Academic dishonesty can result in serious consequences, e.g. a grade of zero on an assignment or test, an F on a transcript (with a notation “CW” indicating compulsory withdrawal Grade of F assigned for academic dishonesty). The penalty can also include suspension for a period of up to five years from registration in courses taught in a particular department in Arts or from all courses taught in this Faculty. The Faculty reserves the right to check any work suspected of plagiarism through electronic resources. Speak to your instructor if you have any questions.

The following outlines three forms of academic dishonesty: Plagiarism is to take the words or ideas (found on paper or electronic format) of another person and pass them off as one’s own. Submission of a paper written in part or in whole by someone other than yourself is considered to be plagiarism and/or cheating. Cheating in examinations or tests can take a variety of forms including, but not limited to, the use of unauthorized materials, and copying material from others, or exam impersonation. An assignment that is prepared for one course cannot be submitted for another course; this is called duplicate submission and is a form of cheating. Examination Personation - A student who arranges for another individual (student or non-student) to write any nature of examination, as well as the individual who writes the exam, will be subject to discipline under the University of Manitoba’s Student Discipline Bylaw. K. Research on CAPSI

By taking a CAPSI course, you are helping to advance our knowledge of the educational process. For research purposes, all data in CAPSI courses are archived for later analyses, and the findings from the research may be published or presented at scientific or educational meetings. The analyses and dissemination of the research findings will be done without revealing students’ names, student numbers, or other personal identifying information. Some course procedures may differ somewhat in the same course from term to term, or from course to course in the same or different terms. The purpose of these variations will be to determine the relative merits of different educational procedures. After the course is over, students will be able to obtain information through the University of Manitoba JUMP portal (https://jump.umanitoba.ca) under “courses” about the major independent and dependent variables that will be or are being examined in the context of their courses and the results when they are available.

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L. STUDY QUESTIONS FOR UNITS 1 – 10

L.1. Unit One - Study Questions From the General and Course Manuals 1. What is the name of the procedure used in this course? Who originated the

procedure? What is the computerized version of this procedure called? 2. List three ways in which you can contact the course instructor. 3. How many points are the midterm examination and final examination each worth?

What is the minimum number of points that are required for each letter grade in the course?

4. What is a peer reviewer? How many points will a student receive each time he or she

peer reviews a unit test? 5. What password does the computer originally assign to you? How do you change that

password so that no one other than you knows what it is? Why should only you know your password?

6. After you log into CAPSI, how do you: (a) view your current standing in the course;

(b) volunteer to be a peer reviewer starting on a given date and time; (c) write a unit test on your current unit?

7. What must a student do in order to pass a unit test? How does the student do this? 8. What must happen in order for the computer to register a pass on a unit test? 9. What must a student do in order to be selected to peer review unit tests? What must a

student do in order not to be selected? 10. Under what condition should you not be signed on as available to peer review? What

is the reason for this rule? 11. How much is a student penalized if he or she does not mark a unit test within 24

hours after it is submitted for him or her to peer review? 12. State which each of the two types of marks -- pass and restudy -- on a unit test means,

and what a student should do after receiving each type of mark. 13. How do you appeal a restudy? What information should you provide when appealing

a restudy?

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14. If you have volunteered to be available to peer review, how do you: (a) know that a unit test has been submitted to you; (b) read the unit test; (c) make comments on each question; (d) comment on the unit test as a whole; (e) submit the marked copy of the unit test back to the student?

15. Describe the feedback peer reviewers should provide on unit tests that they mark. 16. Why is it important for peer reviewers to carefully evaluate answers on unit tests and

to assign a restudy if an answer doesn’t demonstrate mastery? Why is it valuable to appeal a restudy result that you don’t think was fair?

17. List, briefly describe, and give an example of each of the question levels described in

this manual. What level is your answer to this question, and why?

L.2. Unit Two - Chapters 17 & 18 Chapter 17

Study Questions on Text 1. Define “rule” and describe an example (Level 2).

2. A teacher of a second-grade class complains to you, "When I tell the children to stay at their desks and work, they never listen to me." Describe the contingencies that are likely operating with respect to that rule given by the teacher to the children. (Level 4)

3. Describe a partial rule that is not in the textbook. What aspects of the three-term contingency does your partial rule identify? What are the missing parts that are implied by the partial rule?

4. Distinguish between, and illustrate with examples, rule-governed versus contingency-shaped behaviour. (Level 2)

5. Give two examples of direct-acting and two examples of indirect-acting contingencies on your behaviour. (Level 2)

6. Using examples, briefly describe four situations in which the addition of rules to a behaviour modification program might be especially helpful. (Level 2)

7. Describe, using examples, three explanations why we might follow rules that indicate very delayed consequences. (Level 2)

8. Explain (in terms of contextual stimulus control, as described in Note 3 of Chapter 8) why the tone of voice of someone giving you instructions might determine whether or not you will follow the instructions.

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9. How might we explain the behaviour of someone who fails to wear a helmet when riding a bicycle even though that person knows that wearing a helmet could prevent brain damage from a serious accident? (Level 2) How might we account for the relative ineffectiveness of such rules as, “I need to go on a diet” or “I'll floss my teeth after every meal”? (Level 3)

10. In a couple of sentences, distinguish between rules that are often effective versus rules that are often ineffective in controlling behaviour. (Level 2)

11. In general, what do we mean by a goal? (Level 1) Describe an example. (Level 2) Is goal setting different from using rules? (Level 1) Discuss. (Level 2)

12. Briefly list six guidelines that summarize effective versus ineffective goal setting as a behaviour modification strategy. (Level 1)

13. From a behavioural perspective, why might realistic, challenging goals be more effective than “do your best” goals? (Level 2) From a behavioural perspective, why might public goals be more effective than private goals? (Level 1)

Study Question on Notes 14. List five rules that are part of behavioural sleep therapy. (Level 1)

Chapter 18

Study Questions on Text 15. List four strategies that you might follow to influence the effectiveness of modelling

as a behaviour modification technique. (Level 1) Describe a recent situation in which you were influenced by modelling to emit a behaviour. (Level 3) For this situation, describe whether or not the four factors that influence the effectiveness of modelling were present. (Level 4)

16. What is meant by symbolic modelling? (Level 1) Describe the process by which a city-dwelling child might learn to fear snakes. (Level 3)

17. Describe the specific steps you might go through in using modelling to overcome the extreme withdrawal behaviour of a nursery school child who never interacts with other children. (Level 2) Identify the basic principles and procedures being applied in your program. (Level 4)

18. Define or describe behaviour rehearsal (Level 1), and give an example. (Level 2) 19. What is meant by physical guidance? How does it differ from gestural prompting (see

p.119)? Identify a behaviour that you were influenced to perform as a result of physical guidance. (Level 2) Describe how guidance was involved. (Level 4)

20. What is generalized imitation? (Level 1) Describe an example. (Level 2)

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21. What do we mean by the term situational inducement? (Level 1) Which term given previously in this book has essentially the same meaning? (Level 4) (See page 119.) Describe each of the four proposed categories of situational inducement. (Level 2)

22. According to the proposed guidelines for the use of instruction, modelling, and physical guidance, (a) What behavioural principle is used with all three procedures? (Level 4) (b) What two other behavioural procedures are likely to be used with all three procedures? (Level 4)

Study Questions on Notes 23. How did Bandura define observational learning? (Level 1) What is another name for

observational learning? (Level 1)

24. Describe four processes by which imitative behaviour might be learned (Level 2), and give an example of each. (Level 2-3)

L.3. Unit Three - Chapter 19 Chapter 19

Study Questions on Text 1. How do many people, who are not behaviourists or behaviour modifiers,

conceptualize motivation? (Level 2) Illustrate with an example. (Level 2) 2. What is a conceptual limitation of the traditional view of motivation? (Level 2)

Illustrate with an example. (Level 2) 3. Describe three practical limitations to conceptualizing motivation as an internal cause

of behaviour. (Level 2) 4. If by “motivating someone to do something” we mean nothing more than influencing

them to behave in a certain way, what strategies have been presented thus far in this book to accomplish this? (Level 3)

5. Define motivating operation. (Level 1) Describe an example that illustrates both aspects of the definition. (Level 2)

6. In what two ways are motivating establishing operations and motivating abolishing operations different? (Level 1)

7. What is an unconditioned motivating operation? (Level 1) Illustrate with an example. (Level 2)

8. What is a conditioned motivating operation? (Level 1) Illustrate with an example. (Level 2)

9. Suppose that a team has been practicing for an hour in the hot sun, and the coach says to one of the players: “Here are the keys to my car; bring the cooler of cold drinks

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from the trunk.” Would this verbal stimulus be an SD or a CMEO for the player to get the drinks? Justify your choice. (Level 6)

10. Suppose that a team has been practicing for an hour in the hot sun, and the coach says to one of the players: “Bring the cooler of cold drinks from the trunk of my car” but forgets to give the player the key to the car. Would this verbal stimulus be an SD or a CMEO for the player to ask for the key? Justify your choice. (Level 6)

11. Define echoic, and describe an example that is not in the book. (Levels 1, 3) 12. Define tact, and describe an example that is not in the book. (Levels 1, 3)

13. Define mand, and describe an example that is not in the book. (Levels 1, 3) 14. Using an example, describe how a motivating operation might be incorporated into

mand training with a child. (Level 2) 15. Suppose that a pianist, practicing a piece, sets a goal for herself: “Before I can stop

practicing, I have to play this piece through 10 times in a row without making a mistake.” Is this goal best conceptualized as an SD or a CMEO? Justify your choice. (Level 6)

Study Questions on Notes 16. What psychologist influenced a renewed emphasis on the concept of motivation by

behaviourally oriented psychologists in the 1980s? (Level 1)

17. Describe an example illustrating that a given MO may affect the value of more than one reinforcer, and may influence the occurrence of many behaviours. (Level 2)

18. Describe an example that illustrates how a drug might function as an MO. (Level 2) 19. Distinguish between an echoic and an intraverbal. (Level 4) Illustrate each with an

example that is not in the text. (Level 3)

L.4. Unit Four - Chapters 20 & 21

Chapter 20 Study Questions on Text 1. Define: (a) target behaviour (Level 1); (b) behavioural assessment (Level 1). 2. Describe the minimal phases of a behaviour modification program. (Level 2)

3. What is a prebaseline phase often called, and what functions does it serve? (Level 2) 4. What is the difference between a training program, a therapy program, and an

intervention strategy? (Level 2) 5. What is an important prerequisite to the design and implementation of a behaviour

modification program? (Level 1)

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6. Briefly distinguish between direct and indirect assessment procedures. (Level 2) Describe two circumstances that might lead one to use indirect assessment procedures. (Level 2)

7. Briefly describe the advantages and disadvantages of indirect assessment procedures. (Level 2)

8. Briefly describe the advantages and disadvantages of direct assessment procedures. (Level 2)

9. List (Level 1) and describe briefly (Level 2) the five main types of indirect assessment procedures.

10. List (Level 1) and describe briefly (Level 2) four types of questionnaires used in behavioural assessments.

11. Give five reasons for collecting accurate data during a baseline and throughout a program. (Level 1)

12. What is meant by reactivity in behavioural assessment? (Level 1) Illustrate with an example. (Level 2)

13. Describe two differences in the goals of a behavioural approach to assessment compared to a traditional approach. (Level 2) Describe a difference between the method of a behavioural approach compared to a traditional approach to assessment. (Level 2)

Study Questions on Notes 14. What is the major purpose of sport-specific behavioural checklists? (Level 2) 15. What are two differences between behavioural checklists and traditional

psychological tests? (Level 2)

Chapter 21 Study Questions on Text 16. What is meant by the topography of a response?(Level 1) Describe an example.

(Level 2) What are two measures of the amount of behaviour? (Level 1) Define (Level 1) and give an example of each. (Level 2)

17. Describe three ways of keeping track of the number of times a certain response occurs during a day. (Level 2)

18. Describe at least four ways in which a cumulative graph of a set of data differs from a frequency graph of the same data. (Level 2)

19. On a cumulative graph, describe what you can infer from the following: (a) a steep slope (Level 1); (b) a low slope (Level 1); (c) a flat line (Level 1)?

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20. What two characteristics do behaviours recorded in terms of frequency usually show? (Level 1)

21. What do we mean by the relative duration of a behaviour? (Level 1) Give and explain an example in which relative duration might be more appropriate than frequency. (Level 2)

22. What is another word for the intensity of a response? (Level 1) Give an example. (Level 1) What do we mean by the latency of a response? (Level 1) Give an example. (Level 2)

23. What behavioural characteristic does the OBA assess? (Level 2) Explain your answer. (Level 2)

24. What behavioural characteristics do we use to assess the quality of a response? (Level 2) Discuss using two examples. (Level 2)

25. Describe with an example: (a) the continuous-recording system. (Level 3); (b) the interval-recording system. (Level 2); (c) the time-sampling-recording system. (Level 2)

26. Describe five sources of error in recording observations. (Level 2)

27. In a sentence or two, what do we mean by interobserver reliability? (Describe in words; don’t just give the procedures for calculating an IOR.) (Level 2) According to convention, what is an acceptable IOR in a research program? (Level 1)

Study Questions on Notes 28. What is the difference between obtrusive and unobtrusive observations? (Level 2)

Give examples illustrating the difference. (Level 3) Which type of observation is preferable, and why? (Level 6)

29. When is it especially misleading to include agreement on blank intervals in computing the IOR? (Level 1) Give an example. (Level 2) When might it be acceptable to include agreement on blank intervals in your computation of IOR? (Level 1) Why would this be acceptable? (Level 1)

30. What information does the ABLA provide? (Level 2)

L.5. Unit Five - Chapters 22 & 23 Chapter 22

Study Questions on Text 1. Briefly describe three ways of discovering controlling variables of problem

behaviour. (Level 2)

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2. How does a functional analysis (as the term is used in this book) differ from other types of functional assessment? (Level 4) Describe three limitations of functional analyses. (Level 2)

3. In a sentence or two each, outline six possible causes of problem behaviours. (Level 2)

4. What are three indicators that a problem behaviour is probably maintained by the social attention that follows it? (Level 1) What is an indicator that a problem behaviour is being reinforced by non-social external sensory stimulation? (Level 1) Give an example illustrating this indicator. (Level 2)

5. What is a strong indicator that a problem behaviour is being maintained as a way of escaping from demands placed on an individual? (Level 1) Give an example illustrating this indicator. (Level 2)

6. What are the two main indicators that a problem behaviour is elicited by prior stimuli (vs. being maintained by reinforcing consequences)? (Level 1) Give an example illustrating these indicators. (Level 2)

7. What is behavioural diagnostics? (Level 1) In what sense is this term broader than functional assessment? (Level 4)

Study Question on Notes 8. Describe an example not in the text of how non-social negative reinforcement could

produce undesirable behaviour. (Level 3)

Chapter 23

Study Questions on Text 9. In two or three sentences, distinguish between a minimal behaviour modification

program and behaviour modification research. (Level 2) In two or three sentences, explain why we cannot necessarily claim that a change in behaviour during a minimal behaviour modification program was due to the treatment. (Level 2)

10. Describe briefly, with reference to an example, the four components of the reversal-replication design. (Level 2) What is another name for this design? (Level 1) Ideally, how long should the baseline phase of a reversal-replication design continue? (Level 2)

11. What scientific (Level 1), practical (Level 1), and ethical (Level 5) considerations might lead one to lengthen or shorten a baseline?

12. Identify two limitations of the reversal-replication design (Level 1), and give a brief example of each (Level 2). State an advantage of a multiple-baseline design over a reversal design. (Level 2)

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13. Describe briefly, with reference to an example, each of following designs and say when it is appropriate and inappropriate: (a) a multiple-baseline-across-behaviours design; (Level 2) (b) a multiple-baseline-across-situations design; (Level 2) (c) a multiple-baseline-across-people design. (Level 2)

14. Describe briefly, with reference to an example, the changing-criterion design. (Level 2)

15. Describe briefly, with reference to an example, an alternating-treatments design. (Level 2) What is another name for this design (Level 1), and explain why that name might sometimes be preferred. (Level 2) Briefly describe two potential problems with the alternating-treatments design. (Level 2)

16. In a sentence or two each, what are the scientific and practical criteria for evaluating the effects of a particular treatment? (Level 2)

17. What seven criteria would give you maximum confidence that the treatment in an ABAB design had produced a significant effect on the dependent variable? (Level 1)

18. What are the three levels of social validation and why are they important? (Level 2) Study Questions on Notes 19. What do we mean by internal validity? By external validity? (Level 1) 20. List four reasons why many behaviour modifiers prefer single-case research designs

to group research designs. (Level 2)

L.6. Unit Six - Chapters 24 & 25

Chapter 24 Study Questions on Text 1. Assume that you are a professional behaviour modifier. List at least four conditions

under which you would not treat a behavioural problem that has been referred to you. (Level 1)

2. What does a behaviour modifier do when given a vague problem (such as ``aggression'') to work on? (Level 1) Illustrate with an example. (Level 2)

3. How does a behaviour modifier evaluate: (a) the importance of a problem? (Level 2) (b) the ease with which a problem might be solved? (Level 2) (c) the ease with which the desired behaviour change might be generalized to, and maintained in, the natural environment? (Level 2)

4. You are about to design a treatment program. After defining the target behaviour and identifying its desired level of occurrence and stimulus control, what five questions should you answer before proceeding to the design? (Level 1)

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5. If you are thinking of capitalizing on antecedent control, what six categories should you consider? (Level 1)

6. If you are decreasing a behavioural excess, what five questions should you ask? (Level 1)

7. What questions should you ask to specify the details of a reinforcement system? (Level 1)

8. List three factors you should consider in programming for each of the following: (a) stimulus generalization (Level 1); (b) response generalization (Level 1); (c) behaviour maintenance (Level 1).

9. What strategy is recommended to ensure accountability of the therapist? (Level 1) How can you increase the client's commitment to the program? (Level 2)

10. After a program has been implemented, what three things should be done to determine whether it is producing satisfactory results? (See Guidelines 1, 2, and 3.) (Level 2)

11. If a program is producing satisfactory results, what two things should be done prior to successfully terminating the program? (Level 2) (See guidelines 8 and 9.) Describe in detail the steps that should be followed if a program is not producing satisfactory results. (Level 2) (See guidelines 5, 6, and 7).

Study Questions on Notes 12. What impact might the geographic setting have on your decision, as a behaviour

modifier, to accept a referral? (Level 2) 13. How did Israel and colleagues demonstrate that utilizing significant others in a

program can enhance generality? (Level 2)

Chapter 25

Study Questions on Text 1. What is a token economy? (Level 1) What are two major advantages to using token

reinforcers? (Level 2) 2. List at least five settings in which token economies have been used. (Level 1) List at least

five behaviours that token economies have been designed to develop. (Level 1) 3. List (Level 1) and briefly (Level 2) describe six initial steps in setting up a token

economy. What six characteristics should a token have? (Level 1) 4. How is PSI like other token economies, and how does it differ from them? (Level 4)

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5. Identify three sources of potential volunteer help in managing a token economy. (Level 1) What do you think are some advantages in having the members of the token economy themselves function as the main source of help? (Level 4)

6. Before and during implementation of a token economy, what eight specific procedures must be decided upon and implemented? (Level 2)

7. What are some of the advantages and disadvantages of assigning only one person to reinforce a particular response at a particular time in a token economy on an institutional ward? (Level 4)

8. Suppose that you are primary teacher operating a token economy in your classroom, and you have just observed one of your less diligent pupils start to work intently on an assignment the class has been given to do. Describe the manner in which you would administer a token to that pupil. (Level 2)

9. For a token economy program involving a number of staff, describe a plausible VI/LH schedule of for supervising staff. (Level 3) Why would a VI/LH schedule be preferred to an FI/LH schedule for staff supervision? (Level 4)

10. Describe two general methods of weaning clients from tokens when transferring behaviour to the natural environment. (Level 1) State a precaution that you should take to help ensure high ethical standards for your token economy? (Level 1)

Study Questions on Notes 11. Describe a token program in which clients in a sheltered workshop administered tokens

to themselves. (Level 2) 12. Describe the key features of the Teaching Family Model. (Level 2) Identify the type of

client for which it is used, and give the names of two places where it is used. (Level 1)

L.7. Unit Seven - Chapter 26

Chapter 26 Study Questions on Text 1. What do people seem to be talking about when they use the term “willpower'”?

(Level 1) Is willpower a useful concept? (Level 1) Why or why not? (Level 2)

2. Briefly describe three causes of self-control problems of behavioural excesses, and illustrate each with reference to an example. (Level 2)

3. Briefly describe three causes of self-control problems of behavioural deficiencies, and illustrate each with reference to an example. (Level 2)

4. In two or three sentences, describe the model of self-management presented in the text. (Level 2)

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5. List five steps that characterize many programs in self-adjustment. (Level 1) 6. List the steps that Mager recommends to “unfuzzify” a vaguely stated problem or

self-control goal. (Level 2) 7. How does the text define commitment? (Level 1) Describe four steps that you could

take to strengthen and maintain your commitment to a program of self-control. (Level 2)

8. List seven major classes of antecedents that you might consider when planning how to manage the situation in a self-control program. (Level 1)

9. Define (Level 1) and give an example of mastery criterion. (Level 2) 10. In a sentence or two each, describe three different ways of manipulating

consequences in self-control programs. (Level 2) 11. In a sentence or two each, describe three different ways of arranging for reinforcers to

be earned in a self-control program. (Level 2) Is self-reinforcement an effective self-control strategy? (Level 1) Discuss. (Level 2)

12. Briefly describe at least two possible causes of relapse in each of the following, and indicate how each of these causes might be handled: (a) situations (Level 2); (b) specification of the response (Level 2); (c) consequences (Level 2).

13. What is a behavioural contract? (Level 1) Describe its essential features. (Level 2) What important stimulus-control functions does a behavioural contract serve? (Level 2)

14. Is it plausible to suggest that many individuals can become their own behaviour therapists? (Level 1) Justify your answer. (Level 2)

Study Questions on Notes 15. What is correspondence training? (Level 2) Briefly describe how generalized

correspondence was demonstrated in kindergarten children. (Level 2) 16. With which behaviour problems are self-help manuals most effective and least

effective? (Level 1)

L.8. Unit Eight - Chapter 27

Chapter 27 Study Questions on Text 1. What does the word cognition mean? (Level 1) What are two major assumptions

underlying cognitive restructuring procedures? (Level 1)

2. What are the two main steps of cognitive restructuring methods? (Level 1)

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3. In a sentence or two each, what are the three main phases of rational-emotive behaviour therapy? (Level 2) Who developed it? (Level 1)

4. Why did Ellis change the name of his therapy from RET to REBT? (Level 1) 5. Describe the basic components that were examined and the overall results obtained in

the studies on RET reviewed by Gossette and O’Brien. (Level 2) 6. According to Beck, what causes problems for neurotic individuals? (Level 1)

Describe three examples. (Level 2) Describe the three major components of Beck's cognitive therapy. (Level 2)

7. Describe three similarities and three differences between the approaches of Beck and Ellis. (Level 2)

8. Studies in the 1980’s indicated that cognitive behaviour therapy was the treatment of choice for unipolar depression. Is that therapy effective because of the cognitive restructuring or because of the behavioural homework assignments? (Level 2)

9. Briefly list the five steps of Meichenbaum's self-instructional approach used with children. (Level 2) Briefly describe the three phases of Meichenbaum’s stress inoculation training. (Level 2)

10. In two or three sentences each, outline the six steps of problem solving described by D'Zurilla and Goldfried. (Level 2)

11. What is mindfulness as cognitive behaviour therapists use that term? (Level 2) 12. What is acceptance as cognitive behaviour therapists use that term? (Level 2)

13. Briefly describe the three phases of ACT. (Level 2) 14. What are three differences between cognitive therapy and ACT? (Level 4) Why is

ACT considered to be a behavioural therapy? (Level 4) 15. Describe an example of respondent thinking. (You may want to review Chapter 15)

(Level 3) 16. Describe an example of operant thinking. (You may want to review Chapter 15)

(Level 3) 17. Discuss whether reputable behaviour modifiers deny the existence and importance of

thoughts and feelings. (Level 4) 18. Describe an example illustrating how cognitive therapists capitalize on rule-governed

behaviour to help their clients. (Level 2) 19. From a rule-governed behaviour interpretation of cognitive therapy, how might we

explain effective versus ineffective applications of cognitive restructuring? (Level 2) 20. Do mindfulness and acceptance procedures appear to involve rule-governed or

contingency-shaped behaviour? Justify your choice. (Level 6)

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Study Questions on Notes 21. With an example, illustrate the bi-directionality aspect of relational framing. (Level 2)

22. With an example, illustrate the combinatorial aspect of relational framing. (Level 2) 23. With an example, illustrate how relational framing involves transformation of

stimulus functions among related stimuli. (Level 2) 24. Briefly describe the three steps that a therapist might follow in teaching a client to use

thought-stopping to terminate distressing thoughts. (Level 2)

L.9. Unit Nine - Chapter 28

Chapter 28 Study Questions on Text 1. What are empirically supported psychotherapies? (Level 2) Why do empirically

supported psychotherapies often turn out to be behavioural or cognitive behavioural therapies? (Level 2)

2. List three types of specific phobias (Level 1), and give two examples of each. (Level 1)

3. Using an example, briefly describe the three phases of systematic desensitization of a specific phobia. (Level 2)

4. Describe the fundamental difference between flooding and systematic desensitization. (Level 4)

5. Briefly describe an example of how in vivo flooding might be used to treat a specific phobia. (Level 2)

6. Briefly describe an example of how participant modelling might be used to treat a specific phobia. (Level 2)

7. List (Level 1) and briefly describe four types of anxiety disorder (Level 2).

8. What is a defining characteristic of exposure-based therapies? (Level 1) 9. Briefly describe an effective treatment for panic disorder with agoraphobia. (Level 2)

10. What is the distinction between obsessions and compulsions, and how might they be related? (Level 4)

11. Briefly describe an effective treatment for obsessive-compulsive disorder. (Level 2) 12. Briefly describe how cognitive therapy and acceptance procedures might be used in

the treatment of an obsessive-compulsive disorder. Describe an example of each. (Level 2)

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13. In several sentences, concisely describe an effective treatment for post-traumatic stress disorder. (Level 2)

14. Describe a behavioural theory about the cause of depression, and how this suggests a possible treatment for depression. (Level 2)

15. Briefly describe four components of a behavioural treatment for alcoholism. (Level 2) 16. Describe four types of eating disorders. (Level 2) Which has behaviour therapy been

most effective with? (Level 1) 17. List (Level 1) and briefly describe four behavioural strategies for treating obesity

(Level 2). 18. List (Level 1) and briefly describe four components of behavioural couples therapy

(Level 2). 19. Describe a general behavioural approach to the treatment of sexual dysfunction.

(Level 2) 20. Describe the three components of habit reversal used to treat a specific habit disorder.

(Level 2) Study Questions on Notes 21. What criteria must a treatment meet to be considered a well-established, empirically

supported treatment by the American Psychological Association? (Level 2)

22. What is virtual reality therapy? (Level 2) 23. Briefly describe two strategies used by Silverman and colleagues to increase drug

abstinence in chronically unemployed individuals? (Level 2)

L.10. Unit Ten - Chapters 29 & 30

Chapter 29 Study Questions on Text 1. How did Skinner's books Behaviour of Organisms and Science and Human Behaviour

influence the initial development of behaviour modification? (Level 2) Discuss Keller's contribution to the development of behaviour modification (see text and Note 4). (Level 2)

2. Many of the early reports in the operant tradition in the 1950s were straightforward experiments that demonstrated that consequences influence human behaviour. Briefly, describe two such experiments. (Level 2)

3. Briefly describe one of the first published reports (a very influential one) that concerned practical applications within the operant tradition. (Level 2)

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4. The publications of the early 1960s within the operant orientation seem to have been characterized by two features. What were they? (Level 2)

5. What concept did J.B. Watson adopt from Pavlov? (Level 1) How did Watson use this concept? (Level 2)

6. What behaviour-therapy procedure do we credit to Joseph Wolpe? (Level 1) What dual role did Hans Eysenck play in the development of behaviour therapy in the 1950s? (Level 2)

7. Briefly, describe four conceptual (or theoretical) models of behaviour modification from the 1970s. (Level 2)

8. Describe four differences in the usage of the terms behaviour therapy and behaviour modification during the 1960s and ‘70s. (Level 2) How do the terms behaviour therapy, behaviour modification, and applied behaviour analysis tend to be used today? (Level 2)

9. If someone suggested to you, “Behaviour modification is okay for some limited types of problems,” what would you say? (Level 2)

Study Questions on Notes 10. How did Aristotle’s view of the soul differ from that of Plato? (Level 2) 11. Describe Descartes’ contribution to the development of the behavioural approach.

(Level 2) 12. Describe the British associationists’ and the Russian reflexologists contributions to

the behavioural approach. (Level 2) 13. Describe the functionalists’ contribution to the behavioural approach. (Level 2)

Chapter 30

Study Questions on Text 14. Describe in behavioural terms how the history of civilization is a story of the

continuous abuse of power. (Level 2) From your knowledge of history or current events, give an example of this abuse. (Level 3)

15. From your knowledge of history or current events, give an example of what often happens when the reinforcements occurring to one group in a society fall below a certain critical level relative to the reinforcements occurring to another group in that society. (Level 3)

16. From a behavioural point of view, how might we account for constitutions, bills of rights, and related political documents of modern states? (Level 2) Explain why we tend to react negatively to all overt attempts to control our behaviour. (Level 2)

17. Why and how do people who would control our behaviour often disguise their aims? (Level 2) Give an example of this that is not in the text. (Level 3)

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18. State two propositions on which behaviour modification is based. (Level 2) 19. Why is extreme wariness a healthy reaction to any new, far-reaching development in

science or technology? (Level 2) Discuss an example of this. (Level 2) 20. What does the term ethics mean from a behavioural point of view? (Level 1) Describe

how ethics has evolved as a part of our culture. (Level 2) 21. Explain why all social help professions are involved in the control of behaviour,

whether or not their practitioners realize it. (Level 2) Give an example. (Level 2) 22. Discuss the relative merits of planning versus not planning for behaviour change.

(Level 4) 23. Discuss countercontrol. (Level 2) Why is it important? (Level 2)

24. What steps can be taken to help ensure that a behaviour modifier is appropriately qualified? (Level 1)

25. State two countercontrol measures for clients regarding the definition of problems and selection of goals. (Level 1) What should be the characteristics of intervention methods used by behaviour modifiers? (Level 1)

26. Discuss three possible meanings of intrusive and restrictive interventions. (Level 2)

27. Describe a mechanism to facilitate informed consent by the client. (Level 2) 28. What constitutes the cornerstone for ensuring ethical and effective treatment

programs by behaviour modifiers? (Level 1) 29. Briefly explain why it should be difficult to use behaviour modification to the

detriment of any group whose members are well versed in the principles and tactics of behaviour modification. (Level 4)

Study Questions on Notes 30. Discuss Skinner’s view that we must go “beyond freedom and dignity” if civilization

is to solve some of its most difficult problems. (Level 2) 31. Describe an example illustrating how governments use positive reinforcement to

control behaviour without citizens feeling that they are being controlled. (Level 2) 32. Do the data support the notion that behaviour modifiers are “cold and mechanical” in

their treatment of clients? (Level 1) Explain. (Level 2) 33. Describe two examples in which behaviour modification might be used

inappropriately, in your opinion, to support the status quo. (Level 3) Why do you think this use of behaviour modification would be inappropriate? (Level 6)