SPED 699 Exam 1 review

SPED 699 Exam 1 review

University

32 Qs

quiz-placeholder

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SPED 699 Exam 1 review

SPED 699 Exam 1 review

Assessment

Quiz

Special Education

University

Practice Problem

Hard

Created by

Gertrude Georgio

Used 4+ times

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32 questions

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1.

MULTIPLE CHOICE QUESTION

45 sec • 5 pts

The levels of understanding science include

prediction, depiction & control.
prediction, description & calculation.
prediction, description, & control.
picture, description, & control.

2.

MULTIPLE CHOICE QUESTION

45 sec • 5 pts

If a paper that describes the effect of feedback on energy use neglects to mention that points were awarded in some cases for energy use below a certain threshold, the paper could be criticized for failing to be

analytic.
behavioral.
technological.
behavioral.

3.

MULTIPLE CHOICE QUESTION

45 sec • 5 pts

The overarching purpose of applied behavior analysis a as field of study is to understand and improve socially important or significant behaviors.

True.
False.

4.

MULTIPLE CHOICE QUESTION

45 sec • 5 pts

The philosophical position that the truth or value of a scientific statement is determined by the extent to which it promotes effective action is known as pragmatism.

True.
False.

5.

MULTIPLE CHOICE QUESTION

45 sec • 5 pts

When a behavior analyst uses experimental manipulation to show that an intervention is effective for middle schoolers with developmental disabilities, the analyst can’t claim that it also works for high school students with learning disabilities unless they also demonstrate

replication.
prediction.
experimentation.
control.

6.

MULTIPLE CHOICE QUESTION

45 sec • 5 pts

If certain forms of behavior vary in topography but have a similar effect on the environment, they are considered a

repertoire.
stimulus class.
response class.
skill set.

7.

MULTIPLE CHOICE QUESTION

45 sec • 5 pts

Mr. Goldstein decides to give his students points, usable for extra free time, when they raise their hands and wait to be called on. He discovers that more students raise their hand and fewer students blurt out answers when he awards points than when he does not. This finding seems to show

a functional relation between points and hand raising.
punishment of blurting out answers
points serving as a motivating operation for hand-raising.
points exerting stimulus control over blurting out answers.

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