Behavior Modification Principles and

Procedures 6th Edition Miltenberger

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1. Which of the following is a component of the behavioral skills training procedure?
a. instructions and modeling
b. feedback
c. rehearsal
d. all of these
ANSWER: d

2. Behavioral skills training procedures are used:

a. to teach new behaviors
b. when learners cannot imitate models
c. to eliminate problem behaviors
d. all of these
ANSWER: a

3. BST procedures are NOT used to:

a. teach new behaviors
b. overcome behavioral deficits
c. decrease a problem behavior
d. B and C
ANSWER: c

4. The components of the behavioral skills training procedure are generally used:
a. together in a training session
b. with individuals who have severely limited abilities
c. individually to teach different behaviors
d. A and B
ANSWER: a

5. A teacher shows students a film demonstrating what they should do in case of a fire. Which component of behavioral
skills training involves demonstrating the correct behavior for the learner?
a. rehearsal
b. instruction
c. modeling
d. feedback
ANSWER: c

6. A teacher wants to teach fire safety skills. What should the teacher do immediately after telling the students what to do
when there is a fire and showing them what to do in a fire situation?
a. discuss the behaviors further
b. provide the opportunity to rehearse the skills in a simulated fire situation
c. ask them what they would do in a fire situation
d. ask them what they would do in a fire situation and provide feedback for their answers
ANSWER: b

7. Which of the following is (are) true concerning the component of modeling?

a. the learner must have an imitative repertoire
b. it is usually sufficient to produce long term change
 c. it may be live or symbolic
d. A and C
ANSWER: d

8. The use of modeling is more likely to be effective when the:

a. model’s behavior is reinforced
b. the model is dissimilar to the learner
c. model has low status
d. all of these
ANSWER: a

9. Which procedure is NOT used to enhance generalization following BST?

a. using a variety of role plays in training
b. using real-life situations in training
c. using assignments for the learner to practice the skills outside of the training sessions
d. using continuous reinforcement for correct responses in the training session
ANSWER: d

10. A parent describes to a child what she should say if a stranger asks the child to get into his car. Which behavioral
skills training component involves describing the correct behavior to the learner?
a. rehearsal
b. explanation
c. instructions
d. discrimination
ANSWER: c

11. What is the behavioral procedure called that involves the use of instructions, modeling, rehearsal, and feedback?
a. behavioral skills training procedure
b. behavioral acquisition procedures
c. functional, nonaversive procedures
d. all of these
ANSWER: a

12. In order to increase their effectiveness, instructions should be:

a. understandable to the learner
b. delivered by a credible person
c. repeated by the learner
d. all of these
ANSWER: d

13. A psychologist is helping a student improve his social skills. After instructing him on how to carry on a conversation
with other students, the psychologist has the student practice. Practicing the behavior after receiving instructions is
referred to as:
a. modeling
b. feedback
c. rehearsal
d. testing
ANSWER: c

14. Rehearsing the behavior is an important part of behavioral skills training because it:
a. demonstrates whether the learner has learned the behavior
b. provides the chance for reinforcement of the behavior
c. provides the opportunity to correct errors
d. all of these
ANSWER: d

15. Which of the following factors increases the effectiveness of modeling?

a. reinforcement of the model’s behavior
b. the opportunity for imitation after observing the model
c. the use of models who are older than the learners
d. A and B
ANSWER: d

16. Which of the following factors increases the effectiveness of rehearsal?

a. the context in which the behavior is rehearsed
b. a delay between the rehearsal and reinforcement
c. immediate criticism for errors
d. all of these
ANSWER: a

17. A psychologist instructs parents how to deal with their disobedient son, and then the parents practice. Following the
rehearsal, the psychologist praises them for what they did correctly and gives them further instruction for things they did
incorrectly. Delivering praise and further instruction following rehearsal is referred to as:
a. evaluation
b. feedback
c. explanation
d. analysis
ANSWER: b

18. Which of the following is NOT true concerning the use of feedback?
a. feedback should be given immediately after the behavior
b. feedback should involve praise for some aspect of the behavior
c. corrective feedback should be given before praise
d. feedback should be descriptive
ANSWER: c

19. Which component of the behavioral skills training procedure is an antecedent strategy?
a. instructions
b. modeling
c. rehearsal
d. A and B
ANSWER: d
20. Which behavioral skills training component functions as the behavioral aspect of a three-term contingency?
a. modeling
b. instructions
c. rehearsal
d. feedback
ANSWER: c

21. Feedback functions as a (an) ____________ following rehearsal of the correct behavior, and as a (an) __________
when feedback is provided as instructions to improve performance in the next rehearsal.
a. antecedent; consequence
b. punisher; antecedent
c. reinforcer; antecedent
d. B and C
ANSWER: c

22. Which of the following is an advantage of using BST in groups?

a. receiving substantial attention from the trainer
b. watching other members rehearse and receive feedback
c. receiving criticism from other group members following behavioral rehearsal
d. B and C
ANSWER: b

23. Which of the following is NOT an advantage of using behavioral skills training in a group?
a. watching other members rehearse and receive feedback
b. receiving reinforcement from other group members
c. receiving individual attention from the trainer
d. enhanced generalization
ANSWER: c

24. Generalization from training sessions to natural situations is more likely to occur if:
a. training situations are similar to natural situations
b. training occurs in a different context
c. the learner practices in relatively easy situations
d. all of these
ANSWER: a

25. Behavioral skills training procedures will be more effective if you:

a. use instructions, modeling, rehearsal, and feedback together in each training session
b. begin with the most difficult skill
c. provide instructions and modeling separately from rehearsal and feedback
d. start with rehearsal and feedback and use modeling and instructions only as necessary
ANSWER: a

26. Which of the following is NOT true concerning behavioral skills training?
a. new behavior is unlikely to continue unless it is reinforced
b. it is used with individuals who do not need more intensive training procedures (e.g., chaining)
 c. it is used with individuals and groups
d. modeling and instructions are usually sufficient for long term change
ANSWER: d

27. In BST, modeling will have the greatest influence if it occurs

a. in isolation so that it is salient
b. in the context of a role play that simulates the real situation
c. in conjunction with instructions that describe the desirable behavior
d. B and C
ANSWER: d

28. Once a learner observes a model, what factor will make it most likely that the learner will continue to engage in the
observed behavior?
a. if the model’s behavior is reinforced
b. if the model has high status
c. if the model is similar to the learner
d. if the learner’s behavior is reinforced once it occurs
ANSWER: d

29. Which of the following is an example of symbolic modeling?

a. observing a cartoon character engage in the target behavior
b. observing your teacher engage in the target behavior
c. observing a video of a peer engaging in the target behavior
d. A and C
ANSWER: d

30. Which of the following is the best way to provide feedback during BST? Immediately after the learner rehearses the
behavior:
a. correct any behavior that was incorrect
b. provide praise for correct behavior and correct any behavior that was incorrect
c. provide praise for correct behavior
d. provide praise for correct behavior and criticism for errors
ANSWER: b

31. The use of a videotape, audiotape or cartoon is an example of ___________ modeling.

ANSWER: symbolic

32. To increase the effectiveness of modeling, there should be ___________ between the model and the learner or the
model should have high ___________.
ANSWER: similarity; status

33. The learner should have an opportunity to ___________ the behavior as soon as possible after observing the model.
ANSWER: rehearse

34. Rehearsal is important because it provides an opportunity for ___________ of the behavior.
ANSWER: reinforcement
35. In behavioral skills training procedures, feedback is defined as ___________ for correct performance and
___________ for improving performance.
ANSWER: praise; instructions

36. The use of instructions, modeling, rehearsal, and feedback to teach skills is called _____________________.
ANSWER: behavioral skills training

37. Having someone demonstrate the correct behavior for the learner is called _________________.
ANSWER: modeling

38. Telling the learner how to engage in the correct behavior is called ___________________.
ANSWER: instructions

39. Having the learner practice the correct behavior after receiving instructions and modeling is called ____________.
ANSWER: rehearsal

40. Providing praise for correct performance and instructions for improvement following rehearsal is called
_______________.
ANSWER: feedback

41. Each BST procedure is most often used separately to teach skills.
a. True
b. False
ANSWER: False

42. A modeled behavior must occur in response to the relevant discriminative stimulus.
a. True
b. False
ANSWER: True

43. To be most effective, instructions should be general.

a. True
b. False
ANSWER: False

44. It is reinforcing for the learner to engage in complex rehearsals first.

a. True
b. False
ANSWER: False

45. After a person rehearses a behavior, it is best to immediately criticize some aspect of the person’s performance so that
the person learns what he/she did wrong.
a. True
b. False
ANSWER: False

46. BST in groups is most effective with large groups.

 a. True
b. False
ANSWER: False

47. After every rehearsal, the trainer should praise some aspect of the learner’s performance.
a. True
b. False
ANSWER: True

48. To be most effective, the model should have high status or similarity to the learner.
a. True
b. False
ANSWER: True

49. A benefit of BST in groups is that group members can observe other members rehearse the behavior and receive
feedback on their performance
a. True
b. False
ANSWER: True

50. BST procedures are valuable when the learner cannot benefit from being told what to do or from observing the correct
behavior.
a. True
b. False
ANSWER: False

51. What are 4 components of behavioral skills training procedures?

ANSWER: The 4 components of the behavioral skills training are modeling, instructions, rehearsal, and feedback.

52. Why is it important for the learner to repeat instructions?

ANSWER: The learner should repeat the instructions so the teacher can be certain the learner heard the instructions
correctly.

53. Describe how modeling, instructions, rehearsal and feedback are a part of a three-term-contingency.
ANSWER: The modeling and instructions are antecedent strategies used to evoke the correct behavior; rehearsal involves
the execution of the behavior or described in the instructions; feedback is the consequence of rehearsal (when
the behavior is rehearsed correctly, feedback involves a reinforcing consequence for the correct behavior that
strengthens the behavior; when the behavior is partly incorrect, corrective feedback is provided in the form of
instructions to improve performance).

54. Provide 2 advantages and 2 disadvantages of group behavioral skills training.

ANSWER: Advantages of group behavioral skills training are:

• It can be more efficient than individual behavioral skills training, because instructions and modeling
are presented to the whole group.
• Each group member learns by watching other group members rehearse the skills and receive feedback
on their performance.
• Group members learn by evaluating the performance of other group members and providing feedback.
• With a variety of group members participating in role-plays, generalization may be enhanced.
 • The magnitude of reinforcement for successful rehearsal is increased when praise comes from other
group members as well as the trainer.

Disadvantages are:

• Each individual does not have the trainer’s undivided attention.

• Some members may not actively participate or may dominate and limit the participation of other
members.

55. You are using BST procedures to teach children to say “no” and walk away when someone offers them a cigarette.
Describe the steps involved in the BST procedure that you will use to teach the children this skill.
ANSWER: You will teach students to say “no” or otherwise refuse an offer to smoke cigarettes, to ask other students not
to smoke around them, to continue to refuse if a peer persists or tries to apply pressure in some way, and to
leave the situation or ask the peer to leave if the pressure continues. With the input of students, you will
identify all the ways that peers try to talk their fellow students into smoking and the various ways they apply
pressure. These will be the situations around which you will develop the role-play. You will have the
students sit in a circle or sit close to the front of the room, so that they can all see and hear the instructions and
modeling and observe each other in the role-plays. You will put together ten role-plays reflecting the most
common situations that the students face as their peers try to get them to smoke cigarettes. For each role-play,
first describe the situation and the best response the student can make in that situation (instructions). Next,
have a student come up to the front of the room and, in a role-play, ask you to smoke a cigarette; you refuse
the request (modeling). Have the students in the class describe what was good about the modeled behavior.
Now have the student rehearse the behavior in the same role-play and have the class provide feedback on the
performance. You will show the class how to provide descriptive praise for good aspects of the performance
and how to provide suggestions for improvement (feedback). Repeat this process with all of the students in all
of the role-play situations that you developed. During training, to enhance generalization of the skills, you
will use as many different situations as possible that the students might encounter at school or away from
school.
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