Use common broad labels such as sib aggression and

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use common, broad labels such as SIB, aggression , and attention-getting behavior since they do not require further definition You cannot decelerate the not occurrence of a behavior. You can thus not decelerate not being on task (i.e., being off-task—which is, by the way, something dead persons do especially well! They are always so off-task!). Using broad labels is generally unacceptable since broad and unclear response labels and definitions result in data with low inter-observer reliability (among other problems). (In later classes we will explore this issue in greater depth). Rather than “aggression” however, a target behavior may be called “striking others with closed fist” or “kicking others”. The greater the level of detail, the less likely mistakes will be made in the data, or in a caregiver’s choice to intervene. Best practice requires that a replacement behavior be taught if we are targeting another behavior for reduction. Typically, these alternative targets contact the same function – but not always. Question 30 2 / 2 pts Social validity seeks to determine if the proposed intervention is acceptable to
Society Individuals served Correct! All of the above Involved parties Before an intervention is put into place to increase or decrease a target behavior consideration should be given to assess if it will be acceptable to society, individuals served, and involved parties. Question 31 2 / 2 pts Johnny is 12-years old, and wears only slip-on shoes. He now states a very strong desire to play sports in school, which requires that he wear fully-laced athletic shoes (such as high-top sneakers or cleats). He will have to keep his own shoes tied during games, but until now, he has never learned to tie shoes (he was not compliant with the training as a toddler, and so the entire skill was thereafter avoided by simply providing him with non-tie shoes). With Johnny now in agreement, we identify a new formal learning objective: that John will learn to tie his shoes . This new objective most likely ignores which broad aspect of social validity: X = Client satisfaction with the results Y = The social significance of the goals X and Y X only Y only
Correct! Neither X nor Y Johnny is likely to be satisfied with the results of the learning objective since it will lead to his stated outcomes. The target behavior is socially significant in this case. Thus, this goal meets both of those tests for social validity. Question 32 2 / 2 pts Emily decides to write a program to increase rate of reading demonstrated by three students who are lagging behind the class. Before she begins, Emily speaks to the students’ teacher to determine how much the students need to improve their performance in order to get back on par with the rest of the class. In terms of social validity, Emily is ensuring that the: Correct!

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