Unit 7 ASRs Answer Key Part 4

7.11 1. Estefania has not had access to her favorite snack, peanut butter stuffed pretzel bites, in over a week. When her RBT arrives at her house to work with her, Estefania sees that the RBT has brought a container of peanut butter stuffed pretzel bites. Estefania is eager to begin the session and quickly responds to each of the RBT’s questions. The RBT provides Estefania with a peanut butter stuffed pretzel bite after an average of five correct responses. A. What is the consequence for Estefania’s behavior? a. Access to the pretzel bites b. The sight of the container of peanut butter stuffed pretzel bites c. Answering the RBT’s questions d. No peanut butter stuffed pretzel bites for over a week Answer: a Explanation: Answering questions is what Estefania does, so this cannot be a consequence for her behavior (it IS her behavior). B. Is the consequence a stimulus that is added or removed following the response? a. Removed (negative) b. Added (positive) Answer: b Explanation: The peanut butter stuffed pretzel bites are provided to Estefania after she responds accurately, meaning this consequence is positive. C. What are the antecedents to the response? Select all that apply. a. Access to the pretzel bites b. The sight of the container of peanut butter stuffed pretzel bites c. Answering the RBT’s questions d. No peanut butter stuffed pretzel bites for over a week Answer: b, d Explanation: Estefania hasn’t had pretzel bites but also sees that the RBT has pretzel bites before she starts responding to the RBT’s questions. D. Which antecedent alters the effectiveness of the consequence? a. No peanut butter stuffed pretzel bites for over a week b. The sight of the container of peanut butter stuffed pretzel bites Answer: a Explanation: While the sight of container signals the pretzel bites are available, it is the fact that Estefania hasn’t had access to them for so long which may alter the effectiveness of the peanut butter stuffed pretzel bites as a consequence. E. What effect does the fact that Estefania has not had access to peanut butter stuffed pretzel bites for over a week have on the consequence? a. Increase the effectiveness b. Decrease the effectiveness Answer: a F. What is the function of the fact that Estefania has not had access to peanut butter stuffed pretzel bites for over a week? a. EO for SR+ b. AO for SRc. EO for SRd. AO for SR+ Answer: a Explanation: The pretzel bites are added following Estefania’s response, making it a positive consequence, and not having had access to them for over a week increases the effectiveness, making it an establishing operation. G. What is the behavior-altering effect of the fact that Estefania has not had access to peanut butter stuffed pretzel bites for over a week? a. Evocative b. Abative c. Abolishing d. Establishing Answer: a Explanation: The two behavior-altering effects of motivating operations are evoke and abate. In this case, Estefania’s behavior of accurately responding to the RBT’s questions is evoked. H. What is the value-altering effect of the fact that Estefania has not had access to peanut butter stuffed pretzel bites for over a week? a. Establishes the effectiveness of the pretzel bites as a consequence b. Established the effectiveness of accurately responding to the RBTs questions c. Signals peanut better stuffed pretzel bites are available d. Evokes accurately responding to the RBT’s questions Answer: a Explanation: The two value-altering effects of motivating operations are establish and abolish. Remember that motivating operations increase or decrease the value of a consequence (not of the behavior). In this case, access to the pretzel bites is established as an effective consequence. 2. There is a policy at the agency where Lori works that employees who pick up extra shifts will earn a bonus at the end of the day. Usually Lori picks up extra shifts, but she just checked her bank account and realized she received an income tax refund that was larger than she was expecting. As a result, Lori does not pick up extra shifts at work this week. A. What is the consequence for Lori’s behavior? a. The income tax refund b. The bonus policy at the grocery c. Picking up shifts at work d. The bonus at the end of the day Answer: d Explanation: Picking up extra shifts is what Lori does (or does not do, this week), and the consequence for this is that she receives a bonus at the end of the day. B. Is the consequence a stimulus that is added or removed following the response? a. Added (positive) b. Removed (negative) Answer: a Explanation: When Lori picks up extra shifts, the bonus is provided to her, which makes this a positive consequence. C. What are the antecedents to the response? Select all that apply. a. Picking up shifts at work b. The income tax refund c. The bonus policy at the agency d. The bonus at the end of the day Answer: b, c Explanation: There are two antecedents that may impact Lori’s behavior of picking up extra shifts: The amount of money she received in her income tax refund and also the bonus policy at the agency. D. Which antecedent alters the effectiveness of the consequence? a. The income tax refund b. The bonus policy at the agency Answer: a Explanation: While the bonus policy indicates that the bonus at the end of the day contingent on picking up extra shifts at work, the extra money she received in the income tax refund changes the effectiveness of earning a bonus. E. What effect does the income tax refund have on the consequence? a. Increase the effectiveness b. Decrease the effectiveness Answer: b Explanation: The sight of unexpected extra money in her bank account decreases the effectiveness of bonus money as a consequence for picking up extra shifts. F. What is the function of the income tax refund? a. AO for SRb. EO for SR+ c. AO for SR+ d. EO for SRAnswer: c Explanation: The bonus would be provided to Lori at the end of the day, making it a positive consequence, but the income tax refund decreased the effectiveness of that bonus as a consequence, making it an abolishing operation. G. What is the behavior-altering effect of the income tax refund? a. Abolishing b. Abative c. Evocative d. Establishing Answer: b Explanation: The two behavior-altering effects of motivating operations are evoke and abate; in this example, Lori’s behavior of picking up extra shifts is abated. H. What is the value-altering effect of the income tax refund? a. Signals the bonus at the end of the day is available b. Abates picking up extra shifts at work c. Abolishes the effectiveness of picking up extra shifts at work d. Abolishes the effectiveness of the bonus at the end of the day Answer: d Explanation: The two value-altering effects of motivating operations are establish and abolish; in this example, the effectiveness of the bonus as a consequence is abolished. Remember: Motivating operations can evoke or abate behavior, but cannot alter the effectiveness of behavior. 3. Lina does not like going with her family to her grandmother’s house for dinner because the adults all talk to each other, and she isn’t interested in their conversations. Most times, she will ask her mother several times throughout the evening if they can go home, and eventually her mother gives in and takes her home. Tonight, though, her favorite aunt has just arrived and has been talking to Lina about things Lina enjoys, so Lina does not ask her mother if they can go home. A. What is the consequence for Lina’s behavior? a. The presence of Lina’s mother b. The presence of Lina’s favorite aunt c. Getting to leave grandma’s house d. Begging her mother to take her home Answer: c Explanation: The behavior that Lina usually engages in is begging her mother to take her home, and the eventual result of that is the ability to leave grandma’s house. B. Is the consequence a stimulus that is added or removed following the response? a. Removed (negative) b. Added (positive) Answer: a Explanation: When Lina is taken home by her mother, she gets to leave her grandmother’s house, meaning this is a negative consequence. C. What are the antecedents to the response? a. Getting to leave grandma’s house b. The presence of Lina’s favorite aunt c. Begging her mother to take her home d. The presence of Lina’s mother Answer: b, d Explanation: When Lina begs to go home (or doesn’t beg, in this instance), both her mother and her favorite aunt are present in her environment. D. Which antecedent alters the effectiveness of the consequence? a. The presence of Lina’s mother b. The presence of Lina’s favorite aunt Answer: b Explanation: The presence of Lina’s favorite aunt changes the effectiveness of leaving grandma’s house as a consequence. E. What effect does the presence of Lina’s favorite aunt have on the consequence? a. Increase the effectiveness b. Decrease the effectiveness Answer: b Explanation: In this case, the presence of the favorite aunt makes leaving grandma’s house a less effective consequence for begging to go home. F. What is the function the presence of Lina’s favorite aunt? a. EO for SRb. EO for SR+ c. AO for SRd. AO for SR+ Answer: c Explanation: Being able to leave an aversive situation is a behavior that is maintained by negative reinforcement. When Lina begs to go home, it results in the removal of the aversive situation (having to listen to adults having boring conversations). The arrival of Lina’s favorite aunt makes the aversive situation less aversive, meaning it is functioning as an AO for negative reinforcement. G. What is the behavior-altering effect of the presence of Lina’s favorite aunt? a. Abative b. Abolishing c. Establishing d. Evocative Answer: a Explanation: Most times when Lina is at her grandma’s house for dinner, she begs to go home, but tonight she does not engage in this behavior. Lina’s begging is abated by the presence of her favorite aunt. H. What is the value-altering effect of the presence of Lina’s favorite aunt? a. Abolishes the effectiveness of getting to leave grandma’s house b. Abates begging her mother to go home c. Abolishes the effectiveness of begging her mother to go home d. Signals getting to leave grandma’s house is available Answer: a Explanation: The presence of Lina’s favorite aunt has made a typically aversive situation less aversive, and thus decreases the effectiveness of the removal of that aversive situation. Getting to leave grandma’s house is no longer valuable as a consequence for begging as soon as Lina’s favorite aunt arrives. 4. Corey is trying to focus on an article he is reading but a co-worker is speaking loudly in her office. Corey looks over and sees his office door is open, so he gets up and crosses the room to close the door. A. What is the consequence for Corey’s behavior? a. The sound of the co-worker’s voice b. Reducing the sound of the co-worker’s voice c. Crossing the room and closing the door d. The sight of the door open to his office Answer: b Explanation: After Corey closes the door (which is his behavior), the sound of the co-worker’s voice is reduced. B. Is the consequence a stimulus that is added or removed following the response? a. Added (positive) b. Removed (negative) Answer: The sound of the co-worker’s voice is reduced, making it a negative consequence. C. What are the antecedents to the response? a. Crossing the room and closing the door b. The sound of the co-worker’s voice c. Reducing the sound of the co-worker’s voice d. The sight of the open door to his office Answer: b, d Explanation: Corey hears his co-workers voice and sees his office door is open before he closes the door. D. Which antecedent alters the effectiveness of the consequence? a. The sound of the co-worker’s voice b. The sight of the open door to his office Answer: a Explanation: It is the sound of the co-worker’s voice that makes the removal of that sound an effective consequence. E. What effect does the sound of the co-worker’s voice have on the consequence? a. Increase the effectiveness b. Decrease the effectiveness Answer: a F. What is the function of the sound of the co-worker’s voice? a. EO for SR+ b. AO for SR+ c. EO for SRd. AO for SRAnswer: c Explanation: The sound of the co-worker’s voice is removed after Corey closes the door, making this a negative consequence; in fact, the sound of the co-worker’s voice establishes its own removal as an effective consequence for closing the door. G. What is the behavior-altering effect of the sound of the co-worker’s voice? a. Abolishing b. Abative c. Establishing d. Evoke Answer: d Explanation: The two behavior-altering effects of motivating operations are evoke and abate. In this case, Corey’s behavior of getting up to close the door is evoked. H. What is the value-altering effect of the sound of the co-worker’s voice? a. Establishes the effectiveness of crossing the room and closing the door b. Evokes crossing the room and closing the door c. Establishes the effectiveness of the removal of the coworker’s voice d. Signals the removal of the sound of the co-worker’s voice is available Answer: c Explanation: The two value-altering effects of motivating operations are establish and abolish. Remember that motivating operations increase or decrease the value of a consequence (not of the behavior). In this case, the sound of the co-worker’s voice is established as an effective form of negative reinforcement. 5. Charlie does not like practicing math facts, so he often engages in disruptive behavior during math class because the teacher sends him to the hallway, and he avoids the work. Today, his teacher uses Star Wars figurines to practice addition facts. Charlie is a big fan of Star Wars, so he does not engage in disruptive behavior during math class. A. What is the consequence for Charlie’s behavior? a. The math teacher b. Getting sent out of the classroom c. The Star Wars figurines d. Engaging in disruptive behavior Answer: b Explanation: In the presence of the math teacher (antecedent) if Charlie engages in disruptive behavior, he gets sent to the hallway and avoids practicing math facts. B. Which antecedent alters the effectiveness of the consequence? a. The Star Wars figures b. The math teacher Answer: a Explanation: While the math teacher signals the consequence (being sent to the hallway) is available for engaging in disruptive behavior, it is the Star Wars figurines that is changing the effectiveness of that consequence. C. What is the function of the Star Wars figurines? a. AO for SRb. EO for SRc. EO for SR+ d. AO for SR+ Answer: a Explanation: When Charlie engages in disruptive behavior, he is sent away from the classroom where math facts are being practiced. This is the removal of an aversive for Charlie. Here, we see that Charlie’s behavior is abated because the Star Wars figurines make that consequence less valuable for him. D. What is the value-altering effect of the Star Wars figurines? a. Signals getting sent out of the classroom during math is available b. Abolishes the effectiveness of getting sent out of the classroom during math c. Abolishes the effectiveness of engaging in disruptive behavior d. Abates disruptive behavior Answer: b Explanation: The Star Wars figurines decrease (abolish) the value of getting sent out of the classroom during math class and therefore abates disruptive behavior. 6. Frances walks into the kitchen and smells something rotten. She looks in the trashcan and sees the chicken bones from the prior night’s dinner, so she pulls the trash bag from the can and takes it to the bin outside. A. What is the consequence for Frances’ behavior? a. The sight of the chicken bones in the trash b. Taking the trash bag outside c. The rotten smell is removed d. The rotten smell in the kitchen Answer: c Explanation: The rotten smell and the sight of the chicken bones occur before Frances engages in the behavior of taking out the trash bag. After she does this, the rotten smell will be removed from the kitchen. B. Which antecedent alters the effectiveness of the consequence? a. The sight of the chicken bones in the trash b. The rotten smell in the kitchen Answer: b Explanation: The smell in the kitchen makes the removal of the smell effective as a consequence; the sight of the chicken bones signal how that consequence may be available. C. What is the function of the rotten smell in the kitchen? a. AO for SR+ b. EO for SR+ c. EO for SRd. AO for SRAnswer: c Explanation: The rotten smell is removed, making this a negative consequence, and the smell establishes the removal of itself as an effective consequence. D. What is the value-altering effect of the rotten smell in the kitchen? a. Evokes taking the trash bag outside b. Signals the removal of the rotten smell is available c. Establishes the effectiveness of the removal of the rotten smell d. Establishes the effectiveness of taking the trash bag outside Answer: c Explanation: The two value-altering effects of motivating operations are establish and abolish. Remember that motivating operations increase or decrease the value of a consequence (not of the behavior). In this case, the rotten smell in the room is established as an effective form of negative reinforcement. 7. Carlos checks his calendar and sees there is a staff meeting scheduled at 1:00pm. So that he will be prepared for the meeting, Carlos begins asking his co-workers where the meeting will be held and what is on the agenda. A. What is the consequence for Carlos’s behavior? a. The sight of the co-worker b. The sight of the meeting on the calendar c. Receiving information about the meeting d. Asking co-workers about the meeting Answer: c Explanation: Carlos asks his co-workers about the meeting, which is his behavior. Before this, he sees the meeting on the calendar and he sees his coworkers, meaning these are antecedents to his response. B. Which antecedent alters the effectiveness of the consequence? a. The sight of the co-worker b. The sight of the meeting on the calendar Answer: b Explanation: The sight of the co-workers signals that information about the meeting is available, but the sight of the meeting on the calendar is what makes the information effective as a consequence. C. What is the function of the sight of the meeting on the calendar? a. AO for SR+ b. EO for SRc. EO for SR+ d. AO for SRAnswer: c Explanation: The information is provided following the response, making it a positive consequence, and the sight of the meeting on the calendar establishes the effectiveness of the information as a consequence. D. What is the value-altering effect of the sight of the meeting on the calendar? a. Establishes the effectiveness of asking co-workers for information about the meeting b. Establishes the effectiveness of information about the meeting. c. Evokes asking co-workers for information about the meeting d. Signals the information about the meeting is available Answer: b Explanation: The two value-altering effects of motivating operations are establish and abolish. Remember that motivating operations increase or decrease the value of a consequence (not of the behavior). In this case, access to information about the meeting is established as an effective consequence. 8. Christi’s favorite treat are sour candies, so Christi’s RBT has brought a big bag of sour candies to provide to Christi contingent on her responses to discrete trial tasks. Sadly, Christi has a canker sore in her mouth so today the sour candies hurt when she eats them. As a result, Christi does not respond to many discrete trial tasks. A. What is the consequence Christi’s behavior? a. Responding to tasks b. The canker sore in her mouth c. Access to sour candies d. The big bag of sour candies Answer: c Explanation: Christi’s behavior in this example is responding (or not responding) to discrete trial tasks; contingent on responding, Christi is provided with sour candies. B. Which antecedent alters the effectiveness of the consequence? a. The big bag of sour candies b. The canker sore in her mouth Answer: b Explanation: Both of these antecedents may impact Christi’s behavior, but the canker sore in her mouth is the one that alters the effectiveness of access to the candies. C. What is the function of the canker sore in Christi’s mouth? a. EO for SR+ b. AO for SRc. AO for SR+ d. EO for SRAnswer: c Explanation: The consequence (access to sour candies) is added to Christi’s environment contingent on her behavior, making this a positive consequence but the canker sore decreases the effectiveness of the consequence, making it an abolishing operation. D. What is the value-altering effect of the canker sore in Christi’s mouth? a. Signals access to sour candies is available b. Abolishes the effectiveness of responding to discrete trial tasks c. Abolishes the effectiveness of access to sour candies d. Abates responding to discrete trial tasks Answer: c Explanation: The canker sore abates responding to discrete trial tasks, but this is the behavior-altering effect. The value-altering effects of motivating operations are establish and abolish the effectiveness of the consequence (not the behavior). 7.12 1. What is the term for a motivating operation that increases the value of a consequence due to ontogenic provenance? a. Unconditioned establishing operation b. Conditioned establishing operation c. Unconditioned abolishing operation d. Conditioned abolishing operation Answer: b Explanation: The terms “unconditioned” and “conditioned” describe provenance. When the value-altering effect of a motivating operation is due to phylogenic provenance, the term “unconditioned” is used. When the value-altering effect of a motivating operation is due to ontogenic provenance, the term “conditioned” is used. In this scenario, an increase in value is described with the term “establishing.” If this effect is due to ontogenic provenance, the term “conditioned” is used. Putting these two terms together, we have a conditioned establishing operation. 2. What is the term for a motivating operation that decreases the value of a consequence due to phylogenic provenance? a. Unconditioned establishing operation b. Conditioned establishing operation c. Unconditioned abolishing operation d. Conditioned abolishing operation Answer: c Explanation: The terms “unconditioned” and “conditioned” describe provenance. When the value-altering effect of a motivating operation is due to phylogenic provenance, the term “unconditioned” is used. When the value-altering effect of a motivating operation is due to ontogenic provenance, the term “conditioned” is used. In this scenario, a decrease in value is described with the term “abolishing.” If this effect is due to phylogenic provenance, the term “unconditioned” is used. Putting these two terms together, we have an unconditioned abolishing operation. 3. The term “unconditioned” in UMOs means the behavior is unconditioned or unlearned. a. True b. False Answer: b Explanation: The term “unconditioned” describes the value-altering effect on an MO: due to phylogenic provenance. This term does not describe the provenance of the behavior. 4. Two main types of human UMOs are deprivation, which is a _____ and satiation, which is a _____. Answer: Unconditioned establishing operation (UEO); Unconditioned abolishing operation (UAO), Explanation: Unconditioned MOs could alter the value of a consequence in two ways. (1) They could increase the value of a consequence. In this case, they would have an establishing effect and we would describe them as unconditioned establishing operations (UEOs). (2) They could decrease the value of a consequence. In this case, they would have an abolishing effect, and we would describe them as unconditioned abolishing operations (UAOs). 5. List the five deprivation and satiation UMOs: Answer: Food, water, sleep, activity, oxygen Explanation: Unconditioned MOs are antecedent conditions that would alter the value of a consequence due to phylogenic provenance. Examples include states of deprivation or satiation related to food, water, sleep, physical activity, and oxygen.