Free Practice Quiz Question List

1 Foundations of Behavioral Skill Teaching Online Quiz Questions

Use this free practice quiz with 20 questions to review 1 Foundations of Behavioral Skill Teaching, test your knowledge, and prepare for your next test or exam.

20 questions

True or false

1 point

A learner selects the correct cup when practicing with one instructor and one cup position. This alone shows that the skill has generalized to new people and settings.

A
True
B
False

Choose one

1 point

Which definition best describes an observable, measurable skill for asking for help?

A
The learner understands how to ask for help.
B
When a task is difficult, the learner says “help, please,” selects a help icon, or uses another agreed-upon communication response.
C
The learner is cooperative when tasks are challenging.
D
The learner knows when assistance is needed.

Written response

1 point

What measurement describes how long it takes a learner to begin a response after a cue?

Fill in the blank

1 point

An instructor reinforces successive approximations that move closer to a final skill. This teaching procedure is called .

True or false

1 point

In behavioral teaching, “positive” and “negative” describe whether something is added or removed, not whether it is good or bad.

A
True
B
False

Choose one

1 point

A learner uses a visual cue to complete a task step. What is the best plan for the prompt as the learner becomes more reliable?

A
Keep the same prompt permanently so the learner does not make errors.
B
Plan to fade the prompt so the relevant natural cue comes to control the skill.
C
Record prompted responses as independent to show that the learner is progressing.
D
Choose prompts without considering the learner or the task.

Choose all

1 point

Which information would make baseline performance for a skill more informative? Select all that apply.

A
Record the number and type of opportunities and the conditions in which they occurred.
B
Record whether responses were prompted or independent.
C
Record only a raw response count, without noting how many opportunities occurred.
D
For a multi-step skill, record which steps were completed independently.

Fill in the blank

1 point

Before teaching a multi-step routine through chaining, an instructor creates a clear list of its component steps. This list is called a .

Choose one

1 point

An instructor teaches the first step of a routine and adds each later step in sequence. Which chaining method is being used?

A
Teach the final step first, then add earlier steps.
B
Have the learner practice the entire sequence with support as needed.
C
Teach the first step, then add later steps in order.
D
Reinforce only steps the learner already completes independently.

Written response

1 point

A learner makes 4 independent responses in 10 opportunities. What percentage of the opportunities had an independent response? Enter a percentage value.

Choose all

1 point

Which practices align with ethical, learner-centered skill teaching? Select all that apply.

A
Respect assent where applicable and pause or revise instruction when needed.
B
Protect the learner’s privacy.
C
Continue the procedure unchanged even when the learner shows distress.
D
Use the least intrusive support that is effective.

Choose one

1 point

During practice with cups and spoons, which approach best teaches the learner to respond to the relevant cue rather than an irrelevant position?

A
Teach the learner to select the object that is always placed on the left.
B
Reinforce any selection as long as the learner responds quickly.
C
Reinforce selecting the cup when asked for the cup and the spoon when asked for the spoon, while varying their positions.
D
Teach the learner to wait for a gesture before selecting an object, regardless of the spoken cue.

Open ended

1 point

A learner is beginning to request help during difficult tasks. Describe a teaching plan that defines the target response, establishes a useful baseline, supports correct practice, and uses data to guide next steps.

Written response

1 point

Which measurement records the number of times a response occurs?

Choose one

1 point

Which goal is written in observable, measurable terms?

A
The learner understands that a task is difficult.
B
When a task is difficult, the learner says “help, please,” selects a help icon, or uses another agreed-upon communication response.
C
The learner is cooperative when work becomes challenging.
D
The learner asks for help appropriately whenever needed.

True or false

1 point

A consequence counts as reinforcement only when the behavior it follows becomes more likely in the future.

A
True
B
False

Choose one

1 point

An observer records “4 requests” as baseline data. Which change would make the record more informative?

A
Record the total number of requests across the day, without noting how many chances the learner had.
B
Record whether the learner seemed cooperative during the observation.
C
Record independent requests and the number of opportunities, along with relevant conditions and prompts.
D
Record only the number of requests that occurred after a spoken hint.

Written response

1 point

What is the teaching term for extra help—such as a gesture, model, visual cue, or spoken hint—that makes a correct response more likely?

Choose one

1 point

A learner is learning to communicate “help.” The learner first makes a clear but rough attempt, then begins producing a closer approximation. What is the appropriate shaping strategy?

A
Gradually require a closer approximation to the final response as the learner improves.
B
Continue reinforcing the first approximation even after the next step is within reach.
C
Wait until the learner performs the entire final skill before providing any consequence.
D
Change the target response unpredictably so the learner practices more variations.

Choose one

1 point

An instructor wants a learner to practice every step of washing hands during each teaching opportunity, helping with steps as needed. Which chaining approach matches this plan?

A
Teach only the first step, then add each later step in order.
B
Teach the final step first and leave the earlier steps until later.
C
Practice only the steps the learner has already mastered.
D
Have the learner practice the whole sequence, providing support as needed.