01
True or false
1 point
True or false: Creating a task analysis is, by itself, enough to teach a learner to complete the task.
Free Practice Quiz Question List
7 Planning and Evaluating Skill Acquisition Online Quiz Questions
Use this free practice quiz with 20 questions to review 7 Planning and Evaluating Skill Acquisition, test your knowledge, and prepare for your next test or exam.
20 questions
02
Choose one
1 point
A learner completes a routine correctly, but the team also needs to know whether they can complete it smoothly and quickly enough for everyday use. Which measure best addresses that question?
- A
Accuracy
- B
Fluency
- C
Prompt level
- D
Maintenance
03
Fill in the blank
1 point
The percentage of opportunities in which a response is correct is a measure of .
04
Written response
1 point
A learner continues to use a skill after initial teaching has ended and support has been reduced. What skill-acquisition term describes this continued performance?
05
Choose one
1 point
A learner is not yet able to request a break independently. The instructor first reinforces selecting a break symbol, then gradually expects the learner to use it independently at the relevant time. Which teaching procedure is being used?
- A
Chaining
- B
Discrimination training
- C
Shaping
- D
Prompt fading
06
Fill in the blank
1 point
When an outcome follows a response and increases the future likelihood of that response, the procedure is called .
07
True or false
1 point
True or false: Requiring a learner to complete every task step independently across several sessions is a universal mastery criterion that should be used for every skill.
- A
True
- B
False
08
Written response
1 point
A learner first learns to request a break with one instructor, then uses the skill with another adult in a different relevant setting. What skill-acquisition term describes this transfer?
09
Choose one
1 point
A learner responds correctly only after a visual prompt, but the goal is for the learner to respond when the ordinary everyday cue occurs. Which plan best supports that goal?
- A
Plan to fade prompts so the ordinary cue comes to control the response.
- B
Keep the instructor’s prompt in place so it remains the most reliable cue.
- C
Increase prompts whenever the learner responds independently.
- D
Use a new instructional signal for every practice opportunity.
10
Choose one
1 point
A learner is taught to request a break when work is underway and to use a different response when they need help. Which procedure most directly teaches when each response is appropriate?
- A
Shaping
- B
Discrimination training
- C
Chaining
- D
Reinforcement
11
Choose all
1 point
Progress on a skill has stalled. Select all the implementation and measurement conditions that should be reviewed before deciding how to adjust instruction.
- A
Check whether enough learning opportunities were provided.
- B
Assume the learner lacks ability and discontinue data collection.
- C
Check whether prompts and reinforcement were delivered as planned.
- D
Check whether progress was measured consistently.
12
Choose all
1 point
A learner has mastered a communication response during structured practice. Select all actions that would help determine or support whether the skill transfers to other relevant conditions.
- A
Practice with different people, settings, materials, and examples.
- B
Teach in environments where the skill will be useful and involve people who support it there.
- C
Keep all practice with the original instructor and materials, then assume the skill will transfer.
- D
Probe performance with untrained examples.
13
Choose one
1 point
Before selecting forward chaining, backward chaining, or total-task instruction to teach a task sequence, what should the instructor define?
- A
A task analysis
- B
A reinforcement schedule
- C
A maintenance check
- D
A fluency measure
14
Open ended
1 point
Design a skill-acquisition plan for teaching a learner to wash their hands independently. Explain how you would define and teach the steps, select procedures for parts of the skill, measure progress, decide when to adjust instruction, and check whether the skill transfers and continues over time.
15
Choose one
1 point
A learner requests a break, receives an outcome they value, and requests breaks more often in later opportunities. Which procedure does this example illustrate?
- A
Giving a learner an extra cue before they respond
- B
Providing a valued outcome after a response, followed by an increase in that response
- C
Repeating an instruction until the learner responds
- D
Breaking a task into smaller actions
16
Written response
1 point
A learner was taught to request a break with one instructor and later uses the skill with a different adult in another relevant setting. What is this transfer of the skill called?
17
Choose one
1 point
A learner does not yet independently request a break. The instructor first reinforces selecting the break symbol, then gradually expects the learner to use it independently at the relevant time. Which procedure is being used to build the response?
- A
Prompting
- B
Chaining
- C
Shaping
- D
Discrimination training
18
Written response
1 point
After instruction has been reduced, a learner continues to perform a skill independently and usefully. What is this continued performance called?
19
Choose one
1 point
A learner responds to a visual prompt but should eventually request a break when independent work itself signals the need. What should the instructor plan to do with the prompt?
- A
Gradually reduce the extra help so the ordinary cue can evoke the response
- B
Keep the same prompt in place even after independent responding improves
- C
Add more prompts whenever the learner responds correctly
- D
Replace practice with a task analysis
20
True or false
1 point
A task analysis lists the steps in a self-care routine. Having that list alone is sufficient to teach the learner to perform the routine.
- A
True
- B
False