Use the link below to answer the following questions: https://we.tl/t-iuAMXTVXKE

Use the link below to answer the following questions:
https://we.tl/t-iuAMXTVXKE
Unit 9
Danforth, J. S. (2016). A flow chart of behavior management strategies for families of children with co-occurring attention-deficit hyperactivity disorder and conduct problem behavior. Behavior Analysis in Practice, 9(1), 64–76.
1. What is an overlooked variable that may limit the effectiveness of parent training? What is the issue? (pp. 1–2)
2. What does the flowchart in this study detail? (p. 2)
3. What does the acronym CP stand for and what does it refer to? (p. 2)
4. What is important for adults to understand for parent training skills to generalize across settings and time? (pp. 2–3)
5. What is the flowchart, and what does it serve as? (p. 3)
6. What is the importance of the first step? How might this correlate with a higher compliance ratio? (p. 3)
7. What are the seven characteristics of an instruction that help establish its strength as an SD for compliance behavior? (pp. 4–5)
8. Describe Step 8’s recommendation to wait silently and allow the child at least 5 seconds to start following instructions. Why might this be important? (p. 5)
9. What are the four parts of praise designed to function as reinforcement, and why should parents not reprimand the child for past behavior while simultaneously praising current behavior? (pp. 5–6)
10. What three discriminable voice tones should each parent have? How should a parent present a verbal reprimand? (Step 10, p. 6)
11. How should parents present warnings about undesirable consequences such as time-out? (Step 11, p. 6)
12. What is the purpose of time-out? (p. 6)
13. What are the three decisions that parents must make prior to using time-out for the first time? (p. 7)
14. Describe the steps in implementing time-out. (p. 7)
15. Why do you think it is important for the parent to preview the time-out with the child? (p. 7)
16. What are the criteria that define minimally acceptable time-out behavior? (p. 7)
17. What should the parent do if the child is disruptive at the end of the time-out duration? (p. 8)
18. What should be done if the child: (p. 8)
a. Refuses to go to or stay in time-out?
b. Damages property during time-out?
c. Interferes with the activities of others during time-out?
19. What is the purpose of the backup consequence, and what are some examples of effective backup consequences? (p. 9)
20. What are the steps for when parents choose to not give a backup consequence for time-out resistance? (pp. 9–10)
Bicard, D. F., & Neef, N. A. (2002). Effects of strategic versus tactical instructions on adaptation to changing contingencies in children with ADHD. Journal of Applied Behavior Analysis, 35, 375–389.
1. What are some difficulties demonstrated by individuals with ADHD? (p. 1)
2. How did Skinner (1969) define a rule? Describe the two categories of human operant behavior. (p. 2)
3. What is necessary for a generalized instruction-following repertoire to develop, and which form of behavior is less sensitive to changes in environmental contingencies? (p. 2)
4. Distinguish between tactical and strategic instructions. (p. 3)
5. What were the three goals of this study? (p. 3)
6. Describe the experimental sessions in this study. (p. 4)
7. Distinguish between the rules given before each session for TCSS and SCSS sessions. (pp. 4–5)
8. Describe the “same” and “reversed” contingency test sessions. (p. 5)
9. Describe how the participant’s verbal behavior was scored. (p. 7)
10. Describe how the participant’s nonverbal–verbal correspondence was evaluated, and distinguish between positive and negative say–do correspondence. (p. 7)
11. What do the results of this study suggest? (p. 11)
12. What is the role of history of reinforcement for compliance with tactical versus strategic instructions, and what is an implication from this explanation? (p. 11)
13. What were the findings of the study related to verbal–nonverbal correspondence?
14. What are some directions for future research? (pp. 12–13)
15. How did this study differ from basic studies? (p. 13)
Hoerger, M. L., & Mace, F. C. (2006). A computerized test of self-control predicts classroom behavior. Journal of Applied Behavior Analysis, 39, 147–159.
1. What are the three interrelated processes involved in behavioral inhibition? (p. 1)
2. What is the principal impairment in ADHD believed to be, and what does the clinical profile comprise? (p. 1)
3. Describe the behavioral model of self-control. (p. 2)
4. In studies on self-control, which choice do children with ADHD make compared to their peers? (p. 2)
5. What is unique about the Solanto et al. (2001) study as compared with other studies of impulsivity and self-control with individuals with ADHD? What did the Solanto et al. study attempt to do and what were their findings? (p. 3)
6. Describe how the current study extends the Solanto et al. (2001) study. (p. 3)
7. Distinguish between the two groups of participants. (p. 4)
8. Describe the Computerized Test of Self Control (CTSC), including the two sessions on the delay condition and the two sessions on the problem difficulty condition. (p. 5)
9. What behaviors were recorded during the direct observation sessions?
10. Describe the overall results of the study.
11. In what ways does the present research replicate and extend the Solanto et al. (2001) study?
LaRue, R. H., Jr., Northup, J., Baumeister, A. A., Hawkins, M. F., Seale, L., Williams, T., & Ridgway, A. (2008). An evaluation of stimulant medication on the reinforcing effects of play. Journal of Applied Behavior Analysis, 41(1), 143–147.
1. What remains to be investigated regarding the effects of stimulant medication on ADHD?
2. What is the purpose of the current study?
3. Describe the criterion establishment phase.
4. What types of coupons could the participants earn during the reinforcer assessment phase? What did they have to do to earn the coupons?
5. Describe the different medication statuses that were evaluated.
6. What were the results of the study?
7. What are the implications of these findings?
Grauvogel‐MacAleese, A. N., & Wallace, M. D. (2010). Use of peer‐mediated intervention in children with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 43(3), 547–551.
1. What are the purposes of the current study? (p. 1)
2. Describe the dependent variables in this study. (p. 2)
3. Describe the difference between the peer- and staff-attention conditions of the functional analysis. (p. 3)
4. Describe the DRA condition. (p. 3)
5. What were the results of this study? (p. 3)
6. What did results from this study demonstrate? (p. 4)

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