Mock Question Flashcard

You are working with your new 7-year-old client, Ryan, who has two aggressive behaviors and a significant deficit in requesting for help when necessary. His guardian expressed that they would like to make these 3 behaviors the current main focus for services. When will you know that a targeted behavior no longer needs to be treated with an intervention? A) When the target behavior occurs at a frequency that is similar to the client's typically developing peers B) When a target behavior has decreased (if targeted for reduction) or has increased (if targeted for increase) C) When the client's guardian approves of the frequency of the target behavior D) When the targeted behavior no longer occurs

A) When the target behavior occurs at a frequency that is similar to the client's typically developing peers Correct Answer: "When the target behavior occurs at a frequency that is similar to the client's typically developing peers." The goal is to have the target behavior match that of the client's non-handicapped peers. "When the target behavior no longer occurs" is incorrect because the question does not say if the target behavior is targeted for an increase or reduction (if we were trying to increase the behavior and the behavior was not occurring at all, then the intervention would not be complete). "When the client's guardian approved of the frequency of the target behavior" is incorrect since the guardian is not the only "judge" of how often the behavior should be occurring. (Although this is very important, it is not the best answer choice.) "When a target behavior has decreased (if targeted for reduction) or has increased (if targeted for increase)" is incorrect because we do not know whether the increase or decrease is socially significant. (Ex: if targeting self-injurious behavior for reduction that occurs 100 times per day, 99 times per day would not be acceptable for removing the intervention, even though there was a decrease).

Denny is a carpenter who makes wooden bowls. Today, his foreman said, "For every oak wood bowl you make, you will receive $6. For every cedar wood bowl you make, you will receive $4." It takes about 15 minutes to craft a wooden bowl, no matter the wood type. It also takes the same amount of effort to craft an oak or cedar wood bowl. Denny crafts 30 oak wood bowls today. According to the Matching Law, Denny also likely crafted _______________ cedar wood bowls today. A)0 B)30 C)60 D)15

A)0 Correct Answer: "0 cedar wood bowls." The matching law refers to the distribution of responses when there is more than one schedule of reinforcement available at the same time. With concurrent variable interval or concurrent fixed interval schedules of reinforcement, the person is likely to distribute their responding proportionally between the two schedules of reinforcement. With concurrent variable ratio or concurrent fixed ratio schedules of reinforcement, the person is likely to allocate all of their responses to the highest level of reinforcement. Since Denny's reinforcement schedule is on a fixed ratio schedule (one oak wood bowl=$6 and one cedar wood bowl=$4), he is likely to allocate all of his time to craft oak wood bowls. Therefore, according to the Matching Law, Denny likely crafted 0 cedar wood bowls this day.

How many independent variables are measured at minimum during a component analysis? a. 1 b. 4 c. 3 d. 2

2 During a component analysis, two independent variables are measured at minimum. (Cooper, Heron, & Heward, 2019, p. 221).*Task list item B-10*

Phil works at a factory. He assembles cardboard boxes for a living. He has to fold the box up correctly and then tape it together. Today, his boss said, "For every blue box you assemble, you will receive $2. For every red box you assemble, you will receive $1." It takes the same time and effort to assemble the red and blue boxes. Phil assembles 40 blue boxes today. According to the Matching Law, Phil likely also assembled _______________ red boxes today. A)0 B)40 C)20 D)80

A)0 Correct Answer: "0 red boxes." The matching law refers to the distribution of responses when there is more than one schedule of reinforcement available at the same time. With concurrent variable interval or concurrent fixed interval schedules of reinforcement, the person is likely to distribute their responding proportionally between the two schedules of reinforcement. With concurrent variable ratio or concurrent fixed ratio schedules of reinforcement, the person is likely to allocate all of their time and effort to the highest level of reinforcement. Since Phil's reinforcement schedule is on a fixed ratio schedule (one blue box=$2 and one red box=$1), he is likely to allocate all of his time to assembling blue boxes. Therefore, according to the Matching Law, Phil likely assembled 0 red boxes this day.

You are a behavior analyst leaving your current company that has given you the opportunity to work with several dozen different clients over the span of a few years. You plan to work for a new company in another state that has offered you a job working as a behavior analyst. How long should you keep your client's records from the time of termination of your services with them? A)7 years B)7 months C)Until the behavior analyst no longer works with that client D)7 years OR until the records are handed over to the next behavior analyst who will be working with this client

A)7 years Correct Answer: "7 years." The BACB® states that records must be maintained for 7 years from when services were terminated.

Ricky attends school Monday through Friday. On Monday, Ricky's English teacher tells him that if he receives a perfect score on his daily spelling test, he can have extra recess time. There are 10 spelling words on each test. Ricky did not receive a perfect score the first week. However, he received a perfect score on his spelling test on Thursday of the following week. How many trials did it take him to reach the criterion for the reward? A)9 trials B)11 trials C)18 trials D)90 trials

A)9 trials Correct Answer: "9 trials." For this example, Ricky had to spell every word correctly to meet the criteria for reinforcement. There was 1 trial (i.e. 1 spelling test) per day. Since it took him 9 days to meet the criterion, that is the correct answer. "90 trials" is incorrect. Every spelling test, not word, was a trial (because it was one opportunity for him to reach reinforcement).

In order to identify a punishing stimulus that can be used during a punishment procedure, a BCBA® first presents items non-contingently to the client and records the number of times the client moves away from that particular item. This is an example of: A)A stimulus avoidance punisher assessment B)A brief punisher assessment C)An activity punisher assessment D)(None of the above)

A)A stimulus avoidance punisher assessment Correct Answer: "A stimulus avoidance punisher assessment." Since the punishment is delivered non-contingently and the number of escape/avoidance behaviors are tracked, it is a stimulus avoidance punisher assessment. A brief punisher assessment is delivered contingent to the target response. A choice punisher assessment would involve the client choosing one of the punishers. An activity punisher assessment would involve allowing the client free access to many stimuli and recording which stimuli are not interesting to him.

Which behavior is most likely to be tracked using event recording? A)How many meals a client eats in one day B)How many times a client blinks in one day C)How many hours a client sleeps in one day D)(All of the above)

A)How many meals a client eats in one day Correct Answer: "How many meals a client eats in one day." When using event recording, the behavior should not occur so often that it would be nearly impossible to collect data accurately. Since blinking occurs so frequently, this answer is incorrect. "How many hours a client sleeps in one day" is incorrect since duration would be used to record this (non)behavior. A data collector could easily and accurately count and record how many times a client eats a meal. Therefore, this is the correct answer.

A preschooler often headbutts her fellow classmates who sit next to her during circle sing-along time, resulting in her being taken away by the classroom assistant from the other children and the activity. It is determined that the headbutting behavior is escape-maintained. Which function-based intervention would likely be the most effective for reducing the headbutting behavior? A)Non-contingent negative reinforcement B)Non-contingent positive reinforcement C)Edible reinforcement contingent upon completion of the assignment D)Social reinforcement contingent upon completion of the assignment

A)Non-contingent negative reinforcement Correct Answer: "non-contingent negative reinforcement." Since the function of the behavior is escape (negative reinforcement), a function-based intervention is one that lets the student escape from the aversive singing activity (keep in mind that NCR is still considered a function-based intervention even if it isn't response-contingent). Social reinforcement, edible reinforcement, and positive reinforcement are NOT part of the same functional response class as headbutting, and therefore would not be function-based interventions.

You are the supervising behavior analyst working with a behavior therapist and your shared client. During supervision, you notice that the therapist implements one of your interventions with a minor mistake, but does so consistently. You reread the intervention you wrote and confirm that you are correct. How should your corrective feedback be given? A) Provide immediate praise for the parts of the performance that were correct. Ignore the flaw in her performance; since it was not reinforced it will not happen again B) Provide immediate praise for the parts of the performance that were correct. At a later time, and before her next opportunity to perform the intervention, address the minor flaw and describe what actions she can take to perform better next time. C) Immediately pull her aside to address the flaw in performance. Then praise her correct performance to end on a good note. D) Make note of the flaw and address it in her annual performance appraisal.

B) Provide immediate praise for the parts of the performance that were correct. At a later time, and before her next opportunity to perform the intervention, address the minor flaw and describe what actions she can take to perform better next time. Correct Answer: "Provide immediate praise for the parts of the performance that were correct. At a later time, and before her next opportunity to perform the intervention, address the minor flaw and describe what actions she can take to perform better next time." Provide immediate reinforcement via praise but do not provide corrective feedback immediately as your supervisees may pair your presence with punishment (making you a conditioned punisher). However, you should provide corrective feedback prior to the next performance so that the incorrect performance does not continue to occur. "Ignore the flaw in her performance; since it was not reinforced it will not happen again" is incorrect. If the supervisor does not tell the supervisee that the performance is incorrect, she may never know (and may continue to perform that skill incorrectly).

Your friend asks you if you want to hang out. You ask her if she wants to go to the beach or go to the movies. Which type of preference assessment did you conduct? A)A paired-stimuli reinforcer assessment B)A paired-stimuli preference assessment C)A forced-choice reinforcer assessment D)A forced-choice reinforcer assessment without replacement

B)A paired-stimuli preference assessment Correct Answer: "A paired-stimuli preference assessment." A paired-stimuli preference assessment involves presenting two stimuli and "forcing" the person to choose an item. A paired-stimuli preference assessment is also referred to as a "forced-choice" stimulus preference assessment. This example is NOT a reinforcer assessment; it simply involved you asking your friend what she preferred and did not involve conducting an experiment to determine whether the stimulus would function as a reinforcer.

A behavior analyst is working with a child who has a disorder that limits his ability to reliably retain liquids and saliva in his mouth during mealtime. The behavior analyst wants the child to wipe his mouth with a napkin each time he loses any liquid from his mouth. What would be the BEST measurement procedure the behavior analyst could use to determine if the child is wiping his mouth each time he begins to make a mess? A)The behavior analyst should measure permanent products by counting the number of napkins the child uses each day. B)The behavior analyst should measure the percent of occurrence. C)The behavior analyst should take frequency data on how many times the child wipes his mouth. D)The behavior analyst should track the rate of the child's mouth-wiping behavior.

B)The behavior analyst should measure the percent of occurrence. Correct Answer: "The behavior analyst should measure percent of occurrence." The behavior analyst wants to track whether the child wipes his mouth each time he makes a mess. Therefore, each mess is an opportunity to wipe his mouth. By determining the percentage of times he wipes his mouth after a mess is made, the behavior analyst will be able to determine if the child is increasing his mouth-wiping behavior after a mess is made. Counting the number of napkins the child uses, counting how many times the child makes a mess, and determining the rate of mouth-wiping is not sufficient in determining if the child is wiping his mouth each time he makes a mess. Tracking the number of messes alone does not demonstrate whether or not the child is wiping his mouth afterward. Counting the number of napkins the child uses may be inaccurate because we do not know how many messes he made, we do not know how many napkins he used each time, and we do not know if he used them after he made a mess or at another time, etc.

Ray engages in a severe problem behavior of fire setting. He lights matches and then purposefully drops them on the floor or the ground. Ray's BCBA® develops an intervention with the ultimate goal of totally eliminating Ray's behavior of setting fires, since it is so dangerous. A)Ray will likely set this graph on fire. B)The mean occurrences-per-session (the level) is lower in the intervention phase than in the baseline phase. C)The intervention is successful. D)After an initial extinction burst, the behavior seems to be under control now

B)The mean occurrences-per-session (the level) is lower in the intervention phase than in the baseline phase. Correct Answer: "The mean occurrences-per-session (the level) is lower in the intervention phase than in the baseline phase." Of all the answer choices, we can confirm that this statement is TRUE. The behavior occurs 3.2 times per day during baseline and 0.6 times per day during the intervention phase. This intervention cannot be deemed as successful at this time. The ultimate goal of the intervention is to completely eliminate the target behavior, since any instance of fire-setting is unacceptable. There does not appear to be an extinction burst within the intervention phase, so that answer option is also incorrect. Finally, we cannot determine whether or not Ray will set the graph on fire with the information provided.

Which of the following statement(s) is/are true regarding this graph? A)The intervention has been successful up until this point. B)There appears to be a functional relation between the intervention and the behavior. C)(Both A and B) D)(Neither A nor B)

B)There appears to be a functional relation between the intervention and the behavior. Correct Answer: "There appears to be a functional relation between the intervention and the behavior." Whenever the intervention is introduced, the level of the behavioral data drops drastically. And when the intervention is discontinued, the behavior increases quickly. There appears to be a functional relation in this graph. However, we cannot determine whether the intervention is "successful" because we do not know whether the intervention is aimed at increasing or decreasing the behavior. If the target behavior was "Self-Injurious Behavior" for example, we can conclude the intervention is effective. However, if the target behavior was using the restroom independently, the intervention is not effective. Be careful when visually analyzing graphs to ensure the target behavior is trending in the intended direction. Some interventions can unintentionally work the opposite way as intended. Since we do not know what behavior this graph is tracking and since we do not know whether the goal of the intervention is to increase or decrease the behavior, we can not determine if this intervention is effective.

A behavior analyst begins working with a client who has several target behaviors. Which one of his problem behaviors would be considered the MOST important to address immediately? A)Setting fires. He has done this twice but it has not occurred in 13 years. B)Visual self-stimulatory behavior of looking up at the ceiling lights. He engages in this behavior 4 hours per day, on average, and it gets in the way of him interacting with peers and performing tasks at home and school. C)Self-induced vomiting. He has made himself vomit in the past 1 time per month on average. It typically occurs in the morning before breakfast. D)Pica. He swallowed a coin when he was a toddler but has not engaged in pica since.

B)Visual self-stimulatory behavior of looking up at the ceiling lights. He engages in this behavior 4 hours per day, on average, and it gets in the way of him interacting with peers and performing tasks at home and school. Correct Answer: "Visual self-stimulatory behavior of looking up at the ceiling lights. He engages in this behavior 4 hours per day, on average, and it gets in the way of him interacting with peers and performing tasks at home and school." Visual stereotypy is the most significant and important behavior to address at this time. Since it occurs for several hours per day, it is negatively impacting his life and ability to learn new skills the most. "Pica" is incorrect since this behavior has not occurred in many years. "Setting Fires" sounds like it would be the most important target behavior to address first. However, since it has not happened in many years and it only happened one time, it is unlikely that a behavioral intervention is needed at this time. "Self-induced vomiting" is certainly something to collect data on and monitor. The behavior analyst would do well to also suggest to the family that they bring their son in to a physician to see if there is a medical cause to this concern. Because this happens at a relatively infrequent rate and does not impact his daily living, visual self-stimulatory behavior is the most significant behavioral concern at this time.

You are sitting near your campfire when suddenly some annoying bugs begin to fly by you and on you. You reach into your camping bag and grab your bug spray and cover yourself with it. The annoying flying bugs function as a(n): A)abative effect. B)motivating operation. C)discriminative stimulus. D)a punisher.

B)motivating operation. Correct Answer: "Motivating Operation." The sensation from the flying bugs near you and on you makes the value of bug spray increase (establishing operation) and increases the likelihood of you engaging in behaviors to reduce this aversive stimulus, such as spraying yourself with bug spray (evocative effect). "Punisher" is incorrect since the aversive sensations from the bugs were not applied contingently on some behavior. "Abative effect" is incorrect since this scenario involved an increase in the behavior of grabbing bug spray, not a decrease. "Discriminative stimulus" is incorrect because this would mean that the current reinforcer was unavailable before the bugs appeared. Since you could reach for your bug spray at any point, the bugs did not serve as an Sd.

After conducting the necessary assessment your intervention is ready to go, and you begin intervention. You are considering using a withdrawal experimental design, though you have already begun intervention. Assuming A is baseline and B is intervention, what could you do to still demonstrate experimental control? Secondly, compared to a standard reversal design, which demonstrates stronger experimental control? a. ABAB/ABAB b. ABA/BAB c. BAB/ABA d. BAB/BAB

BAB/ABA BAB designs are possible when interventions are already in place, though not preferred. ABA design offers a stronger demonstration of control due to initiating with a pre-intervention baseline. (Cooper, Heron, & Heward, 2019, p. 174)

If you want your teenager to be home by 10pm on weeknights, which of the following is the most appropriate contingency contract goal? a. Be home by 10 and you may drive the car the next day. b. Be home by 10 and you may not drive the car. c. Be home by 10. If you're home by 9, you can drive the car the next day. If you're home at 11, you may not drive the next day. d. Be home by 10 or you won't drive the care for the next week.

Be home by 10 and you may drive the car the next day. Only answer A is positively stated (what your teenager needs to do) and includes the reward for compliance. The other answers are either not clear or include a statement of what not to do and/pr what you will lose. **Tasklist E-04**

Whenever you drive in Chicago, you stop at stop signs 8 out of 10 times. When you drive in Nairobi, stop signs don't seem to be important to anyone, so you stop at stop signs about 2 out of 10 times. One day in Chicago, you get a ticket for "running" a stop sign. This even would most likely result in ________. a. The matching law b. Behavior contrast c. Cultural differences d. Indiscriminable contingencies

Behavior contrast

A behavior analyst is working with a young client while performing supervision with the client's therapist. The therapist notices that the child they are working with has a red rash on his arm and brings it to her supervisor's attention. The behavior analyst contacts the boy's mother regarding this identified concern. The child's mother asks the behavior analyst what she thinks is causing the rash. Choose the most appropriate response that the behavior analyst should make. A)"Looks like poison ivy to me. Let's continue to track his behavior for a couple of days and see how it affects behavior. If his behavior changes, he may need to see a physician." B)"Looks like poison ivy to me. I'll modify his behavior plan to ensure he doesn't itch his arm, since itching will cause it to spread." C)"It looks like poison ivy to me but that is not my area of expertise. I suggest taking him to his physician to get it checked out." D)(None of the above)

C)"It looks like poison ivy to me but that is not my area of expertise. I suggest taking him to his physician to get it checked out." Correct Answer: "It looks like poison ivy to me but that is not my area of expertise. I suggest taking him to his physician to get it checked out." Behavior analysts do not provide advice in areas that are not behavior-analytic in nature (this is a medical issue). The mother should take him to see his physician since that person is qualified to provide an opinion about treatment. A behavior analyst would not delay seeking medical treatment by collecting data for a couple more days. They should not offer advice on which lotion or solution to use. Also, they should not add the target behavior of scratching to the behavior plan since it does not get at the root cause (there would be no reason to address the scratching if the doctor gave him medicine to clear up the rash).

Vick loves basketball. He wants to improve his free throw percentage so that he can make his high school's basketball team. On the first day, Vick took 10 free throw shots and made 60% of these shots. On the second day, Vick took 5 free throw shots and made 2 of them. On the final day, Vick took 10 free throw shots and made 80% of these shots. What is Vick's overall free throw percentage from these 3 days? A)44% B)53% C)64% D)(None of the above)

C)64% Correct Answer: "64%." To find the correct answer, we must determine the total amount of shots Vick took AND the total number of shots he made in the basket. He shot 25 total shots and made 16 of them. 16/25=0.64x100=64%

A marksman team is split up into 4 different groups, each containing 2 marksmen. Each marksman gets to shoot their firearm once at a bullseye target down the firing range. Then, each 2-marksman group finds the mean distance of their groups shots from the center of the bullseye by adding the distances from the center of the bullseye to where they hit on the target, divided by 2. The group that has the smallest average distance from the bullseye (that hit closest to the bullseye on average per hit) gets to go home early (a reward). What type of group contingency is this? A)The Good Behavior Game B)A dependent group contingency C)An interdependent group contingency D)An independent group contingency

C)An interdependent group contingency Correct Answer: "An interdependent group contingency." It is an interdependent group contingency since the behavior of every player in the 2-person group is measured to gain a reward for the entire group. "A dependent group contingency" is incorrect since the reward would be contingent upon the performance of one person in a group. "An independent group contingency" is incorrect since it would involve the reward delivered to any person who met criterion (not the group as a whole). "The Good Behavior Game" does not apply to this scenario since they were not tracking inappropriate behaviors.

A behavior analyst creates an intervention from their newly established treatment plan. After a couple weeks the client successfully learns to set the table for meal-time. Who will determine the social validity of this intervention? A)The behavior analyst B)The BACB® C)Community members D)All the above

C)Community members Correct Answer: "Community members." Social validity means that the outcomes of the intervention are meaningful to the client and this is determined by people who have no "stake" in the intervention. Social validity cannot be determined by the behavior analyst, the behavior analyst's supervisor, or the BACB® as these may reveal biased results.

What is the most appropriate response a behavior analyst could make when a learner responds incorrectly on a matching-to-sample trial? A)Immediately provide the least intrusive prompt necessary for a successful trial. B)Allow the learner to respond again after handing the sample stimulus back. Continue to do this until the correct response occurs and provide a strong reinforcer to assist in skill acquisition. C)Immediately remove the sample stimulus and comparison stimuli and start another trial. D)(None of the above)

C)Immediately remove the sample stimulus and comparison stimuli and start another trial. Correct Answer: "Immediately remove the sample stimulus and comparison stimuli and start another trial." The behavior analyst should provide as little attention as possible and begin another trial. He should not provide hand-over-hand or similar prompting after incorrect responses since this could develop a defective behavior chain (though rearranging the sample stimuli, delivering the Sd, and THEN providing hand-over-hand or similar prompting may be appropriate). He should not allow the learner to keep responding until the correct response occurs as this may result in an unnecessary behavioral chain. Therefore, removing the sample and comparison stimuli and running another trial is the "best" answer.

A boy says inappropriate comments when he is with his friends because they laugh at the comments. However, he does not say these same comments in front of his mom because she does not laugh and often puts him in time-out. What is this an example of? A)Stimulus equivalence B)Stimulus generalization C)Stimulus control D)Response generalization

C)Stimulus control Correct Answer: "Stimulus control". This is an example of stimulus control because the boy reliably engages in the target response in the presence of his friends, but does not engage in that response in front of his mom since it does not result in reinforcement. "Response generalization" is incorrect since this would involve him engaging in untaught responses to gain laughs from his mom. "Stimulus generalization" is incorrect since the behavior came under the control of fewer stimuli (which is stimulus discrimination). "Stimulus Equivalence" is incorrect since it would involve accurate responding to untrained stimuli and he did not respond under untrained stimuli in this scenario.

Event recording would be MOST appropriate to use with which behavior? A)The number of times a woodpecker pecks wood in a day B)The number of steps a child takes in one day C)The number of lollipop suckers a child eats in a day D)The number of hours a child spends sitting in one day

C)The number of lollipop suckers a child eats in a day Correct Answer: "The number of lollipop suckers a child eats in a day." Event recording is appropriate to track this behavior, since the behavior has a clear starting and ending point and the frequency of responses will (hopefully) not be too high to accurately count in a day. Frequency recording is best to use when: 1) The behavior has a clear stopping point and a clear ending point.2) The behavior does NOT vary much in duration.3) The behavior does not occur so frequently that it would be extremely difficult to track accurately."The number of hours spent sitting" would likely be tracked with duration recording, not event recording. You should not use event recording for "The number of times a woodpecker pecks wood in a day" since the behavior would occur too frequently to accurately keep track. You should not use event recording for "The number of steps a child takes in one day" since the frequency of responses would be so high that it would be nearly impossible to track accurately.

You decide to train one of your behavior therapists on a new "respond to name" intervention that you created for your 3-year-old client, Kelly. What would be the MOST effective way that you could model this intervention for the behavior therapist you are training? A)The trainer role-playing the intervention at a training in his office. B)The trainer role-playing the intervention in the natural setting where the intervention will occur. C)The trainer demonstrating the intervention with the intended client in the natural setting where the intervention will occur. D)The trainee working directly with the intended client.

C)The trainer demonstrating the intervention with the intended client in the natural setting where the intervention will occur. Correct Answer: "The trainer demonstrating the intervention with the intended client in the natural setting where the intervention will occur." Demonstrating skills in the environment where the intervention will take place and with the client who will actually be receiving the intervention is the best method in this situation. Modeling a behavior works best when the modeled behavior is in the exact context that the imitative behavior will occur. Therefore, role-playing in less effective than demonstrating the skills in the actual environment/with the actual people the skills will be used with. "The trainee working directly with the intended client" is incorrect since we are looking for the behavior of the trainer as the answer to this question.

A therapist has just begun working with a child named Jenson. She wants to determine what Jenson likes to do for fun. She walks with him to the play area of the clinic and he gains access to dozens of toys and different activities. Jenson begins playing with a picture book with buttons that make sounds. He plays with the book for an entire hour. In this scenario, we can confirm that the book is: A)an unconditioned reinforcer. B)a reinforcer. C)a stimulus D)(All of the above)

C)a stimulus Correct Answer: "A stimulus." We know for certain that the book is a stimulus. However, we cannot determine if the book is a reinforcer, with the information provided. For the item to function as a reinforcer, the therapist would first have to determine if Jenson was more likely to engage in a certain response in the future if she gave him the book contingent on that response. This example does not say that this occurred. Note: Just because Jenson plays with the book for an hour, it does not necessarily mean it would function as a reinforcer. He may not be willing to engage in any certain response to "earn" the book. Since we cannot determine that the book functions as a reinforcer, the correct answer is "a stimulus".

A teacher requests the use of a behavior analyst because her 8-year-old student, Billy, has severe aggressive behavior of destroying classroom property. The behavior analyst decides to conduct a functional analysis. During what conditions should the behavior analyst provide attention before the target behavior occurs? A)play condition only. B)attention condition. C)play condition and escape conditions. D)(None of the above)

C)play condition and escape conditions. Correct Answer: "play condition and escape conditions." During the play condition, the behavior analyst should provide attention and play with Billy. During the contingent escape condition, attention is delivered in the form of asking Billy to complete a task. Attention is not delivered in the contingent attention phase UNTIL the target behavior occurs.

Personalized System of Instruction is beneficial because: A)each student is given an individualized learning curriculum that will maximize their potential of learning difficult subject matter. B)students get to choose what they want to learn and this increases motivation to stay on task. C)students learn at their own pace, which may reduce frustration for some students. D)All the above.

C)students learn at their own pace, which may reduce frustration for some students. Correct Answer: "students learn at their own pace, which may reduce frustration for some students." In PSI, students go through the material at their own pace. When they prove they have mastered one unit of material, they move on to the next. PSI does not involve individualized learning curricula. PSI does not let students choose what they'd like to learn. PSI does not involve meeting 1-on-1 with a professor each week.

While at school, Armani is told that she is not allowed to go to recess. She begins to pull her hair, and her teacher takes her outside for a few minutes of recess. The behavior of interest is pulling her hair. Identify the role of the stimulus of being told she is not allowed to go to recess. a. SDP b. SD c. CMO-S d. CMO-R

CMO-R The aversive stimulus of being told she is not allowed to go to recess was a warning stimulus (being associated with not participating in a preferred stimulus). This motivating operation was the stimulus event likely being escaped in this contingency. (Cooper, Heron, & Heward, 2019, p. 386)

While reviewing ABC data that were collected in the natural environment, you notice that the most common antecedents include staff attending to the individual's housemates, as well as staff completing paperwork. The behavior of concern is shouting. The most common consequences include the staff providing a prompt for your client to complete a task such as a household chore. Based on these results which of the following interventions would not be a function based intervention? a. Prompt the individual to complete chores throughout the day. b. Continue prompting task completion. c. Provide frequent attention throughout the day. d. Ignore shouting.

Continue prompting task completion. Based on the ABC data, it appears that prompting a task is reinforcing the behavior. The antecedents suggest an attention function. Some interventions that could address this include ignoring shouting (extinction) and providing frequent attention throughout the day, potentially in the form of task requests (NCR). (Cooper, Heron, & Heward, 2019, p. 635)*Task list item I-05*

Blaine is spending the weekend at his grandparents' house. Blaine's grandmother says, "First eat your salad, then you can have some candy." Which procedure did Blaine's grandmother use in this scenario? A)High-probability request sequencing B)A contingency contract C)The Premack Principle D)(Cannot determine)

Correct Answer: "Cannot determine." We cannot determine that this is high-probability command sequencing since it never said Blaine's grandmother delivered a sequence of high-probability requests, followed by a low-probability request. We cannot determine that this is a contingency contract either. Contingency contracts involve a written description of what must be performed to earn the reward. It also includes a behavior tracking form. Since the scenario did not mention this, a contingency contract is incorrect. Finally, we cannot determine that this is the Premack Principle. We tried to confuse you here by using his grandmother (the Premack Principle is also known as "Grandma's rule") and also using typically non-preferred items (salads) and preferred items (candy). The Premack Principle uses a high-frequency behavior to reinforce a low-frequency behavior. We do not know if Blaine eats candy more frequently than salads. Therefore, the correct answer is "Cannot determine".

Your supervisor asks you to record the duration of a client's "whining." The behavior is defined as any vocal utterance that follows a verbal request. As you observe, the client enters a play area and whines for 10 sec. He is asked to return to class and responds by complaining for 45 sec. After he stops, a peer asks the client if he has seen the latest superhero movie. The client recites information about the movie for 15 sec before the teacher plays a xylophone and the client goes to his seat and sits within 20 sec. You record the total duration of whining as___________. A) 55 secs B) 45 secs C) 90 secs D) 60 secs

D) 60 secs The (trick) answer is 60 seconds. This is simply because of the definition of the target behavior. It is necessary to observe and record the target behavior as it is defined. In this case, utterances followed by a request were for 45 secs and 15 secs (45+15=60). This is a case in which ACCURATE measurement of data may not be a VALID indication of data.

Runa supervises several RBTs. She has one of them directly observe and record the frequency of replacement behaviors. Runa also reviews a video of one session per month, records her observed frequency, and compares this to the RBTs record. This last process will reveal information on ________? A) plan fidelity B) validity C) believability D) accuracy

D) accuracy This will give information on how accurate the RBTs recordings are, because it compares the RBTs results with "reality". Plan fidelity checks would need to be include some comparison of what is being implemented with the technologically sound written intervention plan. Validity has more to do with ensuring that one is measuring the relevant behavior. Believability would certainly go up with increased accuracy and reliability, but this isnt the best answer and also not one of the "big three" (Accuracy, Validity, Reliability)

Which graph would best display total frequency of a behavior? A) graph A B) graph B C) graph C D) graph D

D) graph D This is a cumulative graph. The last point on the line is the total frequency of behavior. With the other graphs, one would need to add up the behaviors for each time period for a grand total. h-3

You meet with the therapist that works with your shared client, Tony, each day. She voices that the token economy you previously established to assist in increasing Tony's motivation to perform tasks each day has begun to be less and less effective. What can you do to increase Tony's motivation to earn tokens? A)Auction backup reinforcers; the learner who offers the most tokens for that particular item will earn it. B)Add a highly motivating item to the selection of backup reinforcers. C)Increase the number of tokens required to "buy" the backup reinforcer. D)(All of the above)

D)(All of the above) Correct Answer: "All of the above." All of these answer choices are appropriate ways to increase a learner's motivation to earn tokens in a token economy. By auctioning off backup reinforcers, learners will be motivated to earn as many tokens as possible so that they will increase the likelihood of them acquiring the item. By adding new/motivating items to the list of backup reinforcers, the motivation to earn tokens will increase. Increasing the "cost" of an item that can be earned with tokens will also increase the motivation to earn tokens.

After six weeks of an intervention you implemented for your 7-year-old client Landon, his screaming behavior that serves the function of acquiring attention is now at a near-zero frequency each day. You want to ensure that the progress achieved maintains over time and having people in his natural environments that are familiar with the intervention that respond accordingly would help the likelihood of success. Who may be used as a behavior change agent? A)A client's teacher B)A client's siblings C)A cashier at the client's favorite store D)(All of the above)

D)(All of the above) Correct Answer: "All of the above." Behavior change agents can be anyone in the client's natural environment who will help maintain the effects of the intervention. (Note: it is necessary to gain consent from the client's guardian to disclose information to behavior change agents prior to training them.)

Travis, a behavior analyst, accepts a referral for a new client. Shortly after, he identifies that he will need to conduct a functional behavior assessment due to a frequent behavior that the parents would like reduced. What can the conducted functional behavior assessment tell Travis? A)if a particular intervention is effective. B)which interventions could worsen the target behavior. C)the function of the target behavior. D)(All of the above)

D)(All of the above) Correct Answer: "All of the above." FBA's are used to determine the function of a behavior. They can also determine if a particular intervention would be ineffective or worsen the target behavior. (Example: if a target response was determined to be maintained by attention, reading Social Stories each time the target behavior occurred could make the target behavior occur more frequently.) An FBA is an ongoing process that helps identify which intervention techniques will be ineffective (the function contraindicates using that intervention) and which interventions are effective (due to the function of the behavior changing over time). FBA's are used to continuously evaluate the intervention procedures you are using since behavioral functions may change over time.

Jack is a behavior analyst conducting research on aggressive behavior in a clinical setting. He begins collecting data on three different clients that attend the same clinic. Under which of the following baseline conditions is it appropriate for Jack to start the intervention phases for each of his participants? A)A stable baseline B)A baseline that has an increasing trend, if the goal is to decrease that behavior C)A baseline that has a decreasing trend, if the goal of the intervention is to increase that behavior D)(All of the above)

D)(All of the above) Correct Answer: "All of the above." Generally, you would want a baseline to be stable prior to starting the intervention phase. However, you can also demonstrate a functional relation if you start the intervention phase that is counter to the trend of the baseline. If a baseline was decreasing in trend and the intervention was designed to increase the behavior, then it is still appropriate to implement the intervention. If a baseline had an increasing trend and the intervention is designed to decrease the behavior, then it is also appropriate to start the intervention if necessary.

What type of graph is this? A)BABA Design B)ABAB Design C)Changing Criterion Design D)(Cannot determine)

D)(Cannot determine) Correct Answer: "Cannot Determine." Because this graph erroneously did not include phase titles, we cannot determine whether a phase is a baseline or intervention phase. Therefore, it is not possible to determine what type of graph it is, since we do not know what any of the phases are.

The teacher says, "Can I have everyone's attention please? If Jeremy gets 80% or better on this quiz, he will get a pizza tomorrow!" This is an example of: A)A dependent group contingency B)An interdependent group contingency C)An independent group contingency D)(None of the above)

D)(None of the above) Correct Answer: "None of the above." Be careful here: this is not a group contingency at all. A group contingency involves members of a group receiving a reward. Since Jeremy is the only one who will earn the pizza, this is not a group contingency. (Note for future reference: A dependent group contingency means that the entire group will earn the reward if anyone in the group meets the criterion. An interdependent group contingency means that everyone in a group must meet criterion for the entire group to earn the reward. An independent group contingency means that the reinforcement contingency is available to all members of a group, and only those who meet criterion earn the reward. Since the pizza is only available to Jeremy, this is not a group contingency.)

You are performing a functional analysis with a client of yours and a behavior therapist that you supervise. You notice that during the functional analysis, the client only displays the target behavior when the therapist is in close proximity to the client. As a result we can determine the function of the behavior is: A)escape. B)access to tangibles. C)access to attention. D)(None of the above)

D)(None of the above) Correct Answer: "None of the above." The client only displays the behavior in close proximity of the therapist, so we can likely only rule out automatic reinforcement because the target behavior would likely occur in the absence of the therapist as well (during the alone condition or when the therapist isn't physically near the client). However, access to tangible items, access to attention, and escape can all involve a therapist in close proximity. Since any of these conditions may control the behavior, the correct answer is "None of the above" since the information provided was inadequate for identifying the exact function of the behavior.

Which statement about this graph is FALSE? A)Variability is lower in the intervention phases than it is in the baseline phases. B)The level of the behavior is higher in the baseline phases than it is in the intervention phases. C)This graph demonstrates a functional relation. D)(None of the above)

D)(None of the above) Correct Answer: "None of the above." The wording on this one can be tricky. Essentially, we are looking for FALSE statements about this graph. None of these statements are false. Since all of the statements are true, the correct answer is "None of the above". This graph appears to demonstrate a functional relationship between the treatment and the self-injurious behavior. The level of the behavior is higher in the baseline phases. Variability is higher in the baseline phases. Therefore, all of these statements are TRUE.

Janice pulls into a parking lot. She reads a sign that says, "DO NOT PARK HERE." She decides to park in another parking lot instead. Janice's behavior is an example of: A)rule-governed behavior. B)behavioral momentum. C)a contingency contract. D)(None of the above)

D)(None of the above) Correct Answer: "None of the above." This is not an example of a contingency contract. A contingency contract is a document that describes what must be completed in order for a reward to be earned. This is not an example of behavioral momentum because behavioral momentum is the result of high-probability command sequencing. This scenario never mentioned that someone delivered several easy commands before telling her not to park in that parking lot. Many of you chose rule-governed behavior. Be careful here. A rule is a verbal statement of what consequence will result from a specific behavior. Essentially, it is a statement about an antecedent-behavior-consequence contingency. The sign never stated what would happen as a result of parking in that parking lot. Therefore, it is not a rule. And since it is not a rule (by its true definition), Janice's behavior is not rule-governed behavior.

Dale is in second grade. He wants to prove that he is the smartest person in his class. His teacher wants the students to raise their hand after she asks a question, if they know the correct answer. Dave nearly always raises his hand while the teacher is in the middle of asking a question. With regards to Dale's hand raising behavior, he should work on: A)increasing his latency. B)decreasing his latency. C)decreasing his interresponse time. D)(None of the above)

D)(None of the above) Correct Answer: "None of the above." This one is tricky, but none of these answers are technically correct with the information given. "Increasing his latency" would mean that he would wait longer after the teacher finishes asking her question to raise his hand. Latency involves the time between the teacher being finished asking the question and Dale raising his hand. Because Dale is raising his hand BEFORE the teacher finishes her question, this does not technically involve latency. "Decreasing his latency" is therefore also incorrect, as this would involve him raising his hand quicker after the teacher finishes asking her question. "Decreasing his interresponse time" is also technically incorrect with the information given. If we simply measure the time between consecutive instances of his hand raising behavior, we do not know if he is raising his hand at the correct times or not. His hand raising behavior should be contingent upon his teacher asking a question, which likely occurs at different rates on any given day.

You are using a momentary time sampling data collection system to monitor your client's verbal aggression. Each interval is 15 minutes long. 5 minutes after you recorded data for the 9th interval, you receive a phone call that lasts 5 minutes. You are off the phone with 5 minutes left in the 10th interval. What should you do with the data you recorded? A)Discard the entire data sheet for that day. B)Put an asterisk next to the 10th interval to remind yourself to void out this interval when calculating the data. C)Redo the 10th interval. D)(None of the above)

D)(None of the above) Correct Answer: "None of the above." When using momentary time sampling, you simply observe the subject briefly at THE END OF THE INTERVAL. Then you mark whether or not the behavior was occurring at the exact moment in time. In this example, you had 15 minutes of "spare time" between the 9th interval and the end of the 10th interval. Because you were able to observe the end of the 10th interval (even though you took a phone call in the middle of the interval), you did not miss collecting data for any of the intervals. Therefore, it is unnecessary to void out the interval or void out the entire data sheet. It is also unnecessary to redo the entire interval. Not having to observe the behavior for the entire interval is one of the benefits of using momentary time sampling.

A behavior analyst wants to decrease her adult client's offensive language toward others. The behavior is tracked at the client's group home during meal times and social times in the lounging area and the behavior analyst records 12 occurrences per hour during baseline conditions. The behavior analyst begins the intervention in the client's personal quarter's of the group home and the behavior occurs 3 time per hour on average there. Which of the following statements regarding the intervention is true? A)The intervention is not working. B)The intervention appears to be working but it should be extended to show the intervention itself was responsible for the behavior change. C)The intervention appears to be working. D)(None of the above)

D)(None of the above) Correct Answer: "None of the above." With the information given, we cannot determine if the intervention was effective or not. Baseline data was collected during meal times and social times in the lounging area; intervention data was collected only in the private quarter's of the client. We do not know the rate of the behavior in the personal quarters setting during baseline. Therefore, we do not know if the intervention increased, decreased, or had no effect on offensive language and commenting behavior in the client's personal quarters.

Lenny frequently throws objects at his family's dog. You conduct a functional analysis and determine he is throwing objects at the family dog to gain attention from his parents. What would be a functionally-appropriate replacement behavior for you to teach Lenny? A)Teaching him to throw something appropriate such as horseshoes at a metal post in the ground in the backyard. B)Teaching him how to discuss shared interests that he has with his parents. C)(Both A and B) D)(None of the above)

D)(None of the above) Correct Answer: "Teaching him how to discuss shared interests that he has with his parents." Since Lenny is throwing objects at the family dog for attention from his parents, you would want to teach him a replacement behavior that results in attention, such as discussing shared interests that they have. Although throwing horseshoes is topographically similar to throwing objects at his dog, it likely would not result in attention. Therefore, it is not a functionally-appropriate replacement behavior.

Bill is tracking how much rain falls on his farm in a week. Every day at 8pm, Bill checks a bucket to see how much rain had fallen that day. He writes down how much rain is in the bucket, and then dumps it out. On Sunday, there was 1 inch of water in the bucket. On Monday, there was 0.5 inches of rain in the bucket. There was no precipitation in the bucket any of the other days that week. If Bill were using a cumulative record to track the amount of times he checked the precipitation, what number would the data be on at the end of Day 7? A)1.5 B)0.5 C)0 D)7

D)7 Correct Answer: "7." If you read into this one too much, it becomes more confusing than it has to be. We are simply looking for the amount of times Bill checked the water bucket. (The amount of water in the bucket is irrelevant.) It said Bill checked the water one time per day. Therefore, at the end of 7 days, he would have checked the water bucket 7 times.

An experimenter is analyzing the effects of 3 particular interventions on a single behavior of one person. After a steady baseline was achieved, the first intervention was introduced. When steady responding was achieved with this intervention over the course of 3 days, the experimenter returned to baseline by removing this intervention. After 5 days of steady baseline, the experimenter implemented the second intervention. The second intervention was conducted for 3 days before the experimenter withdrew this intervention and returned to baseline. After 4 days of steady baseline, the experimenter introduced the third intervention for 3 days. The third intervention lasted for 3 days before the experimenter withdrew it and returned to baseline. After 3 days of steady baseline, the experimenter re-introduced the first intervention. A)An A-B-A-B design B)An alternating-treatments design C)An A-B-A design D)A multiple treatment reversal design

D)A multiple treatment reversal design Correct Answer: "A multiple treatment reversal design." In this scenario, the experimenter used a multiple treatment reversal design (e.g. A-B-A-C-A-D-A-B). He gained a steady baseline (A), then introduced the first intervention (B), then returned to baseline (A), then introduced the second intervention (C), then returned to baseline (A), then introduced the third intervention (D), then returned to baseline (A), then reintroduced the first intervention (B). This is not an alternating treatments design since the interventions were introduced slowly after steady responding was achieved in each phase. Alternating treatments designs do not require steady responding to occur before changing the experimental phase. Alternating treatments designs also typically change more rapidly, such as every day or mid-session. Finally, this is not an A-B-A design or an A-B-A-B design since there were 3 interventions in this scenario.

How often should interobserver agreement (IOA) data be collected? A)At least 80% of the time if the study will be published and if the study will not be published, collecting interobserver data is not necessary B)Once per experimental phase C)About 1 time per every 3 sessions D)Around one-third of the time and at least once per experimental phase

D)Around one-third of the time and at least once per experimental phase Correct Answer: "Around one-third of the time and at least once per experimental phase." There is not necessarily an exact agreement for how often IOA data should be collected, but by collecting it as frequently as possible, it increases the believability of your experiment. IOA data should at least be collected once per experimental phase and somewhere around one-third of the time throughout the entire experiment.

Arnold lives in a group home with 24-hour staffing. He is frequently non-compliant when it comes to morning routine tasks. The group home manager (who is not a BCBA®) is trying to increase Arnold's motivation to wake up by 6:00 am, so she takes all of his belongings away from him except his alarm clock, bed, his blankets, and his pillow and has him go to bed by 10:00 pm. She tells him that if he wakes up and is out of bed by 6:00 am each morning, he can earn 1 item back that day. Over two weeks, Arnold earns all of his belongings back. The home manager is very proud of herself and begins calling herself a behavior analyst. A)The home manager should not call herself a behavior analyst. B)This strategy could cause alterations in Arnold's typical sleeping pattern as well as sleep loss potentially leading to consequential health risks. C)A home manager must be supervised by a BCBA®. D)Basic rights should not be taken away from someone, even if it will increase their motivation to gain functional skills.

D)Basic rights should not be taken away from someone, even if it will increase their motivation to gain functional skills. Correct Answer: "Basic rights should not be taken away from someone, even if it will increase their motivation to gain functional skills." We should never deny access to basic human rights. It does not matter if this will result in some skill being gained or increased, it is still unethical. Therefore, this is the best answer choice. "The home manager should not call herself a behavior analyst" is less correct. It is an ethical violation to call yourself a BCBA® when you are not one, but not necessary an ethical violation to call yourself a behavior analyst (though it is frowned upon). Anyone could call themselves a behavior analyst; no one owns the right to that term and there are no uniform requirements to call yourself a behavior analyst (but there are requirements for calling yourself a BCBA®). If you play football with your friends, you could call yourself a football player, but it would be unethical to call yourself an NFL player because it is simply not true. The home manager does not HAVE to be supervised by a BCBA®. This is probably recommended in this scenario but many people have success in changing people's behavior without being supervised by a BCBA®, so this answer is incorrect. Since he has the opportunity to earn one item back per day if he brushes his teeth two times, it is unlikely that he will brush his teeth many times in one day if he understands the contingency in place.

A client that works with therapists in a center politely asks his therapists to take him to the nearby playground around 30 times per day. However, it is only feasible to take him to the playground 2 times per day and the therapists are annoyed that he constantly asks them to take him. Which differential reinforcement procedure would be best to use for decreasing his "asking to go to the playground" behavior? A)DRH B)DRA C)DRO D)DRL

D)DRL Correct Answer: "DRL." DRL is the best option because we want to decrease the behavior but not entirely extinguish it since it is an appropriate behavior. DRO is incorrect because the response should still be reinforced. DRH would increase the behavior. DRA is not the best option because asking to go to the park politely is already an appropriate response.

An 8-year-old slaps at his dad for sweets even though his verbal and manding repertoires are age appropriate. What would be a functionally-appropriate replacement behavior to teach the child using a Differential Reinforcement of Incompatible Behavior (DRI) procedure? A)Teach the child to say, "Dad, could you get me some sweets right now?" B)Teach the father to only provide attention when his son appropriately requests for sweets and to withhold sweets when his son slaps at him. C)Teach the child to politely tap his father on the shoulder to request his attention and sweet. D)Teach the child to politely say, "Hey Dad, could I have a dessert?" while standing 5 feet away from him.

D)Teach the child to politely say, "Hey Dad, could I have a dessert?" while standing 5 feet away from him. Correct Answer: "Teach the child to politely say, 'Hey Dad, could I have a dessert?' while standing 5 feet away from him." Because the child has age-appropriate verbal and manding skills, it is appropriate for him to verbally request food and desserts. This is a functionally-appropriate way to gain food or sweets. Teaching the father when to respond involves training the father; this question asked what behavior the child should be taught. Teaching the son to tap on his father's shoulder or teaching him to say, "Dad, could you get me some sweets right now?" are both appropriate. However, they are NOT incompatible with the target behavior of slapping. (The son could still at his father with one hand while tapping on his shoulder with the other. He could also vocally ask his father for sweets while slapping him.) Therefore, the only correct answer is to teach the child to stand at an appropriate distance from his father (so he cannot reach his father) and to verbally request sweets.

Jake's wife tells him, "If you buy the ingredients for cake on your way home from work, I'll make a cake for you on Sunday." Jake loves cake. Therefore, he picks up the ingredients on his way home. Jake's behavior is an example of: A)a direct-acting contingency. B)negative reinforcement. C)positive reinforcement. D)rule-governed behavior.

D)rule-governed behavior. Correct Answer: "rule-governed behavior." A rule is a verbal statement that explains a behavioral contingency. Jakes wife said, "IF you buy the ingredients, THEN I will make you a cake on Sunday." Since his behavior was governed by a rule, the correct answer is "rule-governed behavior". "A direct-acting contingency" is incorrect since this would mean that the behavior would result in immediate reinforcement. The delay in the reward was too delayed for it to be considered positive reinforcement (he didn't receive the cake until Sunday). And since no negative stimulus was removed, this is not negative reinforcement. (It also never told us if Jake's behavior of buying cake ingredients increased in the future.)

After observing your client in at home, school, and clinic environment, you notice that many behaviors only occur in the clinical environment. You then decide that you will best increase the likelihood of generative learning taking place, by teaching your client: A)to use the behavior only in the environmental conditions that were taught. B)to ask for help. C)every possible environmental condition the behavior will be used for. D)the basic skills he will need to allow him to respond generatively in untrained environmental conditions.

D)the basic skills he will need to allow him to respond generatively in untrained environmental conditions. Correct Answer: "the basic skills he will need to allow him to respond generatively in untrained environmental conditions." Generative learning takes place when a learner uses skills in different conditions than what has been taught (under untrained stimuli). This gives the learner the ability to adapt the skill under many possible scenarios. It is not possible to teach every condition the skill will need to be used under. Asking for help would not necessarily induce generative learning (if the target skill was to use the restroom independently, he should use the restroom independently in a novel environment, without asking for help).

You are creating an intervention for a client, named Beth, who you recently started working with. You consider the many options you have to make an effective intervention for Beth in regards to her performance at school and at home. An intervention would likely be MOST effective if: A)the client's mother told you which goals to work on. B)the client trusts the treatment team to identify intervention goals that are beneficial for her. C)the intervention goals were selected based upon the effective behavior change a team of renowned behavior analysts conducted in a research study you recently read. D)the client was able to help the treatment team determine the goals of the intervention.

D)the client was able to help the treatment team determine the goals of the intervention. Correct Answer: "the client was able to help the treatment team determine the goals of the intervention." Though applying quality research by renowned behavior analysts to your interventions can be good practice, deciding the goals for a client based on an intervention you recently read in a research study is not. Selected goals are tailored to the client. A trustworthy treatment team and the client's mother will likely help determine what skills should be worked on. However, we cannot determine if these interventions will be successful without running them. Perhaps the best way to ensure an intervention will be effective is by letting the client have input on what she would like to work on.

Your client Rick engages in frequent hand washing, to the point that it is damaging his skin. You want to decrease the behavior, though not stop the behavior from happening entirely. Which intervention below would be most applicable to implement with Rick? a. DRL b. DRA c. DRO d. DRH

DRH Differential reinforcement of low rates (DRL) would be most applicable because responses are reinforced only when the behavior occurs below the established criterion. (Cooper, Heron, & Heward, 2019, p. 310).

Which behavior is being reinforced when using a DRO procedure to address elopement in a classroom setting? a. Not engaging in elopement b. Participating in class activities c. Different behaviors that may be occurring when the reinforcer is delivered. d. Elopement

Different behaviors that may be occurring when the reinforcer is delivered In a DRO procedure the reinforcer is delivered contingent on the non-occurrence of the target behavior. This has potential to reinforce any behavior that could be going on when the reinforcer is delivered (Not necessarily only appropriate behaviors such as participating in class). (Cooper, Heron, & Heward, 2019, p. 600)*Task list item D-21*

Ayesha shouts during class time and the teacher provides her access to crayons to avoid further disruptions. The behavior analyst recommends the teacher moves the crayons to another location not visible to Ayesha. The sight of the crayons in this example is which of the following? a. Stimulus Delta b. Establishing Operation c. Abolishing Operation d. Discriminative Stimulus

Discriminative Stimulus The sight of the crayons is a stimulus change that appears to function as a discriminative stimulus, indicating that access to those crayons is available. (Cooper, Heron, & Heward, 2019, p. 399)*Task list item E-01*

Why is echoic behavior an important target for the early learner? a) Echoic behavior is considered typical age appropriate communication. b) Echoic behavior can be used to train other verbal operants. c) Echoic behavior with strong MOs is the easiest verbal operant to learn. d) Echoic behavior directly benefits the speaker by gaining access to a specific reinforcer.

Echoic behavior can be used to train other verbal operants. Echoic behavior is an important target for the early learner because a strong echoic repertoire can be used to teach other verbal operants such as the mand, tact, and intraverbal. (Cooper, Heron, & Heward, 2019, p. 439)*Task list item D-10*

This schedule of reinforcement produces a break and run pattern. This includes a post reinforcement pause, and then rapid completion of the schedule of reinforcement with little hesitation between responses. a. Variable Ratio b. Fixed Ratio c. Fixed Interval d. Variable Interval

Fixed Ratio The fixed ratio schedule of reinforcement produces a break and run pattern. This differs from the scalloped pattern that a fixed interval schedule produces. (Cooper, Heron, & Heward, 2019, p. 304)*Task list item D-02*

Simone learned more appropriate ways to request her favorite toys. Three years following this intervention, Simone continues to request for her favorite toys without engaging in problem behavior. Which dimension of applied behavior analysis is most applicable to this scenario? a) Effective b) Generality c) Applied Conceptually systematic

Generality The focus of this scenario is on the maintained progress following intervention. This relates to Generality. (Cooper, Heron, & Heward, 2019, p. 18).*Task list item B-01*

José started a new job as a software engineer. Coding using JavaScript would be considered a behavioral cusp if: a. His supervisor asked him to learn JavaScript. b. He already knew how to use JavaScript prior to obtaining this job. c. His new job used several coding languages not including JavaScript. d. His new job required JavaScript as the primary coding language.

His new job required JavaScript as the primary coding language. If his new job required the use of JavaScript as the primary coding language, then many reinforcers at work would be unavailable to José if he didn't know how to use JavaScript. Although completing a task that his supervisor asks (like learning JavaScript) could reinforce completing the task, it doesn't necessarily mean it would lead to further contingencies or opportunities for reinforcement. (Cooper, Heron, & Heward, 2019, p. 62)

Poppy's parents are working on teaching their child to stay in bed. Getting out of bed seems to be reinforced by being out of the bed and having free access to her toys. They decide to utilize a green light and a red light that they can turn on and off using a timer. The green light would be a stimulus delta for getting out of bed if which of the following consequences took place when the green light was illuminated? A. If Poppy stays in bed, she is not given access to her toys. B. If Poppy gets out of her bed, she is permitted to get out of bed and play with toys. C. If Poppy stays in bed, she is given access to her toys. D. If Poppy gets out of her bed, she is immediately redirected to the bed.

If Poppy gets out of her bed, she is immediately redirected to the bed. The green light would be a stimulus delta if reinforcement for getting out of bed was not available. The identified reinforcers were escaping the bed and access to her toys. (Cooper, Heron, & Heward, 2019, p. 400)*Task list item E-02*

Which of the following is not true when establishing a token exchange ratio in a token economy? A. As the learner progresses, increase the number of backup items. B. As the learner's income increases, increase the number of luxury backup items. C. Initial exchange ratios should be high. D. As the learner progresses, tokens should be devalued.

Initial exchange ratios should be high. When starting a token economy, the exchange ratios should be low. The learner should be reinforced easily and often starting out. Then, as desired behaviors and token income increase, the tokens should be devalued, more backup items added, and additional luxury backup items should be added. (Cooper, Heron, & Heward, 2019, p. 660)*Task list item F-02*

The teacher tells a group of students that they are able to go to recess early as soon as everyone has completed the math worksheet. This exemplifies which type of contingency? a. Good behavior game b. Independent group contingency c. Dependent group contingency d. Interdependent group contingency

Interdependent group contingency The interdependent group contingency occurs when all members of the group must meet the criterion of the contingency. (Cooper, Heron, & Heward, 2019, p. 666)*Task list item E-05*

Which of the following questions would not need to be asked when identifying a target behavior as a behavioral cusp? a. Is the behavior impacting many people? b. Will the behavior allow access to new environments? c. Is the behavior a reinforcer for the audience? d. Is the behavior difficult to change?

Is the behavior difficult to change? Many questions may be asked to determine if a behavior is a behavioral cusp, however "Is the behavior difficult to change?" is not applicable with relation to identifying behavioral cusps. (Cooper, Heron, & Heward, 2019, p. 62)*Task list item J-13*

While conducting a functional analysis, what typically occurs following the occurrence of a maladaptive target behavior? a. Extinction is implemented. b. It is reinforced. c. No environmental change. It is punished.

It is reinforced. One of the disadvantages of a functional analysis is that it may reinforce or increase inappropriate behavior due to the method of the assessment. (Cooper, Heron, & Heward, 2019, p. 633)

In a multiple probe design, what is the purpose of the probes? a) Measure the effect of a reinforcer prior to a reinforcer assessment. b) Measure the maintenance after the skill has been learned to mastery. c) Test a new potential intervention. Measure the current levels of behavior in each phase

Measure the current levels of behavior with each phase. The probe in a multiple probe design measures the current levels of behavior in each phase. This takes place before and after intervention. (Cooper, Heron, & Heward, 2019, p. 200)*Task list item B-08*

While collecting data on your client, you separate the session into observation periods. At the end of the observation period, you document whether or not the individual is engaging in the behavior at that specific moment. What type of recording procedure is being used, and how would you report the total at the end of the session? a) Partial interval recording/frequency b) Partial interval recording/percentage c) Momentary time sampling/percentage d) Momentary time sampling/frequency

Momentary time sampling/percentage Momentary time sampling procedures are typically reported as a percentage. (Cooper, Heron, & Heward, 2019, p. 90)*Task list item H-02*

Cameron hits his staff whenever they present him with a task. This typically results in staff moving away from Cameron and no longer presenting the task. The behavior analyst asks that staff no longer present Cameron with unnecessary tasks. In this example the behavior analyst is addressing the behavior of hitting by manipulating which component of the provided contingency? a. Motivating Operation b. Non-Contingent Reinforcement c. Discriminative Stimulus d. Consequence

Motivating Operation The behavior analyst is addressing this behavior by altering the motivating operation. In a negative reinforcement contingency, the aversive stimulus is the motivating operation. Just because the staff present him with a task, it does not mean the reinforcer of staff eliminating the request is available. (Cooper, Heron, & Heward, 2019, p. 399)*Task list item E-01*

A parent notices that her child has learned to say "please" repeatedly until being able to access the desired item. The development of this behavior relates most to which selectionism term? a. Respondent b. Ontogeny c. Operant d. Phylogeny

Ontogeny Regarding selectionism, behavior occurs either due to ontogeny (selection by consequences) or phylogeny (natural selection). This operant behavior appears to be most related to ontogeny. (Cooper, Heron, & Heward, 2019, p. 33)*Task list item G-02*

Melinda teaches 3rd graders. While her student teacher is leading the class, Melinda checks on the children at the end of every 5-minute interval. Melinda does a count of all of the children that are participating in the activity. Which measurement strategy is best exemplified by this scenario? a. Partial-Interval Recording b. PLACHECK c. Momentary Time Sampling d. Whole-Interval Recording

PLACHECK Planned Activity Check (PLACHECK) is a variation of momentary time sampling. PLACHECK is utilized to measure the over all behavior of a group as opposed to one individual. Partial-interval and Whole-Interval Recording require observation throughout the session as opposed to checking on the individual(s) at the end of an interval (Cooper, Heron, & Heward, 2019, p. 91).*Task list item A-13*

You are conducting matching to sample trials with Yolanda, helping her learn to match identical shapes. You conduct 10 trials per session. What measure would be most appropriate to use? a. Rate b. Whole interval recording c. Percent of occurrence d. Duration

Percent of occurrence Rate is not an appropriate measure for discrete trials because the behavior restricted in the sense that there are only a limited number of opportunities for the behavior to occur. Percent of occurrence is a much better measure in this situation. (Cooper, Heron, & Heward, 2019, p. 78)*Task list items A-02, A-03, A-06, & A-13*

When Brody tries to pet his dog, the dog turns and bites Brody's hand. Brody is in clearly in pain, and less likely to pet his dog in the future. What type of contingency does this exemplify, and what type of stimulus was used? a) Negative Punishment/Unconditioned Punisher b) Negative Punishment/Conditioned Punisher c) Positive Punishment/Conditioned Punisher d) Positive Punishment/Unconditioned Punisher

Positive Punishment/Unconditioned Punisher Positive Punishment has occurred when the behavior decreases when there is an addition of a stimulus. Pain is an unconditioned punisher. (Cooper, Heron, & Heward, 2019, p. 329)*Task list item D-15*

Which of the following is an antecedent intervention to increase the likelihood of a behavior technician to sanitize the work environment following a session at a clinic? a. Reduce other demands placed on the behavior technician immediately following a session. b. Have a sign posted reminding the behavior technician to finish paperwork prior to leaving the work environment. c. Deliver high quality praise on a VR schedule contingent on sanitizing the work environment. d. Implement a response cost program.

Reduce other demands placed on the behavior technician immediately following a session. Although posting a sign is an antecedent intervention, it did not address sanitizing the work environment. Reducing other demands would also function as an antecedent intervention addressing the target behavior. (Cooper, Heron, & Heward, 2019, p. 613)

Which of the following is not an example of a function-based definition of "Attention-Seeking Behavior?" a. Any behavior resulting in the parent providing attention to their child. b. Repeatedly saying another individual's name, touching another person, or throwing items in the direction of another person. c. Behavior that is immediately followed by another person attending to the individual. d. Responses that result in the direct attendance of the individual's teacher.

Repeatedly saying another individual's name, touching another person, or throwing items in the direction of another person. Function-based definitions include the end result (or function of the behavior) in the definition, which encompasses all forms of the response class. This is in contrast to a topography based definition. (Cooper, Heron, & Heward, 2019, p. 67)*Task list item I-01*

A parent who reprimands their child sees a decrease in their child's demanding behavior, they reprimand their child more often following their child's termination of maladaptive behavior. With regards to the parent's reprimanding behavior, describe the contingency in effect. a. Reprimanding is a positive punishment procedure. b. Reprimanding has likely been negatively reinforced. c. Reprimanding is a negative punishment procedure. d. Reprimanding has likely been positively reinforced.

Reprimanding has likely been negatively reinforced. Although it is apparent that reprimanding functioned as positive punishment for their child, it was negatively reinforced by the termination of the maladaptive behavior. (Cooper, Heron, & Heward, 2019, p. 287)

Kavya's mother tells her that if she mows the lawn, she will be given $10. Kavya has never been given $10 for mowing the lawn, but immediately goes outside and mows the lawn. Immediately going outside to mow the lawn appears to be which of the following? a. Rule-governed behavior b. Transitive behavior c. Contingency-shaped behavior d. Respondent behavior

Rule-governed behavior Rule-governed behavior occurs when a rule is presented and the learner engages in the behavior without previously coming into contact with that specific behavior. (Cooper, Heron, & Heward, 2019, p. 42)*Task list item E-03*

Which of the following is not a limitation of using shaping in an intervention procedure? a. Shaping new behavior can be time-consuming. b. Shaping does not change the antecedent stimulus, only the response. c. Continuous monitoring of the behavior is necessary for successful shaping. d. Harmful behavior can be shaped.

Shaping does not change the antecedent stimulus, only the response. Shaping does not change the antecedent stimulus, unlike stimulus fading. However, this is not a limitation of using shaping in an intervention procedure, unlike the other answers available. (Cooper, Heron, & Heward, 2019, p. 546).

When the usual, recurring behavior technician is working with Alexis, Alexis engages in frequent elopement with escape from the task to access her toys as the apparent function of the behavior. The other behavior technician (who doesn't usually work with Alexis) arrives and there is no elopement during the next session working with Alexis. The presence of the other behavior technician who doesn't usually work with Alexis appears to function as a: a. Stimulus Delta b. Motivating Operation c. Discriminative Stimulus d. Reinforcer

Stimulus Delta The stimulus delta abates behavior while the discriminative stimulus evokes behavior. Though our knowledge is limited the stimulus delta is the most correct answer provided. (Cooper, Heron, & Heward, 2019, p. 396)*Task list item E-01*

Which of the following can be described as the lack of stimulus discrimination? a. Extinction b. Stimulus generalization c. Differential reinforcement d. Faulty stimulus control

Stimulus generalization Stimulus generalization is described as loose stimulus control, or in contrast to stimulus discrimination. (Cooper, Heron, & Heward, 2019, p. 396)

Arnie has been working on counting change while at a clinic. His parent was excited to see this behavior occur while Arnie was counting change in his bedroom without needing prompts or feedback from his parents. This exemplifies which goal of treatment? a. Response maintenance b. Stimulus generalization c. Response generalization d. Extinction

Stimulus generalization Stimulus generalization occurs when the behavior that was trained in one situation, occurs in a different situation. (Cooper, Heron, & Heward, 2019, p. 716)*Task list item J-11*

While training Deidra on how to appropriately talk on the phone, you develop 30 different scenarios to encompass many possible situations. This is done to increase the likelihood of: a. Stimulus generalization b. Establishing validity c. Maintenance d. Meeting mastery criteria

Stimulus generalization The most correct answer here is stimulus generalization because the goal of any training is that the behavior occurs outside of the training environment. (Cooper, Heron, & Heward, 2019, p. 718)*Task list item J-11*

"Do the dishes tonight and take the next two days off" is an example of _______. a. Positive reinforcement b. Behavioral momentum c. The Premack Principle d. A variable schedule

The Premack Principle

You are developing a contingency contract with your student. Which of the following is not true regarding this contract? a. Each person's expectations must be identified on the document. b. The contract must outline a fair relationship between the difficulty of the task and the amount of the reward. c. The contract should be terminated once proficiency criteria have been met. d. The contract must include a clear response cost for when the contract is not followed.

The contract must include a clear response cost for when the contract is not followed. Although the contract may include a response cost, it is not an essential component of the document. (Cooper, Heron, & Heward, 2019, p. 679)*Task list item J-01*

James is using a changing criterion design to increase the number of widgets his employee assembles every 10 minutes. Which of the following is not a recommended component of the procedure? a. James will vary the amount of change when increasing the criterion to demonstrate experimental control. b. James will begin with a baseline phase by not providing reinforcement for several sessions. c. After several criterion increases, James will decrease the criterion to demonstrate experimental control. d. The criterion for receiving the reinforcer will change every session to increase the amount of widgets compiled.

The criterion for receiving the reinforcer will change every session to increase the amount of widgets compiled. All of the answers provided are recommended components of a changing criterion design besides changing the criterion every session. Typically the changes occur after at least 3 sessions/data points (Cooper, Heron, & Heward, 2019, p. 209).*Task list item B-06*

The arrows represent trained relations. How many additional untrained relations of symmetry and transitivity may be derived these three stimuli? a) 1 b) 4 c) 2 d) 6

The dotted lines represent the possible derived relations of symmetry and transitivity. (Cooper, Heron, & Heward, 2019, p. 455)*Task list item J-14*

Which of the following is an example of how you would begin least to most prompting with backward chaining? a. The learner completes the first step in a task analysis. The instructor provides prompts as need beginning with a verbal prompt and increasing assistance as needed. The instructor then completes the final steps of the chain. b. The instructor completes all steps in a task analysis other than the last step. The learner then completes the final step. The instructor provides prompts, beginning with a verbal prompt and increasing assistance as needed. c. The instructor completes all steps in a task analysis other than the last step. The learner then completes the final step. The instructor provides prompts as needed beginning with physical guidance, then fades the prompts as needed in future trials. The learner completes the first step in a task analysis. The instructor provides prompts as needed beginning with physical guidance, then fades the prompts as needed in future trials

The instructor completes all steps in a task analysis other than the last step. The learner then completes the final step. The instructor provides prompts, beginning with a verbal prompt and increasing assistance as needed. Backward chaining takes place by having the instructor complete all initial steps and the learner only completes the final step in the chain, then increase what is expected moving from the final step to the first step. Least to most prompting is used by giving the participant an opportunity to perform the response with the least amount of assistance on each trial. (Cooper, Heron, & Heward, 2019, p. 406).*Task list item D-03*

You conduct a MSWO preference assessment and the results created a hierarchy of 10 stimuli available to the individual. The individual's tablet ranked "1" in the hierarchy, and the toy truck ranked "10." Which of the following has not been established? a) The tablet likely functions as a reinforcer. b) The toy truck was less preferred than the tablet during the assessment. c) The tablet was more preferred than the other stimuli in the assessment. d) The tablet is a stronger reinforcer than the other stimuli in the assessment.

The tablet is a stronger reinforcer than the other stimuli in the assessment. A preferred stimulus will likely function as a reinforcer in some circumstances. However, there is a difference between a preferred stimulus and a reinforcer. The statement that the tablet is a stronger reinforcer than the other stimuli is too confident, and unknown based on our knowledge from the assessment. (Cooper, Heron, & Heward, 2019, p. 277)*Task list item J-04*

Which of the following is not true regarding generalized conditioned reinforcers? a. Does not depend on an EO for reinforcement effectiveness. b. They provide the basis for implementing token economies. c. They are effective across a wide range of EO conditions. d. They have no need to be paired with other reinforcers.

They have no need to be paired with other reinforcers. Generalized conditioned reinforcers gain their reinforcing properties by being paired with simultaneously with many reinforcers. (Cooper, Heron, & Heward, 2019, p. 264)*Task list item E-11*

Which of the following may be a more accurate name of the procedure known as "NCR"? A. Noncontingent delivery of appetitive stimuli B. Noncontingent delivery of a preferred stimulus C. Time-contingent delivery of reinforcement D. Time-based delivery of appetitive stimuli

Time-based delivery of appetitive stimuli Noncontingent reinforcement may be more accurately called time-based delivery of appetitive stimuli. Understanding the method of this intervention is clearly more important than the name itself. Although the stimuli may be reinforcers in one setting, the noncontingent delivery of such stimuli negate the effects of the stimuli, making them more accurately named "appetitive" or "Preferred" stimuli. (Cooper, Heron, & Heward, 2019, p. 615)

Maurice engages in socially inappropriate behavior. Staff track this behavior by circling "A", "B", "C", or "none" each hour according to the definitions below. "A" is defined as Maurice taking off his shirt in public. "B" is defined as repeatedly saying somebody's name. "C" is defined as Maurice tickling others without their consent. If any of these behaviors occur, they circle the corresponding letter. If none occurred they circle "none". All three of these appear to be part of the same functional response class. Staff are tracking which measurable dimension of socially inappropriate behavior? a. Temporal Extent b. Temporal Locus c. Topography Magnitude

Topography Topography refers to the physical form or shape of a behavior. Each of these socially inappropriate behaviors vary in form, though are all part of the same functional response class (Cooper, Heron, & Heward, 2019, p. 82).*Task list item A-12*

You completed Mariam's functional behavior assessment and the results indicate that elopement is maintained by gaining access to one on one walks with her teacher. Which of the following is an intervention that will teach her a functionally equivalent replacement behavior? A. Provide one-on-one walk time scheduled each hour. B. When Mariam says, "Walk time," her teacher should take her on a walk. C. Reinforce Mariam saying, "All done," with a break from her task. D. Provide Mariam frequent breaks from her tasks.

When Mariam says, "Walk time," her teacher should take her on a walk. Teaching Mariam to say "Walk time" is a functionally equivalent replacement behavior. (Cooper, Heron, & Heward, 2019, p. 621)*Task list item J-02*

Coprolaila is a repetitive use of obscene language. A girl is reportedly exhibiting coprolaila at school, but there is some confusion about whether it increases in frequency under some conditions or if it is steady throughout the school day. In order to measure the behavior and determine the steadiness of the occurrence, you might use __________. a. IRT b. total duration c. latency d. frequency

a. IRT

If a student is reported to cry out intermittently for periods of 10 sec to 30 minutes at a time, which would be the most appropriate dimension and observation schedule to use? a. freq &MTS, 30 sec b. duration & whole interval, 30 min c. interresponse time & partial interval d. freq & whole Interval, 5 mins.

a. freq &MTS, 30 sec

Amy has a very hard time concentrating. Her self-improvement goal is to attend to a speaker for at least 20 seconds before interrupting or becoming distracted. When you observe to check up on Amys progress, you will want to use _________. a. whole interval b. MTS c. partial interval d. percent of occurrence

a. whole interval

Which of the following does not use a mentalistic approach in describing Yosef's behavior? a. Yosef's outbursts increased because of reinforcement. b. Yosef's outbursts decreased following the extinction procedure. c. Yosef made the association that when he engages in an outburst, he gets his way. d. Yosef engages in frequent outbursts due to autism.

b. Yosef's outbursts decreased following the extinction procedure. Even the term "Reinforcement" can be mentalism when used as a cause for behavior, rather than a description of what occurred. It is important to be able to state facts of what occurred, rather than creating hypothetical constructs to describe why behavior is occurring. (Cooper, Heron, & Heward, 2019, p. 12)*Task list item G-05*

A married man is told that he doesnt listen. When he talks to a behavior analysts about this the man is encouraged to listen - defined through a task analysis - for longer period before trying to "fix" any problem that he hears. In order to measure the man's listening, we would want to use ______________. a. trials to criterion b. duration c. chaining d. rate

b. duration

As a track enthusiast, you want to test whether 100 meter and 200 meter sprinters get a better start after a traditional starting pistol is used or an equal interval countdown "3,2,1, GO!" The measure that your are looking for here is___________. a. duration b. latency c. rate d. trials to criterion

b. latency

Much like the reason that you use unscored IOA for high rate behaviors, you would also pay attention to ___________ when a behavior occurs almost continuously. a. the various discriminative stimuli for the behavior. b. moments when the behavior is not occurring. c. the times that the behavior is occurring. d. partial interval recording

b. moments when the behavior is not occurring.

Its been three months since you intervened and began reinforcing an alternate behavior for your client. Youd like to display the frequency of the alternate behavior from the beginning of treatment until now. Which is the best option for this display? a. a bar graph b. a scatterplit c. a cumulative graph d. a celeration graph

c. a cumulative graph

An adult client reportedly paces frequently. In order to determine if this behavior needs to be targeted for intervention you want to know how much of a hindrance this behavior is to the client. Which measure would be the best? a. frequency b. trials to criterion c. duration d. latency

c. duration

Someone wonders why a student is making loud moaning noises during class. You complete a preliminary observation and notice that the student makes these noises when the class is being lectured to, usually when sitting, and always at some point after the class begins. What behavioral dimension would be best compare the behavior to environmental events? a. duration b. interresponse time c. latency d. percent of occurrence

c. latency

A toll booth supervisor needs to know that his 38 employees are at their stations around the state, but cant be in all places at once. Youre consulting and suggest using the video footage of the toll booths to periodically look to see if the employees are in their station during the 8 hour shift. The observation and recording is known as ____________. a. continuous recording b. partial interval c. latency recording d. MTS

d. MTS

A school teacher sits at her desk much of the day. However, a few times each class she will randomly walk up and down the aisles of her student's desks and provide praise to each student who is actively completing their classwork. What schedule of reinforcement is the teacher using? A)Variable ratio B)Fixed ratio C)Variable interval D)Fixed interval

C)Variable interval Correct Answer: "Variable Interval." Since the school teacher goes up and down the aisle of student desks randomly throughout the day, and reinforces the first correct response at that time, it is a variable interval schedule of reinforcement. It is not a fixed ratio schedule because although the first response was reinforced and it appears to be an FR1 schedule, it actually is not since previous responses in the absence of the teacher were not reinforced. "Fixed interval" is incorrect since the teacher goes up and down the aisle of student desks at random times. "Variable Ratio" is incorrect since the reinforcement is on an interval schedule.

The graph above reflects the progress your client has demonstrated with his current behavior support plan. What recommendations would you provide regarding the behavior support plan? A. Conduct one more reversal to verify the results. B. Consider updating the functional assessment. C. Return to baseline. D. Continue with the treatment phase.

Continue with the treatment phase. Improvement is clear with this ABAB design. Intervention appears to be working and should remain in place to further decrease the frequency of head hitting behavior.*Task list item H-04*

You hold up a plastic apple. Daniel says, "apple." Since Daniel can tact toy apples, we can also assume that he can: A)mand for toy apples. B)echo, "apple" after you say, "apple." C)pick up the toy apple after you ask him to. D)(None of the above)

D)(None of the above) Correct Answer: "None of the above." We can never assume that a learner will be able to correctly use another verbal operant for the same object simply because he can correctly use one verbal operant. All verbal operants for a single object may need to be taught separately. Just because Daniel can tact an item does not necessarily mean that he can mand for the apple, echo the word "apple," or engage in listener responding (picking up the plastic apple when asked).

In the interobserver agreement chart below, what is the interval-by-interval percent of agreement between the two observers? A)40% B)20% C)60% D)80%

D)80% Correct Answer: "80%." Interval-by-interval IOA is calculated by taking the number of intervals the observers agreed that the behavior did/did not occur, divided by the total number of intervals (and then multiplied by 100 to get a percentage of agreement). On trials 1,3,4, and 5, the observers agreed that the behavior did (or did not) occur. On trial 2, the observers disagreed. Therefore, 4 out of 5 intervals were agreed upon. 4/5=0.8x100=80%

When Michelle was a child, a centipede crawled on her and bit her on her arm in her parent's basement while playing hide and seek with her siblings. This resulted in Michelle having an extreme fear of centipedes in adulthood. Last week, a behavior analyst began working with Michelle to decrease her fear of centipedes. She took Michelle to her parent's basement where she had been bitten by a centipede and the behavior analyst brought a couple centipedes and exposed her to them without them biting her or crawling on her. Eventually, Michelle was no longer afraid of centipedes. What procedure did the behavior analyst use with Michelle, to make her no longer fearful of centipedes? A)Respondent conditioning B)Operant extinction C)Operant conditioning D)Respondent extinction

D)Respondent extinction Correct Answer: "Respondent Extinction." The centipede became a conditioned punisher because it was paired with the bite of the centipede when she was a child. The behavior analyst used respondent conditioning to un-pair the conditioned punisher (the centipede) with the unconditioned punisher (the pain of being bit). The behavior analyst did this by repeatedly putting Judy in the presence of centipedes, without being bit. Over time, the centipede became a neutral stimulus again because it was no longer paired with the pain Judy experienced by being bit by one as a child.Because the answer involved stimulus-stimulus pairing, "operant conditioning" and "operant extinction" are incorrect. "Respondent conditioning" is incorrect since this helps a neutral stimulus become a conditioned reinforcer or punisher.

Jill is a behavior analyst who works with the elderly in group homes. She receives a referral to work with a child diagnosed with autism and traumatic brain injury, but has never worked with a child or an individual diagnosed with traumatic brain injury before. Of the following options, what is the most appropriate course of action she could take? A)Politely decline the referral. B)Take on the client. Conduct an FA and write the intervention. Then ensure a behavior analyst who is familiar working with children and those diagnosed with traumatic brain injury reviews her plan prior to implementation. C)Refer the client to a behavior analyst who is familiar working with children and the those with the diagnosis of traumatic brain injury to supervise that behavior analyst. D)Contact the BACB® to file a complaint.

A)Politely decline the referral. Correct Answer: "Politely decline the referral." The best option in this scenario would be to politely decline. If Jill declines the referral, she should make recommendations of behavior analysts nearby who have the necessary experience to take on the case. Jill would not need to supervise that behavior analyst (if anything she may shadow the analyst to gain competency in working with that population). Since she has never worked with this population, conducting a functional analysis and writing the intervention plan is not recommended. This would not warrant filing a complaint to the BACB® since no violation has been committed.

Wendy learns how to use polite manners in social interaction at home. She says "please" and "thank you" 100% of the time at home when asked to do so. However, she doesn't say "please" or "thank you" at school when asked to do so by her teachers. This is most likely due to: A)Poor stimulus generalization B)Poor response generalization C)Poor stimulus discrimination D)Poor response discrimination

A)Poor stimulus generalization Correct Answer: "poor stimulus generalization." Stimulus generalization involves bringing one response under control of multiple stimuli (she should say "please" and "thank you" when her parents asks her at home and should also say "please" and "thank you" when her teachers ask her to at school). Since the stimuli at her school are not evoking the desired response of using polite manners, this hints that there is not stimulus generalization. "Response generalization" is incorrect since this would mean that the child was learning new behaviors that resulted in the same reinforcer. "Stimulus discrimination" is incorrect since this would involve evoking a response under fewer stimuli. "Response discrimination" is not necessarily a behavior-analytic term but it would involve fewer responses and we are looking for generalization in this scenario.

Sally is a behavior analyst. She is trying to decrease her client's purposeful fire-alarm-pulling behavior. It has been determined that the fire-alarm-pulling is maintained by attention. Of the following options, what is the most effective way Sally can help decrease her client's frequency of fire-alarm-pulling? A)Provide a dense schedule of reinforcement for all appropriate responses that are in the same functional response class as the fire-alarm-pulling. B)Withhold reinforcement for all responses that are in the same functional response class as the fire-alarm-pulling. C)Punish all responses that are in the same functional response class as the fire-alarm-pulling. D)Punish the fire-alarm-pulling intermittently, so he does not receive attention every time he sets the alarm.

A)Provide a dense schedule of reinforcement for all appropriate responses that are in the same functional response class as the fire-alarm-pulling. Correct Answer: "Provide a dense schedule of reinforcement for all appropriate responses that are in the same functional response class as the fire-alarm-pulling." This example says that the client engages in the behavior to receive attention. Therefore, all behaviors that are used to gain attention are also in this response class. Sally should reinforce all appropriate ways of gaining attention in this scenario to decrease the motivation to set the alarm off. "Punishing all responses..." and "Withholding all responses..." in the response class would mean that the client could not access attention with any of the behaviors in the response class. This could result in new behaviors developing to gain attention (whether they are desired or not). Reinforcing appropriate responses is a much better option in this scenario. Finally, "punishing the behavior intermittently so that he doesn't gain attention" is incorrect since this could result in an extinction burst, and fire-alarm-pulling is a behavior you most likely would not want to ignore.

From a young age, Devin is taught to go to his family's mailbox outside his home when he hears a fire alarm. One day he sees a fire in the home and goes to his family's mailbox, even though there was no fire alarm. He was never trained to do this. What is this an example of? A)Stimulus generalization B)Response generalization C)Overgeneralization D)Programming common stimuli

A)Stimulus generalization Correct Answer: "Stimulus generalization." He was taught to go to the family's mailbox when he heard a fire alarm but never directly taught to go to the mailbox if he saw a fire. However, the sight of the fire evoked the same response that a fire alarm did due to stimulus generalization (the same behavior of going to the mailbox occurred under an untrained stimulus). "Response generalization" is incorrect since the response did not change; only the antecedent stimuli changed. "Overgeneralization" is incorrect since this would mean going to the mailbox is controlled by multiple, incorrect stimuli. Programming common stimuli is incorrect since this would involve bringing stimuli from his natural environment into his training environment and this was not mentioned in the scenario.

Andrew, a BCBA®, overhears his supervisee calling interventions by the incorrect name. The supervisee calls a token economy an "exchange program" and calls high-probability command sequencing procedures a "series of easy behavior procedures" when he is talking with other BCBAs® at the ABA center they work at. Andrew corrects his supervisee and reminds him that behavior analysts should use uniform terms to describe behavior-analytic procedures so that they remain lawful and orderly. Which dimension of applied behavior analysis (Baer, Wolf, & Risley, 1968) does this describe? A)The "conceptually systematic" dimension B)The "technological" dimension C)The "behavioral" dimension D)The "generality" dimension

A)The "conceptually systematic" dimension Correct Answer: "Conceptually systematic." The conceptually systematic dimension of ABA means that behavior analysts should use similar terms and jargon to describe a procedure. This way, the science of applied behavior analysis is more lawful and organized. "Generality" means the change in behavior maintains over time and across differing environments, stimuli, and in multiple forms. "Behavioral" means that the behavior is observable and measurable. "Technological" means that the procedures we use are described in enough detail so that they can be tested and repeated.Please note that we would not use this technical jargon with people who are unfamiliar with behavior-analytic terms, such as a client's parents. However, since the supervisee was talking to other BCBAs®, it was appropriate for Andrew to correct the supervisee.

A cumulative record would be most appropriate to use for tracking which of the following behaviors? A)Whether or not an employee goes to work each day he was supposed to B)How much the temperature decreased last night C)The number of seconds you can hold a handstand D)How much time it takes a student to write 25 words

A)Whether or not an employee goes to work each day he was supposed to Correct Answer: "Whether or not an employee goes to work each day he was supposed to." Cumulative records can be beneficial when there is only 1 response possible per session (he has one opportunity to attend work per day that he is supposed to attend). Since only one response is available per day, a cumulative record may be more beneficial than a noncumulative graph because it shows a clear data path, whereas a line graph would simply have 0 or 1 response per day. "How much time it takes a student to write 25 words" and "the number of seconds you can hold a handstand" would likely be recorded with duration recording. "How much the temperature decreased last night" is NOT a behavior.

You are beginning to organize a research project that focuses upon self-injurious behavior. You hire four data collectors to assist in your research. You notice that each data collector observing the same behavior is getting very different and inconsistent data. You then decide to rewrite your operational definition with a focus on its topography and train the data collectors on this new definition. A topographical operational definition for self-injurious behavior may be: A)pulling her own hair with enough force that it detaches from her scalp. B)pulling her own hair, biting herself, or otherwise purposefully causing herself harm. C)any behavior that occurs to gain attention such as hair pulling and biting herself. D)any occurrence of pulling her own hair that results in attention.

A)pulling her own hair with enough force that it detaches from her scalp. Correct Answer: "pulling her own hair that it detaches from her scalp." Topographical definitions do not include the function of the behavior, or what happens when the behavior occurs. They simply state what the behavior looks like. "Purposefully causing herself harm" is incorrect since it would be difficult to measure whether her intent was to cause herself injury or not.

After becoming board certified, Sebastian opens his own consulting company. While reviewing the records of the potential client, Sebastian sees that the individual is diagnosed with Prader-Willi Syndrome (a rare genetic condition causing an insatiable hunger). Sebastian isn't familiar with this condition, though he is a capable behavior analyst. Which of the following would not be an appropriate response for Sebastian? a. Accept the new client, because diagnoses are irrelevant to what we do as behavior analysts. b. Decline the case as to avoid working outside of his boundaries of competence. c. Find a behavior analyst with experience working with individuals with this condition and refer the case to them. d. Find a behavior analyst with experience working with individuals with this condition and ask them to consult with Sebastian as he takes on the case.

Accept the new client, because diagnoses are irrelevant to what we do as behavior analysts. Explanation: Sebastian should avoid working outside of his boundaries of competence. This may include not accepting the case, referring the case to another, or consult with someone with competence. (See the Professional and Ethical Compliance Code for Behavior Analysts).*Task list item G-01*

You and a friend are asked to name your favorite bands. You friend says "Chicago" and "The J. Giles Band." You chime in with "rubber." The bands are more accurately described as ____________. a. An equivalence class b. Response class c. An arbitrary stimulus class d. Feature stimulus class

An arbitrary stimulus class