STUDY HARDER

Client preferences should be considered when developing interventions, but the MOST important factor to consider when selecting appropriate interventions is: A . scientifically supported treatments B . practitioner experience and training C . cost effectiveness D . a risk/benefit analysis

A IS CORRECT Behavior analysts must ensure their interventions align with established behavioral principles. The design and implementation of these interventions should be supported by scientific evidence. Behavior analysts need to base their interventions on detailed assessment results. A key focus of these interventions is to prioritize methods that involve positive reinforcement. The interventions should cater to the unique needs of clients and stakeholders, considering factors like risks, benefits, and cost-effectiveness.

One of the reasons that myths such as "vaccines cause autism," may persist is that even a small perceived likelihood of the consequence may affect human behavior. The conceptually systematic ABA term for this is: Your answer A. Rule-governed behavior B. Contingency-shaped behavior C. Faulty stimulus control D. Risk aversion

A IS CORRECT Correct: A rule or instruction is just a verbal stimulus that controls behavior. Rule-governed behavior is one end of a spectrum that controls behavior even when the contingency (i.e., reinforcement or punishment) is unlikely to be contacted currently, if ever. Someone telling you that there is some possibility of autism resulting from shots may be enough for you to delay or refuse a shot. The unfortunate part of the example here is that the rule makes a claim to legitimacy that it hasn't earned. Incorrect: Contingency-shaped behavior is the other end of the spectrum in which the behavior is controlled not by the verbal stimulus (rule/instruction), but the likelihood of immediate consequences. <> Faulty stimulus control is a real term, but it still is "in the eye of the beholder." That is, it describes control over behavior that the behavior analyst just doesn't want to control the behavior. An example is when your on a hiking trail and you see both a well-worn path and a sign that says "keep out." If you're the property owner, you might conclude that going on the path because the path was obviously well-used was using the wrong stimulus to evoke your behavior. <> Risk aversion is more of a term in psychology, but describes a similar concept. B-13 Define and provide examples of rule-governed and contingency-shaped behavior.

Which is not an MO? A . A sandwich B . An ankle sprain C . An email stating that your favorite subscription is about to expire D . A car seatbelt alarm

A IS CORRECT Correct: A sandwich (or food in general) in an unconditioned reinforcer, although the sandwich itself says nothing about the momentary value of the sandwich as a reinforcer. An MO is a stimulus or state that makes you want something more/less than you did. See Cooper, 2020, pp. 372-392. Incorrect: An ankle sprain hurts (ok, I'm assuming). It may hinder your functioning, also. For these reasons, it increases the value of pain reduction or "walking normally." <> Your subscription notice is basically telling you that time is limited and increases the value of repurchasing. <> The car seatbelt alarm is annoying to me and I want it to go away. Even if you love the sound, the alarm doesn't make fastening your seatbelt more available (hence, it's not an SD). It just makes most of us want to remove the alarm's noise. B-12 Define and provide examples of motivating operations.

You, as a BCBA, believe that sequence analysis is the best descriptive measure to use in a particular instance. You arrange to spend the day in a classroom to record data. As you see the target behaviors occur, you record the immediate antecedents, target behavior, and consequences following the response. At the end of the day you have noted four target behavior occurrences. Which of the following data collection procedures did you just use? A . ABC narrative recording B . scatterplot recording C . ABC continuous event recording D . momentary time sample recording

A IS CORRECT Correct: ABC narrative recording involves describing the antecedent, behavior, and consequence only when the target behavior occurs. See Cooper, p. 639. Incorrect: Scatterplot recording would simply tally the behavior as occurring, and may include the time, setting, people, or events happening at that general time. It would not include detailed descriptions of immediate antecedents or consequences, although might include "pre-programmed" ones that are listed on the sheet. <> ABC continuous event recording is otherwise known as a type of "running record." This would involve recording pre-selected triggers, target behavior occurrence/non-occurrence, and previously identified consequences. For example, one might use a data sheet to indicate that a task demand was placed, a tantrum occurred (or did not), and a time out was implemented (or was not). This type of recording would be able to show that an antecedent, such as a task demand, resulted in target behavior occurrences in few, some, or all of the observed instances. <> MTS would involve observing and recording whether a behavior were occurring "at that moment," rather than a description of antecedents and consequences. F-7 Conduct a descriptive assessment of problem behavior.

It seems obvious, but it's worth mentioning that staff are people. They are subject to the same principles of behavior that our clients are. To wit, you notice that a staff member who was implementing behavioral momentum has been avoidant of making the low-probability request, in order to avoid the client's emotional reaction to it. Which is a function-based strategy to solve the situation? A . Encourage the staff member to implement the high-p request sequence more often, and skip the low-p request every other time. B . Use behavioral skills training to teach the entire behavioral momentum sequence. C . Clearly communicate that the implementation of the plan is important for the client. D . First, explain the contingency to the staff member. Then, refuse to sign supervision forms if procedures are not followed completely.

A IS CORRECT Correct: First, the answer here takes a moment to acknowledge that the function for the staff member is escape from the emotional reaction of the client. That is, the staff member doesn't want to ask something difficult and have the client respond negatively. If escape/avoidance is the function, some appropriate ways to address the problem might be to make the low-p request easier, to add prompts along with the low-p request or - as here - allow the staff member to escape making the low-p request sometimes. Incorrect: Using BST is encouraged for teaching skills, but this isn't the problem. It's not a skill deficit, but an escape-maintained function. <> If the function of the staff's behavior is client improvement, reminding them of the importance is a good idea. This sounds like a good idea, because we all assume this to be a function. However, the problem presented is more about escape/avoidance. <> Letting staff know of an impending contingency is good communication. It's also not "cruel" to refuse to sign supervision forms if expectations are not met. The point here is more that this doesn't address the staff member's behavioral function. I-7 Use function-based strategies to improve personnel performance.

You're working in the home with a child, building communication skills and also reducing tantrums. The parents hire Calista, a self-described "healer" to provide chakra alignment therapy for your client. In order to collaborate, a behavior analyst should: A . Collaborate with Calista by providing data sheets, and discuss recording observed behavior. B . Collaborate by taking data on Calista's intervention using a withdraw/reversal design. The results will indicate the efficacy of the treatment, or not. C . Collaborate by observing and assisting Calista and inviting her to assist in ABA therapy. D . Collaborate by stating that behavior analysis is a scientifically-based intervention and that your services cannot continue until such time as appropriate services can be rendered.

A IS CORRECT Correct: I hope that this is an extreme example. However, behavior analysts need to collaborate with other professionals who provide services to clients. The correct answer should involve advocating for scientifically-supported interventions and an explanation of how/what you can involve yourself in and what you cannot. In this scenario, you can certainly collaborate to observe and record behavior. Incorrect: The "taking data" answer reveals a personal and professional problem that I have with this course of action. Agreeing to take data on something that has no mechanism of efficacy legitimizes the practice. So, if offering to take data on bloodletting with leeches is your idea of collaboration, I think that's going too far. However, you have to decide how your actions exemplify our profession and the spirit of collaboration. Ok, done with that :) <> You shouldn't involve yourself in someone else's area of expertise, but can usually find common ground that doesn't cross the line of professional ethics. <> You probably should mention science and ABA, but a parent's decision to employ other therapies isn't a reason to terminate services UNLESS that therapy causes non-compliance with the behavioral intervention (see the ethics code, section 3.15 Appropriately Discontinuing Services). H-9 Collaborate with others who support and/or provide services to clients.

During a one-hour observation period you notice a student engage in "mouthing" at 7 minutes, 16 minutes, 31 minutes and 47 minutes. What is the average inter-response time? A . 13 minutes B . 7 minutes C . 25 minutes D . 40 minutes

A IS CORRECT Correct: Inter-response time is the time from the beginning of one response to the beginning of the next response. You are only able to calculate the IRT from the first occurrence (7 minutes) to the second (16 minutes), the second to the the third (31) and the third to the fourth (47). The time between 7 minutes and 16 minutes is 9 minutes, the time between 16 minutes and 31 minutes is 15 minutes, and the time from 31 minutes to 47 minutes is 16 minutes. 9+15+16= 40/3= 13.3 This is the average IRT. C-4 Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time).

What's this scenario describe: A teacher makes a big show of reaching outward and placing both hands over her mouth. Every time that she does this, the first students to see it, nudge their friends and mimic the hands over their mouths until the entire class is quiet. Otherwise, the class is actually pretty loud most of the time. A. stimulus control B. stimulus prompt C. stimulus fading D. stimulus equivalence

A IS CORRECT Correct: Stimulus control is when the stimulus has control over the behavior. It's not an invisible force, though. It's a history of reinforcement for a specific behavior in the presence of the stimulus. The teacher's hands over her mouth would also be an SD for imitating her, an S-delta for continued talking and when students behave "correctly," they are demonstrating stimulus discrimination. Incorrect: An example of a stimulus prompt when asked to "Show me the thing you put food into," is to point to the mouth. You are calling attention to the stimulus-of-interest. The above isn't an example of this. <> No stimulus seems to be faded here. <> You could make a case that the teacher is equating "Be quiet, class," with "hands over the mouth," but I think that's a stretch. B-10 Define and provide examples of stimulus control.

Considering all the factors that support selecting one intervention over another, select the MOST appropriate statement to take into account. Your answer A . The client prefers outdoor activities to indoor leisure time. B . The client does not like bathing. C . The client doesn't respond to verbal cues. D . Punishment is more effective than reinforcement with the client.

A IS CORRECT Correct: Taking client preferences into account is one of the criteria to consider when selecting interventions. Knowing that the client prefers outdoor activities to indoor activities would aid in the development of an intervention using access to the outdoors as positive reinforcement, perhaps. Incorrect: Other answers fail to address what the client DOES prefer. <> Punishment is not more or less effective, and behavior analysts need to prioritize reinforcement interventions first. The ethics code 2.14 lists "prioritize positive reinforcement procedures" as one of the criteria for selecting interventions. H-3 Recommend intervention goals and strategies based on such factors as client preferences, supporting environments, risks, constraints, and social validity.

"I can't afford to pay my taxes right now. I know they'll catch up to me like a year or whatever, but I just have to put them off right now." The statement above is an example of: A . rule-governed behavior B . contingency-shaped behavior C . a contingency contract D . a contingency analysis

A IS CORRECT Correct: The behavior of avoiding current tax payments appears to be rule governed. That is, the consequence is so remote in time as to be dismissed. Incorrect: A contingency-shaped behavior in this scenario might be to focus on the consequence of late fees, IRS notices, etc. It seems like if this were contingency-shaped, the person would pay now. <> This only vaguely describes the contingency, but it goes something like: "If I don't pay now, I avoid having to part with my money right away. My bill in the future may be larger, but that isn't as important as other, more immediate, contingencies. This isn't a contract. <> A contingency analysis is another name for a functional assessment, but this isn't one of those, either. B-13 Define and provide examples of rule-governed and contingency-shaped behavior

You have a new supervisee and some ideas. There are some skills that she will need to demonstrate with clients in the clinic. There are some skills that you have a personal interest in teaching. You'd like to discuss the ethics code, and to review any necessary concepts on the current BACB® task list edition. What's the best way to go about developing supervisee goals? Your answer A. Conduct a skills assessment B. Communicate your expectations clearly and listen to the supervisee's opinion C. Model problem-solving skills for your supervisee D. Ensure an efficient progress monitoring system

A IS CORRECT Correct: The best way to determine goals is to conduct an assessment and go from there. Pretty much always assess, intervene, analyze. Incorrect: Opinions about what to cover are good to communicate back and forth. The final decision will likely have to be made by the supervisor, however. Even if you agree on what concept to write a goal on, you need an assessment to know if the skill is currently met and where to set performance objectives. <> Modeling problem-solving skills is a part of supervision, but not in goal setting. <> Where you start from compared to where you are now is how progress is monitored. I-3 Select supervision goals based on an assessment of the supervisee's skills.

The ethical code expands on four core principles. These are to benefit others; treat others with compassion, dignity, and respect; behave with integrity; and _____. A . ensure their own competence B . heed the BACB's code of conduct C . keep the primary focus on clients D . provide effective and professional services

A IS CORRECT Correct: The introduction to the code mentions these four core principles: "...benefit others; treat others with compassion, dignity, and respect; behave with integrity; and ensure their own competence." Incorrect: All of these sound pretty good, honestly. However, only one of these is the fourth "core principle" mentioned. E-1 Introduction

Driving across Nevada, you see a variety of microclimates and incredible basins. You have to watch out for the "next gas 90 miles" sign, though. Seeing the sign and filling up at this exit is an example of: A . a behavior-altering effect B . a value-altering effect C . an SD D . rule-governed behavior

A IS CORRECT Correct: The sign is an MO. The fact that you decide to (are motivated to) stop is an illustration of the behavior-altering effect. Incorrect: Gas, in this case, has most certainly gone up in momentary value, but what's described is the behavioral effect (evocative effect). <> It's not really an SD. This is a hard one, but I hope we can all learn something here. If the sign said, "gas this exit," it would be signal that gas is available, but it wouldn't make anyone want gas more or less than usual. It's the communication of scarcity, which also says nothing about availability, that makes this sign an MO. A CMO-R, actually. <> It would be rule-governed if 1) it described a contingency and 2) this rule controlled your actions without likely contact with the described contingency. Your actions above are more contingency-based, as you would likely drive on through if you already had a full tank. B-12 Define and provide examples of motivating operations.

A programmer teamed up with a behavior analyst (BA) and created a program that presented 3 items and a prompt to identify just one of them. Several clients showed great success. However, the BA observed the first time 4 items were presented and noted that the child just clicked on every picture in front of them, and was scored as correct. What's this problem called? A . An unwanted effect of reinforcement B . An unwanted effect of extinction C . respondent conditioning D . shaping

A IS CORRECT Correct: This appears to be reinforcement of "clicking" behavior that is unwanted. Lots of unwanted clicking received reinforcement and the behavior continued into future presentations of the program. Incidentally, this also seems like faulty stimulus control. Incorrect: No extinction is described. If the programmer changed things so that the client would no longer receive reinforcement for clicking more than once or more than one answer, then we'd have an attempt to extinguish. <> In order to "see" respondent conditioning, look for a reflex. Something should occur that is a natural response for humans. This isn't it. <> We could speculate that the client's behavior first started as clicking just one item and then was shaped to more clicking, but we don't know that. H-5 Plan for possible unwanted effects when using reinforcement, extinction, and punishment procedures.

"My father taught me to hunt deer as a kid. I'd like to hunt still, but my wife isn't really crazy about it and I'd rather not argue about it." The speaker's hunting behavior lacks: A. maintenance B. stimulus generalization C. operant conditioning D. negative reinforcement

A IS CORRECT The primary reason mentioned is the disapproval of the speaker's wife and a desire to avoid conflict, indicating that the behavior (hunting) is not being maintained despite the initial learning and experience. The other options do not fit the context of the statement: B. Stimulus Generalization: This would imply the behavior (hunting) occurs in response to a variety of similar stimuli, which is not discussed here. C. Operant Conditioning: This is a learning process through which the strength of a behavior is modified by reinforcement or punishment, but the statement doesn't provide information about such conditioning affecting the current behavior. D. Negative Reinforcement: This involves the removal of an unfavorable outcome or stimulus to strengthen a behavior, but in the statement, there's no mention of negative reinforcement influencing the behavior.

Jen is consulting to try and increase an elderly client's independence. The client lives in a retirement home, has a limited income and does not have a driver's license. There are options for transportation such as the nursing home's bus for medical appointments, the city bus, and a non-profit that offers free rides to the elderly. She loves to visit friends, shop and sight-see. Which of the following intervention goals would be MOST appropriate? A.In order to engage in leisure activities, client will call the charity organization that provides free rides to the elderly, within their hours of operation. B. In order to engage in leisure activities, client will understand the bus schedule, and use this to obtain transportation to various appointments. C. When needed, the client will ask staff for assistance with transportation to medical appointments. D. When transportation is available, client will obtain it.

A IS CORRECT . Correct: You've likely heard that goals should be objective, clear and complete (OCC). Here, we have the conditions for the behavior (MO for leisure activity), an objective definition of what the client will do and also some about when this behavior should/should not occur. Incorrect: Defining the behavior as "understand" the schedule is not objective. <> The limitation of asking for medical appointments may seem incomplete, but there is also the bigger problem of having the staff complete the task, rather than the client. <> Even when transportation may be "available," the client may not want it. Also, this doesn't define the behavior that the client will emit. H-1 State intervention goals in observable and measurable terms.

Emily, an early elementary student, has a difficult time playing with her peers even though she really wants to. She often barges into the middle of games that are already in-progress and demands to join in. Playground staff teach her to say "May I play?" Whenever Emily is then invited to play, staff give her a "thumbs-up" sign. This is: A . Creating a conditioned reinforcer B . Augmentative communication C . Differential reinforcement of other behavior D . Negative reinforcement

A IS CORRECT Correct: If we can assume (I know, I know) that being invited into the game is reinforcing, then the "thumbs-up" from staff is being paired with that reinforcer. This should create the thumbs-up as a conditioned reinforcer of its own. There is also the DRA of asking to join that just isn't an answer, though. Incorrect: This doesn't appear to be a technology to assist communication. Rather, it's a short-hand communication to pair with the reinforcement of getting to play with peers. <> A DRO would require Emily to avoid a behavior (like demanding to join) for a set period of time. Instead, she is using a replacement behavior. When she does, she sometimes receives reinforcement - getting to play. <> Negative reinforcement would involve a removal of a stimulus as a consequence of behavior. An example might be that when Emily asks nicely, the leader of the peer group stops glaring at her. G-3 Establish and use conditioned reinforcers.

Assuming the future behavior maintains or increases in each of these instances, which is an example of positive reinforcement? A . With removal of the dam, colder water seemed to help increase the health of fish populations over the following decade. B . Listening and giving crazy love washed away my heartache and loneliness. C . Up with the dawn, I've been working all day and finally finished my chores. D . After working a 996 schedule (9 a.m. to 9 p.m., 6 days per week), some people were willing to stand up and say "No!"

A IS CORRECT (Chat GPT disagrees) Explanation Correct: The behavior is removing the dam. The result is increased water flow or colder water. These are added stimuli. Incorrect: Listening and offering "crazy love" reduced heartache and loneliness. <> Working is the behavior. As a result, they are done, gone, no more, finito. <> Saying "No!" means that they aren't doing it anymore. They escape it (and say "No!" more often). B-4 Define and provide examples of positive and negative reinforcement contingencies

You had an student study team (SST) meeting last week with parents and teachers of a student. The concern raised was whether the child has ADHD affecting school performance. The child rushes through work and quizzes and is out his seat about 3 times per class period when others average 1 or 2 times. A review of grades shows that the student's grades have slipped from 95% to about 85% at this time. What is your next step? A . Report to the SST that intervention is not needed at this time. B . Report to the SST the assessment results and suggest a goal to increase time spent on assignments. C . Report to the SST the assessment results and suggest a goal to decrease out-of-seat rate. D . Report to the SST that further assessment is needed before goals can be determined.

A IS CORRECT (chat GPT disagrees) Correct: Yeah, this student doesn't seem to be in need of service. It wouldn't be socially significant, as the child is maintaining average or above average grades, and is out of his seat only slightly more than peers. It is correct to look at assessment results to make these decisions, though. Incorrect: The report is that the student rushes through work, but that isn't a problem in and of itself. If the work quality is still in the 85% range, this is acceptable. <> Being out of his seat only slightly more than others also doesn't seem to be a socially-valid goal. <> The assessment addressed the concerns of the team. Unless there is a reason for new concerns to be raised, it seems best to conclude that services aren't needed. My personal experience is that if you keep looking for a problem, you'll find one. However, we want to be careful in choosing behavior change goals for clients who's behavior change will benefit them. F-2 Determine the need for behavior-analytic services.

Jose, 7 ELL in a gen ed classroom, has a limited English vocab. He has begun to tantrum immediately after recess, at the beginning of reading time. At first, the aide started taking him back outside to "Get some air," -didn't seem to decrease the tantrums. Both the teacher and the classroom aide have tried putting the behavior on extinction by ignoring him. you are called in to observe. The background information you receive from the teacher is: "Every day during reading Jose throws himself on the floor and starts crying for attention. We don't want to encourage the behavior, so we just ignore him." What is the BEST intervention based on the the information above? A . Move Jose to the front of the class and have the teacher provide NCR attention B . Implement "pull-out" one-to-one reading instruction with the aide. C . Extend his recess to make the transition less traumatic. D . Provide Jose a picture schedule.

B IS CORRECT Correct: The likely function of Jose's tantrums is escape. As an ELL student, he might find reading difficult, frustrating, and/or embarrassing. Addressing escape by providing a break might be suggested, but this will not change the reading skills deficit. By addressing the actual problem of a curricular "mismatch," the target behavior is likely to lessen. This is an important point in practice: just because the function of a behavior is escape does NOT necessarily require a functionally-relevant behavior replacement. Offering prompts, making the task easier, offering choices, etc. can create an abolishing operation for escape. Also, restructuring of antecedent variables alone (e.g., a "gamified" reading program, computer presentation or behavioral momentum) may reduce the need for other interventions. Incorrect: You could have the teacher try NCR, but since this only happens at a certain time each day, an attention function is unlikely. <> Extending his recess just postpones the likely tantrum -reinforcing escape/delay-, and probably reinforces attempts to lengthen recess even more. <> Jose seems to understand very well what is coming next. A picture schedule would simply be another way to remind Jose that reading time follows recess. H-2 Identify potential interventions based on assessment results and the best available scientific evidence.

Kalea is tasked with teaching an eight-year-old child to read words aloud that are on a word list. She begins with presenting one word at a time on a flashcard and reinforcing each correct response. After some time, Kalea switches to presenting the entire 500-word list in random order while tracking and reinforcing the total number of correct responses within 5 minutes. Which best describes what Kalea has done? A . Kalea has used a free operant arrangement, transitioning to discrete trial teaching. B . Kalea has used discrete trials, transitioning to a free operant arrangement. C . Kalea has used discrete trial teaching, transitioning to a variable interval 5 minute schedule. D . Kalea has used a fixed ratio schedule of reinforcement, transitioning to a fixed interval.

B IS CORRECT B. Kalea has used discrete trials, transitioning to a free operant arrangement. In the initial phase of the intervention, Kalea presents one word at a time on a flashcard and reinforces each correct response. This approach is characteristic of discrete trial teaching (DTT), where a specific stimulus is presented, a response is elicited, and reinforcement is provided for correct responses in structured, distinct trials. Later, when Kalea switches to presenting the entire 500-word list in random order and reinforces the total number of correct responses within 5 minutes, she moves to a free operant arrangement. In this setup, the child is free to respond at their own pace without the structured prompts and reinforcements of discrete trials. The reinforcement is based on the total number of correct responses in a set time frame, allowing for more natural, self-paced responding. The other options don't accurately describe the transition in Kalea's teaching method: A. This describes the opposite transition. C. A variable interval schedule would involve reinforcing the first correct response after an unpredictable amount of time, which is not the case here. D:It's true that DTT is a fixed ratio schedule (CRF or FR 1). That is, each correct response should produce reinforcement. However, the timed portion of the assessment is not a fixed interval.

Beth is a case-worker for a behavioral health organization. She has been asked to observe a child in an early-intervention preschool who has violent tantrums. Beth observes the student's entire day of three hours, and conducts ABC recording using a pre-established data sheet showing antecedents, target behaviors, and possible consequences. This is an example of a(an): A. brief functional analysis B. continuous measurement procedure C. whole interval recording D. FAST

B IS CORRECT Beth is observing and recording data continuously over the entire duration of the child's three-hour day at the preschool. The use of an ABC (Antecedent-Behavior-Consequence) recording on a pre-established data sheet is a method of continuous measurement, as it involves systematically noting all instances of the target behavior (violent tantrums) and their antecedents and consequences throughout the observation period. The other options don't align with this scenario: A. Brief functional analysis typically involves structured tests to determine the function of a behavior within a short time frame. C. Whole interval recording is a specific type of data collection where the behavior must occur for the entire duration of an interval to be recorded. D. FAST (Functional Analysis Screening Tool) is a questionnaire used to identify factors that may influence problem behaviors, not a direct observational method.

Juliette has used an exclusionary time out to reduce problem behaviors in her classroom. The results of this procedure are inconsistent. She decides to investigate whether the time outs given by her are more or less effective than time outs given by other staff. Juliette also investigates the effect of what activity is occurring during the time outs. Juliette is conducting a: A . FBA B . component analysis C . visual analysis D . parametric analysis

B IS CORRECT Component analysis involves systematically varying different parts of an intervention to determine which components are most effective. In Juliette's case, she is varying who administers the time-out (herself or other staff) and what activities occur during the time-out. By changing and examining these components, she aims to understand their individual effects on the overall efficacy of the time-out procedure. This differs from the other options: A. FBA (Functional Behavior Assessment): This is a process for identifying the cause or purpose of behaviors before developing an intervention. It doesn't focus on analyzing components of an already implemented intervention. C. Visual Analysis: This refers to interpreting data (often graphically represented) to determine the effectiveness of an intervention, not modifying or analyzing its components. D. Parametric Analysis: This involves systematically varying the parameters (like intensity, duration, or frequency) of an intervention to assess their impact on behavior, which is not exactly what Juliette is doing.

The idea that all events are presumed to occur in relation to other events is a philosophic underpinning of behaviorism (and science in general). This idea is otherwise known as: A . empiricism B . determinism C . philosophic doubt D . replication

B IS CORRECT Correct: Determinism is in contrast to philosophies that take the view that events happen by accident or are predetermined. Determinism is the broader concept in which the lawfulness of behavior fits. There is cause and effect. When you see an effect (behavior), you can be sure that it has a cause Incorrect: Empiricism is quantifying (behavior). Instead of saying, "I ate soooo much ice cream," you'd say "I ate two Ben & Jerry's pints in two hours." <> Philosophic doubt describes a reasonable skepticism. This is necessary in order for scientists to incorporate new ideas and information that is supported by experimentation. New information that fits with what's already known is more readily accepted than new information that seems counter to what is known. <> Replication simply refers to reproducing experiments in order to confirm or extend the knowledge gained. See Cooper, Chapter 1. A-2 Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism).

Miguel is often away from his desk. He gets up to go to the printer, to the bathroom, to the water cooler, or to talk to coworkers. His boss would like Miguel to remain at his desk (and work) for longer periods of time. He decides to measure Miguel's "leaving the work station." Which measurement would BEST be used to describe Miguel's behavior and to monitor progress during intervention? A . interresponse time B . duration C . response latency D . event recording

B IS CORRECT Correct: Duration would indicate how long Miguel is away from his desk, either each instance, or the total for each day observed. An intervention would seek to reduce this measurement. Incorrect: IRT would provide an indication of the average time between "leaving the work station." Increasing this interval would mean that Miguel was leaving less often. The weakness of this measure is that we wouldn't know if he left 50 times for only 5 seconds, or if he left twice for hours at a time. <> Latency is not indicated as we are not told of any stimulus or prompt from which to begin measuring latency, such as "after the lunch truck has arrived." <> The time is what needs to be tracked. Event recording would provide information on the number of occurrences. The weakness here is that if the answer was "3," we still wouldn't know if he left for several hours or not. C-4 Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time).

"Baseline logic" uses prediction, verification and replication in order to determine experimental control. What do the dotted lines in this changing criterion design represent? A . functional (experimental) control B . prediction C . replication D . verification

B IS CORRECT Correct: The dotted lines are the researcher's prediction of what the level of responses will be. In other research designs, the prediction is that the behavior would continue at baseline levels if no intervention were put in place or if the intervention has no effect on behavior. Incorrect: Experimental control is when it is "clear" that the independent variable (i.e., your intervention) is responsible for any changes in the dependent variable (i.e., your measure of behavior). In order to be minimally sure that you have functional control, your effective results need at least 2 replications (e.g., AB isn't enough, but ABAB is). <> Replication is the repeating of the control vs. intervention analysis. In this design it is both observing that the response rate matches predictions, but also that the reversals of direction around days 35 and 40. <> Verification in this design is demonstrated by the individual dots that have matched the prediction. If the dots did not approximately match predictions, the prediction would not be verified. D-3 Identify the defining features of single-subject experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication).

In echoic training, one might begin by pairing a motivating operation, a nonverbal prompt, and an echoic stimulus together, in order to evoke a response. After some time, only the echoic stimulus would be presented. Which is the BEST example? A . Handing a student a balloon full of ice, say "balloon." B . When a student grabs a piece of paper, show a student a pencil while saying "pencil." C . Just before lunchtime, ask a child "What do you want to eat?" D . After marching with your band-mate in the parade, inviting them to sit on a bench with you.

B IS CORRECT Correct: The goal of echoic training is to have the child echo when prompted to do so. This is usually done with a motivating operation in effect, so that a particular reinforcer is more valuable and may, therefore, evoke a response. Adding the non-verbal stimulus may also help to evoke a response. In this example, the student has some paper (but nothing to write/draw with). Here we assume that a pencil is now somewhat more important (MO in effect). There is also the actual pencil (non-verbal stimulus). When an echoic is evoked reliably, the NV stimulus and MO can be removed in order to ensure that an echoic response occurs simply in the presence of a verbal stimulus. Incorrect: If a student is handed a cold balloon, the motivation is probably to DO something with it, like drop it. Labeling it as "balloon" isn't really more valuable in this moment. <> Training just before lunchtime suggests that an establishing operation for food exists. However, asking "What do you want to eat?" requires an intraverbal response, rather than an echoic one. <> Marching implies that sitting would be nice (AO for continued marching and EO for sitting in effect). Inviting them, again, isn't requesting an echoic response. It could even be just a gesture to sit, for instance. G-11 Use Skinner's analysis to teach verbal behavior.

Jeremy swears at and makes fun of many of his high school peers. The function is pretty clearly attention in the form of the, often angry, responses from others that result. Which is a good intervention? A . Have Jeremy see the school counselor. B . Encourage Jeremy to join the debate team. C . Include a time away procedure to remove attention as a reinforcer. D . Recruit peers to give Jeremy little-to-no attention for his remarks.

B IS CORRECT Correct: There are lots of options for intervention, but one of the most likely and consistent with ABA principles is to provide a replacement behavior that serves or deals with the behavior function. This is a recognition that (positively) reinforcing new skills is much more effective than simply trying to reduce behavior alone. Joining the debate team might provide him a similar benefit (attention) for similar behavior (debate vs. berate). Incorrect: If Jeremy sees the school counselor, that's fine. It just isn't an ABA intervention. <> The time away procedure describes a negative punishment contingency. Again, this might be appropriate, but only in conjunction with a reinforcement (DRA/DRI) procedure. <> Giving Jeremy less attention is an extinction procedure. This may be warranted, but along with some alternative for Jeremy to engage in. H-4 When a target behavior is to be decreased, select an acceptable alternative behavior to be established or increased.

A client licks his lips almost constantly, which causes them to be puffy, red and often chapped. You know the function of the behavior and are ready to reduce the behavior. Your next step is: A . complete a synthetic FA B . establish a replacement behavior C . address medical variables D . complete a risk/benefit analysis of possible interventions

B IS CORRECT Explanation Correct: Finding a replacement behavior is a necessary part of intervention when decreasing a behavior. This is the natural next step, especially when you know the function. Incorrect: The function is known. There is no reason to complete an FA (synthetic or not). <> "Medical variables" sounds like a good answer, intuitively, but there isn't a reason given to suspect anything other than the maintaining function mentioned. <> A risk/benefit analysis might also be prudent, although it should include establishment of an alternate behavior. It might be a better answer if we were told more about the options being considered H-4 When a target behavior is to be decreased, select an acceptable alternative behavior to be established or increased.

You've noticed that when you and your significant other are around your mother-in-law, you drink more wine than you do at home. This is a good example of which concept? A. prediction B. description C. determinism D. empiricism

B IS CORRECT description involves observing and noting the occurrence of a behavior under specific conditions or in certain environments. In your case, the increased wine consumption when around your mother-in-law is a behavior that is observed and can be described in relation to the specific context (being around your mother-in-law). This does not necessarily imply understanding the cause (determinism) or predicting future behavior (prediction), nor does it specifically pertain to empiricism, which is about gaining knowledge through observation and experience. Here, the focus is on the observation and notation of the behavior in a particular setting.

Heloise is reported to "space out" over much of a class in periods of between 15 seconds and 1 minute, often when given tasks to complete. In observing and recording the occurrence of this behavior, which would be the MOST appropriate observation schedule and recording interval? Your answer A . Whole interval, 1 minute B . Whole interval, 5 seconds C . Partial interval, 1 minute D . Partial interval, 2 minutes

B IS CORRECT (CHAT GPT disagrees) Correct: Once the behavior is operationally defined, whole interval, 5 seconds is the best given answer. Whole interval may generally tend to underestimate the occurrence of behavior, although in this case the "spacing out" likely will occur for some entire, 5-second intervals. A short recording period of 5 seconds reduces the amount of underestimate that might occur. For example, in a 5 minute period, there would be 60 intervals. An analyst would mark "spacing out" as occurring for each interval in which this behavior lasted for the entire 5-second interval. At the end of 5 minutes, the analyst would likely have a percent of occurrence less than 100% and more than 0%. Incorrect: A whole interval recording of 1 minute would require Heloise to "space out" for an entire minute (without interruption) before her behavior was recorded as having occurred. This would probably reveal a very low number of occurrences, if not just "zero." <> Partial interval tends to overestimate the duration of behavior (and underestimate the frequency). Heloise's behavior would be recorded when she "spaced out" at any point during the 1 or 2 minute recording intervals. This might be the entire time, or 100% of the intervals. PIR may also show that "spacing out" occurred once in a 2-minute interval, when the behavior actually happened a few times. The shorter the interval used with time sampling methods, the more accurate will be the measurement. C-7 Design and implement sampling procedures (i.e., interval recording, time sampling).

When planning for the maintenance of behavior change following an intervention, there are several considerations. All of the following may be considerations, EXCEPT: A. permanently blocking reinforcement of maladaptive behavior B. identifying reinforcing stimuli C. reinforcement in the natural environment D. varying reinforcers

B IS CORRECT (CHATGPT DISAGREES) Correct: The identification of reinforcing stimuli is the BEST answer, because reinforcers have already been identified and used in the intervention. The other answers deal with use of these reinforcers to maintain behavior. See Cooper, p.302. Incorrect: Permanently blocking reinforcement is another way to say "use extinction." That is, one may want to block reinforcement of an extinguished behavior. Maintenance of behavior change may involve ensuring that the original target behavior (the "bad" behavior) continues to receive no reinforcement. <> Considering what reinforcement is available in the natural environment is crucial to a transition from intervention to maintenance of behavior over time. Behavior analysts need to attempt to adjust or identify natural environment reinforcement so that clients will maintain behavior changes in their "natural" environments. If no maintenance is available, the target behavior is likely to return to a pre-intervention level. <> Varying reinforcers can help to prevent satiation (AO) that reduces the value of the item/activity as a reinforcer. G-22 Use procedures to promote maintenance.

A BCBA working with adolescents wants to determine which reinforcer a particular individual would find the most motivating. What is the LEAST accurate way to gain this information? A. Free operant observation B. Using concurrent schedules C. Asking the individual D. Progressive schedules

C IS CORRECT Correct: A direct assessment would provide the most accurate information. This is because preferences do not always translate into reinforcers (Cooper, p. 275). An indirect method such as asking a client or other stakeholders (whether using a survey or interview) is less accurate. Incorrect: Concurrent schedules are usually used in a stimulus preference assessment or free operant observation. That is, providing the opportunity for the client to make choices of one reinforcer over another. <> Free operant observation (frequency or duration-based) and trial-based reinforcer preference assessments are ways of identifying reinforcers using this concurrent presentation of choice. <> A progressive ratio increases the behavior that must be emitted (response effort) before receiving reinforcement. Those reinforcers that produce the most behavior are considered more reinforcing. C-2 Distinguish among direct, indirect, and product measures of behavior.

Christian's mom complains that he is messy to the point that he is late for school. She wakes him as she leaves early for work each day, but is there when he gets home from school. he likes playing vid games & skateboard @ park after school A. Write a contingency contract w/ him to be on time to school w/ monetary reward based on weekly perf. B. TA his morn rou & have his mother supervise completion. Offer that he may go to the park after school if he's been on time that day. C. Write a task analysis of the morn rou and observe performance. Encourage him to schedule a game/meeting after school, as long as he was on-time that school day. D. TA his morning routine with him and note the dur of completion. Provide & set an alarm clock & allow for the time necessary to complete the behavioral chain. Allow him video game time after school if he takes a picture of himself ready-to-go next to his made bed each morning.

C IS CORRECT Correct: Base interventions on the barriers and supports that you find. Here we know something of the client's preferences (video games and skateboarding), and that Christian's mother is not available in the morning, but is available after school. Here we address the behavior as a skill deficit and encourage him to complete the routine on time with differential reinforcement when his mother is able to enforce it. Incorrect: Christian's mother isn't available to supervise his routine in the morning. <> The contingency contract might work, but this answer doesn't "fit" the scenario set up. First, money isn't mentioned as a preference. Second, Christian may have a skill deficit that needs to be addressed. Using a behavior contract assumes that Christian knows how to organize himself enough to get to school on time. <> Having a picture of the completed routine -even with a time stamp - only shows that the routine was completed. This doesn't indicate whether Christian is late for school or not, which is the problem to solve. H-3 Recommend intervention goals and strategies based on such factors as client preferences, supporting environments, risks, constraints, and social validity

If one suspects an attention and escape function as maintaining a target behavior, which procedure would be most correct? A. Provide the client with frequent, non-contingent attention. Begin the attention condition. When the client engages in the target behavior, orient to the client, move closer and offer attention. Record results. B. Provide the client with frequent, non-contingent attention. Begin the attention condition. Orient to the client, move closer and offer attention. Record results. C. Withdraw attention from the client. Begin the attention condition. When the client engages in the target behavior, orient to the client, move closer and offer attention. Record results. D. Withdraw attention from the client. Begin the attention condition. Orient to the client, move closer and offer attention." Record results.

C IS CORRECT Correct: Before the attention condition, it's a good idea to make attention a more valuable reinforcer. In order to do this, withdraw attention just prior to implementing this condition. Once a functional condition is in place, the reinforcer (attention, here) is withheld until AFTER the target behavior is emitted. Then record the behavior. Incorrect: You don't want to provide a lot of attention prior the attention condition, as this creates an abolishing operation for attention. You also need to wait until the target behavior is emitted, rather than first offering attention to see if the target behavior occurs. F-8 Conduct a functional analysis of problem behavior

Treatment integrity, or procedural integrity, is important in determining if independent variables are responsible for behavior change. Lack of treatment integrity may be responsible for any lack of progress. Xian, a BCBA, wants to assess procedural integrity in a program for a client that hasn't made progress as expected. Which of the following is the LEAST effective way to examine this? A . Further simplify instructions to implementers. B . Observe and offer feedback to implementers. C . Have implementors complete a survey. D . Use a checklist to observe implementers for brief intervals.

C IS CORRECT Correct: Having implementers document what they are doing or have done may be useful in keeping to a script or instructional steps, but may be biased when it comes to treatment integrity. That is, reporters may believe that they are correctly implementing a plan when they are not. They may also "fudge" these reports. Incorrect: Cooper, Heron & Heward (2020, p.226-230) perhaps say best what our experience also tells us: "All things being equal, however, a simple and brief treatment will probably be applied more accurately and consistently than will a complex extended one." Having a simple plan and making it simple to execute is probably the best way to ensure integrity. <> Observing, and offering immediate corrective feedback are direct observational procedures, and behavior analysts love these. <> Checklists may be used to determine if portions of a plan are being implemented properly. This is not as instructive as direct feedback, but can offer some information on treatment integrity with less time involvement. H-6 Monitor client progress and treatment integrity.

A researcher wants to determine the effectiveness of pay bonuses on company employees. She decides to evaluate different levels of pay on employees' performance (DV) by offering $100, $200 and $500 bonuses based on this measure of performance. This is an example of: A. Visual analysis B. Component analysis C. Parametric analysis D. Comparative analysis

C IS CORRECT Correct: Parametric analysis is used to evaluate a range of values for the intervention (independent variable). In this case it would be used to see if a $100 bonus would be just as effective as a $500 one, or how much more effective a $200 bonus would be to a $100 one, etc. See Mayer, p.524-5 Incorrect: Visual analysis is used to analyze graphed data. A component analysis attempts to determine which part (or parts) of, within a combination of independent variables, has been responsible for behavior change. In the above example, the researcher might want to know if the performance review, the money, or the simple conversation about increased performance with the employee has the desired effect. The term "comparative analysis" is a broader term, meaning that two or more interventions are being compared to one another. If the magnitude or "dose" of one intervention is being compared, it's a parametric analysis. If the components of a previous intervention package are being compared, it's a component analysis. D-6 Describe rationales for conducting comparative, component, and parametric analyses.

Which answer most accurately describes an access function? A . Given a twelve-pack of soda, Gena will open all of them at once. B . Amy runs out of nail polish when painting her toenails. C . Ananya won't leave the playground when her mother calls her to transition to home. D . You see someone leaving a car that seems to have it's headlights still on, so you honk your horn.

C IS CORRECT Correct: This brief scenario smacks of Anaya's behavior resulting in continued access to the playground. This kind of statement is often interpreted as escape/avoidance. However, in order to be so, we need to think about if something is being avoided or if something is being accessed/gained. There are obviously a great number of very specific functions for behavior, but the 4 categories that are thought to encapsulate all behaviors are: attention, access, escape/avoidance and automatic/sensory. Incorrect: Opening 12 sodas at once sounds like an automatic/sensory function, rather than an attempt to drink or access what's inside the can. <> Running out of toenail polish is likely an MO for the "getting of some more nail polish," but a behavior isn't mentioned here. <> Honking your horn is likely to result in attention from the person leaving the car. F-6 Describe the common functions of problem behavior.

Parker's dad taught her to drive safely. He always had her drive with hands at "ten and two" on the steering wheel, never allowed the radio on and asked Parker to leave her phone at home. Now that Parker is older, she almost always drives with some music on, uses one hand to drive and sometimes texts while driving. Parker's behavior is an example of: A . a rule-governed behavior B . a topographic definition C . response generalization D . stimulus generalization

C IS CORRECT Response generalization occurs when a learner emits a behavior that is functionally similar to a trained behavior but is not identical in form. In this case, Parker was originally taught to drive with specific safety behaviors (hands at "ten and two," no radio, no phone). However, as she got older, her driving behaviors changed (using one hand to drive, listening to music, occasionally texting). These behaviors are functionally similar to driving (they all involve operating a vehicle) but differ in form from the originally taught behaviors. The other options do not accurately describe this situation: A. Rule-Governed Behavior: This refers to behavior controlled by a verbal or written rule. While Parker's initial learning was rule-governed, her current behavior deviates from those rules. B. Topographic Definition: This involves defining behaviors based on their physical form or appearance, not on changes or adaptations in behavior over time. D. Stimulus Generalization: This would imply Parker is driving under different conditions or contexts, but the focus here is on how her driving behaviors themselves have changed.

Khaled is a BCBA-D, working in a hospital setting with a client who displays significant self-injurious behaviors. He decides, along with his team, that implementing a punishment procedure is necessary. In considering this plan for punishment, Khaled should include all of following factors, EXCEPT: A. Start with a continuous schedule of punishment. B. Follow target behaviors with immediate punishment. C. Plan for increases in emotional responses. D. Collect data on the replacement behavior.

Correct: Punishment procedures suppress or limit behavior, by definition. They do not teach new behaviors. It is, however, an excellent (and recommended) practice to include the teaching of new behaviors when including punishment into an intervention plan. It's just that no replacement behavior is mentioned here. Incorrect: Begin a punishment schedule with continuous punishment, i.e. punishment following each occurrence of the target behavior. Thinning the schedule may be included later, but generally should stay in place even as the behavior reduces in frequency. <> Much like reinforcement, punishment delivered more immediately has a greater effect on future behavior. <> Whenever punishment or extinction are used, a behavior analyst should be prepared for a possible increase in aggression or other emotional responses. Another consideration when delivering punishment, is to deliver punishment at the highest magnitude that will be used throughout the intervention. While this may sound counterintuitive, the target behavior will be suppressed more quickly. Behavior analysts want to have punishment procedures be as brief as possible. See Cooper, p.343-346. Also see the Ethical Code, section 2.15, Minimizing Risk of Behavior-Change Interventions, which says, in part: "Behavior analysts must continually evaluate and document the effectiveness of restrictive or punishment-based procedures and modify or discontinue the behavior-change intervention in a timely manner if it is ineffective." G-16 Use positive and negative punishment (e.g., time-out, response cost, overcorrection).

A national survey published in the Journal of Studies on Alcohol suggests that only about 1% of drunk driving incidents result in arrest. A researcher decides to evaluate an ABA intervention, targeted to reduce alcohol consumption, using DUI arrest rates as the dependent variable. This study is likely to suffer from a problem with: A . Validity B . Reliability C . Accuracy D . Repeatability

Correct: This is about validity, because the measure being used - arrests for DUI - doesn't really reflect alcohol consumption. It's not directly measuring the behavior that the researcher wants to measure. Incorrect: Reliability has to do with repeating a procedure and getting similar results. From what we are told, it's likely that this research could be repeated and come out with a similar conclusion each time. <> To be accurate, the arrest rate has to reflect the "actual" arrests. It's reasonable to conclude that arrests would be accurately reflected in the public record. <> This study could likely be repeated. At least, there's no given reason why it wouldn't. C-8 Evaluate the validity and reliability of measurement procedures.

When taking an online test, you mark your answer. Then, you click "next" to go on to the next question. This last contingency is known as: A . a conditional discrimination B . discrimination training C . stimulus discrimination D . a simple discrimination

D IS CORRECT Correct: A simple discrimination just describes a three-term contingency, such as "next" is presented (SD), you press "next," (response) and the next question is revealed (R+). Incorrect: A conditional discrimination is one in which multiple responses are available and the learner's response is conditional, or depends upon the SD that is presented. For this example, let's say that there are buttons labeled "next," "exit," "save," and "start over." Then, a voice sounds and says, "please continue to the next question." In this case, your choice of which button you press "depends" upon hearing "please continue to the next question." - Discrimination training is the process of using multiple stimuli and differentially reinforcing correct responses. The above scenario doesn't include differential reinforcement or a repetition of procedures. - Stimulus discrimination is the demonstrated skill that discrimination training encourages. For example, pressing the "next" button when you want to continue, but NOT the "save," "start over," or "exit" buttons. G-10 Teach simple and conditional discriminations.

Which of the following is MOST likely to result in the emergence of derived relations? A . Re-teaching how rodents are mammals B . Teaching all of the relations between a football and a basketball (e.g. use, shape, color, etc.). C . Providing a student with a calculator. D . Teaching to search Google for pictures of different animals.

D IS CORRECT Correct: Directly teaching someone to Google pictures of animals would show features of many different animals. That is, their similarities and differences. Exposing clients to a variety of stimulus examples (e.g., rabbit) and non-examples (fox) leaves the likelihood that humans can make unlearned connections between these stimuli. These untrained responses would be derived relations - or generative learning. That is, behaviors that are not directly taught, but are "generated" after explicit stimulus-stimulus relations have been trained. See Cooper, p. 455-460. Incorrect: Re-teaching is not the answer simply because derived relations, by definition, have not been directly taught. <> Teaching all of the relations available theoretically leaves none left for a student to derive (discover/come up with on their own). It is also inefficient. The point of teaching only some relations is that students/clients are then given the chance to make connections between stimuli that don't require direct instruction. <> Providing a student with a calculator simply gives them a tool, but no way to use it. B-15 Define and provide examples of derived stimulus relations

Holden has delayed work completion in the past by pouting and complaining. The behavior is maintained by negative reinforcement from both his teachers and his parents. Which is the LEAST likely to eliminate Holden's pouting and complaining? A . DRA of Holden asking for a delay. B . Eliminate work expectations. C . Punishing pouting/complaining at home and at school. D . Holden's teachers place his pouting/complaining on extinction.

D IS CORRECT Correct: Extinction means that behavior receives no reinforcement, even when it is emitted. The problem with Holden's teachers' attempts to place his behavior on extinction is that the parents are another source of reinforcement. Without eliminating all sources of reinforcement, the behavior is not likely to disappear (see Cooper, 2020, p.592). The behavior may fade at school, but not at home. Extinction may sometimes be confused with negative reinforcement or with response blocking. See Cooper, 2020, p.584. Incorrect: If Holden learns to simply ask for a delay, and this is both reinforced and more efficient than pouting, this new behavior should take the place of pouting/complaining. <> While unrealistic in practice, eliminating work expectations would probably reduce pouting/complaining to zero. <> Punishment, like extinction, needs to be applied in all settings. This answer is actually a good clue for you to remember that extinction would require the same application across all settings. B-9 Define and provide examples of operant extinction.

Jordan is a behavior analyst hired by a school district to develop and begin implementation of behavior plans. After completing a recent plan for a student diagnosed with generalized anxiety disorder, Jordan is ready to present the plan for tantrum reduction and alternative behavior reinforcement to the classroom staff for implementation. In addition to staff training, what would be BEST for Jordan to include? A . Consulting with parents on the effects of anxiety disorders. B . Consulting with parents on changing homework expectations. C . Consulting with parents on antecedents and consequences. D . Consulting with parents on behavioral reinforcement.

D IS CORRECT Correct: It is important to involve others in providing reinforcement in other settings. Finding out whether parents are able and willing to provide reinforcement in the home (the natural environment) will be important to current behavioral change, but also suggests the availability of maintenance reinforcement (a lot, some, little or none, e.g.). It also may prepare parents and teachers for behavioral contrast effects. Incorrect: Consulting about a psychological diagnosis isn't helpful for a behavior analyst. If you were considering this answer, because it sounds like medical consultation, remember that a psychological diagnosis explains nothing. Someone who acts anxious, has an anxiety disorder. How do you know that someone has an anxiety disorder? They act anxious. This isn't helpful. <> Homework isn't mentioned as a problem and, so, isn't the best answer <> Consulting about antecedents and consequences sounds like assessing function. It's also a bit vague as to what this might mean. Neither seems to be the most helpful for implementation. H-9 Collaborate with others who support and/or provide services to clients.

A teacher approaches you with concerns about a student who "always" complains of one ailment or another. She believes that this may be a case of neglect or abuse. Assuming that you have permission to do any of the following, you should first: A . Contact child protective services B . Interview the child C . Conduct an FBA D . Review the student's school records

D IS CORRECT Correct: Our ethical code - 2.12 Considering Medical Needs - "Behavior analysts ensure, to the best of their ability, that medical needs are assessed and addressed if there is any reasonable likelihood that a referred behavior is influenced by medical or biological variables. They document referrals made to a medical professional and follow up with the client after making the referral." Notice the mention of illness in the scenario, and let this be a cue. Incorrect: CPS will need to be notified if evidence warrants further investigation, although complaints of ailments do not necessarily indicate abuse/neglect, this responsibility would generally be the teacher's anyway, and the FIRST step might be to rule out the most likely causes. An interview or FBA might be conducted later in the assessment process, but, again, notice the mention of health factors in the scenario and wonder "Why is that there?" E-3 Assessing behavior

In her supported employment center, Shelby wants to understand how often employees are on-task versus off-task. She operationally defines this behavior and divides an 8-hour workday into 5-minute intervals. If employees are on-task for an interval, Shelby counts them as "on task." She adds all of these up and then divides by 96. Which of the following measurement procedures is Shelby MOST likely using? A. Partial interval recording B. Permanent product recording C. Momentary time sampling D. Percentage

D IS CORRECT Correct: Percent (of occurrence) makes the most sense here. First, this would provide information for "on-task" behavior over total opportunities (96 is 8 hours with 12 intervals in each hour). The partitioning of the day into intervals makes this calculation simple. That is, number of "on-task" intervals divided by 96 (and x100) = percentage. This could examine engagement by reporting percentage of on-task behavior versus off-task behavior (e.g., 30% vs. 70%). It might also be a good idea to compare these rates to other individuals, because 30% engagement sounds low but it may actually be high compared with others. Second, Shelby is using whole interval recording, as the employee has to be "on-task" for the entire interval, in order to be considered "on-task." Remember that in order to use percent of occurrence, one must control the number of opportunities. Other measures do not take this into account. Here the "opportunities" are the total number of intervals. Incorrect: Partial interval recording would record any "on-task" behavior within a 5-minute interval. This isn't what's described, but also might tend to overestimate the duration of this behavior. <> There is no permanent product, or "left-over" from the behavior of being on-task. <> Momentary time sampling would indicate "on-task" behavior only if it were occurring at the end of the interval. C-3 Measure occurrence (e.g., count, frequency, rate, percentage).

Behavior on fixed interval schedules often stops immediately following reinforcement and increases toward the end of the interval. In other words, this is the "procrastinator's schedule." Which is an example? A . Grocery shopping B . Winning about every 8th wager in roulette C . Adding events to your calendar D . Applying for BACB recertification

D IS CORRECT Correct: The BACB recertification cycle is 2 years. Once you've met the recertification requirements (received reinforcement), you can't re-apply for another 2 years (FI). Incorrect: Grocery shopping is probably a concurrent schedule. You can choose between lots of items of reinforcement at any given time. <> Winning, on average, every 8th time is a VR 8 schedule. <> Adding events to your calendar would only be an example of an FI schedule if you made yourself wait 24 hours or a week before making an entry. B-5 Define and provide examples of schedules of reinforcement.

Many people mention that one or more of their BCBA supervisors was less than adequate in one way or another. One of the major problems with ineffective supervision is that: Your answer A . it decreases the integrity of the supervisor/supervisee relationship. B . inappropriate and exploitative relationships are more common within these relationships. C . poor supervision violates section 4.02 of the ethics code. D . future clients may be harmed.

D IS CORRECT Correct: The BACB's supervisor training curriculum outline (2.0) mentions that ineffective supervision may result in supervisors who can't replicate good results, wastes time/money, discourages supervisees from becoming supervisors, modeling ineffective practices and it "increases potential risks of harm to current and future clients and supervisees or trainees." Incorrect: Maybe ineffective supervision would degrade the integrity of the relationship. This is bit vague on the meaning. Plus, the supervision training curriculum directly states - and we should guess - that client harm is a reason. <> It sounds like an assumption that ineffective supervision would result in exploitation. <> Yes, poor supervision probably violates the code. However, this really isn't the bottom-line reason. The reason that the code exists is more about being effective with clients. I-1 State the reasons for using behavior-analytic supervision and the potential risks of ineffective supervision (e.g., poor client outcomes, poor supervisee performance).

Shaunda works with students who are identified with ASD. During a training session, Shaunda asks Timmy to touch his nose. Timmy does not respond. Shaunda uses a partial physical prompt to have Timmy touch his nose, and then quickly hands him an iPad. Timmy plays with the iPad for 30 seconds. Shaunda then asks Timmy to touch his nose again. Timmy does not respond. The iPad in this scenario is a(n): A . positive reinforcer B . aversive stimulus C . negative reinforcer D . stimulus

D IS CORRECT Correct: The iPad is a stimulus. This is because there is no evidence that the iPad had an effect on future responding. This is why we can't classify it as something more specific. Incorrect: It would be a positive reinforcer if Timmy had touched his nose (or approximated this) the second time (shown an increase in future responding). <> Timmy's playing with the iPad contraindicates that it was an aversive stimulus. <> Something unpleasant would have been removed (and increased future responding) if it were a negative reinforcer. If Shaunda were an aversive stimulus, such as repeatedly asking Timmy to touch his nose, then negative reinforcement might be shown by Shaunda removing herself for a minute when Timmy touches his nose. B-2 Define and provide examples of stimulus and stimulus class

When using a multiple baseline design, a BCBA implements the intervention with the first client for several sessions. Meanwhile, the baseline for the second client continues to show steady state responding. This is? Your answer A. prediction B. replication C. functional control D. verification

D IS CORRECT Correct: This is verification that the initial prediction was correct. That is, you predicted that no intervention would result in a continuation of baseline rates of behavior. The weakness here is that you are comparing one person with another, rather than a subject with themselves. Incorrect: The prediction is both that baseline levels of behavior will continue if left in the same environment (no intervention) and that if an intervention is implemented, the behavior will change. <> Replication would be when we have made a prediction, verified it and then repeated the procedure again. <> Functional control would be said to be shown if we replicated the comparisons at least twice. This is how we can be relatively sure that the behavior changed/changes if and only if the intervention is put into place. D-3 Identify the defining features of single-subject experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication).

Indah is a charming, single BCBA. Over the past year, she's found her self attracted to her supervisor, although the two have maintained a professional relationship, only. Under what circumstances would a romantic relationship between the two be considered ethical? Time spent : 21 SEC Incorrect Your answer A . There is a six-month prohibition on their relationship. B . The two must wait two years after the professional relationship has ended. C . This relationship is not appropriate. D . After the professional relationship is documented to have ended.

D IS CORRECT Correct: This update from the previous ethical code, although more inclusive of reality, gets a little complicated. Basically, there are four things to keep in mind: 1) Relationships with clients and/or stakeholders, supervisees and trainees must be professional only. 2) Romantic relationships with former clients and/or stakeholders must wait for two years after the professional relationship has ended. 3) Supervisors may have a relationship with former supervisees/trainees only after (but possibly immediately after) the professional relationship is documented to have completed. 4) You cannot become a supervisor of someone that you've had a romantic relationship with until the relationship has been over for at least six month. See the ethics code section 1.14. Incorrect: The 6-months prohibition is for those supervisors who are to supervise someone that they've had a romantic relationship with. <> A 2-year waiting period is for a sexual relationship with a former client or stakeholder (e.g., parent). <> Relationships are interesting. The point of all of these rules is to prevent harm to clients, while providing realism. E-2 Responsibility as a Professional

When first discussing client goals with a family, they have several behaviors for you to consider for their 7 year-old son. Which goal seems most socially significant? A . Decrease initiation of conversation with unknown persons. B . Reduce noise by decreasing whining or excited vocalizations when alone in one's bedroom. C . Increase social interaction skills by Increasing duration of eye contact while speaking with others. D . Increase imitative responses using physical models; reduce crying and avoidance.

D IS CORRECT Correct: While this topic has a subjective nature, there are some guidelines for determining and prioritizing target behaviors and goals. Imitation is a skill that is generally a cusp or pivotal behavior (i.e., is likely to lead to further reinforcement opportunities). This skill would be considered age-appropriate for a 7 year-old or younger, this behavior is directly addressing a communicative issue (rather than indirectly), and both behavior reduction and replacement are suggested. See Cooper p60, figure 3.7 and the next few pages. Incorrect: Decreasing conversation is likely only appropriate in some contexts, as MEETING people will also be important. Another drawback of this answer is that an alternative skill, behavior or goal is not mentioned. <> In addition to lacking the alternative goal/behavior, it is difficult to argue that being quieter while alone will benefit the client rather than others. Even if an alternative behavior had been offered, this seems like a relatively "dead end" skill. <> If "increasing social interaction" is the broader goal, increasing eye contact is a rather indirect and incomplete way of addressing it. Increasing eye contact without coordination of other verbal and non-verbal behaviors may not lead to social skill improvements. F-3 Identify and prioritize socially significant behavior-change goals.

summarize the schedules of reinforcement (fixed versus variable; ratio vs. interval vs. time)

Fixed Ratio (FR): Reinforcement is given after a set number of responses. This schedule leads to a high rate of responding, with a brief pause after the reinforcement (e.g., receiving a bonus after selling 10 items). Variable Ratio (VR): Reinforcement is provided after an unpredictable number of responses, averaging out over time. This schedule creates a high and steady rate of responding with little to no pause after reinforcement (e.g., winning on a slot machine). Fixed Interval (FI): Reinforcement is available only after a specific amount of time has passed, regardless of how many responses occur. This leads to a "scalloping" effect where responses increase as the time for reinforcement approaches (e.g., checking the mail as the delivery time nears). Variable Interval (VI): Reinforcement is provided for the first response after an unpredictable amount of time has passed. This produces a moderate, steady rate of response (e.g., receiving random text messages). Fixed Time (FT): Reinforcement is delivered after a set amount of time, regardless of the individual's behavior. This does not typically strengthen a specific behavior but can maintain general activity or mood (e.g., receiving a paycheck every month). Each of these schedules influences behavior in different ways, with variable schedules generally producing more consistent patterns of behavior and fixed schedules often leading to a pattern of rapid response followed by a period of no response.

PARAMETRIC ANALYSIS VERSUS COMPONENT ANALYSIS VERSUS COMPARATIVE ANALYSIS VERSUS NONPARAMETRIC ANALYSIS

Parametric Analysis: Focus: It involves systematically altering the parameters (like intensity, duration, frequency, etc.) of an intervention to assess the effects on behavior. Purpose: To determine how changes in the specifics of an intervention influence its effectiveness. Example: Adjusting the duration of a teaching session to see how it affects learning outcomes. Component Analysis: Focus: This type of analysis breaks down an intervention into its individual components to understand which parts are contributing to its effectiveness. Purpose: To identify the most critical elements of a complex intervention. Example: In a behavior modification program, analyzing which specific techniques (like reinforcement, time-out, or verbal cues) are most effective. Comparative Analysis: Focus: It involves comparing different methods, treatments, or conditions to each other. Purpose: To determine which method or condition is more effective or has different effects. Example: Comparing the effectiveness of two different teaching methods on student performance. Nonparametric Analysis: Focus: This is a statistical approach used when data do not meet the assumptions required for parametric analysis (like normally distributed data). Purpose: To analyze data that are ordinal, ranked, or not normally distributed, often used when dealing with small sample sizes or non-quantitative data. Each type of analysis serves a specific purpose and is chosen based on the research question, the nature of the data, and the goals of the study. Parametric and nonparametric analyses are more about statistical methods, while component and comparative analyses are more about understanding the effectiveness and components of interventions or treatments.

SUMMARIZE the differences between prediction, description, verification, and functional control

Prediction: This refers to the ability to anticipate the future course of a behavior based on current and past data. Prediction involves establishing a correlation between certain conditions and the occurrence or non-occurrence of behavior. It's a fundamental aspect of scientific understanding, as it allows behavior analysts to forecast how a behavior will occur under specified conditions. Description: Description involves accurately noting and detailing the observed behaviors and the conditions under which they occur. This is more about recording what is observed in an objective manner, without necessarily implying cause-and-effect relationships. Descriptive data provide the groundwork for further analysis and understanding of behavior patterns. Verification: In the context of behavioral intervention, verification refers to the process of confirming that the observed change in behavior (or lack thereof) is actually due to the manipulation of variables (like an intervention) and not due to external factors. This often involves comparing baseline data (before intervention) with data during or after the intervention, ensuring that the change in behavior can be attributed to the intervention. Functional Control: This is demonstrated when changes in the dependent variable (behavior) are consistently and reliably produced by manipulations of the independent variable (like an intervention). Establishing functional control is key in behavior analysis as it confirms that the intervention is directly responsible for the change in behavior. It is achieved through systematic and repeated testing and observation.

please describe value altering effects versus behavior altering effects

Value-Altering Effects: Definition: These effects change the effectiveness of a stimulus as a reinforcer or punisher. They alter the motivational level related to a particular stimulus. Types: Establishing Operation (EO): Increases the effectiveness of a stimulus as a reinforcer. For example, food deprivation increases the value of food as a reinforcer. Abolishing Operation (AO): Decreases the effectiveness of a stimulus as a reinforcer. For instance, being satiated on food reduces the reinforcing value of more food. Impact: These effects do not directly change the behavior but change how much a person wants or avoids a particular outcome, thereby indirectly influencing future behavior. Behavior-Altering Effects: Definition: These effects directly influence the current frequency of a behavior. They are immediate changes in behavior due to the presence of a stimulus. Types: Evocative Effect: Increases the current likelihood of a behavior. A stimulus that has been frequently followed by reinforcement in the past will evoke behaviors that have previously produced reinforcement. Abative Effect: Decreases the current frequency of a behavior. A stimulus that has been associated with the absence of reinforcement or with punishment will decrease the likelihood of behaviors that have previously been punished or not reinforced. Impact: These effects directly modify behavior in response to the presence or absence of certain stimuli or consequences.