Term
Marlesha, a BCBA, is assigned a new case in a group home for a 15-year-old with autism. When Marlesha arrives at the home, she sees the client sitting at a table and coloring. Marlesha sits down next to the client and watches them coloring. Marlesha is using which of the following rapport-building skills suggested by Lugo et al. (2017)?
praise
reflect
intiate
proximity |
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Definition
proximity
Lugo et al. (2017) provides suggestions for building rapport using proximity, praise, reflection, imitations, description, initiation, and creation. In this scenario, Marlesha sits down close to the client while they engage in a preferred activity. This utilizes the suggestion of proximity, where the therapist stays within arm’s distance of the client. This would not be an example of praise as behavior-specific praise was not used for appropriate play skills. This would also not be an example of reflection as vocalizations made by the client were not repeated by the therapist. Initiate is when the therapist offers tangible items to the client. This did not occur in the scenario. |
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Term
Alec is learning to engage in reciprocal play with peers. During the school year, Alec plays with peers on the playground and during free times during the school day. However, during the summer, Alec does not participate in summer school, and the family does not have reliable transportation. When Alec returns to school, data for his reciprocal play shows a decreasing trend. This is an example of which type of skill deficit?
cannot initiate the skill
lacks frequency with the skill
performance problem with the skill
cannot perform the skill independently |
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Definition
lacks frequency with the skill
A skill deficit indicates the inability of an individual to engage in a skill. Types of skill deficits include lacking frequency with the skill, an inability to initiate the skill, and an inability to perform the skill independently. A performance problem with the skill is a separate concern where the individual can engage in the skill but will not (i.e., does not have enough motivation to engage in skill). In the current scenario, Alec’s reciprocal-play skill shows a decreasing trend. This indicates that he is engaging in the skill but lacks frequency (as the frequency is decreasing). The scenario does not indicate that Alec is not initiating play or cannot perform the skill independently. |
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Term
Horner is learning to complete a bathing routine at home and can complete each step of the task analysis developed by the behavior analyst. During sessions, Horner’s dad provides a vocal prompt to give additional support as Horner completes the task. This is an example of which type of problem with the strength of the skill?
cannot initiate the skill
lacks frequency with the skill
performance problem with the skill
cannot perform the skill independently |
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Definition
cannot perform the skill independently
A skill deficit is the inability of an individual to engage in a skill. Types of skill deficits include lacking frequency with the skill, an inability to initiate the skill, and an inability to perform the skill independently. A performance problem with the skill is a separate concern where the individual can engage in the skill but will not (i.e., does not have enough motivation to engage in skill). The scenario provides information that Horner can, and does, perform each step of the skill when asked. However, Horner still requires a vocal prompt from his dad to complete the chain. This would not be an issue with frequency as he is engaging in the skill each time. This would not be considered lacking mastery as Horner is still being prompted. “Problem with stimulus control” is related to problems of occurrence and not skill deficits. |
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Term
Kellan is learning to graph as part of their supervision work. They are familiar with Excel and can enter data and create a graphical display of collected data. When they complete the graph, they are unable to format the graph correctly, and cannot add a phase change line to indicate a change in treatment. This is an example of which type of problem with the occurrence of the skill?
cannot initiate the skill
lacks frequency with the skill
performance problem with the skill
cannot perform the skill independently |
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Definition
lacks frequency with the skill
Problems with occurrence of a skill are when behaviors occur under limited circumstances, occur at the wrong time, or when the individual will not engage in the skill when they are able. A performance problem with the skill is a separate concern where the individual can engage in the skill but will not (i.e., does not have enough motivation to engage in skill). In this scenario, Kellan is able to complete some aspects of the skill but not all of them. This would be an issue with fluency. Kellan is not fluent in the skill because not all aspects can be completed independently, though they are still able to engage in behavior and perform the skill for the majority of the chain. This would not be a problem of generality as Kellan is not looking to generalize the skill to other settings, behaviors, or people. Lacking frequency with the skill is related to skill deficits and not problems with occurrence. |
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Term
Qhamil has a new client, Patty. He is completing an assessment her skills. Qhamil has conducted an interview with Patty’s caregivers to determine what she is able to do. This is followed by observations of Patty during important routines in the home. What is the very next step Qhamil should take when assessing Patty’s skills?
Review client records and ensure acquisition goals are functional
Create opportunties to test Patty's skills
Meet with parents/stakeholders to discuss potential goals
Take reliability data with a second round of observations |
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Definition
Create opportunties to test Patty's skills
The steps of conducting an assessment include obtaining consent, looking at resources, conducting a records review, meeting the client and observing, conduct the assessment, then sharing results and discussing options with stakeholders. In this scenario, Qhamil has conducted the interview with caregivers to determine what Patty is able to do. The next step would be to test directly what Patty is able to do based on the information provided by caregivers. The records review should have been completed before meeting with clients. The assessment should also be completed before any reliability or additional observations are made. |
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Term
Preston is a 12-year-old autistic learner that BCBA Raquel has been asked to assess. Preston is deaf and can lead caregivers to items in the home he needs. During the skills assessment, Raquel notes that echoics are not able to be tested due to Preston’s hearing deficit. This is scored on the barriers assessment of the protocol. Raquel is using which behavioral skills assessment in this scenario?
PEAK
EFL
AFLS
VB-MAPP |
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Definition
VB-MAPP
The VBMAPP is an assessment tool and curriculum guide for early verbal behavior and supporting skills based on developmental milestones. The assessment includes milestones, barriers, and transitions assessments. Raquel has assessed verbal behavior (i.e., echoics) in this assessment and has scored this as part of a barriers assessment. These components are only included in the VB-MAPP. The PEAK focuses on basic and advanced language and cognition skills and does not include a barriers assessment. The EFL focuses on skills that are essential for living and adaptive skills. This would not assess language skills such as echoics. The AFLS assesses functional, practical, and essential skills for daily life as well. Again, this assessment would not assess specific verbal operants (i.e., echoics) or barriers to learning. |
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Term
Hakim is working with Al, an adult client who struggles when preferred items or activities are unavailable to him. Using an assessment tool, Hakim begins to evaluate Al’s ability to tolerate delays in reinforcement and accept other activities appropriately. Hakim is using which behavioral skills assessment in this scenario?
VB-MAPP
PEAK
EFL
AFLS |
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Definition
EFL
In the current scenario, Hakim assesses his client’s skills in tolerating delays in reinforcement and accepting other activities. The EFL assessment is a comprehensive skills assessment and curriculum that assesses communication, problem behavior, and functional skills. As part of the EFL assessment, problem behaviors related to tolerating delays and accepting other activities appropriately (without engaging in problem behaviors) are assessed. The PEAK assessment assesses and teaches basic and advanced language and cognition skills and includes four different modules—direct training, generalization, equivalence, and transformation. It does not include an assessment of problem behavior or basic daily skills such as tolerating delays and accepting other activities. The VB-MAPP is an assessment tool and curriculum guide for early verbal behavior and supporting skills based on developmental milestones. The AFLS assesses functional, practical, and essential skills for daily life as well. Neither of these assesses problem behavior or basic daily skills such as tolerating delays and accepting other activities. Therefore, the assessment that is most likely used by Hakim in this scenario is the EFL. |
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Term
Dorian is assessing which activities around the house his adult client can perform, including washing dishes, completing laundry routines, and preparing meals. Dorian is using which behavioral skills assessment in this scenario?
AFLS
VB-MAPP
PEAK
ABBLS-R |
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Definition
AFLS
In this scenario, Dorian is assessing daily living and home tasks such as washing dishes, laundry, and meal preparation. The AFLS assesses functional, practical, and essential skills for everyday life with six assessment protocols including basic living skills, home skills, community participation skills, school skills, independent living skills, and vocational skills. The EFL is a comprehensive skills assessment and curriculum that assesses communication, problem behavior, and functional skills. The EFL does not assess specific tasks like the ones that are assessed in this scenario. The PEAK assessment assesses and teaches basic and advanced language and cognition skills and includes four different modules—direct training, generalization, equivalence, and transformation. The VB-MAPP is an assessment tool and curriculum guide for early verbal behavior and supporting skills based on developmental milestones. Neither of these assesses daily living or functional skills. Therefore, the assessment that is most likely used in this scenario is the AFLS. |
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Term
Katie is able to say one word, “Mom,” and often repeats it when she sees caregivers. BCBA Dawn has not observed mands or tacts from Katie, and it appears that Katie’s imitation repertoire may be severely limited, with probes yielding no results. Which behavioral skills assessment would be best to use in this scenario?
PEAK
VB-MAPP
EFL
AFLS |
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Definition
VB-MAPP
The VB-MAPP is an assessment tool and curriculum guide for early verbal behavior and supporting skills based on developmental milestones. The assessment includes milestones, barriers, and transitions assessments. Dawn has concerns related to Katie’s verbal behavior skills (i.e., mands, tacts, and imitation) and barriers to assessment (i.e., probes not successful). The PEAK focuses on basic and advanced language and cognition skills (not elementary operants like mands and tacts) and does not include a barriers assessment. The EFL focuses on skills that are essential for living and adaptive skills. This would not assess language skills such as echoics. The AFLS assesses functional, practical, and essential skills for daily life as well. Again, this assessment would not assess specific verbal operants (i.e., echoics) or barriers to learning. |
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Term
Naia is a BCBA who is working with Darla, a 6-year-old girl with autism. Currently, Darla can communicate using mands, tacts, and intraverbals, but struggles making new connections using relational language in her verbal behavior (e.g., better/worse, more/less). Which behavioral skills assessment would be best to use in this scenario?
PEAK
VB-MAPP
EFL
AFLS |
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Definition
PEAK
In this scenario, Naia is assessing a client fluent in basic language skills (i.e., mands, tacts, and intraverbals) and determines that he needs to base goals on a relational (equivalence) module. The PEAK assessment assesses and teaches basic and advanced language and cognition skills. The PEAK assessment also includes four different modules—direct training, generalization, equivalence, and transformation. The VB-MAPP is an assessment tool and curriculum guide for early verbal behavior and supporting skills based on developmental milestones and does not include a module or section for equivalence of skills. The EFL focuses on skills that are essential for living and adaptive skills. This would not assess equivalence of language skills. The AFLS assesses functional, practical, and essential skills for daily life as well. Again, this assessment would not assess equivalence of language skills. Therefore, the best assessment to use in this scenario would be the PEAK assessment and its equivalence (relational) module to assess connections for basic language skills. |
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Term
Hope is a new learner on Tasha’s caseload. Hope struggles with standard medical appointments and was recently found to have an infection that easily could have been avoided through standard medical care. Hope will refuse both medical and dental appointments, resulting in similar situations. Given this, which behavior skills assessment would be best for Tasha to use?
PEAK
VB-MAPP
EFL
AFLS |
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Definition
EFL
In this scenario, Tasha assesses Hope’s skills of engaging in medical appointments without problem behavior. The EFL assessment is a comprehensive skills assessment and curriculum that assesses communication, problem behavior, and functional skills. As part of the EFL, difficulties with daily living skills (such as attending medical appointments) are assessed. The PEAK assessment assesses and teaches basic and advanced language and cognition skills and includes four different modules—direct training, generalization, equivalence, and transformation. The PEAK does not include an assessment of problem behavior or basic daily skills. The VB-MAPP is an assessment tool and curriculum guide for early verbal behavior and supporting skills based on developmental milestones. The AFLS assesses functional, practical, and essential skills for daily life as well. Neither of these assessments assess problem behavior or basic daily skills such as tolerating delays and accepting other activities. Therefore, the appropriate assessment for Tasha to use in this scenario is the EFL. |
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Term
qHattie is working with an adult client who struggles with independent living. The client has been fired from several jobs due to unprofessional attire. During the assessment, Hattie learns that the client is unable to wash his clothes adequately, resulting in stained or dirty work uniforms. Which behavior skills assessment would be best for Hattie to use?
PEAK
VB-MAPP
EFL
AFLS |
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Definition
AFLS
In this scenario, Hattie is assessing daily living and home tasks such as washing clothes. The AFLS assesses functional, practical, and essential skills for everyday life with six assessment protocols including basic living skills, home skills, community participation skills, school skills, independent living skills, and vocational skills. The EFL assessment is a comprehensive skills assessment and curriculum that assesses communication, problem behavior, and functional skills. The EFL does not assess specific tasks like the ones in this scenario. The PEAK assessment assesses and teaches basic and advanced language and cognition skills and includes four different modules—direct training, generalization, equivalence, and transformation. The VB-MAPP is an assessment tool and curriculum guide for early verbal behavior and supporting skills based on developmental milestones. Neither of these assesses daily living or functional skills. Therefore, the assessment that is most likely used in this scenario is the AFLS. |
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Term
What is a behavioral program?
An assessment of the function of a specific behavior
Detailed instructions on how to address target behaviors or skills
Evaluation tool used to measure existing skill sets
Tool used to identify the targets for change |
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Definition
Detailed instructions on how to address target behaviors or skills
A behavioral program provides detailed instructions describing the rationale for a target skill and procedures on how to teach and measure the targeted skill. A behavioral program is not a type of assessment, nor an evaluation tool, nor is it used to identify targets for change. |
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Term
Tori is writing a behavior program to improve social skills routines for Clayton at school. Tori includes a description of each of the skills identified for improvement, including reciprocal play, turn-taking, and “good sportsmanship.” Which component of the behavior program is Tori creating in this scenario?
prerequisite skills
measurement procedure
maintenance/generalization procedure
definitions of targer behavior(s) |
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Definition
definitions of targer behavior(s)
A behavioral program provides detailed instructions describing rationale for a target skill and procedures on how to teach and measure the targeted skill. The basic components of a behavioral program are a purpose/rationale for the skill (why the skill is being taught), prerequisite skills that the individual needs first, definitions for target behaviors (i.e., types of prompts to be used), and measurement procedures (i.e., data sheets, how to record, what to record), materials needed, antecedent stimuli, and teaching steps. In the scenario, Tori includes specific descriptions of each of the identified skills. This would be an example of definitions of the target behaviors. If the scenario focused on the skills that needed to be mastered before teaching the skills identified for improvement, this would be an example of prerequisite skills. If the scenario provided information on specific types of data to record, this would be an example of measurement procedures. If the scenario provided information on how to conduct maintenance checks or generalization probes, this would be an example of maintenance/generalization procedures. |
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Term
Which is not an example of a behavioral cusp
walking
talking
crawling
learning the alphabet |
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Definition
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Term
Kobo, a BCBA, is working with Lebron, a 13-year-old client. After completing the FBA, Kobo has identified that Lebron wants to make friends and date but struggles with social interaction and maintaining conversations that are not of interest to him. Kobo has selected social skills related to increasing conversation skills and identifying safe relationship indicators. Given this, which of the following was Kobo’s main consideration when selecting these skills as targets for intervention?
access to new reinforcers
social validity
generativeness
competition with inappropriate responses |
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Definition
social validity
A main consideration when targeting skills for intervention is whether the outcome creates access to new reinforcers, contingencies, or environments; social validity; generativeness; and/or competition with inappropriate responses. In this example, Kobo has determined which skills are of interest to the client and focuses on the importance these skills have to the client. In other words, he is considering social validity. If the scenario discussed how learning to engage in a conversation allowed the client access to preferred activities with friends, this would be an example of access to new reinforcers. Generativeness refers to a skill’s ability to generalize to new settings, such as teaching how to engage in a conversation about trucks allowed for the client to engage in a conversation about food. If the scenario described how engaging in communication skills interrupted engaging in preferred, self-injurious behavior, that would be an example of competition with inappropriate responses. |
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Term
What is a prerequisite skill?
A skill establushed and attained to fluency before more complex skills can be taught
A significant behavior change with widespread effects exposing the individual to new reinforcers
A target skill for selecting goals and objectives |
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Definition
A skill establushed and attained to fluency before more complex skills can be taught
Prerequisite skills are rudimentary skills that must be established and attained to fluency before more complex skills can be taught. A significant behavior change with widespread effects exposing the individual to new reinforcers would be a behavioral cusp. A target skill would need a prerequisite skill and would be different. |
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Term
What is a prerequisite skill?
A skill establushed and attained to fluency before more complex skills can be taught
A significant behavior change with widespread effects exposing the individual to new reinforcers
A target skill for selecting goals and objectives |
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Definition
A skill establushed and attained to fluency before more complex skills can be taught
Prerequisite skills are rudimentary skills that must be established and attained to fluency before more complex skills can be taught. A significant behavior change with widespread effects exposing the individual to new reinforcers would be a behavioral cusp. A target skill would need a prerequisite skill and would be different. |
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Term
Kiera wants to make more friends in school. Which of the following is an acquisition target behavior related to this outcome?
A-Decrease hitting peers for attention
B-Intraverbals – asking questions following statements
C-Graduating the 8th grade
D-Sit with peers at lunch 4 out of 5 days |
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Definition
Intraverbals – asking questions following statements (skill deficit - target for acquisition)
[image] |
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Term
You are just starting to build rapport with Tyler. So far you have handed him his favorite book. He has flipped through the book and set it down, so you hand him another book that he picks up and begins to look at. As Tyler is nearing the end of the second book, what could you do next to continue building rapport?
A-Ask Tyler what kind of dinosaurs he sees in the book
B-Remove the book from him so you can provide him with another choice
C-Sit right next to Tyler and hold one side of the book while he holds the other
Insert Subtitle Here
D- Hold out another book and a car to let Tyler select which he’d like to play with |
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Definition
Hold out another book and a car to let Tyler select which he’d like to play with
[image]
bonus: initiate |
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Term
Hugo’s client, Rue, builds a bridge while playing with blocks and Hugo says, “That’s a great bridge you built with those blocks!”
Which suggestion for building rapport is Hugo demonstrating?
A Proximity
B Praise
C Reflect
D Imitate
E Describe
F Initiate
G Create
H None of these |
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Definition
B Praise
Praise suggests to build rapport by providing behavior-specific praise contingent on appropriate play by the client. |
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Term
Hugo is watching Rue build a racetrack so she can push her cars along it. He says, “Rue, you’re building a racetrack.”
Which suggestion for building rapport is Hugo demonstrating?
A Proximity
B Praise
C Reflect
D Imitate
E Describe
F Initiate
G Create
H None of these |
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Definition
Describe
Describe suggests to build rapport by describing appropriate play skills exhibited by the client. |
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Term
The RBT takes a toy shovel and lays it down flat to use it as a bridge for driving cars across.
Which suggestion for building rapport is the RBT demonstrating?
A Proximity
B Praise
C Reflect
D Imitate
E Describe
F Initiate
G Create
H None of these |
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Definition
Create
‘Create’ suggests to build rapport by changing the function of a toy. |
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Term
Rene only speaks French. While traveling through Canada, she was asked in English what she wanted to eat and was unable to order her meal in English. Which type of skill deficit is this?
A Does not initiate
B Does not do at all
C Does not do independently |
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Definition
Does not do at all
– no matter how motivated or under what circumstances, Rene cannot speak English. She simply does not have the skill |
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Term
Jeremiah is learning to paint walls with a roller brush. He is able to open the paint can and pour the paint into a pan but needs help getting paint on the brush before rolling it on the wall. Which type of problem with strength is this?
A Lacks fluency
B Lacks mastery
C Lacks frequency |
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Definition
Lacks mastery
– Some of the steps are known, others still require a prompt. This skill is not yet fully independent.
Insert Subtitle He |
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Term
Colleen is working with a 5 year old diagnosed with Autism who is behind their peers in school. Colleen’s client is working on acquiring social skills and other supporting skills to catch up in school. Which assessment should Colleen use?
A VB-MAPP
B PEAK
C EFL
D AFLS |
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Definition
VB-MAPP
– Milestones assessment and placement/IEP goals |
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Term
Delali is running an intake for an 8-year-old boy assigned to his caseload. What should Delali do first when assessing relevant skills to target?
A: Set gaols for programming
B: Schedule a time to observe him in the classroom
C: Run the VB-MAPP to test skills using direct assessment methods Insert Subtitle Here
D: Review documentation from previous assessments conducted |
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Definition
Review documentation from previous assessments conducted – run indirect assessments first
[image] |
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Term
Which prerequisite skill is needed to teach writing?
fine motor movements
echoic sounds and words
walking
following instructions |
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Definition
fine motor movements
For the person to be able to write, they would need to have fine motor movements. Therefore, this is a prerequisite skill. Echoing sounds and words, walking, and following instructions are not prerequisite skills for writing. |
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Term
Bernard is running the ‘transformation’ module of an assessment that is testing awareness of abstract concepts such as same, different, opposite, and comparison. He previously ran earlier modules which included direct training, generalization, and equivalence. Which assessment is Bernard using?
A VB-MAPP
B PEAK
C AFL
D EFL |
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Definition
PEAK
– Direct training, generalization, equivalence, transformation |
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Term
Which of the following includes an assessment only (no curriculum)?
A VB-MAPP
B PEAK
C AFLS
D EFL |
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Definition
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Term
Clemency has limited time with her client and has identified the following skill deficits from assessments. Which skill should Clemency prioritize?
A Imitation
B Kicking a soccer ball
C Spelling their last name
D Refilling the soap dispenser at the kitchen sink |
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Definition
Imitation
- Prioritize teaching behavioral cusps first |
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Term
Shernando is working on reciting his home address. He consistently says the numbers and street name correctly and is working on reciting them faster. Which characteristic of mastery is Shernando working on in this scenario?
A Fluency
B Accuracy
C Durability
D Generalization |
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Definition
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Term
Shernando is working on reciting his home address. He consistently says the numbers and street name correctly and is working on reciting them faster. Which characteristic of mastery is Shernando working on in this scenario?
A Fluency
B Accuracy
C Durability
D Generalization |
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Definition
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Term
Shernando’s parents taught him to recite their home address when asked, but they realized that Shernando spends a lot of time on computers. They’d like him to be able to order items online when he needs them. So, they modify the target skill to teach Shernando to type his address into a field when prompted on a computer. Which characteristic of mastery is being programmed for in this scenario?
A Accuracy
B Smoothness
C Individualization
D Resistance to distractions |
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Definition
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Term
Shernando’s parents want to make sure he is able to recite his address when asked. They ask him to recite his address while he is playing on the swings, while he is working on his math homework, and while he is watching a movie. Which characteristic of mastery is being programmed for in this scenario?
A Accuracy
B Durability
C Smoothness
D Resistance to distractions |
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Definition
| D Resistance to distractions |
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Term
What is an acquisition target behavior?
A skill deficit taught improve the learner’s quality of life
A: A skill deficit taught improve the learner's quality of life :
B: A problem behavior that interferes with the learner’s quality of life
C: A broad life change |
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Definition
A skill deficit taught improve the learner’s quality of life
[image] |
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Term
Which of the following is an example of an acquisition target?
A- Jess is able to use a knife to chop vegetables
B- Jess is able to cook dinner independently
C- Jess is able to submit an application to culinary school
D- Jess is accepted into culinary school |
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Definition
Jess is able to use a knife to chop vegetables (target behavior)
[image] |
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Term
Jaime walks into his client, David’s, house and sees that David is hosting an imaginary tea party. Jaime sits down next to David and asks if he can have a cup of tea. David then runs out of the room.
What did Jaime forget to do before requesting tea from David?
A Pairing
B Building Rapport
C Pre-session pairing
D All of the above |
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Definition
D All of the above
Before Jaime places any demands on his client, he should first build rapport. This is also known as pairing or pre-session pairing. |
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Term
Hugo starts a toy race car on the race track then hands Rue a race car.
Which suggestion for building rapport is Hugo demonstrating?
A Proximity
B Praise
C Reflect
D Imitate
E Describe
F Initiate
G Create
H None of these |
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Definition
Initiate
Initiate suggests to build rapport by offering tangible items to the client. |
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Term
Hugo remains an arm’s length away from Rue while she plays with trucks.
Which suggestion for building rapport is Hugo demonstrating?
A Proximity
B Praise
C Reflect
D Imitate
E Describe
F Initiate
G Create
H None of these |
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Definition
Proximity
Proximity suggests to build rapport by staying within arm’s reach of the client while they play. |
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Term
Hugo is playing house with his client, Rue, when he grabs a spatula and starts stirring an empty pot. He says, “Rue, stir the pot like this with me,” to get her to copy his play.
Which suggestion for building rapport is Hugo demonstrating?
A Proximity
B Praise
C Reflect
D Imitate
E Describe
F Initiate
G Create
H None of these |
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Definition
None of these
This is a non-example of imitate. Imitate suggests to build rapport by imitating appropriate play skills exhibited by the client. |
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Term
Hugo and Rue are playing with a Lego family when Rue moves the horse through the gate and says, “Oh no!” Hugo repeats, “Oh no! The horse is getting away.”
Which suggestion for building rapport is Hugo demonstrating?
A Proximity
B Praise
C Reflect
D Imitate
E Describe
F Initiate
G Create
H None of these |
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Definition
Reflect
Reflect suggests to build rapport by repeating vocalizations made by the client. |
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Term
Kieran is walking down the street and asks a stranger if he can have a snack. Which type of problem with occurrence is this?
A Performance problem
B Problem with generality
C Problem with stimulus control |
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Definition
Problem with stimulus control
– he is not discriminating between people he should ask for a snack and people he should not |
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Term
Priya will brush her teeth on days that she showers, but not on days that she does not shower. Which type of problem with occurrence is this?
A Performance problem
B Problem with generality
C Problem with stimulus control |
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Definition
Problem with generality
– only occurs under limited circumstances |
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Term
Shirin ripped her sweater. Her mother talked her through instructions to darn the hole in her sweater and Shirin fixed the hole. Which type of skill deficit is this?
A Does not initiate
B Does not do at all
C Does not do independently |
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Definition
| C Does not do independently |
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Term
It is time for dinner and Davy sits down at the dinner table. His father reminds him that he needs to wash his hands before eating. Davy gets up from the table and washes his hands. Which type of skill deficit is this?
A- Does not initiate
B- Does not do at all
C- Does not do independently |
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Definition
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Term
Sandra is dicing carrots with a knife. She takes some time between each cut to line up her fingers and make sure all of the carrot slices are in line. Which type of problem with strength is this?
A: Lacks fluency
B: Lacks mastery
C: Lacks frequency |
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Definition
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Term
Kyle turns his homework in at the beginning of class 3 out of 5 days this week. Which type of problem with strength is this?
A: Lacks fluency
B: Lacks mastery
C: Lacks frequency |
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Definition
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Term
Your office has been adequately trained on logging their customer conversations in your client management platform, but you find that notes are completely logged only 50% of the time. Which type of problem with occurrence is this?
A- Performance problem
B- Problem with generality
C- Problem with stimulus control |
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Definition
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Term
You arrive to your session with your client who is working on answering personal information questions. They’ve been able to respond to the question of their name for several weeks now. However, today when you ask them their name, they do not respond. Which type of problem with occurrence is this?
A- Performance problem
B- Problem with generality
C- Problem with stimulus control |
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Definition
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Term
Which of the following is NOT a goal of skill assessments?
A Determine skill deficits
B Measure existing skill sets
C Determine the order to teach skills
D Identify skills to target for reduction |
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Definition
| Identify skills to target for reduction |
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Term
Kendra is assessing for ‘nice-to-have’ skills such as mands for information and functional academic skills. Which assessment is Kenda using?
A VB-MAPP
B PEAK
C AFL
D EFL |
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Definition
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Term
Suzanna is 3 years old, and her priorities include acquiring language and social skills. Her programming goals include being able to keep up with her mainstream peers by 1st grade. Which assessment should be used for Suzanna?
A VB-MAPP
B PEAK
C AFL
D EFL |
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Definition
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Term
Which of the following are skills you would find included in the PEAK assessment?
A- Basic and advanced language and cognition skills
B- Communication, problem behavior, and functional skills
C- Early verbal behavior skills and barriers to learning
D- School skills, vocational skills, and community participation skills |
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Definition
| A- Basic and advanced language and cognition skills |
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Term
Which of the following are skills you would find included in the AFLS assessment?
A- Basic and advanced language and cognition skills
B- Communication, problem behavior, and functional skills
C- Early verbal behavior skills and barriers to learning
D- School skills, vocational skills, and community participation skills |
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Definition
| School skills, vocational skills, and community participation skills |
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Term
Ricky has completed record reviews and interviews for his newest client. He has also come over to the client’s house to observe him playing with his sister and eating dinner with the family. At this point, what step in assessing skills should Ricky complete next?
A Indirect assessment
B Contrived assessment
C Naturalistic assessment
D Interpret the assessment results |
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Definition
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Term
Dameon’s new program that is being implemented includes a section that explains that we will be teaching Dameon to respond to listener instructions such as ‘stop’ and ‘come here’ because Dameon has a goal to be able to attend field trips with his class from school and these are necessary safety skills Dameon needs before going out in the community. Which component of Dameon’s program is included in this description?
A: Purpose/rationale
B: Materials needed
C: Prerequisite skills
D: Definitions of target behavior |
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Definition
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Term
Dameon’s program goes on to state that we will continue to work on following safety instructions until Dameon is able to reliably respond to 100% of safety instructions across 10 days with a variety of teachers and in a variety of locations.
Which component of Dameon’s program is being described here?
A: Target list
B. Mastery list
C: Mastery criteria
D: Trouble shooting |
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Definition
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Term
Rose added ‘echoics’ to her client’s program plan because she thinks echoics are a behavioral cusp. Is Rose correct in her assumption?
A: Yes, echoics are a behavioral cusp
B: No, echoics are not a behavioral cusp |
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Definition
Yes, echoics are a behavioral cusp
Teach a child generalized echoics and suddenly they are able to learn exponentially faster. They may learn new mands and tacts that do not have to be directly taught. This has social validity and generativeness. |
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Term
Shernando is working on reciting his street address: 123 Main Street. He is able to say the “123” portion and still needs prompting to say “Main Street”. Which characteristic of mastery is being programmed in this scenario?
A- Accuracy
B- Durability
C- Generalization
D- Resistance to distractions |
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Definition
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Term
Shernando learned to recite his home address last year. Today, when asked what his home address is, he is still able to recite it. Which characteristic of mastery is being demonstrated in this scenario?
A Fluency
B Durability
C Smoothness
D Individualization |
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Definition
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Term
Shernando is learning to recite his home address. When asked, “What is your address,” Shernando says, “555...wait no... 123, um... Main Street.” His parents plan to continue working on reciting his address until he can do it consistently without starting with the wrong numbers and pausing throughout. Which characteristic of mastery are Shernando’s parents focused on in this scenario?
A Durability
B Smoothness
C Generalization
D Individualization |
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Definition
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Term
Shernando learns to say “123 Main Street” when his dad asks him their address. Now Shernando is at the post office sending a package home, when the postal service person says, “Address?” Shernando is able to tell them his address. Which characteristic of mastery is being demonstrated in this scenario?
A Fluency
B Smoothness
C Generalization
D Individualization |
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Definition
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Term
Reina is beginning to teach listener responses to her client. She wants to use her client’s favorite doll to help teach the instructions. Which instruction would be best for Reina to teach first?
A-Put your doll on the shelf
B-Hand me the doll
C-Pick up your doll |
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Definition
Pick up your doll
When starting to teach following instructions, start with reinforcement
conditions rather than giving something up to respond correctly. |
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Term
Molly is learning gross motor imitations. She is able to imitate clapping correctly 90% of the time immediately after the demand is presented. She has performed it fluently in different settings across different therapists, but she does not perform the imitation when the client next to her has crackers on his desk. Instead, she lunges for the crackers. Which characteristic of mastery is not being met in this example?
smoothness
generalization
fleuncy
resistance to distractions
individualization |
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Definition
resistance to distractions
Molly’s performance shows fluency and smoothness because it is accurate and fast (occurs immediately after an opportunity is presented). It shows generalization because it occurs across different therapists and settings. It doesn’t provide information about individualization. But performance does not show resistance to distraction because it does not occur when crackers are placed on the desk, disrupting performance. |
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Term
Shruti is working with Emelia to perform a song for a violin recital. Emelia can perform the song without any errors. Over winter break, Emelia is too busy and does not practice at all. When Shruti returns to work with Emelia, Emelia performs the song without any errors. Which characteristic of mastery is Emelia demonstrating in this scenario?
accuracy
smoothness
durability
generalization |
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Definition
durability
Mastery is the ability to perform a specific behavior at a level that reaches a pre-determined and pre-specified criterion, regardless of when it is assessed. Characteristics of mastery include accuracy, fluency, durability, smoothness, generalization, resistance to distractions, and individualization. In the scenario, Emelia can perform the skill without any errors after a long break. This focuses on the maintenance of a skill over time and is an example of durability of mastery. Accuracy focuses specifically on the correctness of the response and that each aspect of the skill is performed without error. Emelia can perform the song without errors, but the focus is that the response is performed even after a long break. Therefore, the best answer is durability. Smoothness of the response focuses on the ability of the skill to be performed without false starts or pauses. This was not discussed in this scenario. This scenario focuses on and does not discuss generalization, which is the ability to perform a skill in different settings and with different individuals and stimuli. |
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Term
In which situation will rapport building likely be most successful?
Tanya gives her client a basket of all his favorite toys the first time she sees him
Bryan gives her client one toy at a time and shows him how to play with it
Greta gives a few items at a time, allows the client to play they way they choose
Tako provides one toy at a time and removes each after 60 seconds and gives another |
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Definition
| Greta gives a few items at a time, allows the client to play they way they choose |
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Term
Karli is sitting down with a new client prior to a skills assessment. She notices the client makes animal sounds as they play with figures. Karli does the same. Which suggestion is Karli following?
Describe
Create
Reflect
Imitate |
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Definition
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Term
Joel notices his client rolls a car with lights down a ramp. Joel grabs several light up balls, dims the lights, and rolls the balls in a line. Which suggestion is Joel using?
Imitate
Describe
Proximity
Create |
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Definition
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Term
When it’s time to brush teeth. Martha has to stay in the bathroom with her son and tell him each step along the way. He willingly enters the bathroom and grabs his toothbrush, then she puts the toothpaste on and guides the toothbrush in his mouth. Later, she reminds him to spit. After he spits, she has to tell him to rinse and get a flosser. She prompts him vocally through each step. Which skill deficit?
Does not do at all
Not independent
No initiation |
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Definition
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Term
Which is most likely a problem with Mastery?
Nathalie is learning to say the alphabet in French. Sometimes she gets from A-Z and sometimes she skips a letter.
Nikky is learning to say the alphabet in French. She is able to get through the entire alphabet with no mistakes however it takes her far too long
Marco only brushes his teeth when he wakes up in the morning and often forgets to brush his teeth on the weekend. |
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Definition
| Nathalie is learning to say the alphabet in French. Sometimes she gets from A-Z and sometimes she skips a letter. |
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Term
Yamilete will write her name, but only at the clinic and only with one teacher. She will not writer her name at school, or at home, or with other teachers. Which problem of occurrence?
Problem with generality
Problem with stimulus control
Performance problem |
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Definition
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Term
Leann has discussed the skills of the new client with parents. She watched the client briefly at the home during relevant times. What should she do now in assessing the skills?
Review records
Continue natural observations
Set up situations in which specific skills will be needed
Summarize the findings and select goals |
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Definition
| Set up situations in which specific skills will be needed |
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Term
Sonya is working with a young adult named Rodney. Rodney would like to live on his own but needs to build skills related to managing money and home skills like cooking and cleaning.. Which assessment might be most appropriate?
VB-MAPP
PEAK
ABLLS-R
AFLS |
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Definition
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Term
Chad’s client, Harley, is 3 years old who was recently diagnosed with ASD. She is behind on verbal behavior and social skills and her parents would like her to be successful in a mainstream classroom when Harley is elementary age. Which assessment might be most appropriate?
VB-MAPP
ABLLS-R
EFL
AFLS |
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Definition
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Term
Frank is writing a plan for receptive color identification. Frank notes that they will need a variety of 2D and 3D objects for each of the colors they will initially teach and that items should be varied (i.e., not all cars). The behavior analyst is including which component of a behavioral program?
Materials needed
Target list
Mastery criteria
Maintenance procedures
Prerequisite skills |
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Definition
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Term
Frank also includes written goal performance that specifies the accuracy of responding before new targets are added. Which component is Frank including?
Materials needed
Target list
Mastery criteria
Maintenance procedures
Prerequisite skills |
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Definition
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Term
Troy is tutoring a student who is on a debate team. The student’s rate of filler-phrases and stuttered words when making an argument has reduced considerably since Troy began providing graphed feedback on this. Which characteristic of mastery is being demonstrated in this scenario?
Accuracy
Fluency
Durability
Smoothness |
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Definition
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Term
Janet is teaching Jason to wash his hands. Jason specifically has difficulty rinsing his hands until all soap is removed. Janet plans to provide a functional reinforcer between the rinsing and drying steps if Jason’s hands have no soap on them. Which characteristic of mastery is being programmed for in this scenario?
Accuracy
Fluency
Smoothness
Resistance to distractions |
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Definition
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Term
Alex is in 4th grade and gets math homework every night. Alex doesn’t complete his homework unless his mom puts the homework on the table with a pencil and tells him to go sit down and get started. Which skill deficit?
Does not do at all
Does not do independently
Does not initiate |
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Definition
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Term
Brian has spent some time building rapport with his new client, Delilah. He has been providing fun toys to Delilah and has started to pair his voice with the availability of these toys. Brian has started to approach Delilah and indicate interest in other items she has. What should Brian do next to continue building rapport?
A. Request that Delilah clean up less preferred toys prior to delivering new items
B. Add some interest to the toys as he hands them to Delilah by engaging in actions with them or providing sound effects
C. Move away from Delilah to reestablish her personal play space
D. Require Delilah to perform some low-probability tasks before accessing new toys |
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Definition
| B. Add some interest to the toys as he hands them to Delilah by engaging in actions with them or providing sound effects |
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Term
Loren is painting, his favorite activity. Nova, the behavior analyst, sits
close to Loren while he paints. Which suggestion for building rapport is Nova using?
A. Proximity
B. Praise
C. Reflect
D. Imitate
E. Describe
F. Initiate
G. Create |
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Definition
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Term
When she arrives for her next session, which of the following would indicate that Nova has successfully built rapport with Loren?
A. Loren runs away from Nova
B. Loren follows Nora around as she’s setting up her materials
C. Loren tolerated Nova talking to him whens he arrived but did not run away |
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Definition
| Loren follows Nora around as she’s setting up her materials |
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Term
Skill acquisition targets address ________ ______ to improve the learner’s quality of life.
A. Excesses reduced
B. Deficits taught |
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Definition
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Term
Which of the following may be an example of a target for acquisition?
A. Charlotte will complete the 2nd grade in a regular classroom setting
B. When finished with her lunch, Charlotte will throw away her trash and return her tray to the designated bin
C. During group lessons, Charlotte will shout out fewer than three times in a week
D. Charlotte will complete at least 80% of her reading homework each week for one semester |
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Definition
| B. When finished with her lunch, Charlotte will throw away her trash and return her tray to the designated bin |
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Term
Tara will only make a salad when her mother tells her to.
A. Cannot do at all
B. Does not do independently
C. Does not initiate |
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Definition
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Term
Tara doesn’t have the prerequisite skills to make a salad.
A. Cannot do at all
B. Does not do independently
C. Does not initiate |
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Definition
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Term
Tara can combine salad ingredients in a bowl but needs help cutting up vegetables.
A. Cannot do at all
B. Does not do independently
C. Does not initiate |
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Definition
| B. Does not do independently |
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Term
Flora only brushes her teeth before bed and often forgets to brush all weekend long. Which problem with strength is Flora having?
A. Mastery
B. Fluency
C. Frequency |
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Definition
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Term
Latisha is learning the English alphabet. Sometimes she can recite it perfectly but sometimes she skips a letter. Which problem with strength is Latisha having?
A. Mastery
B. Frequency
C. Fluency |
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Definition
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Term
Latisha is learning the English alphabet. She can recite it perfectly but it takes her far too long. Which problem with strength is Latisha having?
A. Mastery
B. Fluency
C. Frequency |
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Definition
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Term
Loren will paint but only when he can use the easel at the clinic. He does not paint at home or school. Which problem of occurrence is Loren having?
A. Generality
B. Stimulus control
C. Performance |
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Definition
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Term
Loren will paint at the easel in the clinic, at home on the walls, and at school in the bathroom. Which problem of occurrence is Loren having?
A. Generality
B. Stimulus control
C. Performance |
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Definition
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Term
Ruby has just started working with Leo and his family. Leo was referred because he is behind his peers in communication skills and is engaging in some problem behavior. What should Ruby do first when assessing Leo’s skills?
A. Summarize information about Leo’s strengths and deficits and meet with his family to choose goals.
B. Present contrived opportunities for Leo to emit mands, tacts, and intraverbals.
C. Review existing records, conduct some interviews and begin building rapport with Leo and his family.
D. Begin observing Leo during times when he would usually engage in problem behavior. |
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Definition
| Review existing records, conduct some interviews and begin building rapport with Leo and his family. |
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Term
Leigh’s client James is 3 years old and was recently diagnosed with ASD. He is behind in verbal behavior and social skills. His parents would like him to be successful in a regular classroom when he reaches elementary school. Which assessment would be appropriate?
A. PEAK
B. VB-MAPP
C. AFLS
D. EFL |
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Definition
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Term
Rachel is working with a young adult named Scott. Scott would like to live on his own but needs to build skills related to managing money, cooking, and cleaning. Which assessment might be most appropriate?
A. VB-MAPP
B. EFL
C. PEAK
D. AFLS |
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Definition
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Term
Lisa is writing a plan for receptive color identification. Lisa notes that they will need a variety of 2D and 3D objects for each of the colors they will teach initially, and that the items should be varied. Lisa is including which component of a behavioral program?
A. Target list
B. Mastery criteria
C. Prerequisite skills
D. Materials needed |
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Definition
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Term
Kim is teaching Ken to wash his hands. Ken has difficulty rinsing his hands until all soap is removed. Kim plans to provide a functional reinforcer between the rinsing and drying steps if Ken’s hands have no soap on them. Which characteristic of mastery is being programmed for in this scenario?
A. Accuracy
B. Fluency
C. Durability
D. Smoothness
E. Generalization
F. Resistance to distraction
G. Individualization |
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Definition
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Term
Barbara is tutoring a student who is on the debate team. The student’s rate of filler-phrases and stuttered words when making an argument has reduced considerably since she began providing graphed feedback on those behaviors. Which characteristic of mastery is being demonstrated in this scenario?
A. Accuracy
B. Fluency
C. Durability
D. Smoothness
E. Generalization
F. Resistance to distraction
G. Individualization |
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Definition
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Term
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Definition
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Term
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Definition
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Term
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Definition
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Term
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Definition
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Term
A behavior analyst needs to conduct a VB-MAPP with his client. Rather than jumping right into conducting trials within the VB-MAPP, the behavior analyst spends some time playing with the client with their favorite toys and activities. The behavior analyst also delivers his client’s favorite snack randomly. At what point did the behavior analyst spend time building rapport?
A) Before the assessment
B) Before selecting outcomes
C) Before selecting targets
D) Before starting treatment |
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Definition
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Term
Darcy has a new client. Before starting the session, she spends some time pairing. Darcy starts off by having a lot of preferred items freely available for the client to interact with. Darcy does not place any demands. Darcy starts to take control of the reinforcers so she can be in control of delivery of good things. What else can Darcy do to continue building rapport?
A) Start asking questions that require the learner to engage in easy instruction following
B) Deliver preferred items and talk a lot
C) Begin to present nonpreferred items and activities
D) Start playing with preferred items and pairing herself with fun activities |
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Definition
| D) Start playing with preferred items and pairing herself with fun activities |
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Term
Marco loves cookie monster. Allison puts a toy cookie monster on the couch next to Marco. Which rapport building skill is Allison using?
A) Reflect
B) Initiate
C) Imitate
D) Praise |
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Definition
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Term
Sky loves jumping on her trampoline. The BCBA stands right next to the trampoline while Sky is jumping. Which rapport building skill is the BCBA using?
A) Praise
B) Reflect
C) Create
D) Proximity |
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Definition
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Term
Manny is playing with the BCBA before starting session. The BCBA grabs an empty roll of paper towel and starts speaking into it like a megaphone. Which rapport building skill is the BCBA using?
A) Create
B) Describe
C) Initiate
D) Imitate |
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Definition
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Term
Anna built a tower with her blocks. The BCBA says, “Anna that tower is massive, I love it!” What rapport building skill is the BCBA using?
A) Reflect
B) Proximity
C) Describe
D) Imitate |
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Definition
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Term
Ella’s client, Rod, would typically run away from her as soon as he was dropped off at the learning center. Now, as soon as Rod is dropped off, Ella places his favorite toys at the door and stays arms length away as he plays. After a couple days of doing this, Rod now runs up to Ella and gives her a hug rather than running away. How can you tell rapport building was successful?
A) Rod ran up to Ella and gave her a hug
B) Rod ran away from Ella
C) Rod was following Ella around
D) Rod tolerated Ella talking to him when he entered the center |
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Definition
| A) Rod ran up to Ella and gave her a hug |
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Term
Nada can answer math facts for any of her multiplication tables from 0-10. She always gets them correct. During math class the teacher plays a fun game where the students compete against each other with math facts. Each student has 5 seconds to answer a question, otherwise they are eliminated from the game. Nada always gets eliminated in the first round. Which type of problem?
A) Skill deficit
B) Strength of the response
C) Occurrence |
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Definition
| B) Strength of the response |
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Term
Anne-Marie can put on her shoes and begins to tie them, but she gets stuck at the step where she has to swoop one bunny ear under the other bunny ear and her mom comes to help. Which type of skill deficit?
A) Does not do at all
B) Does not do independently
C) Does not initiate |
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Definition
| B) Does not do independently |
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Term
Alex is in 4th grade and gets math homework every night. Alex doesn’t complete his homework unless his mom puts the homework on the table with a pencil and tells him to go sit down and get started. Which skill deficit?
A) Does not do at all
B) Does not do independently
C) Does not initiate |
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Definition
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Term
Claire is supposed to wash the dishes after dinner. She has been told, and she has been taught how to do it correctly. Claire sometimes “forgets” to do the dishes, or she may do them but they will not be cleaned thoroughly and she takes a long time. When Claire wants to hang out with her friends after dinner she will do her dishes quickly and correctly. This sudden improvement in Claire’s performance indicates that the low quality and accuracy of dishes washed was most likely due to:
A) A skill deficit
B) Problem with generality
C) Problem with performance/Won’t do
D) Laziness |
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Definition
| C) Problem with performance/Won’t do |
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Term
Nancy was taught to wash her hands in the bathroom at home using a specific type of pump soap. She will not wash her hands in any other sink, or with any other type of soap. What type of problem?
A) Skill deficit
B) Problem with the strength of behavior
C) Problem with generality
D) Won’t do problem/performance problem |
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Definition
| C) Problem with generality |
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Term
| Ted has a dog phobia. He will scream and cry at the very sight of a dog. The BCBA is starting a desensitization program to teach him to tolerate the presence of a dog. He starts the assessment by observing the natural interaction between Ted and a dog when they walk to the park for example. What should the BCBA do next? A) Start teaching Ted to pet a dog B) Conduct formal testing by introducing a dog in the same setting as Ted and measure the distance between the dog and Ted in which he will not scream and cry C) Conduct a records review D) Interpret the data from the observation and review the results with the team |
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Definition
| B) Conduct formal testing by introducing a dog in the same setting as Ted and measure the distance between the dog and Ted in which he will not scream and cry |
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Term
Annie has a young client with ASD. She decides to use an assessment and curriculum guide that will allow her to assess her client’s developmental milestones as well as provide program recommendations and goals. With this assessment she is also able to assess barriers that might impede acquisition. Which behavioral skills assessment is Annie using?
A) ABLLS-R
B) VB-MAPP
C) EFL
D) AFLS |
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Definition
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Term
Darren received a referral for a client who has good verbal skills however is having trouble with generalization and establishing new skills and new information in the absence of directly teaching those skills. Which assessment guide would be the best one to use?
A) EFL
B) ABLLS-R
C) VB-MAPP
D) PEAK |
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Definition
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Term
May is assessing if her client can independently shop in a grocery store and other community participation skills. Which behavioral skills assessment is May using?
A) VB-MAPP
B) ABLLS-R
C) PEAK
D) AFLS |
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Definition
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Term
Suz is using a functional curriculum guide to assess the skills of her 8-year-old client Dave. She is specifically assessing his ability to accept “no” and his waiting skills because his parents have reported that Dave tends to throw “tantrums” in public if he can’t have something right away. Which behavioral skills assessment is Suz using?
A) VB-MAPP
B) PEAK
C) EFL
D) AFLS |
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Definition
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Term
Mitch is writing a behavioral program. He is currently writing out exactly what the target behavior looks like in the most specific and descriptive way. He wants to make sure that by simply reading his description of the target behavior one can identify examples and nonexamples of the target behavior. Which component of the behavioral program is Mitch working on?
A) Purpose/rationale
B) Operational definition
C) Mastery criteria
D) Target list |
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Definition
| B) Operational definition |
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Term
Janelle is writing a behavioral program. She is at the point in the program where she is creating a series of measures to test the long term effects of the program. She creates a table that will include testing the target behavior across different settings, with different people, and with different stimuli. Which component of writing a behavioral program is Janelle working on?
A) Antecedent stimuli
B) Mastery list
C) Generalization procedures
D) Troubleshooting |
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Definition
| C) Generalization procedures |
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Term
Willie will hit his head against the wall when he wants a break away from whatever activity he is engaged in. The BCBA decides to teach selecting a “break” card to replace the head hitting. Which of the following was the BCBA’s main consideration in teaching the “break” card.
A) Access to new reinforcers
B) Access to new environments
C) Generativeness
D) Competition with inappropriate responses |
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Definition
| D) Competition with inappropriate responses |
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Term
Ellen is a 9-year-old that attends school. During recess, she will typically sit on a rock and watch everyone else play. Ellen is sometimes teased for this and often left out of activities, such as being invited to birthday parties outside of school. The BCBA selects playing with peers as the target skill. Which of the following was the BCBA’s main consideration for teaching peer play.
A) Social validity
B) Response competition
C) Generativeness
D) None of the above |
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Definition
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Term
Mo can recite his alphabet in French at school with no issues. However, at home he will only recite it in English. Which characteristic of mastery is lacking in this scenario?
A) Smoothness
B) Generalization
C) Accuracy
D) Resistance to distractions |
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Definition
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Term
Mona is learning addition. She has reached a point in her studies in which she no longer has to count on her fingers. Which characteristic of mastery is Mona demonstrating?
A) Accuracy
B) Fluency
C) Durability
D) Smoothness |
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Definition
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Term
Jermaine is a behavior technician who is working with a new client. He has been instructed by his BCBA supervisor to start by building rapport. Jermaine avoids talking at first and is giving his client items that the client’s parent identified as preferred items during the assessment process. What should Jermaine do to continue to build rapport?
1. Sit close to the client so that he can touch the client’s toys.
2. Ask the client questions about their preferred toys.
3. Introduce new potentially preferred stimuli.
4. Ask the client to clean up as they move through activities. |
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Definition
| Introduce new potentially preferred stimuli. |
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Term
Abigail is building rapport with a new client. The client is pretending to put makeup on her doll in the playroom. Abigail begins giving the client crayons and says, “Here’s her lipstick.” Which Lugo et al. suggestion for building rapport is Abigail using?
Proximity
Initiate
Praise
Reflect |
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Definition
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Term
Rose is working with a new client to build rapport. The client is listening to music on the iPad while sitting at a table. Rose sits at an appropriate distance from the client at the table. Which Lugo et al. suggestion for building rapport is Rose using?
Create
Imitate
Proximity
Reflect |
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Definition
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Term
Connor is working on building rapport with a new client. Connor is outside with the client on the playground. The client puts his arms out like Superman and pretends to fly around the playground. Connor does the same thing and follows him. Which Lugo et al. suggestion for building rapport is Connor using?
Imitate
Reflect
Create
Initiate |
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Definition
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Term
Flynn is working with a new client in a home-based setting. Flynn’s client is playing with a toy ambulance and saying, “Wee-ooh, wee-ooh. It’s an emergency!” Flynn echoes his client. Which Lugo et al. suggestion for building rapport is Flynn using?
Praise
Initiate
Proximity
Reflect |
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Definition
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Term
Andrea is taking a teenage client on a fun outing at the mall. The client approaches the counter at the store, greets the clerk, and completes the transaction. As Andrea and the client are walking away, Andrea says, “Wow, you totally nailed that conversation. You did exactly what you should have done!” Which Lugo et al. suggestion for building rapport is Andrea using?
Initiate
Praise
Imitate
Create |
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Definition
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Term
Dennis is building rapport with a client in a center-based setting. The client is building a train track but cannot find the train toy. Dennis gets a block and starts running it along the train track saying, “Choo-choo!” Which Lugo et al. suggestion for building rapport is Dennis using?
Imitate
Proximity
Reflect
Create |
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Definition
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Term
Marie is building rapport with a new client. The client is playing dolls and rocking the baby in her arms. Marie says, “You’re rocking your little baby.” Which Lugo et al. suggestion for building rapport is Marie using?
Describe
Create
Imitate
Reflect |
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Definition
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Term
Prosper is a behavior analyst who is working with a young client to build rapport. Recently, Prosper has been sharing preferred items with the client. At first the client would throw the items, but now the client is receiving the items and engaging with them. Based on this information, how does Prosper know that the rapport building is successful with the client?
The client is leading Prosper to preferred activities.
The client’s vocals are increasing.
The client is imitating Prosper’s vocal verbal behavior.
The client is accepting things from Prosper. |
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Definition
| The client is accepting things from Prosper. |
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Term
Carla is a 12-year-old client who is working on functional living skills. Her parents are teaching her to do her laundry, but when the bin is full, she never takes the clothes to the laundry room to wash. When her parents tell her, “Carla, your bin is full,” she takes the laundry to the laundry room and completes the remaining steps. Based on this example, what is the problem with Carla’s laundry-doing behavior?
Does not do at all
Does not do independently
Does not initiate |
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Definition
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Term
Sebastian is a 3-year-old client who never uses words to ask for things he wants or needs, even if he expresses great motivation through pointing or leading his parents to the items. Based on this information, what is the problem with Sebastian’s requesting behavior?
Does not do at all
Does not do independently
Does not initiate |
|
Definition
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Term
Mason is a 5-year-old who is learning to spell his name. When his teacher gives the instruction, he can write the first letter, “M”, but requires prompts after that. Based on this information, what is the problem with Mason’s name writing behavior?
Does not do at all
Does not do independently
Does not initiate |
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Definition
| Does not do independently |
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Term
Chloe has been working on folding her own laundry. She is precise in her folding, but it takes her an hour to fold five of her towels. Which of the following problems with strength is Chloe displaying?
Lacks frequency
Lacks fluency
Lacks mastery |
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Definition
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Term
Alice is working with a client who washes their hands well but does not wash their hands every time they leave the bathroom. Which of the following may be the problem with the client’s behavior?
Lacks fluency
Lacks mastery
Lacks frequency |
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Definition
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Term
Anja’s client has been working on identifying pictures of family members by name. 70% of the time, Anja’s client labels the photo of her mother correctly, but 30% of the time, she labels the photo using another family member’s name. What is likely the client’s problem with behavior?
Lacks mastery
Lacks frequency
Lacks fluency |
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Definition
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Term
Marina has completed her client behavior treatment plans on time in the past, and she always completes them with detail. For the past two reports, Marina has been over a week late in turning them in to her supervisor for review. Which of the following problems with occurrence is Marina displaying?
Problem with stimulus control
Problem with generality
Performance problem |
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Definition
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Term
Matteo loves playing catch. Unfortunately, Matteo finds items like his mom’s cell phone and shouts, “Hey you, catch!” to his brother. Which of the following problems with occurrence is Matteo displaying when he throws items that should not be thrown?
Performance problem
Problem with stimulus control
Problem with generality |
|
Definition
| Problem with stimulus control |
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Term
Sofie always does her homework when she is with her favorite babysitter after school, but when her parents are home with her, Sofie will not do her homework. Which of the following problems with occurrence is Sofie displaying when she does not complete her homework with her parents, but she does with her babysitter?
Problem with generality
Performance problem
Problem with stimulus control |
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Definition
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Term
Mariana is a BCBA who is working on an assessment of the new client. She has conducted the FAST with the client’s caregivers, and she is also interviewing them about the client’s verbal skills. Which step of assessing skills is Mariana conducting?
Direct assessment
Indirect assessment
Interpreting assessment results |
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Definition
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Term
Which of the following skills is not assessed using the VB-MAPP?
Mand
Daily living skills
Intraverbal
Early academics |
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Definition
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Term
Which of the following is not one of the AFLS assessments?
School Skills
Home Skills
Vocational Skills
Social Skills |
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Definition
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Term
Giovanna is working with an adult client who has very limited independent living skills. Giovanna hopes to focus on teaching the client to ask for things he wants and needs, as well as complete very simply listener responding tasks. Which assessment is most appropriate for Giovanna’s client?
Essential for Living
ABLLS-R
AFLS
VB-MAPP |
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Definition
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Term
Carla is a 12-year-old with advanced verbal behavior. Carla’s BCBA, through assessment, suggests Carla should be working on relational responding and equivalence-based skills. Which of the following assessments and curricular guides should Carla’s BCBA use for her?
PEAK
Essential for Living
AFLS
VB-MAPP |
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Definition
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Term
Lana is a 4-year-old learner who has very few early learner skills in her repertoire. She has no history with ABA or other services. Lana’s BCBA would like to work with her on simple imitation skills at the table. Lana will sit in a chair but becomes easily distracted once she has. Which prerequisite skill should Lana’s BCBA target first?
Generalized imitation
Matching to sample
Attending skills
Following multiple part instructions |
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Definition
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Term
Cherine is tutoring Gracie, a second-grader who is working on memorizing addition problems. Cherine would like Gracie to respond to 25 addition problems in one minute. Gracie is only able to complete 15 addition problems in one minute. Which characteristic of mastery is Gracie lacking?
Accuracy
Fluency
Durability
Smoothness |
|
Definition
|
|
Term
Pavel was new to his job and his supervisor provided training on how to clock in and out appropriately using the company’s software. Three weeks later, Pavel is still clocking in and out appropriately. Which of the following characteristics of mastery is Pavel displaying?
Durability
Smoothness
Resistance to distractions
Accuracy |
|
Definition
|
|
Term
Hugo is an RBT working with a young client to learn to label common food items. The client consistently labels the picture of the tomato as “apple”. Which characteristic of mastery is the client lacking?
Individualization
Durability
Accuracy
Resistance to distractions |
|
Definition
|
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Term
Marisa works as a phone operator in a highly stimulating and busy call center. When she is on her calls with her clients, she can attend to their needs, despite the many employees taking calls around her, phones ringing, and emails popping up. Which characteristic of mastery does Marisa display at her job?
Resistance to distractions
Individualization
Generalization
Accuracy |
|
Definition
| Resistance to distractions |
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Term
Adam is just starting to work with a new client. Adam observes his client to take a toy airplane and make whooshing noises while making the toy plane do a loop.
Adam says, “Cool sound effects buddy” Adam appears to be using which skill suggested by Lugo et al?
A. Proximity
B. Praise
C. Reflect
D. Imitate
E. Describe
F. Initiate
G. Create |
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Definition
|
|
Term
Adam is just starting to work with a new client. Adam observes his client to take a toy airplane and make whooshing noises while making the toy plane do a loop.
Adam says, “you made the plane do a loop”. Adam appears to be using which skill suggested by Lugo et al?
A. Proximity
B. Praise
C. Reflect
D. Imitate
E. Describe
F. Initiate
G. Create |
|
Definition
|
|
Term
Jimmy is an 8 year old who often sneezes or coughs due to allergies. Jimmy just open mouth coughs regardless of where he is and what he is doing. If he is eating a snack, he will cough regardless of how full his mouth is. Whether he is alone or around a group of people, he will straight up open mouth cough. If Jimmy has the skill in his repertoire, but does NOT want to cover his mouth with his elbow, this would be what type of skill deficit/ problem?
A. Does not do at all
B. Lacks mastery
C. Lacks fluency
D. Lacks frequency
E. Problem with generality
F. Problem with stimulus control
G. Performance problem |
|
Definition
|
|
Term
Jimmy is an 8 year old who often sneezes or coughs due to allergies. Jimmy just open mouth coughs regardless of where he is and what he is doing. If he is eating a snack, he will cough regardless of how full his mouth is. Whether he is alone or around a group of people, he will straight up open mouth cough. If Jimmy can cover his mouth but is not quick enough to cover his mouth before he sneezes, this is what type of skill deficit/problem?
A. Does not do independently
B. Does not initiate
C. Lacks mastery
D. Lacks fluency
E. Lacks frequency
F. Problem with generality
G. Problem with stimulus control |
|
Definition
|
|
Term
Jimmy is an 8 year old who often sneezes or coughs due to allergies. Jimmy just open mouth coughs regardless of where he is and what he is doing. If he is eating a snack, he will cough regardless of how full his mouth is. Whether he is alone or around a group of people, he will straight up open mouth cough.
If Jimmy can cover his mouth at school, but does not cover his mouth at home or at grandma’s house, this is what type of skill deficit/ problem?
A. Does not do independently
B. Does not initiate
C. Lacks mastery
D. Lacks fluency
E. Lacks frequency
F. Problem with generality
G. Problem with stimulus control |
|
Definition
| F. Problem with generality |
|
|
Term
Jimmy is an 8 year old who often sneezes or coughs due to allergies. Jimmy just open mouth coughs regardless of where he is and what he is doing. If he is eating a snack, he will cough regardless of how full his mouth is. Whether he is alone or around a group of people, he will straight up open mouth cough.
Jimmy has begun covering his mouth with his elbow even when he does not have to cough or sneeze and now no one can understand what Jimmy is saying, this is what type of skill deficit/ problem?
A. Does not do independently
B. Does not initiate
C. Lacks mastery
D. Lacks fluency
E. Lacks frequency
F. Problem with generality
G. Problem with stimulus control |
|
Definition
| G. Problem with stimulus control |
|
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Term
Which is an example of a behavioral cusp? Learning to:
A. Make a peanut butter sandwich
B. Complete a puzzle
C. Join in play activities with peers
D. Label vegetables |
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Definition
| C. Join in play activities with peers |
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Term
Ally is working on her SAFMEDS each day running multiple 1 minute timings throughout the day. Ally went on vacation for 3 days and did not bring her flashcards. When she got back, her rate correct and rate incorrect where similar to her data prior to vacation.
This sounds like which characteristic of mastery?
A. Accuracy
B. Fluency
C. Durability
D. Smoothness
E. Generalization
F. Resistance to distractors
G. Individualization |
|
Definition
|
|
Term
Ally is working on her SAFMEDS each day running multiple 1 minute timings throughout the day. Ally has been graphing her trials daily and notes that there has been an increase in the number of correct responses vs errors.
This sounds like which characteristic of mastery?
A. Accuracy
B. Fluency
C. Durability
D. Smoothness
E. Generalization
F. Resistance to distractors
G. Individualization |
|
Definition
|
|
Term
Ally is working on her SAFMEDS each day running multiple 1 minute timings throughout the day. Ally sometimes conducts her timings while watching television. Sometimes her favorite commercial comes on and she starts attending to the commercial. Her performance appears consistent even when her favorite commercial is on. This sounds like which characteristic of mastery?
A. Accuracy
B. Fluency
C. Durability
D. Smoothness
E. Generalization
F. Resistance to distractors
G. Individualization |
|
Definition
| F. Resistance to distractors |
|
|
Term
Jimmy is an 8 year old who often sneezes or coughs due to allergies. Jimmy just open mouth coughs regardless of where he is and what he is doing. If he is eating a snack, he will cough regardless of how full his mouth is. Whether he is alone or around a group of people, he will straight up open mouth cough.
If Jimmy does not cover his mouth unless told to by his parents, this is what type of skill deficit/ problem?
A. Does not do independently
B. Does not initiate
C. Lacks mastery
D. Lacks fluency
E. Lacks frequency
F. Problem with generality
G. Problem with stimulus control |
|
Definition
|
|
Term
Adam is just starting to work with a new client. Adam observes his client to take a toy airplane and make whooshing noises while making the toy plane do a loop.
Adam sits down next to his client. Adam appears to be using which skill suggested by Lugo et al?
A. Proximity
B. Praise
C. Reflect
D. Imitate
E. Describe
F. Initiate
G. Create |
|
Definition
|
|
Term
Adam is just starting to work with a new client. Adam sits down next to the client and holds out a toy airplane. Adam appears to be using which skill suggested by Lugo et al?
A. Proximity
B. Praise
C. Reflect
D. Imitate
E. Describe
F. Initiate
G. Create |
|
Definition
|
|
Term
Lee wants to assess the strength of access to YouTube for his client, Michelle. Lee plans to increase response effort and thin the schedule of reinforcement. What should Lee do next when conducting a progressive ratio reinforcer assessment?
Identify a response and a consequence
Implement a baseline/control condition with no programmed consequences
Arrange a progressive ratio schedule
Provide reinforcement based on the ratio schedule |
|
Definition
Identify a response and a consequence
Lee has decided to run a progressive ratio reinforcer assessment to determine the effects of increased response effort on reinforcing effectiveness. Next, Lee must identify the response to reinforce and the specific consequence to present contingent on the response. After identifying these, Lee can arrange a progressive ratio schedule to use within the assessment. Once the assessment begins, Lee will provide reinforcement contingent on responding under different schedules of reinforcement. |
|
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Term
Caroline has identified her client Charles’ top two preferred toys. She needs to identify access to which toy maintains responding longer, as she is about to begin more difficult programming. Caroline should use which of the following assessments?
Concurrent operant reinforcer assessment
Single operant reinforcer assessment
Progressive ratio reinforcer assessment
Paired stimulus preference assessment |
|
Definition
Concurrent operant reinforcer assessment
In a concurrent operant reinforcer assessment, we can assess relative reinforcing value by determining which of two stimuli is a “stronger” reinforcer. In this case, Caroline has identified two preferred toys and decides to see which produces longer rates of responding. If this were a single operant reinforcer assessment, only one toy would be used, and it would be presented differentially, contingent on correct responses, and withheld in the next condition. A progressive ratio reinforcer assessment looks at the reinforcing effectiveness of a stimulus under changing schedules of reinforcement. While Caroline is using two stimuli, stimuli are presented contingent on a response while response length is systematically measured. Therefore, this is not a paired stimulus preference assessment. |
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Term
Julia wants to assess the reinforcement value of Skittles on Clara’s behavior. Clara’s mother reports that her daughter always requests Skittles for a treat. Julia asks Clara to clean up multiple toys, initially providing no contingent consequence. Julia then instructs Clara to clean up the toys, providing a Skittle for each toy put away. Julia collects data and concludes that Clara's responding increases significantly compared to no-consequence delivery. Which of the following assessments did Maria use?
Concurrent operant reinforcer assessment
Single operant reinforcer assessment
Progressive ratio reinforcer assessment
Paired stimulus preference assessment |
|
Definition
Single operant reinforcer assessment
In a single operant reinforcer assessment, we determine if a stimulus is a reinforcer by providing it contingent on a target behavior, then withholding it contingent on a target behavior. Here, Julia initially presents the demand and withholds the Skittle. Then, she again presents the demand and provides the candy if Clara engages in the target behavior. In a concurrent operant reinforcer assessment, we are essentially assessing by providing a choice between two stimuli. A progressive ratio reinforcer assessment slowly increases the response effort necessary to produce the reinforcer (e.g., slowly thinning the reinforcement schedule to determine at what point the reinforcer is still valuable). In a single stimulus preference assessment, one stimulus is presented to the learner, and they are given the opportunity to select it. However, because Julia is systematically measuring the effect of the stimulus on responding, this is better defined as a reinforcer assessment rather than a preference assessment. |
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Term
Gabe has completed a preference assessment for his client, Ben, and has a few possible reinforcers. Gabe wants to quickly assess stimuli for absolute reinforcer value. Which of the following assessments should Gabe use?
Concurrent operant reinforcer assessment
Single operant reinforcer assessment
Progressive ratio reinforcer assessment
Paired stimulus preference assessment |
|
Definition
Single operant reinforcer assessment
Gabe is interested in determining if a stimulus identified during a preference assessment will function as a reinforcer. Since he is simply looking at absolute reinforcer value (i.e., it is or is not a reinforcer), a single operant reinforcer assessment is best. If he were interested in relative reinforcer value, determining which stimulus is “more” reinforcing, he might run a concurrent operant reinforcer assessment. If Gabe were interested in assessing reinforcer value when response requirements increase, he would likely run a progressive ratio reinforcer assessment. Finally, Gabe has already identified preferred items and is interested in assessing reinforcer value, meaning he would not use another preference assessment. |
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Term
Liz has identified Paw Patrol stickers as her client, Louise’s, most preferred item and wants to determine how many tasks Louise will complete to earn one. First, Liz instructs Louise to place the blue block in the blue basket and provides a sticker following a correct response. Next, Liz instructs Louise to place a red block in the red basket and a yellow block in the yellow basket. Liz increases response requirements until she reaches the point at which time Louise no longer responds. Liz is using a:
Concurrent operant reinforcer assessment
Single operant reinforcer assessment
Progressive ratio reinforcer assessment
Paired stimulus preference assessment |
|
Definition
Progressive ratio reinforcer assessment
In a progressive ratio reinforcer assessment, the schedule of reinforcement is manipulated to determine at what point a stimulus no longer functions as a reinforcer. Here, Liz systematically increases response requirements before providing the stimulus (i.e., FR 1 to FR 2 and so on). A single operant reinforcer assessment does not manipulate the schedule of reinforcement; rather, it determines if stimulus delivery produces a change in response rates. In a concurrent operant reinforcer assessment, we would see a choice paradigm that assesses relative reinforcer values; specifically, what the reinforcing value of one stimulus is as compared to another. Free operant preference assessments involve observation of a client and determining how much time they allocate to certain stimuli. |
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Term
Cory wants to determine if there is a stimulus in his client’s home other than the iPad that can be used as a reinforcer. Cory’s client, Sally, is working on mastered verbal behavior tasks, where she responds to simple “Wh-” questions with one-word responses. Which of the following should Cory use?
Concurrent operant reinforcer assessment
Single operant reinforcer assessment
Progressive ratio reinforcer assessment
Paired stimulus preference assessment |
|
Definition
Concurrent operant reinforcer assessment
In a concurrent operant reinforcer assessment, two or more stimuli are presented contingent on a response. Differences in response rate indicate the relative reinforcing effectiveness of each stimulus. Here, Cory can use the concurrent operant assessment to determine the relative effectiveness of each stimulus. If Cory were interested in determining how much effort Sally would engage in to earn a reinforcer, he might use a progressive ratio reinforcer assessment. Since Cory is interested in the relative reinforcing effectiveness of two stimuli, and not absolute effectiveness, a single operant reinforcer assessment would not be appropriate. Since Cory is experimentally testing to determine reinforcer effectiveness, this is not a preference assessment. |
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|
Term
Chance reviews the data of his client, Sue. He notes that Sue has made steady progress on her goal of increased duration of tolerating programmed virtual babies’ crying. Before he moves to actual babies in the natural environment, not programmed and significantly more aversive to Sue, he needs to make sure the reinforcers available are powerful enough to maintain correct responding, as well as identify substitutable reinforcers if needed. Given this scenario, which of the following assessments should Chance use?
Concurrent operant reinforcer assessment
Single operant reinforcer assessment
Progressive ratio reinforcer assessment
Paired stimulus preference assessment |
|
Definition
Progressive ratio reinforcer assessment
A progressive ratio reinforcer assessment demonstrates the extent to which a stimulus will function as a reinforcer. In other words, response requirements are slowly increased to determine at what point the stimulus no longer supports responding. Here, Chance can slowly increase the amount of time Sue is exposed to crying and determine at what duration response rates fall. A single operant reinforcer assessment looks at the absolute reinforcing value of a stimulus, which does not include changes to schedules of reinforcement or response requirements. Additionally, since there is no choice paradigm, this example does not describe a concurrent operant reinforcer assessment. Finally, since there is systematic manipulation of a variable and measurement of response rates, this is a reinforcer assessment, not a preference assessment. |
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Term
Brenda is a behavior analyst getting started with her client, Steve, in his home. She has completed a skills assessment and an intake interview with his mother. She has identified multiple short-term goals for Steve, such as tacting colors and shapes. Given this program, Brenda should assess preference by conducting:
Frequent, brief perference assessments
One Brief initial preference assessment
Frequent, thorough preference assessments
One thorought initial preference assessment |
|
Definition
Frequent, brief perference assessments
Since Steve will be working on multiple goals and services are just beginning, Brenda would be wise to conduct frequent, brief preference assessments. This will help ensure Brenda is using the most preferred stimuli throughout instruction and increase the likelihood that Steve will be successful. Conducting a single, brief preference assessment at the start of services would not be useful, as it increases the likelihood that the most preferred stimulus would not be used. While frequent assessments are useful, thorough assessments may lead to aversive interactions between Brenda and Steve—more time would be spent on assessments, which could increase difficulties of returning to instructional goals. |
|
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Term
Eve is working with a client to increase the number of mands. Work will not be at the table, but Eve will watch as they interact with items throughout the day. She wants to have multiple items available throughout the session. This program indicates which of the following?
Frequent reinforcement opportunities
Prolonged response effort |
|
Definition
Frequent reinforcement opportunities
Allowing the client to interact with items throughout the day would increase reinforcement opportunities. This does not increase response effort. |
|
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Term
Eve is working with a client to increase the number of mands. Work will not be at the table, but Eve will watch as they interact with items throughout the day. She wants to have multiple items available throughout the session. Due to multiple reinforcement opportunities, how should Eve approach preference assessments?
Ensure the most thorough assessmnet
Consider frequently reevaluating preference |
|
Definition
Consider frequently reevaluating preference
Frequent contact with items can result in a “satiation,” reinforcer-abolishing, effect. As a result, it would be more important to conduct frequent assessments to reevaluate preferences. Ensuring the most thorough assessment might not detect changes in preferences as a result of repeated exposure. |
|
|
Term
Eve is working with a client to increase the number of mands. Work will not be at the table, but Eve will watch as they interact with items throughout the day. She wants to have multiple items available throughout the session. Due to multiple reinforcement opportunities, how should Eve approach preference assessments?
Ensure the most thorough assessmnet
Consider frequently reevaluating preference |
|
Definition
Consider frequently reevaluating preference
Frequent contact with items can result in a “satiation,” reinforcer-abolishing, effect. As a result, it would be more important to conduct frequent assessments to reevaluate preferences. Ensuring the most thorough assessment might not detect changes in preferences as a result of repeated exposure. |
|
|
Term
Marcus is designing a program to increase staying dry overnight. The child will earn weekly rewards and a larger reward after 1 month dry. This program indicates which of the following?
Frequent reinforcement opportunities
Prolonged response effort |
|
Definition
Prolonged response effort
This program indicates prolonged response effort by requiring the person to stay dry overnight for longer periods. This program doesn’t prescribe frequent reinforcement opportunities. |
|
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Term
Safia follows the person with a reinforcer and only looks at the reinforcer (not the teacher, parent, or task items). This is an example of which unwanted effect of reinforcement?
Narrowing effect on behavior
Undesirable response patterns
Shadowing the SD
Unnatural contingencies
Strengthening undesirable behavior |
|
Definition
Shadowing the SD
In this example, it is the person who delivers the reinforcer and the reinforcer itself that has tight stimulus control over Safia’s behavior, including her orienting responses (looking at the item). While it is important that a reinforcer is valuable to the learner during our instruction, if a response is going to maintain in the natural environment, the learner must contact reinforcement from a variety of sources. |
|
|
Term
Jose washes his hands and is given a token he can exchange later for items and activities. This is an example of which unwanted effect of reinforcement?
Narrowing effect on behavior
Undesirable response patterns
Shadowing the SD
Unnatural contingencies
Strengthening undesirable behavior |
|
Definition
Unnatural contingencies
In this example, Jose receives a token for washing his hands, but a token is not the typical consequence that would follow that response in the natural reinforcement. The natural reinforcement contingency for washing one’s hands is having hands that are clean and then perhaps the opportunity to touch food or other items. |
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Term
Artie sneezes then wipes his nose with the back of hand or picks his nose. His mom gives him attention by saying, “Bless you” or “Are you getting sick?” or “Are you okay?” Now Artie picks his nose and wipes his nose with hand more often. This is an example of which unwanted effect of reinforcement?
Narrowing effect on behavior
Undesirable response patterns
Shadowing the SD
Unnatural contingencies
Strengthening undesirable behavior |
|
Definition
Strengthening undesirable behavior
Artie’s behavior here is unsanitary and may lead him to pick up germs and/or pass germs to others, making this an undesired behavior. We see in this example that his mother’s attention is following the response and that the behavior is increasing across time, meaning that her attention may be strengthening this undesired behavior. |
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Term
A child often complains, saying things like, “I’m tired” or “Are we there yet?” or “How much longer?” and his mom responds to his complaints every time. This is an example of which unwanted effect of reinforcement?
Narrowing effect on behavior
Undesirable response patterns
Shadowing the SD
Unnatural contingencies
Strengthening undesirable behavior |
|
Definition
Undesirable response patterns
Expressing one’s wants and needs is not an undesired behavior, but complaining too often may be an undesirable response pattern. While we want our children to communicate and express their wants and needs, we need to be careful that we maintain this response at a rate that is “reasonable” for the environment. |
|
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Term
Mary was taught and reinforced for saying, “I’m fine” when asked, “How are you?” Now she never varies her response with, “I’m okay” or “Doing well” or “I’m alright. How about you?” This is an example of which unwanted effect of reinforcement?
Narrowing effect on behavior
Undesirable response patterns
Shadowing the SD
Unnatural contingencies
Strengthening undesirable behavior |
|
Definition
Narrowing effect on behavior
By only teaching and reinforcing one specific response, we may see a “narrow” response class emerge that includes (as in this example) only a single topography. This single response topography isn’t necessarily an undesired behavior, but this type of rigid responding may seem unnatural in the “real” world (outside the clinic or classroom). |
|
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Term
Shanti has a list of potential reinforcers from a Free Operant preference assessment. She now wants to test out of the top item will function as a reinforcer. She selects a task she knows her client can perform- putting buttons in a slot. What should she do next?
a. Arrange for contingent delivery of the top item
b. Test out how many times her client will put a button in the slot with no consequence
c. Allow the client to sample the top item
d. Identify a second response and item to also be available |
|
Definition
| b. Test out how many times her client will put a button in the slot with no consequence |
|
|
Term
Roy is testing out contingent delivery of crackers in a Single Operant arrangement. He has run a control condition and has tested contingent delivery when a block is placed in a cup. What should he do next?
a. Analyze the data to see if there is a difference in rate between conditions
b. select the next task and reinforcer to comapare
C. run each condition again according to his experimental design
d. use the crackers as reinforcement during session |
|
Definition
| C. run each condition again according to his experimental design |
|
|
Term
Matt has only identified a few items as potential reinforcers in a preference assessment. He wants to verify that bubbles will function as a reinforcer. Which assessment should he use?
a. concurrent operants
b. single operant |
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Definition
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In which case would a concurrent operant reinforcer assessment be best utilized?
a. Sam wants to identify how many tasks their client will complete before accessing an edible
b. Toby needs to verify that praise functions as a reinforcer
c. Gale is trying to identify if access to puzzles is as effective as access to a trampoline as reinforcement |
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Definition
| c. Gale is trying to identify if access to puzzles is as effective as access to a trampoline as reinforcement |
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Term
You are running a concurrent operant reinforcer assessment. You have identified which responses will result in chocolates, which will result in fruit snacks, and which will result in no consequence. What should you do next?
a. Check to make sure that chocolates and fruit snacks were identified in a preference assessment
b. Run the first session
c. Analyze the data |
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Definition
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Term
Amy is conducting a progressive-ratio reinforcer assessment. She decided the reinforcement criteria should increase by 2 responses after completing a schedule. Her client completed 10 responses previously, but has stopped responding after the next 6. What should Amy do next?
a. Record FR 10 as the break point
b. Record FR 12 as the break point
c. Return later and deliver reinforcement whenthe tasks are completed
d. Reduce the requirement by 2 |
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Definition
| a. Record FR 10 as the break point |
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Term
Which shows stable preference?
a. Marcus plays on the swings, slides, and in the sandbox at the playground
b. Tiffany asks for different snacks each day
c. Tony usually turns on jazz in the car |
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Definition
| c. Tony usually turns on jazz in the car |
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Term
In which case would you want to use more frequent assessments?
a. You are setting up a program for a client to earn a large reward at the end of the month contingent on performance
b. You will work with a client for several minutes at the table and several minutes away from the table, with many reinforcement opportunities |
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Definition
| b. You will work with a client for several minutes at the table and several minutes away from the table, with many reinforcement opportunities |
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Term
Mary discusses preferred items with the parents of a client. The parents indicate their child really enjoys bike rides, but these are too long to arrange in Mary’s sessions so she does not include them in her preference assessment. What is Mary considering?
a. Cost
b. Context
c. Health
d. Social Validity |
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Definition
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Term
Teresa gives higher pushes on the swing when her client signs independently. Which parameter is she adjusting?
a. Delay
b. Rate
c. Quality
d. Magnitude |
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Definition
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Term
Brayden is teaching Joey to participate more in his classroom setting. Everytime Joey raises his hand his aide is to deliver a piece of taffy. Joey is not participating when called on however, as he is consuming his taffy. Which unwanted effect of reinforcement is being described here?
a. Unnatural contingencies
b. Undesirable response patterns
c. Narrowing effect on behavior
d. Shadowing the SD
e. Strengthening undesirable |
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Definition
| a. Unnatural contingencies |
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Term
Joey raises his hand often in class, but only when the aide that delivers taffy is present, never in the presence of the teacher alone. Which unwanted effect of reinforcement is being described here?
a. Unnatural contingencies
b. Undesirable response patterns
c. Narrowing effect on behavior
d. Shadowing the SD
e. Strengthening undesirable behavior |
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Definition
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Term
Octavia was taught to respond to “who lives in your house” with the name of each family member. However, when asked she now only answers with Lila, the name of one of her three sisters and receives praise and a high-five for this. How might this issue be resolved?
a. Provide praise on a VR3 schedule instead of an FR1
b. Only praise and provide a high-five if Octavia responds with a different name than the previous two times she answered
c. Ensure that Octavia receives reinforcement for answering this question in the presence of 2 other therapists
d. Delivery praise and high-five more immediately following Octavia’s response |
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Definition
| b. Only praise and provide a high-five if Octavia responds with a different name than the previous two times she answered |
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Term
A behavior analyst is working with Hannah. The BA identified that Hannah’s most preferred edibles are cheese puffs. Hannah uses cheese puffs as a reinforcer during 1:1 ABA sessions. The behavior analyst delivers an instruction, Hannah responds quickly and correctly, the behavior analyst says, “nice job” while taking data, then delivers the cheese puff after she’s done the data collection. Over time, it seems as though the cheese puff is not functioning as a reinforcer. Which parameter of reinforcement is Hannah failing to consider?
a. Quality
b. Delay
c. Magnitude
d. Rate |
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Definition
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Term
Levi conducted a preference assessment which indicated that Oreo cookies are highest preferred. He then conducted a reinforcer assessment which indicated that Oreos do in fact function as a reinforcer. Levi delivers Oreos contingent on correct responding during a 1:1 session. However, the client does respond or work to earn the Oreos during the session. Levi later finds out that up until now his client had free access to Oreos and other snacks at home. Which variable is impacting reinforcer effectiveness?
a. Parameters of reinforcement
b. Motivating operations: Satiation and deprivation
c. Stimulus variation and choice
d. History of contingencies
e. The way reinforcement is delivered |
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Definition
| d. History of contingencies |
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Term
Progressive Ratio reinforcer assessments provide information about the relative value of a reinforcer when...
A. Satiation is in effect
B. Other reinforcers are available
C. Response effort increases
D. Punishment is also in effect |
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Definition
| C. Response effort increases |
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Term
| Jonathan is conducting a single operant reinforcer assessment with his client, Stacy. He has selected the highest preferred item identified on a recently conducted preference assessment, which was a toy car. He has identified a task he knows Stacy can perform, writing her name. What should Jonathan do next when conducting his assessment? A. Arrange for a condition in which each time Stacy writes her name, she gets five seconds of access to a video. B. Arrange for a condition in which writing her name results in delivery of the toy car. C. Evaluate difference in the rate of name-writing between control and contingent access conditions. D. Evaluate the break point for name-writing as it compares to other assessed reinforcers. |
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Definition
| B. Arrange for a condition in which writing her name results in delivery of the toy car. |
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Term
Mary is testing out contingent delivery of gummy bears in a Single Operant arrangement. She has run one control condition and has tested contingent delivery when the client points to a ball in one other condition. What should she do next?
A. Select the next task and reinforcer to compare
B. Run each condition again according to her experimental design
C. Analyze the data to see if there is a difference in rate between conditions
D. Use the gummy bears as reinforcement during treatment sessions |
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Definition
| B. Run each condition again according to her experimental design |
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Term
Nikia is running a concurrent operant reinforcer assessment. She has identified which responses will result in no consequence, which will result in chips, and which will result in carrots. What should she do next?
A. Check to make sure that chips and carrots were identified in a preference assessment
B. Run the first session
C. Analyze the data |
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Definition
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Term
In which case would a concurrent operant reinforcer assessment be most appropriate?
A. Comparing which of two snacks will sustain the most responding
B. Verifying that praise functions as a reinforcer
C. Identifying whether a board game is as effective as basketball as reinforcement |
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Definition
| C. Identifying whether a board game is as effective as basketball as reinforcement |
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Term
David is conducting a progressive-ratio reinforcer assessment. He decides the reinforcement criteria should be increased by 2 responses after completing a schedule. The client completed 10 responses in the previous trial but has now stopped responding after the next 6. What should David do next?
A. Reduce the requirement by 2
B. Record FR10 as the break point
C. Record FR12 as the break point
D. Return later and deliver reinforcement when the 12 tasks are completed |
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Definition
| B. Record FR10 as the break point |
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Term
Which shows stable preference?
A. Marco asks for a different snack every day
B. Fae usually turns on jazz music in the car
C. Tami plays on the swings, the climbing bars, and the sandbox when at the park |
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Definition
| B. Fae usually turns on jazz music in the car |
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Term
In which case should you use more frequent assessments?
A. You are setting up a program for a client to earn a large reward at the end of the month, contingent on performance
B. You will work with a client for several minutes at a table and several minutes away from the table, with many reinforcement opportunities |
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Definition
| B. You will work with a client for several minutes at a table and several minutes away from the table, with many reinforcement opportunities |
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Term
Candace talks with a client’s parents about their preferred items. The parents indicate that their child enjoys playing catch, but the family does not have a yard where they can do this easily. Candace does not include catch in her reinforcer assessment. What is she considering?
A. Goals
B. Context
C. Social validity
D. Health concerns
E. Cost |
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Definition
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Term
What type of reinforcer do DeLeon et al. (2013) recommend be prioritized FIRST?
A. Edibles with tokens
B. Social
C. Distributed edibles
D. Leisure items with tokens |
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Definition
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Term
What type of reinforcer do DeLeon et al. (2013) recommend be prioritized LAST?
A. Edibles with tokens
B. Social
C. Distributed edibles
D. Leisure items with tokens |
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Definition
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Term
Craig gives higher pushes on the swing when his client says, “higher” independently. Which parameter is he adjusting?
A. Delay
B. Rate
C. Quality
D. Magnitude |
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Definition
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Term
Brian is teaching Lisa to participate more in the classroom. Every time Lisa raises her hand, she receives a piece of candy. Brian realizes that Lisa doesn’t respond when called on when she’s eating her candy. What unwanted effect of reinforcement is occurring?
A. Undesirable response patterns
B. Narrowing effect on behavior
C. Unnatural contingencies
D. Shadowing the SD
E. Strengthening undesirable behavior |
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Definition
| C. Unnatural contingencies |
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Which type of assessment does the graph below represent?
[image]
A. Single operant
B. Concurrent operant
C. Progressive-ratio |
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Definition
| Concurrent operant – The graph shows that in session 1 the learner engaged in the bx to access pineapple 7 times, banana 3 times, carrots 1 time, and the control 0 times, giving us a hierarchy of SR+ |
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Term
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Definition
| Pineapple was the most powerful reinforcer – Concurrent operant assessments cannot tell us if a stimulus does not act as a reinforcer, only that other reinforcers are more valuable |
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Definition
A. Single operant
We are testing one stimulus at a time and comparing it to the control condition (absolute value) |
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Term
[image]
What can we conclude from this graph?
A. Both chocolate and music function as reinforcers
B. Music functions as a more powerful
reinforcer than Chocolate
C. Music will support responding under a thinner schedule of reinforcement than chocolate
D. A and B only |
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Definition
| A. Both chocolate and music function as reinforcers |
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Term
Rick’s client enjoys watching videos of fireworks. Rick arranged for a concurrent schedule reinforcer assessment to determine if 30 seconds of video was a more powerful reinforcer than 15 seconds of video. He set up 2 tasks. The first involved matching socks and the second involved folding shirts. Rick told his client, “Each time you match 2 socks, I will play 15 seconds of video and each time you fold a shirt, I will play 30 seconds of video.”
Where did Rick make a mistake in setting up his reinforcer assessment?
A. He chose responses that were too different
B. He selected consequences of different durations
C. He made both responses available at the same time
D. He selected consequences that involved the same stimulus (video) |
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Definition
A. He chose responses that were too different
When running concurrent operant reinforcer assessments, try to select 2 responses that are almost identical to ensure that the response effort doesn’t bias your results. If folding shirts is a more effortful task, this may result in Rick’s client avoiding this response. |
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Term
Jade’s client is having trouble in math. She wants to use less powerful reinforcers for easier lessons like writing and save the more valuable reinforcers for these difficult math skills. Which reinforcer assessment should Jade use to determine which reinforcer to deliver during the math lessons versus writing lessons?
A. Single operant
B. Concurrent operant
C. Progressive-ratio |
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Definition
| B. Concurrent operant – This will tell Jade relative value (or a hierarchy) of reinforcers. |
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Term
[image]
Which type of reinforcer assessment does this graph represent?
A. Single operant
B. Concurrent operant
C. Progressive-ratio |
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Definition
C. Progressive-ratio
Bonus: What is the break point in this graph?
The break point is the last completed schedule of reinforcement (fixed ratio 2) |
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Term
[image]
A. Single operant
B. Concurrent operant
C. Progressive-ratio |
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Definition
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Term
Leah’s sister brushes her hair 16 times and receives a mint. Leah sets the next requirement to 32. Her sister then brushes her hair 20 times without receiving a mint and stops brushing for 30 seconds. At this point, Leah stops the assessment. What is the breaking point for Leah’s sister brushing her hair?
A. 16
B. 20
C. 30
D. 32 |
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Definition
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Term
Jack’s parents want her to be more consistent in helping out with chores around the house. They keep track of what chores she completes each week and provide weekly rewards if she helps out enough. What type of preference assessment would be a better fit for Jack’s participation in chores?
A. Frequent, brief preference assessments
B. An initial, thorough preference assessment |
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Definition
| B. An initial, thorough preference assessment |
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Term
L is matching letters and receiving gummies as a reinforcer. Which of the following scenarios describes an interaction with an item or activity that indicates a shift in L’s preference?
A. Previously L grabbed the gummies right as they were placed on the table, now she grabs the gummies after a few seconds
B. L previously matched her letters within 5 seconds to earn a gummy, and now she is taking 15 seconds to sort her letters
C. L matched all of her letters correctly during the previous trial and this time only matched 5 out of 8 of them correctly |
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Definition
| A. Previously L grabbed the gummies right as they were placed on the table, now she grabs the gummies after a few seconds (interaction with item/activity) |
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Term
Darrel is selecting items to test in a preference assessment. His client’s parents don’t allow their children to watch TV outside of certain events, so Darrel does not include TV or videos in his preference assessment, Which consideration for selecting stimuli to use in a preference assessment is Darrel considering?
A. Cost
B. Context
C. Social validity
D. Program goals
E. Health and secondary effects |
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Definition
| Social validity – take into account support of those close to your client when selecting reinforcers |
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Term
Manny is selecting stimuli to deliver to his client while they have conversations with peers. He avoids selecting any edibles or videos as potential reinforcers because these would stop any conversations to consume the edible or watch the video. Which consideration for selecting stimuli to use in a preference assessment is Manny considering?
A. Cost
B. Context
C. Social validity
D. Program goals
E. Health and secondary effects |
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Definition
| B. Context – avoid reinforcers that would be disruptive to the task |
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Term
Taryn does not seem to react to social interaction from others, but puzzles do seem to function as reinforcers for her. She also enjoys her favorite snacks of cut up frozen grapes or pretzels. According to DeLeon et al. (2013) which stimulus should we consider first as a potential reinforcer for Taryn?
A. Tickles and a praise statement
B. Cut up frozen grapes
C. Puzzle pieces
D. Pretzels |
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Definition
| C. Puzzle pieces – try non-edible reinforcers first |
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Term
Miguel used to listen to music for 60 seconds at a time as a reinforcer. Now Miguel is into watching his favorite new TV show, but only wants to start the show if he can finish it. Which parameter of reinforcement are we considering here?
A. Rate
B. Delay
C. Quality
D. Magnitude |
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Definition
| Magnitude – shorter durations of the TV show may not be an effective reinforcer for Miguel |
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Term
Miguel used to listen to music for 60 seconds at a time as a reinforcer. Now Miguel is into watching his favorite new TV show, but only wants to start the show if he can finish it. Which parameter of reinforcement are we considering here?
A. Rate
B. Delay
C. Quality
D. Magnitude |
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Definition
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Term
Miguel used to listen to music for 60 seconds at a time as a reinforcer. Now Miguel is into watching his favorite new TV show, but only wants to start the show if he can finish it. Which parameter of reinforcement are we considering here?
A. Rate
B. Delay
C. Quality
D. Magnitude |
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Definition
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Term
Miguel’s parents began teaching him to wash and dry dishes by delivering a chip after each dish that was fully dried. Now they’ve moved to giving him a chip for every 5 dishes he dries. Which parameter of reinforcement are Miguel’s parents manipulating?
A. Rate
C. Quality
D. Magnitude
Bonus: Which reinforcer assessment might Miguel’s parents consider running for chips? |
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Definition
A. Rate – FR1 to FR5
Progressive Ratio |
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Term
E and S are working with Chris on imitation skills. They both deliver toy cars following 5 successful trials.
• E delivers a toy car, then takes data and watches Chris until the time with the car is up.
• S delivers a toy car, then takes a second car and initiates a race with Chris.
Chris tends to have higher rates of responding to imitation trials with S. Which variable is impacting reinforcer effectiveness?
A. Motivating operations
B. History of contingencies
C. Parameters of reinforcement
D. Stimulus variation and choice
E. The way reinforcement is delivered |
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Definition
| E. The way reinforcement is delivered |
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Term
Emily is learning to use a knife. When she cuts a piece of bread, she receives praise and a token. Once she collects 10 tokens, she gets to exchange them for her choice of item from a toy box.
Which unwanted effect of reinforcement is being described here?
A. Shadowing the SD
B. Unnatural contingencies
C. Narrowing effect on behavior
D. Undesirable response patterns
E. Strengthening undesirable behavior
Bonus: What is a potential solution for this? |
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Definition
B. Unnatural contingencies
bonus: Program for natural contingencies (have her cut food she can then eat; have her cut play molding clay then create with the clay) |
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Term
Amina taught her new hires to replace broken pipes. She tied green ribbons around a series of pipes that needed to be replaced and walked her team through the repair steps. When Amina’s new hires went into the factory to begin repairing pipes, none of them we able to identify which pipes needed to be repaired.
Which unwanted effect of reinforcement is being described here?
A. Shadowing the SD
B. Unnatural contingencies
C. Narrowing effect on behavior
D. Undesirable response patterns
E. Strengthening undesirable behavior
Bonus: What should Amina have done to avoid this unwanted effect of reinforcement |
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Definition
A. Shadowing the SD – the new hires could only attend to the green ribbons
bonus: Programmed natural antecedents (identified pipes that needed to be repaired by pointing out where they were broken/rusted, rather than by a green ribbon) |
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Term
Enrique has identified squeezing his client’s hand as a preferred stimulus. He wants to test if squeezing a hand will function as a reinforcer for his client. What should Enrique do first?
A. Select a simple task for is client to complete
B. Record how many times his client engages in the simple task without receiving hand squeezes after
C. Record how many time his client engages in the simple task when receiving hand squeezes after
D. Compare the rate of responding in the hand squeeze and no hand squeeze phases |
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Definition
| A. Select a simple task for is client to complete |
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Term
Susan is running a progressive-ratio assessment. She completes the first session where she delivered 30 seconds of music every time her client solved a math problem. Her client solved 5 math problems and she played 30 seconds of music after each one.
What should Susan do when setting up session 2 of her progressive-ratio assessment?
A. Deliver no consequence for solving math problems
B. Play 30 seconds of music for every 2 math problems her client solves
C. Play 20 seconds of music for every math problem her client solves
D. Play 20 seconds of music for every 2 math problems her client solves |
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Definition
| B. Play 30 seconds of music for every 2 math problems her client solves |
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Term
Leo currently receives 1 cracker for each toy he picks up off his bedroom floor. His mother realizes this is not sustainable for real world conditions (especially given that there are often hundreds of legos on his floor). So she wants to test how many toys Leo will pick up per cracker. She’s also curious if there is a stronger reinforcer available that she can deliver after he’s cleaned all the toys on his floor. Which reinforcer assessment should Leo’s mother run?
A. Single operant
B. Concurrent operant
C. Progressive-ratio |
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Definition
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Term
Leah is testing the strength of mints as a reinforcer as she increases response effort for her sister’s hair brushing behavior. She starts by delivering a mint after her sister runs their brush through their hair one time. After doing this 3 times, she then delivers a mint after her sister runs the brush through twice. After 3 more trials, she increases the requirement to 4 brushes. Which reinforcer assessment is Leah running?
A. Single operant
B. Concurrent operant
C. Progressive-ratio |
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Definition
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Term
Liz is running a concurrent operant reinforcer assessment to determine if carrots or pineapple are a more powerful reinforcer for her client. She has selected carrots as a consequence for sorting spoons and pineapple as a consequence for sorting forks. What should Liz do next in running her assessment?
A. Analyze the difference between the test phases
B. Ask her client to sort the silverware and deliver no consequences
C. Deliver carrots or pineapple for every 3 spoons or forks sorted
D. Ask her client to sort the silverware and deliver carrots for sorting spoons, pineapple for sorting forks |
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Definition
| B. Ask her client to sort the silverware and deliver no consequences |
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Term
Diane runs a preference assessment and identifies 6 highly preferred stimuli for her client. She wants to test which of these 6 items and activities will function as reinforcers. Which assessment should Diane run?
A. Single operant
B. Concurrent operant
C. Progressive-ratio |
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Definition
Single
Each item will be compared against the control condition individually. Diane will test the absolute value of each stimulus – meaning she will test whether each functions as a reinforcer when not pitted against another stimulus |
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Term
Enrique has identified squeezing his client’s hand as a preferred stimulus. He wants to test if squeezing a hand will function as a reinforcer for his client. He has selected stuffing envelopes as the simple response to complete. What should Enrique do next in conducting his assessment?
A. Squeeze his client’s hand each time they finish stuffing an envelope
B. Compare the rate of responding in the hand squeeze and no hand squeeze phases
C. Record how many times his client follows the instruction to stuff an envelope without receiving hand squeezes after
D. Require his client to stuff 1, then 2, then 3, etc. envelopes before receiving a hand squeeze |
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Definition
| C. Record how many times his client follows the instruction to stuff an envelope without receiving hand squeezes after |
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Term
Enrique has identified squeezing his client’s hand as a preferred stimulus. He wants to test if squeezing a hand will function as a reinforcer for his client. He has selected stuffing envelopes as the simple response to complete. What should Enrique do next in conducting his assessment?
A. Squeeze his client’s hand each time they finish stuffing an envelope
B. Compare the rate of responding in the hand squeeze and no hand squeeze phases
C. Record how many times his client follows the instruction to stuff an envelope without receiving hand squeezes after
D. Require his client to stuff 1, then 2, then 3, etc. envelopes before receiving a hand squeeze |
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Definition
| D. Require his client to stuff 1, then 2, then 3, etc. envelopes before receiving a hand squeeze |
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Term
Which of the following scenarios describes stereotypy or other unrelated behavior that indicates a shift in preference?
A. J previously traced a line as soon as the pencil was handed to her then looked for the sock puppet, but now looks away and takes a few seconds before picking up the pencil to draw the line
B. J previously laughed and flapped her arms when her teacher brought out the sock puppet, but is no longer laughing or flapping her hands
C. J selected the sock puppet as her preference when asked if she wanted the sock puppet or a video |
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Definition
| B. J previously laughed and flapped her arms when her teacher brought out the sock puppet, but is no longer laughing or flapping her hands |
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Term
For which of the following scenarios would frequent, short preference assessments be a better fit?
A. Bill set monthly performance goals for his team at work
B. Kyle earns a reward for making healthier eating decisions each week
C. Colleen is studying for a test and receives a consequence for each flashcard she answers correctly |
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Definition
| C. Colleen is studying for a test and receives a consequence for each flashcard she answers correctly |
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Term
Which of the following scenarios describes a task engagement that indicates a shift in preference?
A. After tying his shoes, S previously narrated his play with his cars, but now is just pushing them around the track quietly
B. S previously tied his shoes quickly then played with his cars, but now ties one shoe then stops and starts looking around
C. After tying his shoes, S previously narrated his play with cars, but now is holding one car to each side of his face and moving them in and out of his peripheral vision |
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Definition
| B. S previously tied his shoes quickly then played with his cars, but now ties one shoe then stops and starts looking around |
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Term
Jasmine has her eye on a pair of tennis shoes she really wants. Her parents tell her BCBA that if there is a way to work these tennis shoes into Jasmine’s program as a reinforcer, they are willing to buy the shoes for use as a reinforcer. Jasmine’s BCBA decides to identify the tennis shoes as a reward for completing 5 job interviews (or getting hired for one) since this would be a major accomplishment for Jasmine that might take several weeks to complete. Which consideration for selecting stimuli to use in a preference assessment is the behavior analyst considering?
A. Cost
B. Context
C. Social validity
D. Program goals
E. Health and secondary effects |
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Definition
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Term
Jennifer’s client loves playing with party poppers. However, it’s not realistic to use these during DTT sessions because party poppers are a one-time toy and it would become expensive to replenish them. So, Jennifer runs an assessment to identify similar preferences for toys that can be reused over and over. Which consideration for selecting stimuli to use in a preference assessment is the behavior analyst considering?
A. Cost
B. Context
C. Social validity
D. Program goals
E. Health and secondary effects |
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Definition
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Term
Ben is identifying preferred edible items for his client. Instead of running a preference assessment for candies and chips, Ben decides to find healthier edible options that his client prefers such as grapes, apples, and peanut butter crackers. Which consideration for selecting stimuli to use in a preference assessment is the behavior analyst considering?
A. Cost
B. Context
C. Social validity
D. Program goals
E. Health and secondary effects |
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Definition
| E. Health and secondary effects |
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Term
A BCBA finished running a preference assessment and has identified several highly preferred stimuli, listed below. According to DeLeon et al. (2013), which of the following potential reinforcers should the BCBA select for use?
A. Slinky
B. Skittles
C. Praise statements
D. Token to earn Skittl |
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Definition
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Term
Miguel will work to earn most any type of chip, but he especially loves cheese puffs. So, when Miguel’s parents ask him to do simple tasks such as picking up his toys, they deliver baked Sun Chips. When they ask Miguel to do less preferred tasks such as making his bed, they deliver cheese puffs. Which parameter of reinforcement are Miguel’s parents manipulating?
A. Rate
B. Delay
C. Quality
D. Magnitude |
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Definition
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Term
Miguel’s parents are teaching him to wash and dry the dishes. Each time Miguel fully dries a dish, they immediately give him a chip.
Last month Miguel had a contract for brushing his teeth. He has been independently brushing his teeth daily, but still gets to watch his TV show each day after dinner if he brushed his teeth that morning without being asked.
Which parameter of reinforcement are Miguel’s parents manipulating for drying dishes versus brushing teeth?
A. Rate
B. Delay
C. Quality
D. Magnitude |
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Definition
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Term
Rue’s family is teaching her to say her name. When she says her name, her brother throws her over his shoulders and runs her around the room. When she says her name her mother picks her up and runs her around the room as well, but not as quickly. Rue is much more consistent with saying her name for her brother and less so for her mother. Which variable is impacting reinforcer effectiveness?
A. Motivating operations
B. History of contingencies
C. Parameters of reinforcement
D. Stimulus variation and choice
E. The way reinforcement is delivered |
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Definition
| C. Parameters of reinforcement |
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Term
Sydney is planning to run a few hundred DTT trials with her client today so she gathers 7 highly preferred stimuli and allows her client to pick one to work for prior to each teaching session. Which variable is Sydney considering regarding reinforcer effectiveness?
A. Motivating operations
B. History of contingencies
C. Parameters of reinforcement
D. Stimulus variation and choice
E. The way reinforcement is delivered |
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Definition
| D. Stimulus variation and choice |
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Term
Brody’s highest preferred item is watching videos on his tablet, so his BCBA decides to use the tablet as a reinforcer for a new skill she is teaching. Once the lessons begin, Brody is not only engaging in low on task behaviors while working for the tablet but is also engaging in higher rates of inappropriate behaviors when the tablet is removed. Brody’s BCBA then finds out that Brody has free access to the tablet everyday while she is not there. Which variable is impacting reinforcer effectiveness?
A. Motivating operations
B. History of contingencies
C. Parameters of reinforcement
D. Stimulus variation and choice
E. The way reinforcement is delivered |
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Definition
| B. History of contingencies |
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Term
As Blake is beginning to practice participating in class independently, she earns one piece of popcorn for each math problem she solves. A few months later, Blake is ready to complete an entire math test in class. After completing the 30-minute test, Blake is given a bag of popcorn to snack on. How is reinforcement being used effectively with Blake?
A. Vary reinforcers
B. Set achievable goals
C. Use direct contingencies
D. Use high-quality reinforcers |
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Definition
| D. Use high-quality reinforcers |
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Term
Stephanie is going to be running a high volume of discrete trials with her client. She wants to minimize satiation effects and limit the number of edible reinforcers she delivers to avoid providing her client with too much sugar. Which strategy for using reinforcement effectively should Stephanie apply to help with these goals?
A. Vary reinforcers
B. Set achievable goals
C. Combine prompts and reinforcement
D. Initially reinforce each occurrence of the behavior |
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Definition
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Term
Michael is learning to make a cup of coffee. He starts by retrieving and opening the bag of coffee grounds, which is reinforced by the look and smell of the coffee. He then pours the coffee ground into the coffee maker which is reinforced by the sight of the grounds in the coffee maker. He then fills the vestibule with water and pushes start. This is reinforced by the sight of his coffee pot filling. Finally, he retrieves a mug and fills it with coffee which is reinforced by the taste and feel of his hot cup of coffee. Which strategy for using reinforcement effectively does this behavior chain describe?
A. Set achievable goals
B. Use direct contingencies
C. Combine prompts and reinforcement
D. Initially reinforce each occurrence of the behavior |
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Definition
| B. Use direct contingencies |
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Term
Mel’s parents taught her to say their names when she wants to play in place of screaming or hitting them. They are trying to decrease how often they need to give her attention, so they only give Mel attention on average every 5 times she asks. However, now Mel is saying their names constantly and they aren’t sure what they’ve done wrong.
Which unwanted effect of reinforcement is being described here?
A. Shadowing the SD
B. Unnatural contingencies
C. Narrowing effect on behavior
D. Undesirable response patterns
E. Strengthening undesirable behavior |
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Definition
| D. Undesirable response patterns |
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Term
Mel’s parents taught her to say their names when she wants to play ins place of screaming or hitting them. They are trying to decrease how often they need to give her attention, so they only give Mel attention on average every 5 times she asks. However, now Mel is saying their names constantly and they aren’t sure what they’ve done wrong.
Which unwanted effect of reinforcement is being described here?
A. Shadowing the SD
B. Unnatural contingencies
C. Narrowing effect on behavior
D. Undesirable response patterns
E. Strengthening undesirable behavior |
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Definition
| D. Undesirable response patterns |
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Term
Luca’s parents are teaching him to play with blocks, so they provide reinforcement for stacking blocks. However, now Luca only stacks blocks one on top of another in a straight line and doesn’t vary of this play skill when using blocks.
Which unwanted effect of reinforcement is being described here?
A. Shadowing the SD
B. Unnatural contingencies
C. Narrowing effect on behavior
D. Undesirable response patterns
E. Strengthening undesirable behavior
Bonus: How can Luca’s parents fix this unwanted effect? |
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Definition
C. Narrowing effect on behavior
bonus: Introduce a lag reinforcement schedule |
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Term
Jim tells his team, “If we finish this report before the end of the day, everyone can go home early.” Which strategy for effective use of reinforcement is Jim using here?
A. Vary reinforcers
B. Set achievable goals
C. Combine prompts and reinforcement
D. Initially reinforce each occurrence of the behavio |
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Definition
| C. Combine prompts and reinforcement – giving the rule can prompt the behavior and make it more likely to occur |
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Term
Camila is conducting a single operant reinforcer assessment with her client. She has identified that the client will be responding to simple imitation demands and has chosen 30 seconds of listening to music as the consequence. What should Camila do next when conducting the reinforcer assessment?
Arrange and implement a condition where no consequence occurs when the client imitates a model
Implement the R-S contingency
Identify a different response for the control condition
Analyze the differences in responding between control and R-S contingencies |
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Definition
| Arrange and implement a condition where no consequence occurs when the client imitates a model |
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Term
After Camila has implemented the control condition and the R-S contingency, delivering the music contingent on an imitative response, what should she do next in conducting a single operant reinforcer assessment?
Analyze the differences in responding between conditions
Repeat the control and R-S contingency in a reversal design
Thin the schedule of reinforcement
Implement the control condition only |
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Definition
| Repeat the control and R-S contingency in a reversal design |
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Term
Martina is a BCBA who is working with a client. The client previously very much enjoyed playing with modeling clay. The client would talk all about the activity and would remain engaged for a long period of time. Now, the client is not talking about the activity much, and it takes the client a long time to approach the activity. Which of the following describes the shift in preference?
Changes in interaction with item or activity
Stereotypy or other behavior
Task engagement |
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Definition
| Changes in interaction with item or activity |
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Term
Alex used to love his math tutoring sessions. He would come into the room, get his materials out right away, and respond to the tutor quickly. Now Alex is coming late to his tutoring sessions, taking a long time to respond, and wants to terminate sessions early. Which of the following describes the shift in preference?
Stereotypy or other behavior
Task engagement
Changes in interaction with item or activity |
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Definition
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Term
Rose is a BCBA working with a new client. This is the first time the client has ever participated in a manding program, so Rose set the schedule of reinforcement to be FR-1. Which strategy is Rose implementing to use reinforcement most appropriately?
Combine prompts and reinforcement
Provide contingent attention and descriptive praise
Initially reinforce each occurrence of a behavior
Gradually shift from contrived to naturally occurring reinforcers |
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Definition
| Initially reinforce each occurrence of a behavior |
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Term
Dagmar is a BCBA who has been working with a client for a few months. The client has been successful in participating in group activities. Dagmar has decided to fade the delivery of edibles during circle time and use social praise instead. Which strategy is Dagmar implementing to use reinforcement most appropriately?
Gradually shift from contrived to naturally occurring reinforcers
Initially reinforce each occurrence of a behavior
Combine prompts and reinforcement
Provide contingent attention and descriptive praise |
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Definition
| Gradually shift from contrived to naturally occurring reinforcers |
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Term
Marisa is a behavior analyst who is working with a client on appropriate behavior during circle time. When Marisa catches the client being good, she says, “Wow, I love the way you are sitting so nicely and raising your hand!” Which strategy is Marisa implementing to use reinforcement most appropriately?
Gradually shift from contrived to naturally occurring reinforcers
Set achievable goals
Gradually increase the response-to-reinforcement delay
Provide contingent attention and descriptive praise |
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Definition
| Provide contingent attention and descriptive praise |
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Term
Claire is going into middle school next school year. She has strong academic skills, but her social skills are not consistent with those of her same-aged peers. Her therapist goes with her to the playground after school, and every time Claire approaches a peer, the therapist gives her a piece of her favorite candy. What is the unwanted effect of reinforcement that is of concern?
Undesirable response patterns
Unnatural contingencies
Narrowing effects on behavior
Strengthening undesirable behavior |
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Definition
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Term
Hunter’s mom gives him attention whenever he approaches her and taps her arm. Lately, Hunter has been tapping her arm, but then slapping it hard, and she gives attention immediately, as he tapped appropriately. Now, Hunter always taps, slaps, and gets attention. Which of the following unwanted effects of reinforcement is evident in this example?
Strengthening undesirable behavior
Narrowing effects on behavior
Shadowing the SD
Unnatural contingencies |
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Definition
| Strengthening undesirable behavior |
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Term
Claire approaches her friends on the playground to initiate conversation, or join play, but only when her therapist who gives her favorite candy is there. She does not approach in the presence of the teacher monitoring playground time. Which of the following unwanted effects of reinforcement is described in this example?
Unnatural contingencies
Strengthening undesirable behavior
Shadowing the SD
Narrowing effect on behavior |
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Definition
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Term
Kristian can access a break in the calm corner, on average, every 4 times he asks. Now, Kristian is spending much of his time in the calm corner, as he has asked appropriately. Which of the following unwanted effects of behavior is at play in this example?
Narrowing effect on behavior
Strengthening undesirable behavior
Shadowing the SD
Undesirable response patterns |
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Definition
| Undesirable response patterns |
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Term
Lucie’s teacher is working with her to answer social questions. Whenever Lucie’s teacher says, “How are you?” Lucie says, “Good”. What is the unwanted effect on behavior that is represented in this instance?
Undesirable response patterns
Narrowing effect on behavior
Shadowing the SD
Unnatural consequences |
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Definition
| Narrowing effect on behavior |
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Term
Mac likes both M&M’s and a toy dinosaur. The BCBA wants to determine which of the 2 items will function as a more powerful reinforcer. Which assessment should the BCBA use?
A) Single operant reinforcer assessment
B) Concurrent operant reinforcer assessment
C) Progressive ratio reinforcer assessment
D) Preference assessment |
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Definition
| B) Concurrent operant reinforcer assessment |
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Term
Lara has already conducted a preference assessment and has identified 3 top ranked items. Lara wants to test to see if each item will function as a reinforcer when provided contingent on completing a task. Which assessment should the BCBA use?
A) Single operant reinforcer assessment
B) Concurrent operant reinforcer assessment
C) Progressive ratio reinforcer assessment
D) Preference assessment |
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Definition
| A) Single operant reinforcer assessment |
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Term
The BCBA has identified that his client Scott’s most preferred item is a stuffed animal racoon. However, when the the BCBA asks Scott to do some work, it seems as though he is no longer interested in the stuffed animal. The BCBA decides to identify a stimulus that will function as a reinforcer when work is introduced and will maintain responding when the schedule is thinned. Which assessment should the BCBA use?
A) Single operant reinforcer assessment
B) Concurrent operant reinforcer assessment
C) Progressive ratio reinforcer assessment
D) Preference assessment |
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Definition
| C) Progressive ratio reinforcer assessment |
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Term
Joanne is conducting a progressive ratio reinforcer assessment. So far, she selected a simple task to use during the assessment and identified her client’s highest preferred item as pieces of dried mango. What should she do next when conducting this type of assessment?
A) Provide reinforcement based on ratio requirement
B) Identify PR requirement schedule
C) Select a breakpoint
D) Start the baseline/control condition |
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Definition
| B) Identify PR requirement schedule |
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Term
Seb is conducting a concurrent operant reinforcer assessment. So far, he has he identified 2 simple identical tasks and has arranged which stimulus will be delivered contingent on completion of each task. What should Seb do next?
A) Analyze the differences in responding between the conditions
B) Add a third condition because 2 tasks are not sufficient
C) Start the baseline/control phase
D) Start by delivering the stimulus for completion of each task |
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Definition
| C) Start the baseline/control phase |
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Term
Claude eats 2 fried eggs with a bowl of blueberries every morning for breakfast. Even when he is not home, he will order 2 fried eggs with a bowl of blueberries. His lunch and dinner change daily. His favorite snacks include Oreos, bananas, and ice cream. He loves playing video games and going for bike rides. From the scenario above, which demonstrates the most stable preference?
A) Oreos, bananas, and ice cream
B) 2 fried eggs and a bowl of blueberries
C) Lunch and dinner meals
D) Playing video games and going for bike rides |
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Definition
| B) 2 fried eggs and a bowl of blueberries |
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Term
For which of the following scenarios would a more thorough initial preference assessment likely be a better fit over frequent, brief preference assessments?
A) MonicaworkswithChandlerusingdiscretetrialstobuildearly verbal behavior skills
B) The manager is arranging for monthly recognition prizes for participation in a company’s safety program
C) At the beginning of each week Mom finds out what Lucas would like if he meets the contingencies set fourth in the contingency contract
D) Dale works with Jen on community participation everyday |
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Definition
| B) The manager is arranging for monthly recognition prizes for participation in a company’s safety program |
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Term
Nancy, the BCBA put Nick’s “favorite” toy in front of him on the table after he responded correctly to a question. Nick looks at the toy, puts his hand on it and looks away. He does not play with the toy like he usually does. Which collateral response?
A) Interaction with item or activity
B) Task engagement
C) Stereotypy or other unrelated behavior |
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Definition
| A) Interaction with item or activity |
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Term
Ross started moving the toy cars up and down out of the corner of his eye rather than push them down the track. Which collateral response?
A) Interaction with item or activity
B) Task engagement
C) Stereotypy or other unrelated behavior |
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Definition
| C) Stereotypy or other unrelated behavior |
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Term
Nathan is a 9-year-old boy, his favorite activity is going to the movies. The behavior analyst asks parents if they are willing to honour Nathan’s request to go to the movies if he meets the contingency to go to the movies at the end of the week. Parents indicate that taking him to the movies every week will be expensive and they don’t have the extra money for that right now. The behavior analyst does not include the “going to the movies” activity in the preference assessment. Which consideration for selecting stimuli to use in a preference assessment is the behavior analyst considering?
A) Social Validity
B) Context
C) Cost
D) Health and secondary effects
E) Program goals |
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Definition
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Term
Frankie is a 4-year-old girl who loves watching movie clips on her tablet. The BCBA is working on participation in circle time and is afraid that delivering the tablet during the short circle time period might actually decrease or stop participation completely due to its disruptive nature. The BCBA decides not to include the tablet in the preference assessment. Which consideration for selecting stimuli to use in a preference assessment is the behavior analyst considering?
A) Social Validity
B) Context
C) Cost
D) Health and secondary effects
E) Program goals |
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Definition
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Term
Livie has an 18-month-old baby. She is also studying ABA and learning about reinforcement. The baby is starting to say new words. The baby says, “up” while tugging on Livie’s leg. Livie makes sure to immediately pick the baby up. Which parameter of reinforcement does this exemplify?
A) Magnitude
B) Quality
C) Delay
D) Rate |
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Definition
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Term
Lucy is working with a 4-year-old client. The client is an early leaner. Lucy begins session by conducting a preference assessment. She then selects the highest preferred item to verify in a reinforcer assessment and then use as a consequence during skill acquisition. Which parameter of reinforcement does this exemplify?
A) Magnitude
B) Quality
C) Delay
D) Rate |
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Definition
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Term
Levi conducted a preference assessment which indicated that Oreo cookies are highest preferred. He then conducted a reinforcer assessment which indicated that Oreos do in fact function as a reinforcer. Levi delivers Oreos contingent on correct responding during a 1:1 session. However, the client doesn’t respond or work to earn the Oreos during the session. Levi later finds out that up until now his client had free access to Oreos and other snacks at home. Which variable is impacting reinforcer effectiveness?
A) Parameters of reinforcement
B) Motivating operations: Satiation and deprivation
C) Stimulus variation and choice
D) History of contingencies
E) The way reinforcement is delivered |
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Definition
| D) History of contingencies |
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Term
The RBT conducts a preference assessment and identifies playing with sand in a small container as a highly preferred activity. The RBT puts some kinetic sand in a clear container and delivers it contingent on correct responding however, the learner does not play with the sand. The rate of responding does not increase; and hence the sand does not function as a reinforcer. At the end of session, the RBT found out that right before session, the client spent the last hour at the park in the sandbox. Which variable is likely impacting reinforcer effectiveness?
A) Parameters of reinforcement
B) Motivating operations: Satiation and deprivation
C) Stimulus variation and choice
D) History of contingencies
E) The way reinforcement is delivered |
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Definition
| B) Motivating operations: Satiation and deprivation |
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Term
Susie conducts a preference assessment with various tangible items. She uses and rotates between the top 3 ranked items during the 1:1 session. Which of the following is the behavior analyst taking into consideration in using reinforcement effectively?
A) Set achievable goals
B) Vary reinforcers
C) Use direct contingencies
D) Combine prompts and reinforcement |
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Definition
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Term
Benjamin is teaching Mo how to participate more at circle time. Every time Mo raises his hand, Benjamin gives him his phone to watch a short clip of his favorite show. Mo is not participating when the circle time leader calls on him however, as he is watching his show. Which unwanted effect of reinforcement is being described here?
A) Unnatural contingencies
B) Undesirable response patterns
C) Narrowing effect on behavior
D) Shadowing the SD
E) Strengthening undesirable behavior |
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Definition
| A) Unnatural contingencies |
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Term
Mary was taught to respond to “what do you find in a kitchen” with various kitchen items. However, now when asked she only answers with sink and receives a token for this response. How might this issue be resolved?
A) Provide a more neutral praise which would be more natural for providing this information
B) Only deliver a token if Mary responds with a different kitchen item than the previous two times she answered
C) Ensure that Mary receives reinforcement for answering this question in the presence of 2 other therapists
D) Delivery tokens more immediately following Mary’s response |
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Definition
| B) Only deliver a token if Mary responds with a different kitchen item than the previous two times she answered |
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Term
Barbara works with a client that engages in dangerous escape-maintained behavior (such as hitting himself in the head or biting his hands) and decides to teach him a functional replacement behavior (signing “break”). This is a new skill for Barbara’s client has not engaged in this behavior in the past, and she would like it to occur at a high rate so as to displace the problem behavior. Which schedule of reinforcement should Barbara use?
Variable schedule
variable interval schedule
Interval schedule with limited hold
Continuous schedule |
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Definition
Continuous schedule
A continuous schedule of reinforcement (sometimes abbreviated CRF or FR1) is used to establish new behavior. While Barbara will eventually want to fade to a variable schedule, a CRF schedule should be selected initially. |
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Term
Allison has been working with her client Clarence on his rate of reading sight words. She wants to increase the number of words he can repeat in one minute. Clarence can currently respond to 12 sight words in one minute, but Allison’s goal is for Clarence to read 24 sight words in one minute. Which schedule of reinforcement should Allison use?
Ratio schedule
variable interval schedule
Interval schedule with limited hold
Continuous schedule |
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Definition
Ratio schedule
This behavior (reading sight words) is already in Clarence’s repertoire, so a CRF schedule is not required. Allison wants to increase the rate of the response, and ratio schedules support higher rate responding than interval schedules. |
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Term
A behavior analyst has taught a young client to mand for a wanted item whenever motivated. This mand now occurs consistently. The behavior analyst would like a new behavior technician to maintain this behavior using a schedule that would be easier to implement. Which schedule of reinforcement should the behavior analyst use?
Ratio schedule
variable interval schedule
Interval schedule with limited hold
Continuous schedule |
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Definition
variable interval schedule
Since this behavior has already been established in the client’s repertoire, a CRF schedule Is no longer required. The behavior analyst is looking for a schedule that will both maintain steady responding and be easy to implement, and the variable interval schedule satisfies both these criteria. |
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Term
Ibram is working with group home staff to collect data more consistently. Although accuracy of data collection has not been an issue, the staff aren’t collecting data often enough. Ibram is not able to be in the group home all day to observe while the staff are collecting data, but he is able to provide praise when he reviews the completed data sheets. Which schedule of reinforcement should Ibram use?
Ratio schedule
variable interval schedule
Interval schedule with limited hold
Continuous schedule |
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Definition
Ratio schedule
Data collection is not a new skill for the staff members, so a CRF schedule is not needed. Ibram is providing reinforcement based on permanent product data collection, so a ratio schedule can be used to increase rate of this response. |
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Term
Vernon has just learned a new skill of correctly arranging flowers in a vase at his new vocational rehabilitation placement. The behavior analyst wants Vernon to be able to learn and continue to use this flower-arranging skill while at his job. Which schedule of reinforcement should the behavior analyst use?
Ratio schedule
variable interval schedule
Interval schedule with limited hold
Continuous schedule |
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Definition
variable interval schedule
Now that this behavior is in Vernon’s repertoire, a CRF schedule is no longer required. This behavior does not necessarily need to occur at high rates but needs to sustain at moderate rates and in the natural environment, making an interval schedule the most appropriate. |
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Term
A professor would like his students to save any detailed questions until after his lecture, during the last ten minutes of class. However, following this class, the professor must teach a different class, so any questions not asked within that ten-minute period will have to wait until the following day. Which schedule of reinforcement should the professor use?
Ratio schedule
variable interval schedule
Interval schedule with limited hold
Continuous schedule |
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Definition
Interval schedule with limited hold
Notice that the professor wants his students to be asking questions, but only at specific times. Here, an interval schedule should be selected to maintain this behavior, and addition of a limited hold will make it more likely that the response will occur at the time when the professor is available. |
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Term
Angie sticks out her tongue at the teacher and laughs. In the past when Angie did this, the teacher would scold her. When she receives no response, she runs around the room. The teacher does not attend to her, and Angie pulls out books from a bookshelf. This is an example of which of the following?
response variability
differential reinforcement
extinction-induced variability
shaping |
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Definition
extinction-induced variability
This is an example of extinction-induced variability. Angie does not receive attention for sticking out her tongue or for running around the room, and then goes to pull out books. These three responses can be seen as variations in topography for the response class of getting the teacher’s attention. Remember that with extinction-induced variability, there is typically a change in topography within a response class when one or more of these responses are no longer producing reinforcement. In other words, when a behavior in a response class is put on extinction, the topography of that response class will vary. For the response class whose function was teacher attention, Angie varies the topography of her behavior after contacting extinction when the teacher does not attend. Response variability itself describes variations in responding within a response class but it is not necessarily induced by extinction. It is often the case that several behaviors will contact reinforcement during response variability. These behaviors will then be strengthened and maintained as long as they continue to contact reinforcers. If the variability in Angie’s behavior were due to contacting reinforcement or to environmental changes that were not related to extinction, this example would more closely resemble basic response variability. Differential reinforcement is the process of reinforcing one topography of responses but not others. In other words, differential reinforcement involves providing reinforcement for certain forms of a behavior while withholding reinforcement for others. If the scenario had described Angie receiving teacher attention (i.e., reinforcement) for certain behaviors, but not others, this example would more closely resemble differential reinforcement. Shaping is a process whereby successful approximations of a terminal response are differentially reinforced until the target response is reliably emitted by the individual. In other words, shaping provides reinforcement for behavior variations that more closely resemble the topography or dimension that is desired in the target response. If the scenario had presented Angie’s behavior receiving reinforcement for steps coming closer and closer towards a terminal behavior, this would more closely resemble shaping. |
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Term
When Orin’s puppy barks at the front door to go outside, Orin does not let him outside. If the puppy nudges a small bell hanging from the doorknob, Orin immediately runs to the door and lets his puppy outside. This is an example of which of the following?
response variability
differential reinforcement
extinction-induced variability
shaping |
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Definition
differential reinforcement
In this example, Orin is providing differential reinforcement for the puppy’s behavior of nudging a small bell hanging from the doorknob and withholding reinforcement for all other behaviors. Remember that differential reinforcement is the process of reinforcing one topography of responses but not others. In other words, differential reinforcement involves providing reinforcement for certain forms of a behavior while withholding reinforcement for others. Response variability itself describes variations in responding within a response class but it is not necessarily induced by extinction. It is often the case that several behaviors will contact reinforcement during response variability. Although there is response variability in the puppy barking and nudging a bell to go outside, the main point of the example is that Orin provides reinforcement for some behaviors but not others. Shaping is a process whereby successful approximations of a terminal response are differentially reinforced until the target response is reliably emitted by the individual. In other words, shaping provides reinforcement for behavior variations that more closely resemble the topography or dimension that is desired in the target response. If the example had presented Orin teaching his puppy to ask to go outside by first reinforcing when they stand quietly in the house, and then when they stand quietly by the door, and finally when they nudge the bell to go outside, this would more closely resemble shaping. With extinction-induced variability, there is typically a change in topography within a response class when one or more of these responses are no longer producing reinforcement. In other words, when a behavior in a response class is put on extinction, the topography of that response class will vary. Although differential reinforcement is based partly on behavioral variability which can be induced by extinction, Orin is also providing reinforcement for a desired behavior (i.e., nudging the bell). If the example had presented Orin’s puppy engaging in the barking behavior or the bell-nudging behavior, and neither produced reinforcement, this would more closely resemble extinction-induced variability. |
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Term
Each morning, Jerry heads to his home office to start his workday. Sometimes he checks his email first. Others, he makes a coffee before sitting down. Occasionally, he starts his day by checking whether his colleagues have a birthday today. This is an example of which of the following?
response variability
differential reinforcement
extinction-induced variability
shaping |
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Definition
response variability
This scenario is an example of response variability because Jerry engages in different behaviors when starting his workday. These varying responses include checking his email, making coffee, and checking whether his colleagues are having a birthday. Remember that response variability describes variations in responding within a response class. The response class in this example may be “Start of Workday Behaviors” and each of the different behaviors (e.g., getting coffee, checking emails, checking birthdays) represents a variation in this response class. With extinction-induced variability, there is typically a change in topography within a response class when one or more of these responses is no longer producing reinforcement. In other words, when a behavior in a response class is put on extinction, the topography of that response class will vary. It was not clear from the scenario whether the variations are due to extinction. If the scenario had described Jerry failing to contact reinforcement after drinking coffee (e.g., does not feel energized) or checking his email (e.g., an important email has not arrived) and his responses then vary in topography, the example would more closely resemble extinction-induced variability. Differential reinforcement is the process of reinforcing one topography of responses but not others. In other words, differential reinforcement involves providing reinforcement for certain forms of a behavior while withholding reinforcement for others. If the scenario had described reinforcement for specific ways Jerry makes his coffee but not others, or reinforcement for checking his email on his computer but not on his phone, this would more closely resemble differential reinforcement. Shaping is a process whereby successful approximations of a terminal response are differentially reinforced until the target response is reliably emitted by the individual. In other words, shaping provides reinforcement for behavior variations that more closely resemble the topography or dimension that is desired in the target response. If the example had presented Jerry learning to make a perfect cup of coffee by making small, incremental changes and tasting the results, or practicing improvements on his email to his boss who gives him feedback on professionalism, it would more closely resemble shaping. |
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Term
Natasha wants her students to be raising their hands to answer questions more frequently during her class period. She sets up a schedule where students who raise their hands at least 12 times during the one-hour class can select an item from her prize box; students who raise their hands 11 times or fewer during the class period do not get to pick from the prize box. This is an example of which schedule of differential reinforcement?
Full session DRH
Spaced Responding DRH
Interval DRH
DRA
DRP |
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Definition
Full session DRH
There is only one response being targeted (hand-raising) and there are no criteria placed on the quality or topography of that response, so this is not an example of DRA. In this scenario, students must engage in the behavior a certain minimum number of times throughout the class period – this is considered a “full” session. A related example of an interval DRH would divide the class period into smaller periods of time (intervals) and allow for students to earn reinforcement (access the prize box) for each interval in which the response meets criteria. For example, for each 10-minute interval in which a student raises her hand at least two time, she will be allowed to access the prize box. A related example of spaced-responding DRH would specify an IRT between hand-raising, for example, a student who raises her hand within at least 5 minutes of the last time she raised her hand would be able to access the prize box. Since there is no “upper” limit (no maximum number of times a students could raise her hand), this is not an example of DRP. |
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Term
Bruce was originally taught to request preferred edible items following a model prompt of the sign for the item. Once Bruce was reliably requesting his favorite edible items following a model prompt, his behavior analyst began fading this prompt by only honoring independent requests and placed prompted responses on extinction. This is an example of which schedule of differential reinforcement?
Full session DRH
Spaced Responding DRH
Interval DRH
DRA
DRP |
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Definition
DRA
In this example the “different” reinforcement schedules are based on the response emitted (prompted versus unprompted), not the rate of the response. While DRH and DRP target a specific rate of behavior, DRA targets a specific topography or “type” of behavior. |
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Term
James’s RBT sets a timer for five minutes and provides James with a token each if he solves at least 10 single-digit multiplication problems during that five-minute period. At the end of the first period, the RBT re-sets the timer and James earns a token if he solves at least 10 single-digit multiplication problems before the timer ends. This is repeated throughout the 60-minute session. This is an example of which schedule of differential reinforcement?
Full session DRH
Spaced Responding DRH
Interval DRH
DRA
DRP |
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Definition
Interval DRH
There is only one response being targeted (solving single-digit multiplication problems) and there are no criteria placed on the quality or topography of that response, so this is not an example of DRA. In this scenario, James must engage in the behavior a minimum number of times during each five-minute interval, and there are multiple intervals within the session. A related example of a full-session DRH would require a total number of responses by the end of the session. For example, if James completes at least 120 multiplication problems in the one-hour session, he earns reinforcement. A related example of spaced-responding DRH would specify an IRT between solving multiplication problems. For example, if James solves a single-digit math problem in at least 30 seconds of the last problem that he solved. Since there is no “upper” limit (no maximum number of problems James could solve), this is not an example of DRP. |
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Term
Steve wants his daughter to do more chores around the house throughout the week. He sets up a system in which she can earn reinforcement if she does a household chore within 24-hours of the last chore she completed. If she goes longer than 24-hours between completing chores, she does not earn reinforcement. This is an example of which schedule of differential reinforcement?
Full session DRH
Spaced Responding DRH
Interval DRH
DRA
DRP |
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Definition
Spaced Responding DRH
There is only one response being targeted (completing chores) and there are no criteria placed on the quality or topography of that response, so this is not an example of DRA. In this scenario, Steve’s daughter must engage in the behavior at least one time within a period of time, meaning the reinforcement criteria is based on IRT. Related examples of interval or full session DRH schedules would require Steve’s daughter to complete a certain number of responses within a certain time period (for example, at least one per day or at least seven per week). Since there is no “upper” limit (Steve’s daughter could complete chores more quickly than every 24-hours), this is not an example of DRP. |
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Term
Carol’s coach is helping prepare her to swim a mile in the upcoming state competition, an event that requires both speed and endurance. Carol’s coach provides reinforcement if Carol finishes each lap in 1.5 to 2.5 minutes; if a lap is completed in less than 1.5 minutes or more than 2.5 minutes, reinforcement is not provided. This is an example of which schedule of differential reinforcement?
Full session DRH
Spaced Responding DRH
Interval DRH
DRA
DRP |
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Definition
DRP
There is a specific “pace” of responding being targeted (one in every 1.5 to 2.5 minutes). DRA requires different schedules for different topographies of behavior, and DRH places a criterion on a minimum rate but there is no maximum rate at which behavior would not be reinforced. |
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Term
Mark is working to establish himself as a reinforcer for a new classroom teacher he is consulting with. Mark decides to hang out in the classroom for about an hour each day, and he tells the teacher to interact with her students regularly. He observes the teacher and provides specific reinforcing comments, such as, “Great work with your student,” followed by a monetary bonus for every positive interaction he sees between the teacher and her students. Mark repeats this procedure five more times during his session. What should Mark do next when using R-S conditioning?
Deliever instructions on interact with students
Test for the reinforcing value of the praise statements
Wait for the teachers to ask him questions |
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Definition
Test for the reinforcing value of the praise statements
Mark should test for the reinforcing value of the praise statements next. Remember that R-S conditioning for establishing a conditioned reinforcer involves pairing a neutral stimulus with a conditioned reinforcer. It’s similar to S-S pairing, but delivery of the reinforcing stimulus and pairing are contingent on a response. In other words, R-S conditioning involves pairing a neutral stimulus with a primary or conditioned reinforcer following a correct response. The steps in R-S conditioning are: 1) deliver instruction; 2) behaver responds correctly; 3) present the neutral stimulus followed by the primary or conditioned reinforcer; 4) repeat several times; 5) test for the reinforcing value of conditioned stimulus. Mark had already delivered the instruction to regularly interact with the students; the teacher responded, and he delivered the neutral stimulus (i.e., praise) immediately followed by the conditioned stimulus (i.e., monetary bonus). Mark also repeated this process several times, so the next step would be to test for the reinforcing value of the praise statements. Mark already delivered the instructions to interact with the students. Presenting a positive comment followed by a “fist-bump” is not a clear example of R-S pairing because it is not clear if a ‘fist-bump’ is reinforcing, whereas monetary incentives are a generalized conditioned reinforcer. Waiting for the teacher to ask him questions does not describe any of the steps in R-S conditioning unless the instruction that Mark delivered was to have the teacher ask him questions when she is ready. |
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Term
The BCBA provides a reinforcer to the client every time the client engages in a socially-
acceptable response. What schedule of reinforcement is this an example of?
A. Fixed ratio
B. Variable ratio
C. Fixed interval
D. Variable interval |
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Definition
| A. Fixed ratio (FR1 AKA Continuous) |
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Term
Katherine presses the button on the vending machine. She presses the button several times when her snack does not appear in the tray. When it still does not provide her chips, she punches, kicks, curses, and, eventually, throws her bag at it. This is an example of _____ variability.
A. Extinction-induced
B. Response
C. stimulus
D. DRH |
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Definition
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Term
Luke is working with a learner on increasing the rate of spontaneous tacts throughout the day. He breaks up his session into smaller 10 min blocks and provides a reinforcer if the learner engages in at least a minimum number of tacts. Which type of differential reinforcement procedure does this scenario describe?
A. DRA
B. Spaced-responding DRH
C. Full session DRH
D. Interval DRH
E. DRP |
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Definition
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Term
Diego conditions a token with access to an already-established reinforcer, a piece of cherry. He instructs the learner to touch a card on the table and then presents the token, followed by the cherry piece. He repeated this several times. This is an example of _____ conditioning.
R-S
S-S
S-R-S
S-S-R |
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Definition
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Term
Carol is teaching one of her clients to respond appropriately to social cues during conversations. She practices with him during role-play activities, and he has picked up on the target skill very well. She wants to start transitioning to a reinforcement rate he is likely to see in the real world. Which simple schedule of reinforcement would be best for Carol to use?
A. Interval schedule
B. Continuous schedule
C. Fixed ratio schedule
D. Variable ratio with a limited hold |
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Definition
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Term
Poppy is teaching her client the sign for "cookie." She wants him to place an open hand with his fingers splayed over his palm and then turn his splayed hand 90 degrees on his open palm. To start, she thinks he should be able to complete most of the movement, excluding the last few steps, but she is unsure. Before beginning the shaping procedure, what should Poppy do first?
A. Select the terminal behavior
B. Determine the criterion for success
C. Assess current repertoire
D. Identify behaviors to reinforce |
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Definition
| C. Assess current repertoire |
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Term
When Doreen's client requests a toy, he usually says "toy" and points to the object he wants. The next time he says "toy," Doreen ignores this response. While the client repeats "toy" a couple of times, he eventually says "doll." Doreen immediately gives him the doll. This scenario is an example of which type of variability?
A. Extinction-induced
B. Response
C. stimulus
D. topography |
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Definition
| Extinction-induced variability |
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Term
Cecilia wants to increase how often her daughter dusts the windows. Cecilia tells her, "If you dust the windows no more than two weeks apart without me reminding you, I'll take you to the movies." When she sees that her daughter dusts the windows more frequently, she sets the contingency to no more than 12 days apart, ten days apart, and finally to "no more than a week apart." Which type of differential reinforcement procedure does this scenario describe?
A. DRA
B. Spaced-responding DRH
C. Full session DRH
D. Interval DRH
E. DRP |
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Definition
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Term
Helen is teaching a young client to request needed objects appropriately. When he asks, using a normal tone of voice, she reinforces on an FR1 schedule. She reinforces the request on a much thinner VR5 schedule if he yells. Which type of differential reinforcement procedure does this scenario describe?
DRH
DRA
DRO
DRP |
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Definition
| Differential reinforcement of alternative behavior (DRA) |
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Term
Marielle is Georgiana's personal trainer. Georgiana is currently training to run a marathon. Marielle has seen that Georgiana can complete a mile in just over 8 minutes when she runs at her fastest. However, Marielle believes Georgiana needs to slow down to about 9.5 to 10 minutes to keep a steady rate throughout the race and not tire herself out. Which type of differential reinforcement procedure would be best for Marielle to use with Georgiana?
A. DRA
B. Spaced-responding DRH
C. Full session DRH
D. Interval DRH
E. DRP |
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Definition
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Term
Connette wants her student to increase the number of times he contributes to a discussion during each class. Due to the number of students, she cannot provide praise or positive feedback for each response but can do so after class. Which type of differential reinforcement procedure would be best to use?
A. DRA
B. Spaced-responding DRH
C. Full session DRH
D. Interval DRH
E. DRP |
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Definition
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Term
Which of the following is an example of S-S conditioning for establishing reinforcers?
A. Vickie instructs her client to say, "ahh." When he does so, Vickie provides praise along with a piece of apple.
B. Hannah has her daughter clean her room, sweep the kitchen, and wipe down the bathroom counters before she gets access to her tablet.
C. Gerald rattles a new toy and immediately provides his kitten with a treat.
D. George tells his student to stomp his feet. After his student does so, George nods while providing the student with his favorite chip. |
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Definition
| C. Gerald rattles a new toy and immediately provides his kitten with a treat. |
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Term
Charles is using S-S conditioning to establish cheering as a generalized conditioned reinforcer. He has repeatedly paired cheering with free access to various reinforcing activities, such as playing with the tablet, going down the slide, and sprinting around the backyard. What should Charles do next?
A. Present cheering immediately followed by an activity
B. Conduct a reinforcer assessment with cheering
C. Deliver instruction and wait for the learner to respond
D. Freely present activities without cheering |
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Definition
| B. Conduct a reinforcer assessment with cheering |
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Term
Which of the following is an example of R-S conditioning for establishing reinforcers?
A. Brett provides praise after his client correctly identifies items in a picture book.
B. Alicia is teaching her dog a new trick. She says, "paw." After the dog gives Alicia her paw, she clicks a clicker and provides a treat.
C. Shawn provides a grape after his client, Andy, touches the PECS card. He then provides a grape after Andy hands him the card.
D. Herbert plays gentle music while his son drinks milk from a bottle. |
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Definition
| B. Alicia is teaching her dog a new trick. She says, "paw." After the dog gives Alicia her paw, she clicks a clicker and provides a treat. |
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Term
While using an R-S conditioning procedure, Emma has her client place a ball into a cup, a simple task she has seen him do. She has him repeat this task several times. Each time, she provides praise, a neutral stimulus, followed by various toys and activities he previously enjoyed. What should Emma do next when using R-S conditioning to establish praise as a reinforcer?
A. Wait for the client to respond
B. Present praise immediately followed by the toys and
activity
C. Freely present access to the toys along with praise
without requiring a response
D. Test for reinforcing value of praise using a reinforcer
assessment |
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Definition
| D. Test for reinforcing value of praise using a reinforcer assessment |
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Term
Marie coaches a fitness class. She breaks down the hour session into 15 min chunks. During the first 15 mins, attendees must do a set number of reps of push-ups, squats, pull-ups, and crunches. This requirement increases every 15 min block. Her goal is to decrease the time her attendees take between exercises. If they meet the criterion during each block, they run 0.25 fewer miles at the end of class. Which type of differential reinforcement procedure does this scenario describe?
A. DRA
B. Spaced-responding DRH
C. Full session DRH
D. Interval DRH
E. DRP |
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Definition
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Term
Duncan is completing problems on worksheets during class at an improved pace. His teacher would like to deliver praise, a known reinforcer, for this behavior without being disruptive and in a way that would maintain the current rate of responding. Which simple schedule of reinforcement would be best for the teacher to use?
A. Fixed ratio schedule
B. Variable interval schedule
C. Variable ratio schedule
D. Continuous schedule |
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Definition
| B. Variable interval schedule |
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Term
Walter is using R-S conditioning to establish a token as a reinforcer. He plans to pair the token with access to a doll, a known reinforcer for his client. He tells the client to clap her hands, a simple demand. What should Walter do next when using R-S conditioning?
A. Instruct her to clap her hands
B. Present a token immediately followed by the doll
C. Repeat trials and stimulus delivery several times
D. Test for reinforcing value of the token using a
reinforcer assessment |
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Definition
| B. Present a token immediately followed by the doll |
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Term
Darlene wants to increase the rate at which her son cleans the car. He currently engages in the behavior, but the responses are about two months apart. She wants to set up a contingency where he would earn access to a special reward if he cleans the car within a shorter amount of time since the last time he engaged in the response. Which type of differential reinforcement procedure would be best to use?
A. DRA
B. Spaced-responding DRH
C. Full session DRH
D. Interval DRH
E. DRP |
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Definition
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Term
Paul is working with an early learner who has never had ABA services. The learner does not respond to praise and only seems to find a few snacks as reinforcing. Since Paul is just starting with the learner, he does not want to require too much effort and thus decides to use S-S conditioning. What should Paul first do when using S-S conditioning to establish praise as a reinforcer?
A. Present praise immediately followed by a snack
B. Conduct a reinforcer assessment with praise
C. Increase the volume of his praise
D. Deliver instruction and wait for the learner to respond |
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Definition
| A. Present praise immediately followed by a snack |
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Term
Lola wants to teach her client, Billy, to use a socially appropriate response to get his mother's attention. However, Billy's mother hesitates to ignore when he yells, fearing that yelling will increase in frequency, even momentarily. Lola and Billy's mother believe that allocating a denser schedule of reinforcement toward the more appropriate response will increase the rate. Which type of differential reinforcement procedure would be best to use?
A. DRA
B. Spaced-responding DRH
C. Full session DRH
D. Interval DRH
E. DRP |
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Definition
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Term
Denny would like one of his students to participate more during class. While he plans to increase the participation? requirement after every session, delaying positive feedback to the end of class may not be immediate enough. He establishes smaller criteria for the student to meet every 20 mins. Denny can provide quick positive feedback every 20 mins. Which type of differential reinforcement procedure would be best to use?
A. DRA
B. Spaced-responding DRH
C. Full session DRH
D. Interval DRH
E. DRP |
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Definition
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Term
Jeanette is working with Duane on requesting preferred items. One of Duane's favorite snacks are goldfish crackers. Duane can babble and emit a few vocal approximations but has difficulty saying complete words. Jeannette plans on teaching him to say "goldfish." What step is Jeannette completing before starting the shaping protocol?
A. Select the terminal behavior
B. Determine criterion for success
C. Assess current repertoire
D. Identify behaviors to reinforce |
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Definition
| A. Select the terminal behavior |
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Term
Henry is encouraging his student, Tyler, to ask questions during class. Tyler earns bonus points if he asks at least three questions during the entire classroom period. In subsequent weeks, Henry increases this requirement to four questions and then five questions the week after. Which type of differential reinforcement procedure does this scenario describe?
A. DRA
B. Spaced-responding DRH
C. Full session DRH
D. Interval DRH
E. DRP |
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Definition
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Term
Mariah is teaching her tutoring student to complete several math problems. She wants him to respond at a steady rate but is concerned that waiting too long will result in extended pauses. Which simple schedule of reinforcement would be best for Mariah to use?
A. Continuous schedule
B. Variable ratio schedule
C. Fixedintervalschedule
D. Variable interval with a limited hold |
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Definition
| B. Variable ratio schedule |
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Term
Antonio is conditioning praise as a generalized conditioned reinforcer. His client can tolerate low-effort demands. Therefore, Antonio wants to use R-S conditioning. What should Antonio do first when using R-S conditioning to establish praise as a reinforcer?
A. Test for reinforcing value of praise using a reinforcer assessment
B. Deliver the instruction
C. Present praise immediately followed by a known
reinforcer
D. Wait for his client to respond |
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Definition
| B. Deliver the instruction |
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Term
Patti is coaching Irene while Irene uses the rowing machine at the gym. Patti tells Irene to keep a steady 18 to 30 strokes per minute during a session. If Irene meets this requirement, Patti gives Irene praise, but if she doesn't, Patti tells her to "keep going" without providing any recognition. Which type of differential reinforcement procedure does this scenario describe?
A. DRA
B. Spaced-responding DRH
C. Full session DRH
D. Interval DRH
E. DRP |
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Definition
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Term
Mario is teaching his client to make a sandwich for the first time. The client has never made a sandwich before. Which simple schedule of reinforcement would be best to use?
a. Ratio
b. Interval
c. Interval with a Limited hold |
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Definition
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Term
Chanae is working with Ralph on manding for preferred items. One of Ralph’s favorite snacks is cookies. Ralph can babble and emit some vocal approximations. Before starting the shaping protocol what should Chanae do?
a. Select the terminal behavior
b. Determine criterion for success
c. Assess current repertoire
d. Identify behaviors to reinforce |
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Definition
| a. Select the terminal behavior |
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Term
Which describes the use of DRA procedure?
a. Maggie delivers a token if the client labels more than 10 flash cards in 1 minute
b. Milly gives attention if it has been 10 minutes since the last request for attention was reinforced
c. Molly says “nice work” if her client folds a shirt with assistance, and gives praise and a token if completed independently
d. May provides attention every 10 minutes if there is no problem behavior during the window of time |
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Definition
| c. Molly says “nice work” if her client folds a shirt with assistance, and gives praise and a token if completed independently |
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Term
Clara’s teacher aide provides a statement of encouragement when Clara correctly solves a math problem on her worksheet in less than 2 minutes since her last correctly solved problem. Which type of DRH procedure?
a. Spaced-responding DRH
b. Full session DRH
c. Interval DRH |
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Definition
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Term
Jason receives a token at the end of each 15 minutes during his 3 hour shift in which he has sorted 30 or more items. Which type of DRH procedure?
a. Spaced-responding DRH
b. Full session DRH
c. Interval DRH |
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Definition
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Term
A teacher is working with a student to increase participation during class. The teacher wants the student to raise their hand at least 10 times per day. The teacher will not be able track the amount of time between responses and wants the arrange reinforcement only at the end of the class. Which type of DRH should the teacher use procedure?
a. Spaced-responding DRH
b. Full session DRH
c. Interval DRH |
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Definition
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Term
ASR 12
Gina has noticed that Connor can sometimes unpack his backpack without help, but frequently will wait for prompts. Gina thinks this is because the programmed consequence is the same either way. Which differential reinforcement procedure would be best to use?
a. DRA
b. Spaced-responding DRH
c. Full session DRH
d. IntervalDRH
e. DRP |
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Definition
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Term
At their job Connie’s client should be checking in with a customer in the store approximately every 15 minutes. Too frequent and the customers will be annoyed, too infrequent and the customers may fail to find a sales associate and leave. Which differential reinforcement procedure would be best to use?
a. DRA
b. Spaced-responding DRH
c. Full session DRH
d. Interval DRH
e. DRP |
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Definition
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Term
Marty’s client wants to increase the number of items assembled during his line work. Marty thinks it will be better to check the rate of assembly every few minutes and arrange reinforcement if the goal is met rather than wait until the end of the day. Which differential reinforcement procedure would be best to use?
a. DRA
b. Spaced-responding DRH
c. Full session DRH
d. Interval DRH
e. DRP |
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Definition
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Term
Amber is working with a client who will be starting school in a few months. The student’s most preferred activity is playing with bubbles. However, the student’s teacher mentioned to Amber that bubbles may be distracting to the other students in the classroom. So, Amber decides to implement S-S conditioning for social praise. First, Amber delivers social praise immediately followed by bubbles. What should the behavior analyst do next when using S-S conditioning?
a.Deliver an instruction and wait for the client to respond
b. Repeat this sequence several times
c.Conduct a reinforcer assessment with the social praise |
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Definition
| b. Repeat this sequence several times |
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Term
James has identified that praise is not an effective reinforcer for his client Patricia, but she has several mastered skills in her repertoire that allow for frequent reinforcement delivery. James has selected an instruction that is easy for Patricia to do and a known reinforcer (cheese puffs). What should James do first when using R-S conditioning to establish a reinforcer?
a. Deliver the instruction
b. Wait for Patricia to respond
c. Present a descriptive praise statement immediately followed by cheese puffs
d. Test for reinforcing value of conditioned stimulus |
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Definition
| a. Deliver the instruction |
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Term
Nathan throws his food on the floor when he wants to get out of the high chair. Vanessa is teaching him to sign for “all done” when he is finished eating. The reinforcer is getting out of the high chair. If Nathan signs, “all done” Vanessa will immediately take off the tray and let him out. If he throws his food on the floor, Vanessa will not remove the tray/let him out. Which type of differential reinforcement procedure?
a. DRA
b. DRH
c. DRP |
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Definition
|
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Term
When the teacher gives James a worksheet he stares off and when the time is done
he doesn’t have any of the worksheet completed to turn in. The teacher decides to
set a criterion in which he has to complete at least 5 questions in the 30 minute period in order to select something from the class treasure box. Which type of differential reinforcement procedure?
a. DRA
b. DRH
c. DRP |
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Definition
|
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Term
hantae answers her employee’s emails when it has been about one hour since she last answered one of their emails. What schedule of reinforcement is this an example of?
A. Fixed ratio
B. Variable ratio
C. Fixed interval
D. Variable interval |
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Definition
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Term
Sam is teaching Juan to request items he wants. Of of Juan’s favorite snacks is chocolate. Juan can make some vocal sounds but does not emit whole words. Before starting the shaping process, what should Sam do first?
A. Identify behaviors to reinforce
B. Select the terminal behavior
C. Assess the current repertoire
D. Determine the criterion for success |
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Definition
| B. Select the terminal behavior |
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Term
Clara’s teacher’s aide provides encouragement when Clara correctly solves a math problem on her worksheet in less than 2 minutes since her last correctly solved problem. Which type of DRH procedure?
A. Spaced-responding DRH
B. Full-session DRH
C. Interval DRH |
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Definition
|
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Term
A teacher is working with a student to increase participation during class. The teacher sets the criteria for raising her hand at 10 times per day. If the student raises her hand 10 times or more during class, the teacher provides a preferred candy at the end of the day. Which type of DRH procedure?
A. Spaced-responding DRH
B. Full-session DRH
C. Interval DRH |
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Definition
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Term
A teacher is working with a student to increase participation during class. The teacher sets the criteria for raising her hand at 10 times per day. If the student raises her hand 10 times or more during class, the teacher provides a preferred candy at the end of the day. Which type of DRH procedure?
A. Spaced-responding DRH
B. Full-session DRH
C. Interval DRH |
|
Definition
|
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Term
Jason receives a token at the end of each 15 minutes during his 3-hour shift in which he has sorted 30 or more items. Which type of DRH procedure?
A. Spaced-responding DRH
B. Full-session DRH
C. Interval DRH |
|
Definition
|
|
Term
Gina has noticed that Connor can sometimes unpack his backpack without help, but frequently will wait for prompts. Gina thinks this is because the programmed consequence is the same either way. Which differential reinforcement procedure would be best to use?
A. DRA
B. Spaced-responding DRH
C. Full-session DRH
D. Interval DRH
E. DRP |
|
Definition
|
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Term
At their job Connie’s client should be checking in with a
customer in the store approximately every 15 minutes. Too frequent and the customers will be annoyed, too infrequent and the customers may fail to find a sales associate and leave. Which differential reinforcement procedure would be best to use?
A. DRA
B. Spaced-responding DRH
C. Full-session DRH
D. Interval DRH
E. DRP |
|
Definition
|
|
Term
Nathan throws his food on the floor when he wants to get out of the high chair. Vanessa is teaching him to sign for “all done” when he is finished eating. The reinforcer is getting out of the high chair. If Nathan signs, “all done” Vanessa will immediately take off the tray and let him out. If he throws his food on the floor, Vanessa will not remove the tray/let him out. Which type of differential reinforcement procedure?
A. DRA
B. DRH
C. DRP |
|
Definition
|
|
Term
and when the time is done, he doesn’t have any of the worksheet completed to turn in. The teacher decides to set a criterion in which he must complete at least 5 questions in the 30-minute period in order to select something from the class treasure box. Which type of differential reinforcement procedure?
A. DRA
B. DRH
C. DRP |
|
Definition
|
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Term
Which of the following is an example of S-S conditioning for establishing reinforcers?
A. Franklin asks Tay to write his name. When Tay completes this Franklin provides praise (a neutral stimulus) and then gives Tay his silly putty (a known reinforcer)
B. Tracy provides a high-five (a neutral stimulus) and then immediately follows it with a sour gummy worm (a known reinforcer) |
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Definition
| B. Tracy provides a high-five (a neutral stimulus) and then immediately follows it with a sour gummy worm (a known reinforcer) |
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Term
Amber is working with a client who will be starting school in a few months. The student’s most preferred activity is playing with bubbles. However, the student’s teacher mentioned to Amber that bubbles may be distracting to the other students in the classroom. So, Amber decides to implement S-S conditioning for social praise. First, Amber delivers social praise immediately followed by bubbles. What should the behavior analyst do next when using S-S conditioning?
A. Present social praise immediately followed by bubbles again
B. Deliver an instruction and wait for the client to respond
C. Conduct a reinforcer assessment with the social praise |
|
Definition
| A. Present social praise immediately followed by bubbles again |
|
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Term
James has identified that praise is not an effective reinforcer for his client Patricia, but she has several mastered skills in her repertoire that allow for frequent reinforcement delivery. James has selected an instruction that is easy for Patricia to do and a known reinforcer (cheese puffs). What should James do first when using R-S conditioning to establish a reinforcer?
A. Deliver the instruction
B. Wait for Patricia to respond
C. Present a descriptive praise statement immediately followed by cheese puffs
D. Test for reinforcing value of the conditioned stimulus |
|
Definition
| A. Deliver the instruction |
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Term
Sebastian’s parents are teaching him to request things that he wants. This is a new skill for Sebastian. Which simple schedule of reinforcement would be the most appropriate?
Variable interval schedule
Fixed interval schedule
Fixed ratio schedule
Variable ratio schedule |
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Definition
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Term
Chase has been taught to ask appropriately to access the calm-down corner rather than engaging in challenging behaviors. Chase asks for the calm-down corner frequently and appropriately, but he is missing a lot of instructional time by doing so. Chase’s teacher would like for him to ask to access the calm down corner during the 10-minute breaks programmed between subjects. Which of the following simple schedules of reinforcement would be most appropriate for Chase’s asking behavior?
Intermittent ratio schedule
Interval schedule with a limited hold
Variable interval schedule
Fixed ratio schedule |
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Definition
| Interval schedule with a limited hold |
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Term
Lea is working at a grocery store stocking shelves. She has gotten really good at putting items in the correct places, but her job coach is hoping that she will increase her productivity over time. Which of the following is the best simple schedule of reinforcement for Lea?
Variable interval schedule
Fixed ratio schedule
Variable ratio schedule
FR-1 schedule |
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Definition
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Term
When Sofian’s therapist asks him “How are you doing, Sofian?” sometimes he says, “I’m well,” sometimes he says, “Just fine,” and sometimes he says, “Doing alright”. Which of the following is this an example of?
Post-reinforcement pause
Shaping
Response variability
Inter-reinforcement interval |
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Definition
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Term
Marguerite’s therapist is working with her to further her mand repertoire by making eye contact with the therapist when she is asking for something she wants or needs. When Marguerite does not make eye contact when asking, the therapist withholds reinforcement. Marguerite starts by requesting, “chocolate”, and when she does not get it says, “chocolate, please”, then taps the therapist and says, “Please can I have some chocolate?” Marguerite’s behavior is an example of which of the following?
Extinction-induced variability
Differential reinforcement
Extinction
Shaping |
|
Definition
| Extinction-induced variability |
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Term
Which of the following is an example of shaping?
Veda is learning her address. She starts by saying the house number, and her therapist provides reinforcement. Then through prompting, reinforcement, and prompt fading, she adds the street. Finally, through prompting, reinforcement, and prompt fading, she can say the whole address.
Dora is learning to request items using longer sentences. Her instructor withholds reinforcement if she mands with 1 word but provides reinforcement if she uses 2 words. Dora says, “puzzle” as a request and her teacher withholds reinforcement.
Rachel enjoys playing kickball, dodgeball, and capture the goal at recess.
Anita’s teacher does not reinforce when she calls out in class but calls on her when she raises her hand. |
|
Definition
| Veda is learning her address. She starts by saying the house number, and her therapist provides reinforcement. Then through prompting, reinforcement, and prompt fading, she adds the street. Finally, through prompting, reinforcement, and prompt fading, she can say the whole address. |
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Term
Lily is a BCBA who is working with a young client on feeding. The client often eats very slow, but when prompted can eat very fast, causing regurgitation. Lily has set for the client to complete 20 bites of food within 20 minutes, taking one bite per minute. She provides reinforcement only if the client takes one bite in a minute. Which of the following differential reinforcement procedures is she using?
Differential reinforcement of alternative behavior
Differential reinforcement of high rates of responding
Differential reinforcement of paced responding |
|
Definition
| Differential reinforcement of paced responding |
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Term
Mariana is a BCBA working with a client to increase appropriate social initiations during recess time. Mariana gives the client a reinforcer if she initiates 3 or more times during recess. Which of the following procedures is Mariana using?
Full session DRH
Interval DRH
DRA
DRP |
|
Definition
|
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Term
Claudia is a BCBA working with a client who is volunteering to send text reminders to tell people to vote. Ideally, she should send about 15 texts in 30 minutes, but she often gets distracted between texts. Claudia has set that the client can earn reinforcement if she sends a text within one minute of the previous text. Which of the following is Claudia using?
Full session DRH
Spaced responding DRH
Interval DRH
DRP |
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Definition
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Term
Jen keeps asking her mom to open up the door to her toy airplane, but mom is cleaning some chicken and she cannot attend to Jen right away. Jen asks for help continuously but mom can only help her when she is done with the chicken. As soon as mom washes her hands, Jen asks again for help and mom attends to this request. Which schedule of reinforcement does this resemble the most?
A) FR
B) VR
C) FI
D) VI |
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Definition
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Term
Boss comes around every 30 minutes to see if you are working. Employee doesn’t do any work for first 28 minutes. Around 28 minutes since they last saw their boss, they start working. Boss sees them working after 30 minutes says, “keep up the good work” and moves along. Which schedule of reinforcement does this resemble the most?
A) FR
B) VR
C) FI
D) VI |
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Definition
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Term
Mom wants Marta to take off her shoes as soon as she gets inside the house after playing at the park. Right now, Marta gets inside the house walks around with her dirty shoes on, uses the bathroom, grabs a snack and at some point, will remove her shoes. If Mom wants her to take off her shoes right away when she enters the house which schedule would be the best one to use?
A) A variable ratio schedule
B) A variable interval schedule
C) A fixed time schedule
D) An interval schedule with a limited hold |
|
Definition
| D) An interval schedule with a limited hold |
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Term
Keisha works remotely for her company. Whenever she needs to meet with someone on her team, she will either start a group text message, initiate a zoom meeting, or call the team members on the phone. Keisha’s behaviors are a good example of which one?
A) Shaping
B) A simple schedule of reinforcement
C) Response variability
D) Extinction-induced variability |
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Definition
|
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Term
Mosa buys her scratch off lottery tickets at the gas station beside her house or beside her mom’s house. She also wins a prize when she buys the tickets at the gas station beside her house, and never wins anything off the tickets she purchases from the gas station by her mom’s house. She now only buys tickets at the gas station beside her house. This is an example of which one?
A) Response variability
B) Shaping
C) Differentialreinforcement
D) Extinction-induced variability |
|
Definition
| C) Differentialreinforcement |
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Term
Chanae is working with Ralph on manding for preferred items. One of Ralph’s favorite snacks are cookies. Ralph can babble and emit some vocal approximations. Before starting the shaping protocol what should Chanae do?
A) Select the terminal behavior
B) Determine criterion for success
C) Assess current repertoire
D) Identify behaviors to reinforce |
|
Definition
| A) Select the terminal behavior |
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Term
Mom wants Greg, her 4-year-old son, to brush his teeth independently. Sometimes he puts the toothpaste on his toothbrush alone. Sometimes mom does it for him. Greg tends to yell for mom when she doesn’t put the toothpaste on, asking her to do it for him. Given this information which differential reinforcement procedure should mom use?
A) DRA
B) DRP
C) DRH |
|
Definition
| DRA - Follow-up question...what would that look like? |
|
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Term
Fouad is on a basketball team and tends to hog the ball. Even when players are open for a pass. The coach wants Fouad to pass the ball at least 10 times in a 20-minute game. Which DR procedure should the coach use?
A) DRA
B) Full session DRH
C) Interval DRH
D) DRP |
|
Definition
|
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Term
Monica is learning to play the piano. The piano teacher tells her parents than Monica is learning the songs but playing them too slow. We also don’t want her to play the songs too quickly as it would be difficult to sing along. The teacher suggests practicing with a metronome which helps keep the beat of the song at a steady appropriate pace. Which DR procedure might help Monica play the songs at the right speed?
A) DRA
B) Full session DRH
C) Interval DRH
D) DRP |
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Definition
|
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Term
Doug is asking to go to the bathroom too frequently. The teacher thinks it would be appropriate if Doug asks to use the bathroom only if it’s been at least 30 minutes since he last asked to use the bathroom. Which DR procedure should the teacher use?
A) DRA
B) Interval DRH
C) Spaced responding DRH
D) Full session DRH |
|
Definition
|
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Term
Helen is working on math worksheet completion. In general, she is taking too long to complete her worksheets. Her worksheet usually has 20 questions on it. The teacher would like students to finish their worksheet in 20 minutes. The teacher starts off by breaking up the 20 minutes into smaller time periods; 5-minute intervals. If Helen completes at least 3 math problems within the 5-minute interval, the teacher will deliver a small treat at the end of each interval. Which DR procedure is the teacher using?
A) DRA
B) Interval DRH
C) Spaced responding DRH
D) Full session DRH |
|
Definition
|
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Term
Cade is conditioning a high-five (NS) with candy (a highly preferred US). He presents the high-five with the candy every 45 seconds during this procedure. He conducts many trials. Which type of conditioning procedure is Cade using
given the information provided above?
A) Stimulus-stimulus conditioning
B) Response-stimulus conditioning
C) This is not a conditioning procedure |
|
Definition
| A) Stimulus-stimulus conditioning |
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Term
Which one is an example of R-S conditioning?
A) Jason presents a thumbs up (NS) and immediately gives his client a sour
gummy worm (his favorite snack).
B) Walter asks his client to clap his hands(an easy task for his client),then immediately says, “GREAT JOB” (NS) and quickly delivers an M&M (his favorite snack)
C) Zack asks his client to engage in a low-preferred activity, then immediately says, “GREAT JOB” (NS) and quickly delivers an M&M (his favorite snack)
D) Spencer presents a piece of candy with his client’s favorite toy at the
same time |
|
Definition
| B) Walter asks his client to clap his hands(an easy task for his client),then immediately says, “GREAT JOB” (NS) and quickly delivers an M&M (his favorite snack) |
|
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Term
Corey was been working at Billie’s Broom, a factory what produces,,,,,,,, brooms for a few months now.
Lori wants Corey to check the cutting blades and measurement runout shortly after every 20 minutes of use. Lori will provide a bonus if Corey checks the blades and runout within 2 minutes after completing 20 minutes of use.
Which schedule would be the most appropriate?
a. Intermittent interval schedule
b. Intermittent ratio schedule
c. Continuous schedule
d. Interval schedule with a limited hold |
|
Definition
| d. Interval schedule with a limited hold |
|
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Term
When Kelly wants to get her mom’s attention, she can say, “ Mommy, Mums and mother”. All three of these responses will result in attention from mom. This sounds like an example of?
A.Extinction-induced variability B.Response variability
C.Differential reinforcement
D. Shaping |
|
Definition
|
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Term
When Kelly wants to get her sister’s attention, she has to say sister. If she says sis, her sister will ignore her. This sounds like an example of?
A.Extinction-induced variability B.Response variability
C.Differential reinforcement
D. Shaping |
|
Definition
| C.Differential reinforcement |
|
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Term
When Kelly wanted to get her brother’s attention, she initially could only say ba and she would get attention. Later she only got attention if she said ba be. Still later she only get attention if she said bobby. This sounds like an example of?
A.Extinction-induced variability B.Response variability
C.Differential reinforcement
D. Shaping |
|
Definition
|
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Term
One day Kelly was trying to get her dad’s attention while he was on the phone for work. At first she tried saying daddy, which normally works, but he ignored her. She then starting saying daddy louder and louder, but he still ignored her. She then began banging her head against his desk at which time he got of the phone. This sounds like an example of?
A. Extinction-induced variability
B. Response variability
C. Differential reinforcement
D. Shaping |
|
Definition
| A.Extinction-induced variability |
|
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Term
Riley works at a sheet metal stamping factory working an 8 hour shift using a press. She earns a bonus if she produces 160 or more correctly formed stamped pieces by the end of her shift. What type of differential reinforcement procedure does this sound like?
A. DRA
B. Full session DRH
C. Spaced responding DRH
D. Interval DRH
E. DRP |
|
Definition
|
|
Term
Riley works at a sheet metal stamping factory working an 8 hour shift. She earns a bonus if she produces 20 or more correctly formed stamped pieces by the end of each hour. What type of differential reinforcement procedure does this sound like?
A. DRA
B. Full session DRH
C. Spaced responding DRH
D. Interval DRH
E. DRP |
|
Definition
|
|
Term
Riley works are a sheet metal stamping factory working an 8 hour shift. She earns raffle tickets when her managers observe her to be on task and not being idle at her press. What type of differential reinforcement procedure does this sound like?
A. DRA
B. Full session DRH
C. Spaced responding DRH
D. Interval DRH
E. DRP |
|
Definition
|
|
Term
Riley works at a sheet metal stamping factory working an 8 hour shift. Riley gets paid for producing correctly formed pieces. She needs to complete a minimum number of pieces to earn potential bonuses but if she moves too quickly, there is an increased chance of misshaped pieces. Her immediate supervisor sets up a contingency where she earns the bonus for producing at least 20 pieces but no more than 25 pieces per hour. What type of differential reinforcement procedure does this sound like?
A. DRA
B. Full session DRH
C. Spaced responding DRH
D. Interval DRH
E. DRP |
|
Definition
|
|
Term
ames has identified that praise is not an effective reinforcer for his client Patricia, but she has several mastered skills in her repertoire that allow for frequent reinforcement delivery. James has selected an instruction that is easy for Patricia to do and a known reinforcer (cheese puffs). What should James do first when using R-S conditioning to establish a reinforcer?
A. Deliver the instruction
B. Wait for Patricia to respond
C. Present a descriptive praise statement immediately followed by cheese puffs
D. Test for reinforcing value of conditioned stimulus |
|
Definition
| A. Deliver the instruction |
|
|
Term
Givhan is completing a puzzle and is intermittently receiving compliments for matching puzzle pieces. His dad says, “nice find!” 10 seconds later, Givhan picks up another puzzle piece to match. What do we call the time between the compliment and when Givhan begins to place another puzzle piece?
A. Limited hold
B. Fixed interval schedule
C. Post-reinforcement pause
D. Inter-reinforcement interval |
|
Definition
| C. Post-reinforcement pause – the time between the delivery of the reinforcer (Praise) and the next response |
|
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Term
Givhan is on an FI 4-minute schedule for asking for help. What do we call the 4 minutes between when Givhan last received help and when help is available again?
A. Limited hold
B. Fixed interval schedule
C. Post-reinforcement pause
D. Inter-reinforcement interval |
|
Definition
| Inter-reinforcement interval – time between delivery of last reinforcer (help) and the next opportunity for a reinforcer |
|
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Term
Lilly is beginning to let her son go off on his own in the city but wants him to check in with her consistently. She says that every hour he calls, she will give him an extra dollar to spend. However, if he calls late (15 minutes past the hour) he’s missed his chance for that dollar. Which schedule of reinforcement is this an example of?
A. Fixed Ratio
B. Fixed Interval
C. Variable Ratio
D. Variable Interval |
|
Definition
Fixed Interval – the dollar is available contingent on the first
response after a set period of time has passed |
|
|
Term
Fran’s partner is helping her hit a work deadline. She wants to get 5 more hours of work in for the day, so her partner tells her that they will bring her a snack each hour if she’s created at least 8 new slides during the hour. Which type of DRH is this?
A. Spaced-responding
B. Full session
C. Interval |
|
Definition
|
|
Term
Kara received a report that her daughter moves very slow at the end of the day at school while the students are cleaning up their toys and as a result, she often has not cleaned up her mess by the time she needs to get on the bus. Kara wants to teach her to clean up faster by picking up a toy within 3 seconds of putting the previous toy in a bucket.
Which type of DRH should be used in this scenario?
A. Spaced-responding
B. Full session
C. Interval |
|
Definition
|
|
Term
Toy cars are an effective reinforcer for Dakota, but this is not a practical reinforcer to use while she is in school. Tally marks are less disruptive to her schoolwork. What should we do first when using R-S conditioning to establish tally marks as a reinforcer?
A. Deliver the instruction
B. Wait for Dakota to respond
C. Present tally mark immediately followed by toy car
D. Test for reinforcing value of tally marks |
|
Definition
| A. Deliver the instruction |
|
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Term
Which of the following is an example of R-S conditioning for establishing reinforcers?
A. Telling J “terrific” then giving him a jellybean.
B. Asking J to open a book. After he opens the book, giving him
a jellybean.
C. Asking J to open a book. After he opens the book, telling him “terrific job” then giving him a jellybean. |
|
Definition
| C. Asking J to open a book. After he opens the book, telling him “terrific job” then giving him a jellybean. |
|
|
Term
Toy cars are an effective reinforcer for Dakota, but this is not a practical reinforcer to use while she is in school. Tally marks are less disruptive to her schoolwork. What should we do first when using R-S conditioning to establish tally marks as a reinforcer?
A. Deliver the instruction
B. Wait for Dakota to respond
C. Present tally mark immediately followed by toy car
D. Test for reinforcing value of tally marks |
|
Definition
| A. Deliver the instruction |
|
|
Term
Which of the following is an example of R-S conditioning for establishing reinforcers?
A. Telling J “terrific” then giving him a jellybean.
B. Asking J to open a book. After he opens the book, giving him
a jellybean.
C. Asking J to open a book. After he opens the book, telling him “terrific job” then giving him a jellybean. |
|
Definition
| C. Asking J to open a book. After he opens the book, telling him “terrific job” then giving him a jellybean. |
|
|
Term
Max is trying to get his son to shower independently, but his son is still heavily reliant on prompts to wash his hair.
Which type of differential reinforcement would be most appropriate to use in this scenario?
A. DRA
B. DRH
C. DRP |
|
Definition
A. DRA
Use DRA to increase independence. |
|
|
Term
Bill is working on increasing his fitness and would like to target the number of steps he takes each day to measure his fitness progress.
Which type of differential reinforcement would be most appropriate to use in this scenario?
A. DRA
B. DRH
C. DRP
D. DRO |
|
Definition
B. DRH
Use DRH for behaviors you want to occur at a higher rate (i.e., full session DRH – if Bill takes at least 10,000 steps a day, he receives Sr+) |
|
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Term
Miranda is the supervisor for a quality control team at a sock company. She has found that her employees can check 80 pairs of socks per hour on average, but when they check more than 150 per hour, they begin to miss defects they would normally spot.
Which type of differential reinforcement would be most appropriate to use in this scenario?
A. DRA
B. DRH
C. DRP |
|
Definition
DRP
Use DRP when you want behavior to occur at a set rate or range. Miranda needs her team to quality check socks at a rate that is fast enough to hit benchmarks, but not so fast that they are making errors. |
|
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Term
Luke runs a call center and at the end of each day, any concierge who made at least 50 calls during the day will receive a fresh batch of leads (which makes their job easier) the following day. Which type of DRH is this?
A. Spaced-responding
B. Full session
C. Interval |
|
Definition
B. Full session
Full session DRH: reinforcement is delievered if a minimum number of responses in the sessions is met |
|
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Term
Derek just washed and dried all of this laundry for the week and his caretaker is helping him fold his laundry. Derek often gets distracted while doing laundry leading him to take days to get all of the laundry folded. His caretaker tells him to focus on folding laundry for 1-hour and that he will check in with him every 10 minutes to see how it is going.
Which type of DRH should be used in this scenario?
A. Spaced-responding
B. Full session
C. Interval |
|
Definition
Interval
– Derek’s caretaker can set a DRH goal to check on and reinforce every 10 minutes |
|
|
Term
Sara leads a fitness class that ends with a stretching session. She has found that her classes typically give her compliments about the stretching session when they hold each pose for at least 30 seconds, but no more than 60 seconds.
Which type of differential reinforcement is this?
A. DRA
B. DRH
C. DRP |
|
Definition
|
|
Term
Luke runs a call center. He walks around the office and gives his employees a thumbs up when he observes them making a call within 3 minutes of their last call.
Which type of DRH is this?
A. Spaced-responding
B. Full session
C. Interval |
|
Definition
|
|
Term
Fa teaches a free-study period in school. He has one student who struggles with getting work done during the free-study hour. Fa wants this student to write out at least 20 of his Spanish definitions during the free-period.
Which type of DRH should Fa use?
A. Spaced-responding
B. Full session
C. Interval |
|
Definition
|
|
Term
Fran’s partner is helping her hit a work deadline. She wants to get 5 more hours of work in for the day, so her partner tells her that they will bring her a snack each hour if she’s created at least 8 new slides during the hour. Which type of DRH is this?
A. Spaced-responding
B. Full session
C. Interval |
|
Definition
|
|
Term
Brody’s parents often let him watch videos on his tablet as a reinforcer, but during DTT sessions, videos take a lot of time away from learning. So, Brody’s therapist decides to establish tokens as reinforcers for Brody. What should they do first when using S-S conditioning to establish tokens as a reinforcer?
A. Conduct a reinforcer assessment with the tokens
B. Deliver an instruction and wait for Brody to respond
C. Present a token, immediately followed by the tablet |
|
Definition
| C. Present a token, immediately followed by the tablet |
|
|
Term
We have determined that spins are an effective reinforcer for Pam, but we want to use a less intrusive reinforcer, like social praise, while Pam is in school. We begin by delivering our first social praise statement, “well done, Pam”, then spin Pam around in a circle. What should we do next when using S-S conditioning to establish a reinforcer?
A. Say “well done, Pam” and follow it with a spin again
B. Conduct a reinforcer assessment with the social praise statement
C. Ask Pam get her homework folder out and wait for her to respond |
|
Definition
| A. Say “well done, Pam” and follow it with a spin again |
|
|
Term
Pierre is teaching his son to draw a circle. He’s decided that the circle needs to be closed and there can be no corners. What should Pierre do next before using shaping?
A. Assess current repertoire
B. Select the terminal behavior
C. Identify behaviors to reinforce
D. Determine criterion for success |
|
Definition
| A. Assess current repertoire |
|
|
Term
Toy cars are an effective reinforcer for Dakota. We are using R-S conditioning to establish tally marks as a conditioned reinforcer for Dakota while she is in school. So far, we have asked Dakota to write her name at the top of her paper. What should we do next?
A. Present a tally mark immediately followed by a toy car
B. Repeat trials and stimulus delivery several times
C. Run a reinforcer assessment for tally marks
D. Wait for Dakota to write her name |
|
Definition
| D. Wait for Dakota to write her name |
|
|
Term
Toy cars are an effective reinforcer for Dakota. We are using R-S conditioning to establish tally marks as a conditioned reinforcer for Dakota while she is in school. So far, we have asked Dakota to write her name, and she has written her name at the top of her paper. What should we do next?
A. Present a tally mark immediately followed by a toy car
B. Repeat trials and stimulus delivery several times
C. Run a reinforcer assessment for tally marks
D. Ask Dakota to write her name again |
|
Definition
| A. Present a tally mark immediately followed by a toy car |
|
|
Term
Toy cars are an effective reinforcer for Dakota. We are using R-S conditioning to establish tally marks as a conditioned reinforcer for Dakota while she is in school. So far, we have run one trial of asking Dakota to write her name, then delivering a tally mark and a toy car. What should we do next?
A. Present another tally mark followed by a toy car
B. Repeat trials and stimulus delivery several times
C. Run a reinforcer assessment for tally marks
D. Wait for Dakota to write her name again |
|
Definition
| B. Repeat trials and stimulus delivery several times |
|
|
Term
Anja is teaching her client how to organize groceries in the refrigerator. She wants her client to put the lunch meats together, the sauces together, and the vegetables together. Which of the following skills is Anja targeting?
Arbitrary auditory-visual matching
Arbitrary visual-visual matching
Generalized identity matching
Simple discrimination |
|
Definition
Arbitrary visual-visual matching
In arbitrary matching to sample, stimuli have an arbitrary relationship with each other. In this case, the client is matching different lunch meats to other lunch meats. Lunch meats vary in shape, color, and taste, so their relationship is arbitrary. Since the stimuli used are visual (actual objects) rather than auditory, this is an example of arbitrary visual-visual matching. Simple discriminations would have been taught previously; for example, teaching the client to point to a lunch meat item when told, “Find lunch meat.” Finally, while meats, vegetables, and sauces are placed together, they are not all matched together as “food items.” Separating stimuli into categories is not generalized identity matching, as it separates rather than combines stimuli into one class. |
|
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Term
Niklas is a BCBA who is working with a client to learn to follow common instructions. When given the instruction to stand up, and the client stands, Niklas gives the client a token and social praise. When the client does not stand, Niklas does not provide reinforcement. Which of the following skills is the behavior analyst targeting?
Arbitrary auditory-visual matching
Arbitrary visual-visual matching
Generalized identity matching
Simple discrimination |
|
Definition
Simple discrimination
Niklas is teaching a simple discrimination. When the client engages in behavior A (standing), they contact reinforcement; when the client does not stand, Niklas does not provide reinforcement. The client is taught to engage in behavior A under one condition, and to engage in behavior B in another condition. Here, there are no matching stimuli that require the client to match one stimulus to another. Visual-visual matching involves matching stimuli that are contacted through the visual sense—for example, seeing a picture of a cat and matching it to another picture of a cat. There is also no auditory-visual matching, where the client might match the heard word, “Cat” to a picture of a cat. |
|
|
Term
Edgar is working with a client to identify pictures of rooms in her home. Edgar places an array of photos in front of the client and says, “Show me the bathroom.” Which of the following skills is Edgar targeting?
Arbitrary auditory-visual matching
Arbitrary visual-visual matching
Generalized identity matching
Simple discrimination |
|
Definition
| Arbitrary auditory-visual matching |
|
|
Term
Lana is a BCBA working with a client on learning common clothing items. Ultimately, she wants the client to group clothing items in piles after folding them. She places a shirt, a sock, and pants on the table and gives her client another shirt. She says, “Put with the same.” Which of the following skills is Lana targeting?
Arbitrary auditory-visual matching
Arbitrary visual-visual matching
Generalized identity matching
Simple discrimination |
|
Definition
Generalized identity matching
Generalized identity matching can be seen as teaching a concept. In this example, the client is matching assorted clothing items. Matching a sock with a shirt teaches that both are clothing, generalizing the response to various stimuli. In arbitrary matching to sample, whether visual or auditory, the stimuli share no common features. For example, we match “.5” with a picture of half a circle. Both represent “.5,” but there are no other common features. If Lana were teaching the client to touch a sock when prompted, “Touch sock,” this would be discrimination training—essentially, discriminating between what is a sock and what is not. |
|
|
Term
Daniel will look at items placed in front of him, orient to the instructor, does not follow the instructors point prompts, but generally will make some selection. Which prerequisite skill appears to be lacking?
attending
selection response
visual scanning
visual tracking |
|
Definition
visual tracking
Visual tracking is related to (a) focusing on the therapist or the materials; (b) following point prompts/track stimuli. Visual scanning is about looking at the stimuli in an array. Overselectivity describes responding based on some dimension of the task that is unrelated to the learning goal. Attending is relevant to responding to the therapist and materials. Selection response is pointing or touching stimuli. In this example, Daniel is looking at items paced in front of him, orienting to the instructor (attending and visual scanning), and making a selection (selection response). What he is not doing is following the point prompts, which indicates lack of visual tracking. |
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Term
Which of the following is an example of generalized identity matching?
A. Pointing to a toy car
B. Placing a toy car with a picture of a car in a field of 5 pictures
C. Pointing to a car when asked, which one has wheels in a field of 5 items
D. Placing a picture of a car with an identical picture of a car in a field of 5 pictures |
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Definition
| D. Placing a picture of a car with an identical picture of a car in a field of 5 pictures |
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Term
Which of the following is an example of arbitrary visual- visual matching?
A. Touching a picture of a chair
B. Matching a picture of a chair to a 3D model of a chair
C. Matching a picture of a chair to an identical picture of a chair in a field of 3 pictures
D. Sitting on the chair when told to sit on the chair in a room with a chair, bed, and sofa |
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Definition
B. Matching a picture of a chair to a 3D model of a chair (non-identical)
(Arbitrary = nonidentical) |
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Term
You tell your child to grab their school bag. They look around their room at their toys, clothes, and school supplies and pick up their bag. What is this an example of?
A. Simple discrimination
B. Generalized identity matching
C. Arbitrary visual-visual matching
D. Auditory-visual matching |
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Definition
| D. Auditory-visual matching |
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Term
You tell your student to clap and they clap. What is this an example of? (Following basic instructions are simple discriminations. 1 antecedent stimulus >> “Clap”)
A. Simple discrimination
B. Generalized identity matching
C. Arbitrary visual-visual matching
D. Auditory-visual matching |
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Definition
A. Simple discrimination
(Following basic instructions are simple discriminations. 1 antecedent stimulus >> “Clap”) |
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Term
Gretta asks her student to pick up their pencil. After 3 seconds, her student does not respond, so Gretta points to the pencil while asking her student to pick it up. After 3 more seconds, her student still does not respond, so Gretta nudges their wrist to pick up the pencil. Which of the following is this an example of?
A. Most-to-least prompt fading
B. Least-to-most prompt fading
C. Graduated guidance
D. Time delay |
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Definition
| B. Least-to-most prompt fading |
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Term
Julia is teaching her client to feed their dog. She stands 5 feet back from her client while they open the dog food bag, but after a few seconds of no responding, Julia steps in to nudge her client’s wrist toward the food scoop. Her client grabs the food scoop and uses it to scoop up a cup of food while Julia backs up again. Her client then pours the food in the dish independently. Which of the following is this an example of?
A. Most-to-least prompt fading
B. Least-to-most prompt fading
C. Graduated guidance
D. Time delay |
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Definition
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Term
Ricky is teaching his dad to run an update on his computer. The first step his dad needs to do is click on the [Start] button. Ricky sees that his dad is hovering his mouse over the browser icon. What should Ricky do first when using the four-step error correction procedure?
A. Block his dad from clicking on the browser
B. Tell his had to try to run the update again
C. Tell his dad to run the update again and provide a gesture prompt to the [Start] button
D. Tell his dad well done and have his dad complete 2 other known tasks on the computer |
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Definition
A. Block his dad from clicking on the browser
Block → Prompt → (test) → Switch → Retest |
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Term
Hagar is teaching her students to raise their right hand. She asks one of them to raise their right hand and they do not respond, so Hagar models the response and says, “this is raising your right hand”. She then asks them to raise their right hand again, which they do correctly. She says, “good” and repeats this trial until her student correctly responds 3 times in a row. Which error correction procedure is this an example of?
A. Four-step
B. Model-only
C. Feedback-only
D. Active response
E. Directed rehearsal |
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Definition
E. Directed rehearsal
[image] |
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Term
Lynn is learning to tact animals. Her teacher holds up a picture of a dog and Lynn says, “Cat”. Her teacher responds, “not quite”, and moves on to the next target. Which error correction procedure is this an example of?
A. Four-step
B. Model-only
C. Feedback-only
D. Active response
E. Directed rehearsal |
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Definition
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Term
You are teaching your child to identify different rope knots. You ask them to identify the overhand knot, but they select the slip knot. You point to the overhand knot and say, “this is the overhand knot”, and then move on to the next trial. Which error correction procedure is this an example of?
A. Four-step
B. Model-only
C. Feedback-only
D. Active response
E. Directed rehearsal |
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Definition
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Term
Gerard is teaching following instructions. He tells his student to open the book and the student unzips the bag. Gerard says, “this is opening the book” and demonstrates opening the book. He then tells his student to open the book again, which they do. Gerard says, “good” and moves on to the next trial. Which error correction procedure is this an example of?
A. Four-step
B. Model-only
C. Feedback-only
D. Active response
E. Directed rehearsal |
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Definition
D. Active response
[image] |
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Term
Which of the following is an example of auditory-visual matching?
A. Writing your name with a pencil when asked to write your name
B. Selecting a pencil when asked to find something to write with
C. Matching a pencil to a pencil in a field of a pencil, pen, and marker
D. Matching a pencil with a marker, crayon, pen, and other items you write with |
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Definition
B. Selecting a pencil when asked to find something to write with
[image] |
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Term
Which of the following is an example of a stimulus prompt?
A. Asking, “What do you cut with?” and holding up a picture of scissors
B. Asking, “What do you cut with?” and saying, “Scissors”
C. Asking, “What do you cut with?” and placing the picture of scissors closer than the pictures of a pencil and paper
D. Saying, “Cut the paper”, and showing how to cut the paper
Bonus: Which type of stimulus prompt is this? |
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Definition
Asking, “What do you cut with?” and placing the picture of scissors closer than the pictures of a pencil and paper
Proximity |
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Term
Becca is preparing boiling water to make tea. She fills the tea kettle and places it on the stove to heat. When the tea kettle whistles, Becca turns the stove off and pours her water. What is the whistling tea kettle an example of?
A. SD
B. Physical Prompt
C. Position Prompt
D. Redundancy of antecedent stimuli |
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Definition
SD
The whistling of the tea kettle is not a prompt because it is always present. This is not something that we fade out over time – it is the naturally occurring SD. |
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Term
Fin is teaching his student to mand for apple. He holds up an apple piece to establish an MO, then immediately provides the sign for apple. After several trials of his client imitating apple correctly, Fin begins to hold up an apple piece and wait 3-5 seconds before delivering the model prompt. Fin continues to do his for the next several trials, delivering an apple piece if his client mands for apple after the prompt and delivering and apple piece with peanut butter on it (a more preferred consequence) if his client mands for apple prior to the prompt. Which of the following is this an example of?
A. Most-to-least prompt fading
B. Least-to-most prompt fading
C. Graduated guidance
D. Time delay |
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Definition
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Term
Trish is teaching her client to identify the color red. She places 4 objects of different colors in front of her client and asks her client to hand her the red object. When her client begins to reach for blue, Trish blocks the response and says “red” while pointing to red. Trish then repeats the touch red instruction, followed by 3 trials of mastered instructions. She then asks her client to hand her the red item again. Which error correction procedure is this an example of?
A. Four-step
B. Model-only
C. Feedback-only
D. Active response
E. Directed rehearsal |
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Definition
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Term
Which of the following is an example of arbitrary visual-visual matching?
Victor touches the picture of the cat when told “cat”
Jane matches the picture of a cat to an identical picture of a cat without being taught to do so
Klaus matches a picture of a realistic cat to a cartoon picture of a cat
Frank demonstrates selecting a cat, a dog, or a turtle from an array when the animal is vocally stated |
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Definition
| Klaus matches a picture of a realistic cat to a cartoon picture of a cat |
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Term
Janice is teaching her client, Felicia, to fold towels. She started by closely shadowing Felicia’s movements, but began to step away as Felicia was folding independently. When she paused, Janice moved in the provide prompts again. Which prompt fading procedure is Janice using?
Constant time delay
Most to least
Graduated guidance
progressive time delay |
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Definition
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Term
Riley is teaching her client to identify family members . The client sees a picture of their sister and says, “Mom.” Riley says, “No, that’s not right.” Then presents the next picture. Which type of error correction is she using?
4-step
Feedback-only
Model-only |
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Definition
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Term
Jack is taught to label a yellow taxi as “car” and now labels bananas and rubber ducks as “car.”
A. Faulty stimulus control
B. Tight stimulus control
C. Incomplete stimulus control |
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Definition
| A. Faulty stimulus control |
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Term
Which is an example of arbitrary visual-visual matching?
A. Drew touches a picture of cup when told “cup”
B. Lyle matches a picture of a cup to an identical picture of a cup without being taught to do so
C. Gary matches a photograph of a cup to a line drawing of a cup
D. Seth demonstrates selecting a cup, a plate, or a bowl from an array when the dish is vocally stated |
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Definition
| C. Gary matches a photograph of a cup to a line drawing of a cup |
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Term
Olivia is learning to make lattes. She is working on steaming the milk, but she reaches for the coffee grounds instead. The BCBA gently places her hands over Olivia’s to stop her. What should the BCBA do next when using the four-step error correction procedure?
A. Prompt the correct response by guiding Olivia toward the milk
B. Ask Olivia a series of mastered questions, such as “how do you
turn on the espresso machine?”
C. Say, “that’s not right,” then, “grab the milk”
D. Say, “that’s ok,” and arrange the environment for the next step in the process |
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Definition
| A. Prompt the correct response by guiding Olivia toward the milk |
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Term
Rhonda places a knife, a pen, and a screwdriver on the table and says, “Which one do you write with?” The student reaches for the screwdriver. Rhonda points to the pen and says, “You write with a pen.” She then rearranges the items repeats the question. The student points to the knife. What should Rhonda do next when using the active response error correction procedure?
A. Re-present the stimuli and ask, “Which one do you write with?” Then provide a more intrusive prompt
B. Say “that’s okay” and move to the next trial
C. Point to the pen while saying, “This is the one you write with,” and
then move on to the next trial
D. Repeat all steps until the student selects the pen three consecutive times |
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Definition
C. Point to the pen while saying, “This is the one you write with,” and
then move on to the next trial |
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Term
Daphne asks her student to point to the moon in a picture book. The student points to a rabbit. Daphne points to the moon and says, “Here is the moon,” and continues on with the story. Which error correction procedure is this?
A. Four-step
B. Feedback-only
C. Model-only
D. Active response
E. Directed rehearsal |
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Definition
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Term
Isaac is teaching a client to draw shapes. He says, “Draw a triangle,” and the client draws a square. Isaac takes a marker and draws a triangle on the board, then says, “Draw a triangle.” The client draws a triangle. Isaac says, “That’s right!” and requires two more correct triangles before moving on. Which error correction procedure is this?
A. Four-step
B. Feedback-only
C. Model-only
D. Active response
E. Directed rehearsal |
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Definition
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Term
Natalie is working with a client to learn handwashing skills. The client can complete many of the steps with independence but has difficulty ordering the steps. Natalie has been fading in prompts as needed and fading out when the client demonstrates independence. What type of prompt fading procedure is Natalie using?
Graduated guidance
Most-to-least prompting
Least-to-most prompting
Minimum-to-maximum prompting |
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Definition
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Term
Michael is learning how to play the flute. His teacher asks him to play a G and Michael plays an F. The teacher shows him where on the flute she places her fingers to play a G and then asks for him to play a G. This time Michael plays an A. What should Michael’s teacher do next when using the directed rehearsal error correction procedure?
Model playing a G again
Ask Michael to play a G again
Say “that’s an A” and move to the next exercise
Model playing a G and move to the next exercise |
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Definition
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Term
Mike copies his brother picking up a piece of food using chopsticks. Which of the following is this an example of?
A. Motor imitation
B. Object imitation
C. Vocal imitation
D. This is not imitation |
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Definition
B. Object imitation
The focus of this behavior is on how to manipulate an object. |
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Term
Rob wrote a task analysis to teach his dad how to send pictures from his phone. His dad already knows how to take a picture and how to find it, but often forgets the sequence of steps to send the photo. Which type of chaining should Rob use when teaching this skill to his dad?
A. Forward
B. Total task
C. Backward
D. Backward with leaps ahead |
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Definition
B. Total task
Use total task if many of the steps Are already known |
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Term
Bernie is teaching her son to recite their phone number. She begins by asking her son, “What is your phone number?” and provides an echoic prompt for the first number. Once Bernie’s son correctly says “2” without the prompt, she prompts him to say the second number and delivers a reinforcer. Which type of chaining is this an example of?
A. Forward
B. Total task
C. Backward
D. Backward with leaps ahead |
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Definition
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Term
You are working with a client on manding for information. Before your session begins, you hide their favorite game, Memory. During session, when you ask what they want to play, they ask to play Memory. You tell them to get the game and when they can’t find it, they ask, “Where is it?” You tell them, “I put it in the cabinet,” and they go find Memory. This is an example of contriving an MO.
A. CMO-S (surrogate)
B. CMO-R (reflexive)
C. CMO-T (transitive) |
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Definition
Asking “Where is it?’” was a manding opportunity created by which CMO?
C. CMO-T (transitive) |
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Term
When the doorbell rings at the house, it is usually Paul’s grandma coming over with desserts and Paul stops what he is doing to talk and eat with his grandma. Now every time the doorbell rings, Paul stops doing his homework and complains that he needs a snack break. What is the doorbell is now functioning as?
A. CMO-S (surrogate)
B. CMO-R (reflexive)
C. CMO-T (transitive) |
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Definition
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Term
Whenever Grandma visits, Paul’s parents expect him to complete many more household chores. Now, whenever Paul’s parents tell him that Grandma is coming to visit, Paul claims to be sick and his parents cancel the plans for Grandma to come. Hearing that Grandma is coming to visit is now functioning as which of the following?
A. CMO-S
B. CMO-R
C. CMO-T |
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Definition
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Term
Alexial has had difficulty learning tacts in the past and we are about to introduce tacts of feature, function, and class. Which teaching method would be better for us to use for tacting with Alexial?
A. DTT
B. NET |
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Definition
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Term
Kyoke has been studying his Spanish vocabulary every night and now we want him to work on using that Spanish vocabulary in conversations. Which teaching strategy should we use for Kyoke’s Spanish conversations?
A. DTT
B. NET |
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Definition
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Term
You are preparing to run imitation training with your client. You’ve just finished completing the first step where you confirmed that your client is able to remain seated for up to 5 minutes while keeping their hands relatively still and they will look at you as well as objects you show them. Which step of imitation training have you just completed?
A. Select models
B. Conduct imitation training
C. Pretest with behavior models
D. Sequence models for training
E. Assess for pre-requisite skills and teach if absent |
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Definition
| E. Assess for pre-requisite skills and teach if absent |
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Term
Which of the following is an example of fine motor imitation?
A. D jumps after S jumps
B. D signs play after S signs play
C. D sticks out tongue after S sticks out tongue
D. D scoops ice cream after S scoops ice scream |
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Definition
| B. D signs play after S signs play |
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Term
Mickie says, “touch your nose”, then Jude touches his nose. Which of the following is this an example of?
A. Motor imitation
B. Object imitation
C. Vocal imitation
D. This is not imitation |
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Definition
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Term
You are preparing to start an imitation training procedure and have just confirmed that your client is able to stay seated with their hands still and look at you or objects you are holding. What should you do next when training an imitative repertoire?
A. Select models
B. Conduct imitation training
C. Pretest with behavior models
D. Sequence models for training
E. Assess for pre-requisite skills and teach if absent |
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Definition
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Term
You are preparing to run imitation training and have just selected 15 fine motor, and 15 gross motor models to test. What should you do next when training an imitative repertoire?
A. Select models
B. Conduct imitation training
C. Pretest with behavior models
D. Sequence models for training
E. Assess for pre-requisite skills and teach if absent |
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Definition
| C. Pretest with behavior models |
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Term
You are preparing to run an imitation training procedure and have just confirmed that of your 30 selected models, your client is able to imitate 3 of them reliably. So, you have removed those 3 models from you list. What should you do next when training an imitative repertoire?
A. Select models
B. Conduct imitation training
C. Pretest with behavior models
D. Sequence models for training
E. Assess for pre-requisite skills and teach if absent |
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Definition
| D. Sequence models for training |
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Term
You are preparing to run an imitation training procedure and have just sequenced your targets based on which imitation targets should be the easiest to acquire, followed by more difficult targets. . What should you do next when training an imitative repertoire?
A. Select models
B. Conduct imitation training
C. Pretest with behavior models
D. Sequence models for training
E. Assess for pre-requisite skills and teach if absent |
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Definition
| B. Conduct imitation training |
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Term
Bowen is working with his son to eat more vegetables. He is going to use the High-p instructional sequence to try to get his son to take a bite of carrot. What should Bowen do first when using the high probability instructional sequence?
A. Ask his son to take a bite of lentils
B. Ask his son to take a bite of a carrot
C. Tell his son he is so proud of him
(reinforcement)
D. Identify bites of lentils, apples, and peanuts as high-p requests |
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Definition
| D. Identify bites of lentils, apples, and peanuts as high-p requests |
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Term
Bowen is working on his son eating more vegetables at dinner. He has identified taking bites of lentils, apples, and peanuts as high-p requests and his son has just taken a bite of lentils. What should Bowen do next when using the high probability instructional sequence?
A. Ask his son to take a bite of lentils
B. Ask his son to take a bite of a carrot
C. Tell his son he is so proud of him
(reinforcement)
D. Identify bites of lentils, apples, and peanuts as high-p requests |
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Definition
C. Tell his son he is so proud of him
(reinforcement) |
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Term
Bowen is going working on his son eating more vegetables at dinner. He has identified taking bites of lentils, apples, and peanuts as high-p requests. What should Bowen do next when using the high probability instructional sequence?
A. Ask his son to take a bite of lentils
B. Ask his son to take a bite of a carrot
C. Tell his son he is so proud of him (reinforcement)
D. Identify bites of lentils, apples, and peanuts as high-p requests |
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Definition
| A. Ask his son to take a bite of lentils |
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Term
Wendy is teaching her student to make toast. She begins by toasting the bread for them and scooping some butter onto a knife. She then provides a full physical prompt to help them spread the butter on the bread. Once her student is able to spread the butter independently, she provides a prompt to help them scoop the butter onto the knife, then allows them to independently spread the butter on the bread. Which type of chaining is this an example of?
A. Forward
B. Total task
C. Backward
D. Backward with leaps ahead |
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Definition
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Term
Trix is teaching her brother to stuff envelopes. She begins by folding a paper in thirds, stuffing it in the envelope, and wetting the glue. She then prompts her brother to fold the lip of the envelope down so it seals. Once her brother is able to fold the envelope shut independently, she prompts him to wet the glue. When Trix gets to the step of stuffing the paper in the envelope, she first hands her brother a folded paper to see what he will do, and he stuffs the paper in the envelope without prompting. So Trix doesn’t prompt this step, and instead skips to prompting her brother how to tri-fold the paper. Which type of chaining is this an example of?
A. Forward
B. Total task
C. Backward
D. Backward with leaps ahead |
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Definition
| D. Backward with leaps ahead |
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Term
Adan is teaching his son to copy simple responses using common items around the house. He grabs a toothbrush and says “copy me” while moving his toothbrush back and forth in front of his teeth. Which of the following is this an example of?
A. Chaining
B. Imitation training
C. High-p request sequence |
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Definition
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Term
Adan is teaching his son to brush his teeth. He starts by prompting his son to take a sip of water, swish it in his mouth, and spit it out. Once his son can do that independently, he prompts his to fill the cup of water before taking a sip. Then Adan prompts his son to move the toothbrush back and forth across his teeth, until Adhan can complete all the steps of brushing his teeth independently, starting with putting toothpaste on the brush. What is this an example of?
A. Chaining
B. Imitation training
C. High-p request sequence |
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Definition
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Term
Adan has targeted brushing teeth as a difficult skill for his son. So, he preps all the steps for brushing teeth, by putting toothpaste on a brush for his son. Adan then asks his son to complete 5 easy skills, delivering social reinforcers after each one. Then Adan asks his son to brush his teeth. What is this an example of?
A. Chaining
B. Imitation training
C. High-p request sequence |
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Definition
| C. High-p request sequence |
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Term
Paul loves to video call his grandma on his parent’s tablet. When he goes to call his grandma, he sees that the tablet is missing, so he asks, “where did the tablet go?” Paul’s desire to call grandma with the absence of the tablet is functioning as which of the following?
A. CMO-S B. CMO-R C. CMO-T |
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Definition
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Term
Paul loves to video call his grandma on his parent’s tablet. When he is handed the tablet to call Grandma, he sees that it is locked and he needs a code to open the tablet, so he asks, “what is the code?” The tablet being locked without having the code to unlock it is functioning as which of the following?
A. CMO-S B. CMO-R C. CMO-T |
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Definition
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Term
Mikey takes his new dog to a groomer to get bathed and groomed. The groomer tells him, “Make sure you schedule the next appointment as soon as you can hear her nails clicking on the floor.” About a month later, Mikey hears the dog’s nails clicking on the floor and calls the groomer to schedule an appointment. Which of the following is the contingency-specifying stimulus in this scenario?
Calling the groomer
The dog's nails being trimmed
The groomer telling him when to call
The sound of nails clicking oj the floor |
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Definition
The groomer telling him when to call
In this scenario, the groomer telling Mikey when to schedule the appointment is the best example of a contingency-specifying stimulus (CSS). Remember that a CSS has a function-altering effect on other stimuli; CSSs are commonly referred to as “rules.” A rule alters the function of other stimuli by describing a functional relationship between a discriminative stimulus (SD), a behavior, and a consequence. A CSS is an antecedent, but it is not an SD; the CSS changes the function of other stimuli that then evoke behavior. The antecedent stimulus whose function was altered in this example was the sound of the nails clicking on the floor. Without the CSS, hearing the dog’s nails clicking on the floor (SD) would likely not have evoked the behavior of calling the groomer, especially if Mikey had limited experience with grooming the new dog. The groomer telling Mikey to schedule an appointment altered the function of the sound of the nails clicking, which then evoked the behavior of calling the groomer. The consequence would then be that the dog’s nails were trimmed following the scheduled grooming appointment. The CSS itself is not an SD, a behavior, or a consequence; instead, it describes a relationship between the three.
The groomer telling him when to call |
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Term
Elaina’s mother, Lisa, tells Elaina that if she doesn’t put away her laundry within two days, Lisa will donate the laundry. Elaina does not put away her laundry, and later that week, Lisa puts it away. The next time Lisa asks Elaina to put away laundry, she doesn’t do it. Which of the following factors is impacting the effectiveness of the rule?
The accuracy of the rule
The complexity of the rule
The specificity of the rule
The timine of the rule consequence |
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Definition
The accuracy of the rule
The effectiveness of the rule was impacted by the accuracy of that rule. Remember that a rule is a contingency-specifying stimulus which has a function-altering effect by describing the relationship between an antecedent (SD), a behavior, and a consequence. The effectiveness of a rule can be affected by a variety of factors including the specificity, accuracy, timing, and complexity of rules. The accuracy of the rule relates to the likelihood that the contingency described by the rule occurs following a certain behavior. Since Lisa did not donate the laundry as she stated, the accuracy of this rule is in question and the rule is considered faulty. Specificity of a rule refers to whether it explicitly describes a clear relationship between an SD, a behavior, and a consequence. In this example, the SD (the laundry), the behavior (putting the laundry away), and the consequence (clothes will be donated) were described, so it is not likely that specificity influenced the effectiveness of the rule. Timing relates to whether the consequence described in a rule is immediate or delayed. In this example, timing would not impact the effectiveness of the rule because the consequence was not delivered at all. Had the consequence been delivered a week, or even a month after the two days, then timing may have affected the effectiveness of the rule. Complexity refers to the number of relationships specified in the rule, this will typically include multiple antecedents, behaviors, and even consequences. Generally, the greater complexity of a rule may decrease its effectiveness. Since this example only explained one relationship, it is relatively simple and less likely to be complex or decrease rule effectiveness. |
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Term
A teacher tells her class that if everyone finishes their math assignment, the whole class will get an extra 5 minutes at recess. What group contingency is this?
independent
dependent
interdependent
indiscriminable |
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Definition
interdependent
Indiscriminable group contingencies are characterized by the members of the group not being able to discriminate the type of contingency. All members of the group would have to meet a performance criterion and all members would earn the reward in an interdependent group contingency. In an independent group contingency, any person can meet the criterion and they would earn the reward individually. In a dependent group contingency, only a subgroup would have to meet the criterion and the whole group would get the reward. In this example, the whole class will have to finish the assignment for the whole class to earn the reward, which makes it an interdependent group contingency. |
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Term
Bernice is working on sight words. Her RBT places an array of items in front of her, hands her a card with the word “Cup” on it and teaches her to place it with the picture of a cup in the array. Once this skill is mastered, Bernice can also match a physical cup to the card with the word “Cup” without prior training. Which of the following did Bernice demonstrate?
combinatorial mutual entailment
reflexivity
symmetry
transitivity |
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Definition
symmetry
In this example, Bernice is taught to place the “Cup” card next to a picture of a cup in an array of items. Then, without training, she learns to place the card next to a physical cup. This is an example of symmetry. Reflexivity, symmetry, and transitivity are part of derived relational responding (i.e., stimulus equivalence). In order to achieve transitivity, it is necessary to learn both reflexivity and symmetry. Symmetry occurs when a learner can demonstrate the “reversibility” of comparison stimuli. In other words, when an individual is taught to match the word “Dog” to an image of a dog and then, without prior learning, can match the image of a dog to the word “Dog”, symmetry has occurred. This example has Bernice match the word “Cup” with the image of a cup and then spontaneously match an actual cup to the word “Cup,” which is a classic example of symmetry. Reflexivity occurs when a learner can identify that a particular stimulus is identical to an exact replica of that same stimulus (e.g., an image of a cat is the same as the identical image of that cat), a copy of the stimulus is typically presented to the learner while an array is placed in their view with the other copy of the stimulus. Since this example used nonidentical stimuli (i.e., one was a word on a card and the other was the actual object) it could not be considered reflexivity. Transitivity is a derived stimulus-stimulus relation that emerges after being trained on two other stimulus-stimulus relations. An individual is taught that stimulus A is the same as stimulus B, they are then taught that stimulus B is the same as stimulus C. Finally, they derive that stimulus A is the same as stimulus C without any prior training of this relation. An example would be a client who is taught to say, “Ball” (A) after seeing an image ball (B), then is taught to grab an actual ball (C) after seeing the image of the ball (B). Finally, if the client says, “Ball” (A) after seeing an actual ball (C), it is said that transitivity occurred. This example only trained one stimulus-stimulus relation between an A stimulus (i.e., the word card “Cup”) and a B stimulus (i.e., the actual cup). Combinatorial mutual entailment is part of relational frame theory and is similar to transitivity found in stimulus equivalence. However, stimulus equivalence relates to “sameness” or equivalent frames; these are stimulus-stimulus relations that deal with the similarity of two or more stimuli. |
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Clement is taught that a traffic light will turn red after a yellow light illuminates. During a drive, he tells his sibling, “The yellow light is going to turn on before the red light does!” Which of the following did Clement demonstrate?
combinatorial mutual entailment
reflexivity
symmetry
mutual entailment |
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Definition
mutual entailment
Clement is demonstrating mutual entailment when he states that a yellow light turns on before a red light after being taught this information. Relational frame theory deals with stimulus-stimulus relations that are more than just “sameness”—there are also distinction (e.g., one stimulus is different from another), opposition (e.g., one stimulus is the opposite of another), deictic, hierarchical, comparison, and temporal relation frames. Mutual entailment is similar to symmetry in stimulus equivalence in that a relation is taught between stimulus A and stimulus B, then responding occurs (without prior training) between stimulus B and stimulus A (e.g., A = B is trained while B = A is derived). The temporal relation between the red light (stimulus A) and the yellow light (stimulus B) is that stimulus A came after stimulus B; the derived relation is then that B came before A. Combinatorial mutual entailment is part of relational frame theory and is similar to transitivity found in stimulus equivalence. Transitivity and combinatorial mutual entailment usually involve two or more stimulus-stimulus relations. This example only had one stimulus-stimulus relation (i.e., the temporal relation between the red and yellow lights). Reflexivity and symmetry are both examples of stimulus equivalence. However, stimulus equivalence relates to “sameness” or equivalent frames, which are stimulus-stimulus relations that deal with the similarity of two or more stimuli. This example did not present a “sameness” frame but a temporal frame; i.e., red light comes after yellow light, yellow light comes before red light. |
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Term
Stephan learns in school that there are 3 teaspoons in a tablespoon. When he is cooking with his mother, she tells him that one tablespoon is the same as 1/16 of a cup. Later, he sees a recipe that calls for 3 teaspoons of an ingredient and says, “I should add 1/16 of a cup!” Which of the following did he demonstrate?
mutual entailment
reflexivity
symmemtry
transitivity |
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Definition
transitivity
Stephan demonstrates transitivity when he sees a recipe that calls for 3 teaspoons and says, “I should add 1/16 of a cup!” (without prior training) after learning that 3 teaspoons are the same as one tablespoon and that one tablespoon is the same as 1/16th of a cup. Remember that derived relational responding occurs when an individual responds to one stimulus in terms of another stimulus, without direct training or contingencies of reinforcement. Reflexivity, symmetry, and transitivity are part of derived relational responding or stimulus equivalence. In order to achieve transitivity, reflexivity and symmetry must first be taught and mastered. Transitivity is a derived stimulus-stimulus relation that emerges after being trained on two other stimulus-stimulus relations. An individual is taught that stimulus A is the same as stimulus B, and then that stimulus B is the same as stimulus C. Finally, they derive that stimulus A is the same as stimulus C without any prior training of this relation. In this scenario, stimulus A (3 teaspoons) was taught in a relation with stimulus B (one tablespoon), then stimulus B (one tablespoon) was taught in a relation with stimulus C (1/16th of a cup), and finally the relation between stimulus A and stimulus C occurred without prior training. |
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Term
Scott just took his final exam. He knows that he scored higher than Luke. Luke tells him that he scored higher than Andrew. Scott deduces that he must have also scored higher than Andrew. Which of the following did Scott demonstrate?
combinatorial mutual entailment
reflexivity
symmetry
mutual entailment |
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Definition
combinatorial mutual entailment
Scott realizing that his score was higher than Andrew’s after learning that he scored higher than Luke, and that Luke scored higher than Andrew is an example of combinatorial mutual entailment, which is part of relational frame theory. Relational frame theory deals with stimulus-stimulus relations that are more than just “sameness.” Combinatorial mutual entailment is similar to transitivity (e.g., A = B and B = C is trained, and then A = C is derived) found in stimulus equivalence. This example had three different stimuli: Scott’s score, Luke’s score, and Andrew’s score. This more closely resembles combinatorial mutual entailment. Mutual entailment is similar to symmetry in stimulus equivalence, a relation is taught between stimulus A and stimulus B, then responding occurs (without prior training) between stimulus B and stimulus A (e.g., A = B is trained while B = A is derived). This example had three total stimuli, Scott (A), Luke (B), and Andrew (C) and therefore is not an example of mutual entailment, which only has two stimuli (A and B). Reflexivity and symmetry are both examples of stimulus equivalence. However, stimulus equivalence relates to “sameness” or equivalent frames, which deal with the similarity of two or more stimuli. This example did not present a “sameness” frame but a comparison frame; i.e., Scott scored higher than Luke, Luke scored higher than Andrew, and Scott scored higher than Andrew. |
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Term
Alexis is learning the letters of the alphabet. Her RBT presents cards with the letters A, B, and C in front of her, hands her an identical letter-B card, and models matching it to the B card in the array. Then the RBT hands Alexis an identical letter C card and asks her to match it. Alexis matches it to the C card in the array. Which of the following did the client demonstrate?
combinatorial mutual entailment
reflexivity
symmetry
mutual entailment |
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Definition
reflexivity
In this example Alexis demonstrates reflexivity of both the letter-B card and the letter-C card by matching them, respectively, to the letter-B and letter-C cards in the array. Reflexivity occurs when a learner can identify that a particular stimulus is identical to an exact copy of that stimulus. Typically, one stimulus is presented to the learner while an array is placed in their view. The learner then selects the corresponding or matching stimulus in the array, which is what Alexis’ client did in this scenario. Reflexivity and transitivity are part of derived relational responding and stimulus equivalence. In order to achieve transitivity, it is necessary to learn both reflexivity and symmetry. Transitivity is a derived stimulus-stimulus relation that emerges after being trained on two other stimulus-stimulus relations. An individual is taught that stimulus A is the same as stimulus B, they then are taught that stimulus B is the same as stimulus C, finally, they derive that stimulus A is the same as stimulus C without any prior learning of this relation. An example would be a client who is taught to say, “Ball” (A) after seeing an image ball (B), then is taught to grab an actual ball (C) after seeing the image of the ball (B); finally, if the client says, “Ball” (A) after seeing an actual ball (C) it is said that transitivity occurred. Since this scenario only described the matching of identical stimuli (e.g., card of letter B matched card of letter B), transitivity did not occur. Mutual entailment and combinatorial mutual entailment are part of relational frame theory, but they are similar to symmetry and transitivity found in stimulus equivalence or derived relational responding as previously described. |
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Definition
| D. Mom saying “if it snows, shovel the driveway and I’ll make you hot cocoa” – Rules are CSSs |
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Term
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Definition
| C. Complexity of the rule (clean room AND ask for park AND not raining) |
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Term
Lorna’s brother tells her that if she loads the dishwasher for him, he will let her pick which show they watch on TV. Lorna loads the dishwasher, but her brother is already watching a show and won’t let her change it. This is likely to make rules LESS effective for Lorna in the future. Why are rules likely to be less effective for Lorna in the future?
A. Specificity of the rule
B. Complexity of the rule
C. Who provided the rule
D. Learner’s history with rules |
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Definition
| D. Learner’s history with rules |
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Term
Which of the following behaviors would be most appropriate to target using a contingency contract?
A. Joel is always out of his seat when the bell rings and his teacher has to ask him to sit down
B. Joel’s teacher notices that he consistently spells airplane incorrectly
C. Joel’s teacher wants him to learn his 1 – 9 multiplication tables this year |
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Definition
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Term
Adham is running a mechanical workshop of 25 students. The group is broken up into tables of 5 students each, working on assembling an engine. He notices that one of the tables is getting distracted with tasks and is falling behind in the workshop, so he tells the class that if that one table can finish building their engine by 3:00, he will take the class to the showroom to look at model cars. Which type of group contingency does this describe?
A. Dependent
B. Independent
C. Indiscriminable
D. Interdependent |
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Definition
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Term
Mona tells her class of 10 students that if the entire class earns perfect attendance for the term, they will each receive 50 bonus points toward their grade. Which type of group contingency does this describe?
A. Dependent
B. Independent
C. Indiscriminable
D. Interdependent |
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Definition
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Term
Val teaches a youth cooking class and tells her students to raise their hand once they’ve finished baking their cupcakes, and she’ll come around to anyone who raises their hand with the best part – the frosting! Which type of group contingency does this describe?
A. Dependent
B. Independent
C. Indiscriminable
D. Interdependent |
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Definition
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Term
Mr. Rose is implementing a token economy to increase class participation. Before beginning the token economy, he tracks on a piece of paper, when he would have delivered tickets to students to make sure that the token economy is reasonable. Which step in implementing a token economy is Mr. Rose conducting here?
A. Select tokens
B. Field test and train
C. Develop the procedures
D. Select backup items for token exchange |
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Definition
Field test and train
-Field testing includes covertly recording when tokens would have been delivered. |
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Term
Charles is learning to participate in the token economy used in his classroom at school. His teacher prompts him to pick up a toy and put it in a bucket, then delivers Charles a token. Which step of training participants for a token economy is this an example of?
A. Sampling
B. Coaching
C. Conditioning |
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Definition
B. Coaching
Coaching involves prompting the learner to engage in a response, then delivering a token |
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Term
Deaglan is taught to select the auditory stimulus “Ryan” when he sees his dad. When he’s asked, “where is Ryan?” he points to his dad. Which of the following is this an example of?
A. Reflexivity
B. Symmetry
C. Transitivity |
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Definition
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Term
Joelle is taught to match Emily’s name to her picture. She is also taught to point to Emily’s picture when Emily walks in the room. Joelle is working the door to an event and when Emily walks in, Joelle hands her a name tag that says ‘Emily’. Which of the following is this an example of?
A. Reflexivity
B. Symmetry
C. Transitivity |
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Definition
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Term
Fiona is handed a sock an asked to find its match. She looks through the pile of laundry until she find the matching sock, then folds the socks together and puts them away. Which of the following is this an example of?
A. Reflexivity
B. Symmetry
C. Transitivity |
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Definition
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Term
You hear that homes in Sacramento are more expensive than homes in Cleveland. You then derive that homes in Cleveland are less expensive than homes in Sacramento. Which of the following is this an example of?
A. Symmetry
B. Transitivity
C. Mutual entailment
D. Combinatorial mutual entailment |
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Definition
C. Mutual entailment
**• Train a relation in one direction and derive the relation in the other direction |
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Term
Carissa loves drinking coffee and tea in the morning. She made the mistake of drinking caffeinated coffee at night and couldn’t sleep. Now, Carissa avoids all drinks with caffeine before bedtime. What is this an example of?
A. Symmetry
B. Transitivity
C. Mutual entailment
D. Transformation of stimulus functions |
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Definition
D. Transformation of stimulus functions
*The functions a stimulus has for a person can be transformed or changed on the basis of how it is related to other stimuli |
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Term
You learn that Toronto is located in Ontario. You also learn that Ontario is located in Canada. From this you derive that Toronto is also located in Canada. Which of the following is this an example of?
A. Symmetry
B. Transitivity
C. Mutual entailment
D. Combinatorial mutual entailment |
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Definition
| D. Combinatorial mutual entailment |
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Term
Carl tells his children to be sure to blow out any candles before leaving the room to prevent a fire. Each time Carl’s children light a candle, they blow it out before they leave the room. Which of the following is this an example of?
A. Contingency-shaped behavior
B. Rule-governed behavior |
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Definition
B. Rule-governed behavior
controlled by a verbal description of the contingency (no direct contact with the consequence is necessary) |
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Term
Kara has a contract in place stating that if she read’s for at least 100 minutes each week, she will earn a movie of her choice on the TV that weekend. Kara’s parents defining 100-minutes of reading and 1 movie that can be accessed from home over the weekend follows which contingency contract rule?
A. It should be fair
B. It should be clear
C. It should be honest
D. It should be stated positively |
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Definition
B. It should be clear
– behavior and reward are specifically described |
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Term
Charles is learning to participate in the token economy used in his classroom at school. After playtime, he puts his toy back on the shelf and his teacher gives him a token, then immediately prompts Charles to return the token and gives him a prize. Which step of training participants for a token economy is this an example of?
A. Sampling
B. Coaching
C. Conditioning |
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Definition
C. Conditioning
Conditioning involves delivering a token contingent on the learner engaging in a target response, then immediately having them exchange the token for a reinforcer |
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Term
Kara has a contract in place stating that if she read’s for at least 100 minutes each week, she will earn a movie of her choice on the TV that weekend. Kara’s parents defining 100-minutes of reading and 1 movie that can be accessed from home over the weekend follows which contingency contract rule?
A. It should be fair
B. It should be clear
C. It should be honest
D. It should be stated positively |
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Definition
B. It should be clear
– behavior and reward are specifically described |
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Term
Stevie has been struggling in school and would like to use a self management program to help her bring her grades up. She has created a data sheet to track how much time she spends studying Chemistry each night. What should Stevie do next when using self-management?
A. Make the commitment public
B. Use an accountability partner
C. Contrive competing contingencies & antecedent strategies
D. Support and evaluate self-management program with changes as needed |
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Definition
| Contrive competing contingencies & antecedent strategies |
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Term
Which of the following is an example of rule-governed behavior?
A. When you tell your dog, “down”, they lay down and you give them a treat
B. A bee lands on your arm and you go to swat it away, but it stings you. The next time a bee lands on your arm, you stay very still until it flies away
C. After getting in your brother’s car, you move the seat closer to the wheel and the seat feels better for driving, the next time you get in your brother’s car, you instantly move the seat close to the wheel
D. Your mom tells you that if you finish all your chores by Friday, you can go to the skate park on Saturday. Friday comes and you’ve finished your chores, so you mom takes you to the skate park on Saturday |
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Definition
| Your mom tells you that if you finish all your chores by Friday, you can go to the skate park on Saturday. Friday comes and you’ve finished your chores, so you mom takes you to the skate park on Saturday |
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Term
Which of the following is an example of contingency-shaped behavior?
A. When people walk by your dog typically barks at them. You try telling your dog to sit when you see someone walking by and they sit in stead of barking. Now every time you see someone coming while walking your dog, you tell them to sit.
B. You read in a magazine that eating one apple a day will prevent you from getting sick, so you begin to eat one apple every morning.
C. You’re told that ‘4’ is the number setting to use on a toaster for the perfect toast, so you always set your toaster to ‘4’ when toasting bread.
D. You start a new diet that promises to help you lose weight in 30 days. |
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Definition
| When people walk by your dog typically barks at them. You try telling your dog to sit when you see someone walking by and they sit in stead of barking. Now every time you see someone coming while walking your dog, you tell them to sit. |
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Term
Which of the following describes a contingency contract?
A. Kyle and his parents agree that every day he on time for the school bus this week, he will get a smiley face on the calendar. If he has 5 smiley faces by Friday, his parents will pick him up after school and take him to the batting cages.
B. Kyle gets a smiley face every time he raises his hand in class to ask a question. If he shouts in class, he loses a smiley face. Once Kyle has at least 10 smiley faces, he can exchange them for various books and gadgets.
C. Kyle is in a classroom with 5 other students. They each have a traffic light on their desk with a red, yellow, or green circle. All the students begin in the red group, but they can join the yellow, then the green group for engaging in specific behaviors. Each of these groups allows them access to more valuable toys in the classroom. |
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Definition
| A. Kyle and his parents agree that every day he on time for the school bus this week, he will get a smiley face on the calendar. If he has 5 smiley faces by Friday, his parents will pick him up after school and take him to the batting cages. |
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Term
Which of the following describes an indiscriminable group contingency?
A. Jim is going to select a student’s name at random at the end of the week. If that student earned at least a 90% on their spelling test, the class gets to forgo homework this weekend.
B. Jim tells his students that if the class earns a 90% average overall on their spelling test this week, they will get to forgo homework this weekend.
C. Jim tells his students that if every student earns at least a 90% or above of the spelling test today, they all get to forgo homework this weekend.
D. Jim and his student agree that if the student can bring in a signed form from their parents that they studied for at least 15 minutes, 4 days that week for the spelling test, Jim will allow the student 10 extra minutes to take the spelling test. |
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Definition
| A. Jim is going to select a student’s name at random at the end of the week. If that student earned at least a 90% on their spelling test, the class gets to forgo homework this weekend. |
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Term
Mr. Rose would like to implement a token economy to encourage participation in his classroom. What step should Mr. Rose take first when designing his token economy?
A. Select tokens
B. Develop the procedures
C. Identify target behaviors
D. Select backup items for token exchange |
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Definition
Identify target behaviors
The first step in creating a token economy is to identify observable and measurable behaviors to target. |
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Term
Mr. Rose is planning to implement a token economy to increase participation in his classroom. So far, he has decided that he will target students raising their hand and correctly answering questions in class. What should Mr. Rose do next when designing his token economy?
A. Select tokens
B. Field test and train
C. Select backup items for token exchange
D. Establish earning criteria and exchange ratio |
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Definition
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Term
Mr. Rose is planning to implement a token economy to increase participation in his classroom. So far, he has decided that he will give students tickets to store in an envelope on their desk for answering questions they raise their hand for and answer correctly. What should Mr. Rose do next when designing his token economy?
A. Field test and train
B. Develop the procedures
C. Select backup items for token exchange
D. Establish earning criteria and exchange ratio |
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Definition
| C. Select backup items for token exchange |
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Term
Mr. Rose is planning to implement a token economy to increase participation in his classroom. So far, he has decided that students can earn tickets for answering questions in class and the tickets can be exchanged for access to preferred items in class (e.g. computer time, books, colored pencils, etc.) What should Mr. Rose do next when designing his token economy?
A. Select tokens
B. Field test and train
C. Develop the procedures
D. Establish earning criteria and exchange ratio |
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Definition
| D. Establish earning criteria and exchange ratio |
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Term
Mr. Rose is planning to implement a token economy to increase participation in his classroom. He has just completed the step where he decided that one ticket will be earned for each correctly answered question and he has created a menu with all items that can be earned and their exchange rate (e.g. 10 tickets for computer time). What should Mr. Rose do next when designing his token economy?
A. Select tokens
B. Field test and train
C. Develop the procedures
D. Establish earning criteria and exchange ratio |
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Definition
| C. Develop the procedures |
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Term
Mr. Rose is planning to implement a token economy to increase participation in his classroom. He has just completed the step where he created a few data sheets to track classroom participation pre and post token economy. He has decided that students can collect up to 20 tickets, then they need to exchange some before earning more. He has also decided that once earned, tickets cannot be taken away, and only one exchange can occur each day, either at the start of the day or the end. What should Mr. Rose do next when designing his token economy?
A. Select tokens
B. Field test and train
C. Develop the procedures
D. Select backup items for token exchange |
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Definition
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Term
Which of the following describes a level system?
A. Bear’s neighbor leaves him 10 dollars each time he takes their dogs for a walk. On the weekend, Bear’s mom takes him to the store to buy whatever he can with the dollars he’s earned that week.
B. Roe’s car insurance policy starts her out in the bronze group. Every 6 months, Roe has the opportunity to move up to the Silver , then the Gold group based on various ‘safe driving behaviors’. The Silver and Gold group include extra benefits such as a lower premium, and free roadside assistance. If Roe gets in an accident, she is moved back to the Bronze group.
C. Bishop’s husband is helping her prepare for a race next month. Everyday that she completes her first workout before going to work, he cooks her breakfast. Every evening where she completes her swim, he gives her a neck and arm massage. |
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Definition
| B. Roe’s car insurance policy starts her out in the bronze group. Every 6 months, Roe has the opportunity to move up to the Silver , then the Gold group based on various ‘safe driving behaviors’. The Silver and Gold group include extra benefits such as a lower premium, and free roadside assistance. If Roe gets in an accident, she is moved back to the Bronze group. |
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Term
Stevie has been struggling in school and would like to use a self management program to help her bring her grades up. What should Stevie do first when using self-management?
A. Make the commitment public
B. Use self-observation and recording
C. Define target behavior and specify goal
D. Contrive competing contingencies & antecedent strategies |
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Definition
| C. Define target behavior and specify goal |
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Term
Stevie has been struggling in school and would like to use a self management program to help her bring her grades up. She sets a goal of spending 1 hour studying chemistry, 5 days per week. What should Stevie do next when using self-management?
A. Make the commitment public
B. Get an accountability partner
C. Use self-observation and recording
D. Contrive competing contingencies & antecedent strategies |
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Definition
C. Use self-observation and recording
At this point Stevie should begin to track her minutes of studying each day. Self- recording has been shown to lead to some improvements in target behavior even without built in consequences. |
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Term
Stevie wrote up a self management plan to help her study chemistry for at least 5 hours each week. She has arranged that she can’t go out with her friends each night until she has finished her assigned study time for the day. She also has decided to hide her phone and computer while studying, since she only needs her book and notes. What should Stevie do next when using self-management?
A. Make the commitment public
B. Use an accountability partner
C. Use self-observation and recording
D. Support and evaluate self-management program with changes as needed |
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Definition
A. Make the commitment public
This is a good time for Stevie to tell her friends and family that she is trying to hit 5 hours of studying each week, so they can support her. |
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Term
Stevie wrote up a self management plan to help her study chemistry for at least 5 hours each week. She has arranged that she can’t go out with her friends each night until she has finished her assigned study time for the day and has let her friends know about her goal. What should Stevie do next when using self- management?
A. Make the commitment public
B. Use an accountability partner
C. Use self-observation and recording
D. Support and evaluate self-management program with changes as needed |
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Definition
Use an accountability partner
If Stevie has a roommate or a close friend she sees regularly, this might be a good person to enlist as an accountability partner. She can show them her self recorded data on study time and they can help by not inviting her to go out with them unless she’s hit her daily goal. |
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Term
Eray lived in a small town where everyone made eye contact and greeted each other on the street. When Eray moved to the city, he was constantly asked for money, sold items, or simply received odd looks from others when he made eye contact with them. Now, Eray avoids eye contact with strangers when he is in the city. Which of the following is this an example of?
A. Symmetry
B. Transitivity
C. Mutual entailment
D. Transformation of stimulus functions |
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Definition
| D. Transformation of stimulus functions |
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Term
Dad says, “when the clock turns to 3:00, turn on the TV and Sesame Street will be on.” At 3:00, you turn on the TV to watch your favorite show. In this example, what is serving as a contingency-specifying stimulus?
A. Turning on the TV
B. Seeing Sesame Street on the TV
C. Dad saying that Sesame street is on at 3:00
D. Looking at the clock and seeing that it is 3:00 |
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Definition
C. Dad saying that Sesame street is on at 3:00
Rules are function altering contingency specifying stimuli |
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Term
When learning to play poker, you’re told to always play your hand if you have a full house. You get a hand with a full house, play it, but you lose the hand. Which factor is decreasing the effectiveness of this rule?
A. Accuracy of the rule
B. Complexity of the rule
C. Who provided the rule
D. Time of the rule consequence |
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Definition
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Term
Henry’s parents told him to go to bed and they’d be right up to read him a story, so Henry went to get ready for bed. Henry’s babysitter told him to get ready for bed and she’d read him a story, but when Henry’s parents got home, the babysitter was still trying to get him to his room. Which factor is decreasing the effectiveness of this rule?
A. Accuracy of the rule
B. Specificity of the rule
C. Complexity of the rule
D. Who provided the rule |
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Definition
D. Who provided the rule
parents = more effective; babysitter = less effective |
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Term
| Your teacher tells you, if you start now just spending 15 minutes every day reviewing your definitions, you’ll surely get an A on the test next month. Which factor is decreasing the effectiveness of this rule? |
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Definition
| D. Time of the rule consequence – 1 month of behavior without consequence |
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Term
You’re told to take care of the dog this week and you’ll get some extra allowance on Friday. Which factor is decreasing the effectiveness of this rule?
A. Accuracy of the rule
B. Specificity of the rule
C. Who provided the rule
D. Learner’s history with rules |
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Definition
| B. Specificity of the rule |
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Term
Kara has a contract in place stating that if she read’s for at least 100 minutes each week, she will earn a movie of her choice on the TV that weekend. Kara’s parents following through with allowing her to select a movie after reaching her reading goal follows which of the contingency contract rules?
A. It should be fair
B. It should be clear
C. It should be honest
D. It should be stated positively |
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Definition
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Term
Vince is the manager at a car dealership. He tells all of his sales agents that anyone who ‘contacts’ 10 customers before noon, can take their lunch early – whenever they’ve contacted their 10th customer. Which type of group contingency does this describe?
A. Dependent
B. Independent
C. Indiscriminable
D. Interdependent |
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Definition
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Term
Jared is teaching a 5th grade class and has one student who is consistently off task, trying to get their classmates to laugh. He puts in a behavior plan for that student to earn tokens for being on task and tells the class that if that student earns 10 tokens before the end of class, Jared will let the whole class play a game for the last few minutes of class. Which type of group contingency does this describe?
A. Dependent
B. Independent
C. Indiscriminable
D. Interdependent |
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Definition
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Term
Bowen tells his 4 kids that if all of them eat all of the vegetables on their plate at dinner, he will take them out for ice cream after. Which type of group contingency does this describe?
A. Dependent
B. Independent
C. Indiscriminable
D. Interdependent |
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Definition
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Term
Charles is new to his preschool classroom where the other students have been using a token economy. On Charles’ first day in class, his teacher brings the students to the prize bins and allows them to purchase items with tokens. Charles’ teacher gives him a prize from the bin as well but doesn’t require him to turn in any tokens. Which step of training participants for a token economy is this an example of?
A. Sampling
B. Coaching
C. Conditioning |
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Definition
A. Sampling
Sampling involves allowing a student to access backup reinforcers with no response requirement |
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Term
Margo is at the grocery store with her dad. He hands her a box of cereal and asks her to put it back. Margo takes the box and puts it on the shelf with the other boxes of the same cereal. Which of the following is this an example of?
A. Reflexivity
B. Symmetry
C. Transitivity |
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Definition
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Term
Sara is taught that a blue square is the same as the written word blue. She is then presented with the word blue and is able to place it on a blue square. Which of the following is this an example of?
A. Reflexivity
B. Symmetry
C. Transitivity
D. Combinatorial mutual entailment |
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Definition
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Term
Dan is an English speaker working at a French bakery. He can hand over a loaf of bread when he hears someone ask for bread. He learns that bread in French is pan. Now when someone asks for pan, dan is able to hand them a loaf of bread. Which of the following is this an example of?
A. Reflexivity
B. Symmetry
C. Transitivity
D. Combinatorial mutual entailment |
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Definition
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Term
You learn that Michael is the uncle of Liz. You are then able to derive that Liz is the niece of Michael. Which of the following is this an example of?
A. Symmetry
B. Transitivity
C. Mutual entailment
D. Combinatorial mutual entailment |
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Definition
C. Mutual entailment
Bonus: What type of relational frame is this? -Hierarchical |
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Term
You’re tying to get from LA to NYC quickly. You find out that it is faster to take a train versus a bus. Upon further research, you also find out that it is faster to fly than take a train. You derive that the slowest mode of transportation is taking a bus and the fastest is flying. Which of the following is this an example of?
A. Symmetry
B. Transitivity
C. Mutual entailment
D. Combinatorial mutual entailment |
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Definition
D. Combinatorial mutual entailment
Bonus: Which type of relational frame(s) does this include? -Comparison/Opposition |
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Term
Pete doesn’t enjoy ‘action movies’. However, he sees a preview for an action movie with his favorite actor and watches the movie. Now any action movies that star that actor, Pete adds to his ‘want to watch’ list. Which of the following is this an example of?
A. Symmetry
B. Transitivity
C. Mutual entailment
D. Transformation of stimulus functions |
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Definition
| D. Transformation of stimulus functions |
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Term
A parent says “No dessert unless you eat everything on your plate” Child doesn’t eat everything, but still gets dessert. The next time the parent gives this rule, they do not follow it. What is likely impacting the effectiveness of the rule?
Specificity
Accuracy
Complexity
Timing |
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Definition
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Term
The cooking instructor told the students, “Be sure not to overmix the dough or the cookies will be flat.” And the student overmixed the dough. What likely impacted the effectiveness of this rule?
Specificity
Accuracy
Who provides the rule
Learner’s history with rules |
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Definition
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Term
Alisha is planning on using a token economy with her client at the center. She will use the tokens at the table during DTT. She will use printed and laminated images exclusive to the center. What should she do next in designing the token economy?
Identify back-up items for exchange
Establish the earning ratio
Develop procedures
Field test and train |
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Definition
| Identify back-up items for exchange |
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Term
Ella has difficulty finishing her meals. The behavior analyst wants to set up a token economy for eating bites of meal. The behavior analyst selects Paw Patrol character chips as the tokens as Ella loves Paw Patrol. The Paw Patrol tokens are exchangeable for playing Mario Kart with Mom, time with the iPad, or a trip to the park. The behavior analyst decides how many tokens each bite of a meal will earn, the “cost” of each item/activity, and how often Ella can exchange her tokens. What should the behavior analyst do next when designing a token economy?
Select back-up items for token exchange
Establish earning/exchanging ratio
Develop procedures
Field test and train |
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Definition
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Term
Andres determines his goal is 10,000 steps per day for every day in October. He uses his tracker and only averages 6,000 per day. What is his next step?
Make a public commitment
Find an accountability partner
Arrange competing contingencies
Evaluate program |
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Definition
Arrange competing contingencies
[image] |
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Term
Which is an example of reflexivity?
Paul sorts non-identical items by category
Paul places identical bolts in a pile despite no training
Paul is taught to place like towels together in the closet with prompting and fading, and continues to place the towels together
All of the above |
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Definition
| Paul places identical bolts in a pile despite no training |
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Term
Which is an example of transitivity?
Macy identifies that if 3-iron is used for distances far than a 7-iron, the 7-iron is used for distances closer than a 3-iron
Omar learns to match a picture of a quarter to the word quarter. He later is taught to match the word quarter to ”25 cents”. Without direct training he matches ”25 cents” to an image of a quarter
Both |
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Definition
| b. Omar learns to match a picture of a quarter to the word quarter. He later is taught to match the word quarter to ”25 cents”. Without direct training he matches ”25 cents” to an image of a quarter |
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Term
Tucker learns that Stegosaurus came before Iguanodon, and Iguanodon came before T Rex. He identifies that T Rex came after Stegosaurus. This is an example of which?
Transitivity
Transformation of stimulus function
Mutual Entailment
Combinatorial Mutual Entailment |
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Definition
| Combinatorial Mutual Entailment |
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Term
Shania learns that orange is a warmer color than yellow-green. Which would show mutual entailment?
She later identifies that orange is less warm than yellow-green
She later identifies that yellow-green is less warm than orange
She needs training to identify that yellow-green is less warm that orange |
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Definition
| She later identifies that yellow-green is less warm than orange |
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Term
The substitute teacher says, “if anyone is using their phones when the principal walks by, they will get detention.” When the principal walks by a few moments later, most of the class is engaging in off task behavior and using their phones. However, the math teacher often provides their class the same rule and when the principal walks by, everyone in class is silently working on the assigned activity. Which factor is impacting the effectiveness of this rule?
Specificity of the rule
Complexity of the rule
Who provided the rule
Timing of the rule consequence |
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Definition
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Term
Sophia is new to the neighborhood and learns that Woods Park is farther away than City Park. When later asked if there are parks nearby she mentions that City Park is closer than Woods Park. Which of the following is this an example of?
Reflexivity
Symmetry
Transitivity
Mutual entailment
Combinatorial mutual entailment |
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Definition
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Term
Juan learns that a dime is smaller than a nickel, and a nickel is smaller than a quarter. HIs teacher asks which coin is smallest. He answers correctly. Which of the following is this an example of?
Reflexivity
Symmetry
Transitivity
Mutual entailment
Combinatorial mutual entailment |
|
Definition
| Combinatorial mutual entailment |
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Term
The substitute teacher says, “if anyone is using their phones when the principal walks by, they will get detention.” When the principal walks by a few moments later, most of the class is engaging in off task behavior and using their phones. However, the math teacher often provides their class the same rule and when the principal walks by, everyone in class is silently working on the assigned activity. Which factor is impacting the effectiveness of this rule?
A. Specificity of the rule
B. Accuracy of the rule
C. Complexity of the rule
D. Who provided the rule
E. Timing of the rule consequence
F. Learner’s history with rules |
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Definition
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Term
Calvin was told by his coach that if he lifts weights three times a week that he will lose 25 pounds by the upcoming summer. Initially Calvin does this, but he stops before he ever contacts the weight loss. Which factor is impacting the effectiveness of this rule?
A. Specificity of the rule
B. Accuracy of the rule
C. Complexity of the rule
D. Who provided the rule
E. Timing of the rule consequence
F. Learner’s history with rules |
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Definition
| E. Timing of the rule consequence |
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Term
Frank wants to use a token system with a team of professional video game competitors. Frank wants to increase the players’ vocal tacts in the game. What should Frank do next when designing a token economy?
A. Identify target behaviors
B. Select tokens
C. Select back-up items for token exchange
D. Establish earning/exchanging ratio
E. Develop procedures
F. Field test and train |
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Definition
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Term
Roger has decided that he would like to work out more. What should Roger do first when using self-management?
A. Define target behavior and specify goal
B. Use self-observation and recording
C. Assist with and/or contrive competing contingencies for target behavior change
D. Talk about commitment/make public
E. Provide/use accountability partner
F. Support and evaluate self-management program with changes as needed |
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Definition
| A. Define target behavior and specify goal |
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Term
Brandy, a BCBA, has a client who would like to reduce their monthly spending and increase the amount of money they save for a house. They have worked together to set up a self-management program, and the client has spoken with friends and family about their commitment to reduce discretionary spending and increase their savings. What should Brandy do next when helping their client use self-management?
A. Define target behavior and specify goal
B. Use self-observation and recording
C. Assist with and/or contrive competing contingencies for target behavior change
D. Talk about commitment/make public
E. Provide an accountability partner
F. Support and evaluate self-management program with changes as needed |
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Definition
| E. Provide an accountability partner |
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Term
Hilde has started a new job at a florist. They just received a shipment of lilies, and her boss tells her to stock the flowers with the others. Hilde doesn’t know what kind of flowers they are but she puts the flowers with those that look identical. Which of the following is this an example of?
A. Reflexivity
B. Symmetry
C. Transitivity |
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Definition
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Term
Krissy puts the Fruit Loops boxes with the label that says “Fruit Loops” when stocking the shelves at her work. When fulfilling an online order she sees “Fruit Loops” and goes and grabs one of the cereal boxes. Which of the following is this an example of?
A. Reflexivity
B. Symmetry
C. Transitivity |
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Definition
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Term
Spencer, who is fluent in English and is learning Spanish. He can tact “ball” in English. In Spanish class, Spencer has been taught to say the Spanish word “pelota” when he encounters the English word “ball.” Now, when he is at home, he sees an actual ball and says “pelota.” Which of the following is this an example of?
A. Reflexivity
B. Symmetry
C. Transitivity |
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Definition
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Term
Gracie and her classmates can earn a popcorn party at the end of the week if, and only if, she and all members of the class meet a specified criterion. Which of the following group contingencies does this example describe?
Independent group contingency
Interdependent group contingency
Dependent group contingency |
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Definition
| Interdependent group contingency |
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Term
If any member of the team meets their sales goal for the month, they are eligible to earn a bonus. Which of the following group contingencies does this example describe?
Dependent group contingency
Interdependent group contingency
Independent group contingency |
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Definition
| Independent group contingency |
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Term
Annabelle is a classroom teacher. She has set up a classroom store, where students can exchange tickets they earn throughout the week for prizes at the end of the week. Which of the following is Annabelle using in her classroom?
Level system
Token economy
Interdependent group contingency
Indiscriminable group contingency |
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Definition
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Term
Members of a residential facility all have similar levels of functioning and responsibilities. They are able to have more privilege and less supervision when they meet specific criteria. They require more supervision and privileges decrease when they do not meet criteria. Which of the following is this an example of?
Token economy
Interdependent group contingency
Level system
Dependent group contingency |
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Definition
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Term
Gabrielle works with clients in a group home. She tells the clients that if they behave appropriately through the week, they may earn a special outing sometime in the future. Which of the following is this an example of?
Token economy
Interdependent group contingency
Level system
Indiscriminable group contingency |
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Definition
| Indiscriminable group contingency |
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Term
Dylan is creating a self-management program to increase the number of times he studies for the BCBA exam weekly. He outlined that he will study in 1-hour time blocks 5 times weekly. Which of the following steps of self-management does this describe?
Use self-observation and recording
Use an accountability partner
Talk about the commitment
Define target behavior and specify the goal |
|
Definition
| Define target behavior and specify the goal |
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Term
Audrey would like to decrease her nail-biting behavior. Each time she puts her finger to her mouth, she marks an instance of nail-biting. Over the next two weeks, Audrey’s nail-biting behavior decreases. Which of the following does Audrey use to decrease nail-biting?
Contingency contract
Premack principle
Self-monitoring
Self-reinforcement |
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Definition
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Term
Emelie is a BCBA working with an early learner in a clinic-based setting. Emelie has trained match-to-sample skills with the learner. Now, when Emelie gives the learner any picture, the learner can match it to the identical picture. Which of the following describes this generalized matching behavior?
Symmetry
Reflexivity
Combinatorial entailment
Transitivity |
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Definition
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Term
Ingrid is learning Spanish and has taught herself to match the written stimulus “silla” with a picture of a chair. Without direct training, Ingrid can match the picture of the chair to the written stimulus “silla”. Which of the following describes this learning?
Reflexivity
Transitivity
Symmetry
Combinatorial entailment |
|
Definition
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Term
Omar has taught his client to match the picture of a shoe to the written word shoe. He has also directly taught the client to match the auditory stimulus “shoe” to the written word shoe. Without direct training, the client can identify the picture of the shoe when presented with the auditory stimulus “shoe”. Which of the following describes this learning?
Reflexivity
Transitivity
Symmetry
Mutual entailment |
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Definition
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Term
Violeta tells Selina, “Mint chocolate chip ice cream is better than vanilla ice cream.” When Violeta asks Selina which ice cream is worse than mint chocolate chip, Selina says, “vanilla”. Which of the following is this an example of?
Symmetry
Transitivity
Reflexivity
Derived relational responding |
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Definition
| Derived relational responding |
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Term
Julian teaches his younger sister that a quarter is more than a dime, and that a dime is more than a nickel. When he gives his sister a quarter and nickel and asks her, “Which one is worth more?” she selects the quarter. Which of the following is this an example of?
Combinatorial entailment
Reflexivity
Transitivity
Symmetry |
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Definition
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Term
Mitchel tells the waiter at the restaurant that is serving him to bring him another beer whenever he sees an empty glass on the table. No need to ask him if he would like another one. Whenever the waiter sees an empty glass, he brings Mitchel a full beer. Which one is the contingency-specifying stimulus?
A) Seeing an empty glass
B) Mitchel’s statement about the empty glass
C) A full glass
D) The waiter walking towards the table |
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Definition
| B) Mitchel’s statement about the empty glass |
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Term
Sania is 4 years old and at a friend’s birthday party. Sania’s dad tells her that if she doesn’t eat her dinner, she won’t be able to play with the rest of the kids. Dad let’s her go play even though she didn’t finish her dinner. In the future, Sania does not follow Dad’s rules. What factor might be impacting the effectiveness of rules provided by dad?
A) Specificity of the rule
B) Accuracy of the rule
C) Timing of the rule consequence
D) Complexity of the rule |
|
Definition
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Term
Tina is trying to lose some weight. She creates a rule for herself which is that if she exercises at least 3 days a week starting January 1st, she will lose weight by the summer. At first, she would start by going to the gym 3 days a week and this was going well for a few weeks but shortly after, she stopped going as she did not see any weight loss. What factor might be impacting the effectiveness of the rule she provided herself?
A) Who provided the rule
B) Accuracy of the rule
C) Timing of the rule consequence
D) Learner’s history with rules |
|
Definition
| C) Timing of the rule consequence |
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Term
In Claire’s 5th grade classroom someone has been stealing juice boxes out of lunchboxes, but she is unsure who it could be. She decides to make a rule that if no juice boxes are missing at lunch time, everyone will get to go to recess 15 minutes early.
A) Dependent Group Contingency
B) Interdependent Group Contingency
C) Independent Group Contingency
D) Indiscriminable Group Contingency |
|
Definition
| B) Interdependent Group Contingency |
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Term
Jonah is creating a token economy for his client Steve. He wants to use it to increase helping behaviors throughout the day. His client loves Mickey Mouse, so he made tokens out of Mickey Mouse faces. What should Jonah do next when designing a token economy?
A) Determine the ratio of earning
B) Train implementers
C) Select back-up reinforcers
D) Identify the target behavior |
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Definition
| C) Select back-up reinforcers |
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Term
Chip works as a personal trainer at the gym. Right now, he is a tier 1 trainer and gets paid $30/hr. If he gets another certification, this will bump him up to the next tier. In tier 2 he would get a pay raise. If he gets a 3rd certification, this will bump him up to tier 3 which gives him an even high pay plus the ability to make his own schedule. This is an example of which one?
A) A level system
B) A group contingency
C) A token economy
D) A response cost |
|
Definition
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Term
Again, Linda is trying to lose weight. She decides to use self- management. First, she identifies that she wants to track her calories and will record the intake after she makes each meal and before consumption. She is using an app to self-monitor. The app will set off an alarm to remind her to input the data. What should she do next when setting up this system?
A) Pick a different target this one isn’t specific
B) Make it public
C) Pick an accountability partner
D) Post updates on social media |
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Definition
|
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Term
Mari learns to match a shoe to an identical shoe and without training she can match a hat to an identical hat. Which one did Mari demonstrate?
A) Reflexivity
B) Symmetry
C) Transitivity
D) Mutual entailment
E) Combinatorial mutual entailment |
|
Definition
|
|
Term
Nancy is learning Arabic from a teacher on Saturdays. She learns that “thank you” means “shoukran”. Later she is walking through a grocery store with her Mom and hears someone say, “shoukran”. Nancy immediately says, “Mom, I know what that word means, it means thank you”. Which one did Nancy demonstrate?
A) Reflexivity
B) Symmetry
C) Transitivity
D) Mutual entailment
E) Combinatorial mutual entailment |
|
Definition
|
|
Term
Paul learned that a loonie (the coin itself) = a loonie (the vocal). He also learned that a loonie (the vocal) = 1 dollar. When Paul goes to the corner store, he buys a pack of gum. The clerk tells Paul the total is 1 dollar. Without further training, Paul pulls out a loonie (the coin itself) and purchases the pack of gum. Which one did Paul demonstrate?
A) Reflexivity
B) Symmetry
C) Transitivity
D) Mutual entailment
E) Combinatorial mutual entailment |
|
Definition
|
|
Term
Makayla is playing monopoly with her family. She is taught that the orange piece of paper is worth more than the blue piece of paper. She is also taught that the blue piece of paper is worth more than the white piece of paper. Without any further training she makes a comment that the white paper is the worst one because it’s worth less than both the orange and the blue. Which of the following did Makayla demonstrate?
A) Reflexivity
B) Symmetry
C) Transitivity
D) Mutual entailment
E) Combinatorial mutual entailment |
|
Definition
| E) Combinatorial mutual entailment |
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Term
Ben is learning to sew. Mom tells him that longer needles are better for sequencing. Later that day when they sit down to practice sequencing, Ben has to select a needle to use. He says to himself, "shorter needles aren't good for sequencing" and grabs a long needle. Which of the following did Ben demonstrate?
A) Reflexivity
B) Symmetry
C) Transitivity
D) Mutual entailment
E) Combinatorial mutual entailment |
|
Definition
|
|
Term
Cliff is trying to teach Carlos how to play Metallica's Bass solo song anesthesia (pulling teeth). Cliff tells Carlos that he needs to begin the song using the Crybaby/ Wah Wah petal until he starts the second bridge, then Carlos will need to switch from the Wah Wah petal to the distortion petal. Which of the following is the contingency-specifying stimulus in this scenario for switching from the Wah Wah petal to the distortion petal?
A. Cliff telling Carlos to start playing the song
B. Carlos starting the song
C. Carlos starting the second bridge
D. Cliff telling Carlos to stop using the Wah Wah petal and use the distortion petal at the second bridge |
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Definition
| Cliff telling Carlos to stop using the Wah Wah petal and use the distortion petal at the second bridge |
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Term
Bridget is explaining to her students about making sure they round up when performing their calculations. She says, “Make sure you always round up”. Unfortunately, there are still errors in the students calculations because she did not tell them to round up to 4 decimal places, just to make sure to round up. Which one of the following factors is likely impacting the effectiveness of the rule?
A. The timing of the rule consequence
B. The specificity of the rule
C. The accuracy of the rule
D. The learner’s history with rules |
|
Definition
| B. The specificity of the rule |
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Term
Corey wants to take guitar lessons. His dad and Corey work out an agreement where if Corey completes at least 7 out of his 10 weekly chores by Thursday, he can have a guitar lesson on Friday. This is an example of a:
a.Contingency contract
b.Group contingency
c. Token economy
d.Level system |
|
Definition
|
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Term
If Johnny breaks any of the school rules, he will be suspended from school for three days.
A. Definition of behavior
B. Definition of reward
C. Contract is not fair
D. Contract is not honest
E. Contract is not positive |
|
Definition
| E. Contract is not positive |
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Term
I contract with Sage that if he completes his homework each day of the week, he can have a sleepover at a friend’s house Friday night. He completes his homework each day, but on Friday night I tell him since his room is not clean he cannot sleep over.
A. Definition of behavior
B. Definition of reward
C. Contract is not fair
D. Contract is not honest
E. Contract is not positive |
|
Definition
| D. Contract is not honest |
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Term
If Shelby sweeps and mops all of the group home floors, makes all of the consumer beds, and cleans the oven, he can have a candy bar.
A. Definition of behavior
B. Definition of reward
C. Contract is not fair
D. Contract is not honest
E. Contract is not positive |
|
Definition
|
|
Term
I contract with Sage that if he completes his homework each day of the week, he can have a sleepover at a friend’s house Friday night. He completes his homework each day, but on Friday night I tell him since his room is not clean he cannot sleep over.
A. Definition of behavior
B. Definition of reward
C. Contract is not fair
D. Contract is not honest
E. Contract is not positive |
|
Definition
| D. Contract is not honest |
|
|
Term
If Shelby sweeps and mops all of the group home floors, makes all of the consumer beds, and cleans the oven, he can have a candy bar.
A. Definition of behavior
B. Definition of reward
C. Contract is not fair
D. Contract is not honest
E. Contract is not positive |
|
Definition
|
|
Term
Roger is a BCBA recently hired to provide behavioral services at a private school. Roger sets out to develop a token economy. Roger and the students agree to use paper money with each student’s face on the money? What is the next step?
A. Identify target behaviors
B. Select tokens
C. Select backup items for token exchange D. Always pair tokens with praise
E. Establish earning/exchanging ratio
F. Develop procedures |
|
Definition
| C. Select backup items for token exchange |
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|
Term
Roger is a BCBA recently hired to provide behavioral services at a private school. Roger sets out to develop a token economy. Roger and the staff develop the actual steps they will use while implementing the token economy. After development of the procedures, what step would be next?
A. Select backup items for token exchange B. Field test and train
C. Always pair tokens with praise
D. Establish earning/exchanging ratio
E. Develop procedures F. Select tokens |
|
Definition
|
|
Term
Pee Wee Herman was taught to put a picture of a bicycle with the word card bicycle. On his own, Pee Wee Herman can put the word card bicycle with a picture of a bicycle without any training. This would be an example of?
A. Transitivity
B. Reflexivity
C. Symmetry
D. Mutual entailment
E. Combinatorial mutual entailment |
|
Definition
|
|
Term
Pee Wee Herman can put a picture of a bicycle with a picture of a bicycle without any training. This would be an example of?
A. Transitivity
B. Reflexivity
C. Symmetry
D. Mutual entailment
E. Combinatorial mutual entailment |
|
Definition
|
|
Term
Pee Wee Herman was taught to put a picture of a bicycle with the word card Bicycle. Pee Wee Herman was also taught to put a picture of a bicycle with the word card Bicicleta which is Spanish for bicycle. Without any training, Pee Wee Herman can put the word card bicycle with the word card Bicicleta. This would be an example of?
A. Transitivity
B. Reflexivity
C. Symmetry
D. Mutual entailment
E. Combinatorial mutual entailment |
|
Definition
|
|
Term
The bike salesperson tells Pee Wee, “Specialized bicycles are higher quality than Trek bicycles”. Pee Wee says, so that means Trek bikes are lower quality than Specialized”. This would be an example of?
A. Transitivity
B. Reflexivity
C. Symmetry
D. Mutual entailment
E. Combinatorial mutual entailment |
|
Definition
|
|
Term
The bike salesperson also tells Pee Wee, “Yeti bikes are higher quality than Specialized”. Pee Wee says, so that means Specialized bikes are lower quality than Yeti”. This would be an example of?
A. Transitivity
B. Reflexivity
C. Symmetry
D. Mutual entailment
E. Combinatorial mutual entailment |
|
Definition
|
|
Term
The bike salesperson tells Pee Wee, “Specialized bicycles are higher quality than Trek bicycles”. The bike salesperson also tells Pee Wee, “Yeti bikes are higher quality than Specialized”. Pee Wee says, so that means That Trek bikes are lower quality than Yeti”. This would be an example of?
A. Transitivity
B. Reflexivity
C. Symmetry
D. Mutual entailment
E. Combinatorial mutual entailment |
|
Definition
| E. Combinatorial mutual entailment |
|
|
Term
Joey is able to match a picture of a meatball sandwich to a picture of a meatball sandwich without any prior training with these pictures. This demonstrates:
A.Symmetry
B.Reflexivity
C.Reactivity
D.Transitivity |
|
Definition
|
|
Term
After learning to match the written word “T- rex” with a picture of a dinosaur, Ross was
able to match a picture of a dinosaur with the written word “T-rex” without any prior training,
this represents:
A.Symmetry
B.Reflexivity
C.Reactivity
D.Transitivity |
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Definition
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Term
After learning that a picture of cheddar cheese went with the spoken word “cheese”, and that the spoken word “queso” matches the spoken word “cheese”, Monica tacted the picture of cheddar “queso”. This demonstrates:
A.Symmetry
B.Reflexivity
C.Reactivity
D.Transitivity |
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Definition
| D.Transitivity A=B, B=C; A=C |
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Term
Bianca is prompted to say “more” when she wants an activity to continue (e.g., eating, swinging, tickles, a game, etc.) What is this an example of?
A. Verbal behavior approach
B. Functional communication training
C. Differential reinforcement of other behavior
D. Differential reinforcement of alternative behavior |
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Definition
B. Functional communication training
DRO – decreases behavior
DRA – teaches listener behavior
FCT – teacher generalized mands
VB – teaches specific speaker behavior |
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Term
Bianca is given a small snack if she refrains from yelling for 5 minutes. What is this an example of?
A. Verbal behavior approach
B. Functional communication training
C. Differential reinforcement of other behavior
D. Differential reinforcement of alternative behavior |
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Definition
| C. Differential reinforcement of other behavior |
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Term
Bianca is shown a toothbrush and is prompted to say “toothbrush”. Then she’s provided with praise. What is this an example of?
A. Verbal behavior approach
B. Functional communication training
C. Differential reinforcement of other behavior
D. Differential reinforcement of alternative behavior |
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Definition
| A. Verbal behavior approach |
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Term
Nora is reaching for her balloon and her teacher forms the sign for balloon which Nora copies and her teacher hands her the balloon. Later, Nora goes up to her teacher and forms the sign for balloon, which her teacher then gives her. Which transfer procedure is this an example of?
A. Mand to tact
B. Echoic to mand
C. Motor imitation to mand
D. Motor imitation to sign tact |
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Definition
| C. Motor imitation to mand |
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Term
Rick’s dad provides a physical prompt to hold three fingers to his chin for ‘water’ and gives rick water. Later, when Rick is thirsty, he puts three fingers to his chin and his dad gives him water. Which transfer procedure is this an example of?
A. Motor imitation to mand
B. Full physical prompt to mand
C. Hand over hand prompt to sign tact
D. Hand over hand prompt to selection tact |
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Definition
| B. Full physical prompt to mand |
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Term
Saul says “bird” when he sees a bird. His teacher asks him “what is something that flies?” and holds up the picture of the bird. Later, Saul’s teacher just asks him, “tell me something that flies”, and Saul says “bird”. Which transfer procedure is this an example of?
A. Mand to tact
B. Echoic to tact
C. Echoic to mand
D. Tact to intraverbal |
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Definition
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Term
Lynn is planning to teach her client to tact ‘table’. She would like to use the echoic to tact transfer procedure. What should Lynn do first when using this stimulus control transfer procedure?
A. Say ‘table’
B. Present a picture of a table
C. Confirm that her client can reliably tact table
D. Confirm that her client can reliably echo words |
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Definition
D. Confirm that her client can reliably echo words
Step 1: Prerequisite – learner can reliably emit the operant response |
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Term
Which of the following questions requires a verbal conditional discrimination to correctly complete the intraverbal?
A. Name a fruit
B. What do you wear when it’s cold?
C. Name something that you drink from
D. Holding up a flower and asking, “what is this? |
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Definition
| B. What do you wear when it’s cold? |
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Term
Which of the following describes a correct procedure for teaching private events?
A. Show a picture of a sad face and prompt the learner to say “sad”
B. When watching cartoons and the learner laughs, prompt them to say, “that’s funny”
C. When watching a movie, and someone get’s injured, prompt the learner to say, “that must hurt” |
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Definition
| B. When watching cartoons and the learner laughs, prompt them to say, “that’s funny” |
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Term
A student in class has a rash on their arm and they are scratching at the rash. The inflamed, bumpy skin is an example of which of the following?
A. Private event
B. Collateral response
C. Public accompaniment |
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Definition
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Term
Miranda asks a stranger on the street for directions to the closest grocery store. They tell her to continue straight for 4 blocks, then turn left. The stranger telling Miranda to continue for 4 blocks and turn left is an example of what?
A. Tact
B. Mand
C. Echoic
D. Intraverbal |
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Definition
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Term
Davy is learning to mand. He is currently able to copy fine motor movements reliably and does repeat sounds reliably. Which transfer procedure should be used to teach Davy mands?
A. Tact to mand
B. Echoic to mand
C. Motor imitation to sign mand
D. Hand over hand prompt to sign mand |
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Definition
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Term
June sees their dad along with the sign for dad and signs dad. June then receives a preferred snack. Later when June’s dad walks in the room, 4 seconds go by before June sees the sign for dad and signs dad. June then receives another snack. Which transfer procedure is this an example of?
A. Motor imitation to sign tact
B. Motor imitation to sign mand
C. Hand over hand prompt to sign tact
D. Hand over hand prompt to sign mand |
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Definition
| A. Motor imitation to sign tact |
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Term
When Ruby points to the refrigerator, her son can say “fridge”. Today Ruby asks her son “where does the lettuce go?” and points to the fridge. Her son says “fridge” and Ruby says “good, that’s correct”. The next day Ruby asks her son where the lettuce goes and after 3 seconds, points to the fridge. Which transfer procedure is this an example of?
A. Tact-to-mand
B. Echoic to tact
C. Tact-to-intraverbal
D. Echoic-to-intraverbal |
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Definition
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Term
Bianca is prompted to tap someone’s shoulder when she wants attention. What is this an example of?
A. Verbal behavior approach
B. Functional communication training
C. Differential reinforcement of other behavior
D. Differential reinforcement of alternative behavior |
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Definition
| B. Functional communication training |
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Term
Lynn is planning to teach her client to tact ‘table’ using the echoic to tact transfer procedure. After confirming that her client can echo words reliably, what should Lynn do next when using a stimulus control transfer procedure?
A. Say ‘table’
B. Present a picture of a table
C. Wait for her learner to say ‘table’
D. Provide the maintaining consequence |
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Definition
B. Present a picture of a table
Step 2: Establish presence of EO or present new stimulus to evoke the new response |
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Term
Lynn is planning to teach her client to tact ‘table’ using the echoic to tact transfer procedure. After presenting her client with a picture of a table, what should Lynn do next when using a stimulus control transfer procedure?
A. Say ‘table’
B. Wait for her learner to say ‘table’
C. Provide the maintaining consequence
D. Confirm that her client can reliably echo words |
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Definition
A. Say ‘table’
Step 3: Instructor presents the prompt (relevant to response and existing repertoire) |
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Term
Rachel is teaching her toddler to say “banana”. She says “banana” and her toddler repeats “ba”. What is this an example of?
A. Tact
B. Mand
C. Echoic
D. Intraverbal |
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Definition
C. Echoic
This is an example of a partial echoic. |
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Term
Your child has a stomachache, and they are laying down, with their arms around their stomach. Your child holding their stomach is an example of which of the following?
A. Private event
B. Collateral response
C. Public accompaniment |
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Definition
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Term
A student in class has a rash on their arm and they are scratching at the rash. The student scratching their arm is an example of which of the following?
A. Private event
B. Collateral response
C. Public accompaniment |
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Definition
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Term
Jaime is teaching their client to mand for a toy car. While playing, Jaime grabs a car their client is not currently playing with and says “car”. When Jaime’s client repeats “car”, they hand the car to their client. In later trials, Jaime just says “ca” or “c” and when their client says “car”, Jaime gives them the car. Which transfer procedure is Jaime using?
A. Tact to mand
B. Echoic-to-mand
C. Echoic to intraverbal
D. Motor imitation-to-sign mand |
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Definition
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Term
Bryan’s client can reliably say “table” when hears “table”. Bryan shows his client a picture of a table and says “table”. Later Bryan holds up the picture of the table and waits a few seconds before saying “table”. Which transfer procedure is this an example of?
A. Mand to tact
B. Echoic to tact
C. Echoic to mand
D. Echoic to intraverbal |
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Definition
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Term
Alma frequently mands for crayons. When there is a desire for crayons, Alma’s teacher holds up a crayon. When Almas says “crayon” her teacher delivers it and says “yes, that’s a crayon!” Later that day when Alma is finished coloring and has moved on to making beaded bracelets, her teacher holds up the crayon. When Alma says “crayon” her teacher says “yes!” and gives her some more beads for her bracelets. Which transfer procedure is this an example of?
A. Tact to mand
B. Mand-to-tact
C. Echoic to tact
D. Echoic-to-mand |
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Definition
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Term
June sees their dad along with the sign for dad and signs dad. June then receives a preferred snack. Later when June’s dad walks in the room, 4 seconds go by before June sees the sign for dad and signs dad. June then receives another snack. Which transfer procedure is this an example of?
A. Motor imitation to sign tact
B. Motor imitation to sign mand
C. Hand over hand prompt to sign tact
D. Hand over hand prompt to sign mand |
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Definition
| A. Motor imitation to sign tact |
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Term
When Ruby points to the refrigerator, her son can say “fridge”. Today Ruby asks her son “where does the lettuce go?” and points to the fridge. Her son says “fridge” and Ruby says “good, that’s correct”. The next day Ruby asks her son where the lettuce goes and after 3 seconds, points to the fridge. Which transfer procedure is this an example of?
A. Tact-to-mand
B. Echoic to tact
C. Tact-to-intraverbal
D. Echoic-to-intraverbal |
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Definition
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Term
Pati is walking in the garden. She sees some tulips blooming and says, “Those are so pretty.” Her daughter nods in agreement. Which of the following is the autoclitic in this scenario?
sight of tulips
"pretty"
"Those are"
The daughter agrees and nods her head |
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Definition
"Those are"
“Those are” modify which flowers Pati is talking about (tacting). The autoclitic “those are” helps to direct the listener’s attention to the specific flowers. Pati is tacting the visual stimulus as “pretty” rather than “old/new,” “wilting,” or “red.” The sight of the tulips is the nonverbal antecedent that evoked the response. The daughter nodding her head is the social consequence to Pati’s verbal behavior. |
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Term
| Abigail is hungry and wants a snack. She goes up to her teacher and asks, “May I please have a snack?” Her teacher says, “Of course you can.” Which of the following is the autoclitic in this scenario? "A snack" Abigail was hungry "May I please have" "Of course" |
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Definition
| "May I please have" An autoclitic is best described as verbal behavior about verbal behavior. In other words, autoclitics modify another verbal operant. In this case, the autoclitic, “May I please have” signals the strength of the mand to the listener. It indicates that this is a mand for a snack, rather than a tact (e.g., “I see a snack”) or an intraverbal (e.g., “What do you want? A snack”). “Hunger” here, is a non-technical word that describes an establishing operation—the value of food as a form of reinforcement has increased. Answering, “Of course you can” is an intraverbal in response to Abigail’s mand. “A snack” specifies the reinforcer in the mand. |
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Term
Carlos and his wife are walking their dog, Oogie, around the neighborhood. They see their neighbor also walking two dogs. Which of the following includes an autoclitic?
A. Carlos says, "Little, fluffy"
B. Carlos says, "Look" and his wife says, "I see"
C. Carlos says, "I want"
D. Carlos says, "Those dogs are huge" |
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Definition
D. Carlos says, "Those dogs are huge"
An autoclitic modifies a primary verbal operant. In these examples, the statement “Those dogs are huge” includes autoclitics modifying a tact. The other options (saying, “Little, fluffy,” “Look,” “I see,” and “I want”) are not modifying a primary verbal operant and are not functioning as autoclitics. |
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Term
In a therapy session an RBT holds up a toy dinosaur and asks, “What color is it?” The child says, “I think it’s green.” The therapist says, “You’re right!”
Which of the following is the autoclitic in this scenario?
A. I think it's"
B. The RBT holds up a toy dinosaur and asks, "What color is it?"
C. The therapist says, "You're right!"
D. "Green" |
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Definition
A. I think it's"
An autoclitic modifies a primary verbal operant. In these examples, the statement “I think it’s [green]” includes autoclitics modifying a tact. The other options (saying, “What color is it?” “You’re right!” and “Green”) are not modifying a primary verbal operant and are not functioning as autoclitics. |
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Term
Chauncey hears a bird chirping outside his window. Given this scenario, which of the following verbal utterances includes an autoclitic?
"A bird"
"I hear"
"I need"
"Quiet, pleasant" |
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Definition
"A bird"
An autoclitic is verbal behavior about verbal behavior. In other words, autoclitics modify another verbal operant. Chauncey does not see the bird, so this is not a tact, it is an autoclitic, as the utterance, “A bird” modifies the tact. “Quiet, pleasant” is not the answer as these are two descriptor words. “I hear” is a tact carrier phrase and “I need” is a mand carrier phrase. |
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Term
Aaron is in a used bookstore and finds Beyond Freedom and Dignity by Skinner. Given this scenario, which of the following verbal utterances includes an autoclitic?
"Skinner's book"
"Previously owned"
"I see"
"I want" |
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Definition
"Skinner's book"
“Skinner’s book” includes an autoclitic that clarifies the primary operant which is a tact (book). “Skinner” describes the author who wrote the book. “Skinner’s” clarifies to the listener more information about the book Aaron is talking about. However, the phrase “previously owned” includes two descriptors but no operant with it. To be an autoclitic he would have had to say: “previously owned book.” Then, “previously owned” would describe the state or condition of the tact (book). But on its own, "previously owned” doesn’t modify or clarify a primary operant and, thus, cannot be an autoclitic. The same thing applies to the carrier phrases “I see” and “I want”—on their own they don’t make any sense as they are not describing a mand or tact. To be an autoclitic, it must appear with and modify a primary operant. |
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Term
Tom is in a music shop that sells new and used records. He finds an original Bob Dylan album, Blonde on Blonde, featuring the song “Visions of Johanna.” It reminds him of his friend, Jose, who adored this song. Given this scenario, which of the following verbal utterances includes an autoclitic?
"Jose loved"
"An amazing album"
"I see"
"I have to get" |
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Definition
"An amazing album"
The phrase “An amazing album” includes an autoclitic that clarifies or specifies more information about the primary operant which is a tact (album). “Amazing” describes the quality of the tact (music/composition/lyrics of the album). “An amazing” clarifies to the listener more information about both the specific album as well as the quality of the tact Tom is talking about. However, the phrase “Jose loved” includes two descriptors but no operant with it. To be an autoclitic he would have had to say: “Jose loved this album.” The phrase “Jose loved” on its own doesn’t modify or clarify a primary operant and, thus, cannot be an autoclitic. The same thing applies to the carrier phrases “I see” and “I have to get”—on their own they don’t make any sense as they are not describing a mand or tact. T o be an autoclitic, it must appear with and modify a primary operant. |
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Term
Chandler typically expresses her wants and needs to her parents by grabbing them and pulling them where she wants them to go. She can point to items she wants, and her array-scanning skills are strong. She does not typically imitate vocal sounds and is currently working intensively with her occupational therapist on rolling and manipulating play dough to increase her fine motor strength. Given this scenario, which response form would be best for the behavior analyst to select?
PECS
sign language
Speech generating device (SGD)
vocal speech |
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Definition
PECS
Since imitation and fine motor skills are limited, neither sign language nor an SGD would be appropriate, at least at this time. To ensure Chandler has effective communication opportunities, PECS would be the best option. Chandler can perform behaviors that are necessary in the selection-based system of PECS (e.g., reaching, pointing to items), which leads to that recommendation. While Chandler may eventually exhibit vocal speech, immediate implementation of PECS provides him with an effective means of communication. Additionally, PECS has been shown to support improvements in vocal behavior. |
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Term
Esther is an older adult that lives in a residential facility. She is non-vocal and has no functional way of communicating her wants and needs with her peers or with the group leaders. She enjoys watching movies and is very good at navigating streaming applications on her tablet to watch movies. She has arthritis and moving her fingers is difficult for her most days. Given this scenario, which response form would be best for the behavior analyst to select?
PECS
sign language
Speech generating device (SGD)
vocal speech |
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Definition
Speech generating device (SGD)
Esther’s repertoire fits nicely into a recommendation for an SGD. Since she does not engage in vocal speech, vocal speech would not be recommended at this time. Also, since arthritis pain makes it difficult to manipulate her fingers, sign language would not be an option. PECS may be an option; however, Esther’s fluency with technology and tablets would allow her to use an SGD quickly and effectively. |
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Term
Veda is a BCBA working with client, Dora. Dora is 4 years old. When presented with arrays of pictures, she engages in high levels of scrolling. She has weak echoic imitation skills. However, her physical imitation skills are stronger. Dora has a very strong support system with her family, but they travel a lot and portability might be a concern. Given this scenario, which response form would be best for the behavior analyst to select?
PECS
sign language
Speech generating device (SGD)
vocal speech |
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Definition
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Term
Scott looks up at his mom as they are walking through the mall and says, “I really have to go pee”. Which of the following is an example of autoclitic in this scenario?
a. “I really have to”
b. “go pee”
c. Scott’s mom |
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Definition
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Term
Destiny sees 5 ducks in a pond, 3 of the ducks have green heads. Which of the following contains an autoclitic?
a. “Look at”
b. “Give me”
c. “Some ducks”
d. “Wet,” “green” |
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Definition
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Term
A therapist has been working with Nestor to increase the length of his utterances. Nestor pulls his sister into the toy room and says, “Can I have the toy, please?” His sister looks around, confused. What is the difficulty with Nestor’s verbal utterance?
a. Words are out of order
b. It does not clarify the strength of th emand
c. It does not accurately modify the tact
d. It does not effectively modify listener responding |
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Definition
| d. It does not effectively modify listener responding |
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Term
When Sarah’s client says, “I want more eat cookie” she does not deliver the cookie. She waits until several seconds pass without the client using the disordered phrase. What should Sarah do next when using an error correction procedure to reteach a one-word utterance?
a. Wait 3-5 seconds
b. Prompt the one-word response
c. Reinforce the prompted response
d. Praise waiting |
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Definition
| b. Prompt the one-word response |
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Term
After prompting the mand, “Cookie” Sarah delivers a piece of cookie. She returns to the context to establish the EO and the client says, “cookie” independently. What should Sarah do next when using an error correction procedure to reteach a one-word utterance?
a. Wait 3-5 seconds
b. Deliver praise alone
c. Deliver the same amount of cookies as before
d. Deliver a bigger piece of cookie than was delivered for the prompted response |
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Definition
| d. Deliver a bigger piece of cookie than was delivered for the prompted response |
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Term
Ivy is a 3 year old girl who makes many sounds independently. When her behavior analyst contrives an opportunity to mand, Ivy will look to the behavior analyst, wait for a vocal prompt, and echo an approximation of the word. Which response form is likely the most appropriate for this learner?
a. Vocal speech
b. Signs
c. Picture exchange communication system (PECS)
d. Speech-generating device |
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Definition
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Term
Ryan does not produce vocal approximations and struggles to produce fine motor movements. The behavior analyst found that Ryan can discriminate between icons on a visual schedule and can already make a few requests by pointing to pictures of items. He occasionally throws items and has broken several tablets at home. Which response form is likely the most appropriate for this learner?
a. Vocal speech
b. Signs
c. Picture exchange communication system (PECS)
d. Speech-generating device |
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Definition
| c. Picture exchange communication system (PECS) |
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Term
Smita is a 4 year old girl whose family has never heard babble or make sounds other than crying. She has excellent fine motor skills, and a fairly good motor imitation repertoire. Which response form is likely the most appropriate for this learner?
a. Vocal speech
b. Signs
c. Picture exchange communication system (PECS)
d. Speech-generating device |
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Definition
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Term
Jane’s behavior analyst is considering a selection-based communication method as most of her highly preferred activities involve communication with novel individuals in the community. Which advantage of selection-based communication is being considered?
a. Does not require fine motor coordination
b. Does not require much audience training
c. Socially acceptable
d. Apps are readily available and easy to use |
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Definition
| b. Does not require much audience training |
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Term
Braydon is 10 years old and lives with his mother. His mother was hesitant to use PECS with Braydon as he has difficulty with multi-component responses and conditional discriminations. The behavior analyst is choosing to move forward with teaching signs due to this and the likely speed of acquisition. Which advantage of sign language is being considered?
a. Simplicity
b. Portability and availability
c. Does not require much audience training
d. Linguistic |
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Definition
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Term
Kayla is mastering an increasing number of mands and tacts every day, and has a fluent echoic repertoire. However, people report she stumbles in conversation, and many of her responses to questions seem robotic and almost stereotypic. Which of the following skills should the behavior analyst target?
a. Mands
b. Accepting “no”
c. Tacts
d. Intraverbals |
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Definition
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Term
Courtney is 12 years old and can vocalize a variety of words. She will repeat words said to her and can mand for a wide variety of specific snacks and drinks. When labeling these however, she calls all food ‘eat’ and all drinks ‘juice’. Which of the following skills should the behavior analyst target?
a. Tacts
b. Echoics
c. Intraverbals
d. Completing daily living skills |
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Definition
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Term
Wanda’s father is attempting to work through some recent increases in problem behavior. Wanda has a strong mand and tact repertoire, however often engages in problem behavior when a mand is denied. This has made it difficult for Wanda’s father, a single dad, to take her shopping when he goes to the grocery store. Which of the following skills should the behavior analyst target?
a. Mands
b. Accepting “no”
c. Directions related to health and safety
d. completing daily living skills |
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Definition
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Term
Sasha asks Magnus to clap his hands, then asks for a high five, then says “jump like me”, and then asks him to count to three. For the majority of their session Sasha will present tasks, back-to-back ensuring that both responding and reinforcement occur at a high-rate throughout. Which basic element of teaching is this an example of?
a. Using functional and varied cues
b. Errorless prompting and rapid prompt-fading
c. Fast-paced instruction
d. Building fluency |
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Definition
| c. Fast-paced instruction |
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Term
Nicole wants to work with Riley on washing her hands. She engages the students in a painting activity and Riley’s hands get paint on them. Nicole sees this and indicates that it’s close to snack time and Riley will need to wash her hands in order to get a snack. Which basic element of teaching is this an example of?
a. Capturing and contriving motivating operations
b. Errorless prompting and rapid prompt-fading
c. Teaching functional discriminations and alternative responses
d. Fast-paced instruction |
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Definition
| a. Capturing and contriving motivating operations |
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Term
Initially Mel’s father was concerned about Mel using a tablet to communicate as he worried she would stick out. However, after actively observing several public spaces he noticed that most folks were looking at/interacting with similar devices. Given this and other factors, Mel’s father is now much more comfortable with this communication modality. Which advantage of selection-based communication is being considered?
a. Does not require fine motor coordination
b. Does not require much audience training
c. Socially acceptable
d. Apps are readily available and easy to use |
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Definition
|
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Term
Johanna is a teenager with no vocal speech and limited fine motor skills. When presented with PECS in the past she has not attended to them or engaged in high-rates of stereotypic responses. However, Johanna can operate a tablet fluently and will make selections from it rapidly. Her parents would like for her to be able to independently participate in different community activities and communicate with strangers. Which response form is likely the most appropriate for this learner?
a. Vocal speech
b. Signs
c. Picture exchange communication system (PECS)
d. Speech-generating device |
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Definition
| d. Speech-generating device |
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Term
Lynn can say, “fruit” when she wants some fruit. However, when presented with different types of fruit to choose from, she says, “fruit.” Her mom teaches her to say, “more fruit.” Now, when faced with a variety of fruit, Lynn says, “more fruit” and her mom still doesn’t know which type of fruit she wants. Which issue with the autoclitic is present here?
A. Disordered language
B. Increases response effort
C. Verbal response becomes less intelligible
D. Does not improve communication effectiveness |
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Definition
| Does not improve communication effectiveness |
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Term
Maya is playing a game when her mom turns off the console. Maya says, “Need more game!” Which issue with the autoclitic is present here?
A. Disordered language
B. Increases response effort
C. Verbal response becomes less intelligible
D. Does not improve communication effectiveness |
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Definition
|
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Term
William’s client has started to say, “I want more push swing.” William is using an error correction procedure to fix this disordered language. When the client says this phrase, he does not push the swing and waits until several seconds pass without the client using the problematic phrase. What should William do next in the error correction procedure to reteach a one-word utterance?
A. Wait 3-5 seconds
B. Prompt the one-word response
C. Reinforce the prompted response
D. Contrive the EO for the same response |
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Definition
| B. Prompt the one-word response |
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Term
Tony is a three-year-old boy who makes sounds independently. When his behavior analyst contrives an opportunity to mand, Tony will look at the behavior analyst, wait for a vocal prompt, and echo an approximation of the word. Which response form is likely the most appropriate for Tony?
A. Picture exchange communication system (PECS)
B. Speech-generating device
C. Vocal speech
D. Signs |
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Definition
|
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Term
Morgan is always busy doing something. From jumping on her trampoline, to running outside, to eating a meal, Morgan is an active 6-year-old. The behavior analyst selects teaching Morgan sign language as she is always doing something, and she can use sign language to communicate without interrupting her activities. Which advantage of sign language is being considered?
A) Simplicity
B) Rapid communication
C) Continuity
D) Linguistic
E) Reading and academics |
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Definition
Continuity
Can continue what you are doing; activity does not have to be interrupted |
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Term
Katie is working with her client Meg in an ABA clinic on staying close to the therapist. First, she says, “walk with me”. Next time she says, “stay close”. The next time she says, “hold my hand”. Next time she says, “stay with me”. Katie is using which basic element while teaching?
A) Teaching functional,interspersed,& mixed tasks
B) Using functional and varied cues
C) Capturing and contriving motivating operations
D) Errorless prompting and rapid prompt-fading
E) Teaching functional discriminations and alternative responses
F) Fast-paced instruction |
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Definition
| B) Using functional and varied cues |
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Term
Maya is working with her client in the natural environment. They are currently playing with a ball. Maya asks her client, “what color is the ball”? Client says, ”blue”, Maya says great job! Maya says, “go get the red ball”. Client gets it, and she says “awesome” now, “watch me do this cool trick” The client copies Maya’s cool trick. Then Maya asks, “do you want to play catch or kick”. Client says, “Kick”. Maya says, “let’s do it!”. Which basic element is Maya using while teaching?
A) Teaching functional, interspersed, & mixed tasks
B) Using functional and varied cues
C) Capturing and contriving motivating operations
D) Errorless prompting and rapid prompt-fading
E) Teaching functional discriminations and alternative responses
F) Fast-paced instruction |
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Definition
| A) Teaching functional, interspersed, & mixed tasks |
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Term
Josephine often engages in problem behavior when she goes to retrieve a toy at the day care center, and it is not where she thought it would be. The behavior analyst decides to put her favorite toy in different locations to teach her to look in different locations to find her favorite toys. The BA puts the toy in the toy box then next time puts it on a shelf, then the next time puts it at the circle time location. The BA is using which basic element while teaching?
A) Teaching functional,interspersed,& mixed tasks
B) Using functional and varied cues
C) Capturing and contriving motivating operations
D) Errorless prompting and rapid prompt-fading
E) Teaching functional discriminations and alternative responses
F) Fast-paced instruction |
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Definition
| E) Teaching functional discriminations and alternative responses |
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Term
Juliana finally finds a car that she likes. She tells her husband, “I want this car.” Which of the following is the autoclitic in this example?
Car
Want
I
This |
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Definition
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Term
It’s getting late and Juliana asks her husband, “What time does the car lot close?” to which he replies, “I think it closes at 8:00.” Which of the following is the autoclitic in this example?
Closes
At
I think
It |
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Definition
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Term
Macey is a BCBA working with a client in a clinic-based setting. The client is saying “I want go”. Macey is using the autoclitic error correction procedure and has just prompted the one-word mand “go”. The client echoes, “go”. What should Macey do next in this error correction procedure?
Reinforce the prompted response
Repeat the prompt
Say, “good job”
Terminate the trial, as the client echoed appropriately |
|
Definition
| Reinforce the prompted response |
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Term
Liam is working with an older learner on social skills. Liam sometimes greets the client saying, “What’s up?”, “What’s new?”, and sometimes says, “What’s good?”. Which basic element is Liam using to make his teaching more effective?
Capturing and contriving motivating operations
Teaching functional discriminations and alternative responses
Using functional and varied cues
Fast-paced instruction |
|
Definition
| Using functional and varied cues |
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Term
Phoebe has around 50 mands with poor articulation. If we introduce a mand frame, “I want” for each of these mands right now, which problem is most likely to result from teaching this autoclitic?
A. Problem behavior
B. Disordered language
C. Decrease in verbal behavior
D. Verbal response becomes less intelligible |
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Definition
D. Verbal response becomes less intelligible
Children who have poor articulation are likely to emit even less intelligible responses when we ask them to increase their MLU. |
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Term
Kyle has been taught to say “please” after manding and now says please after everything he says. You hold up a sock and Kyle says, “sock please”. What should you do first when using an error correction procedure to reteach this one-word utterance?
A. Wait 3-5 seconds
B. Prompt Kyle to say “sock”
C. Reinforce the prompted response
D. Differentially reinforce the unprompted response “sock” |
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Definition
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Term
Your client is using a functional curriculum that includes going out into their community frequently. You want them to be able to mand from staff at school, stores, and other locations in the community. Which advantage of selection-based communication is being considered?
A. Socially acceptable
B. Does not require fine motor coordination
C. Does not require much audience training
D. Apps are readily available and easy to use |
|
Definition
| C. Does not require much audience training |
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Term
Joel lives in a town with a school that teaches sign language to all of their students, which is used as the primary language within the school. This is a strong variable that Joel is considering for teaching his son sign language over picture exchange, because his son will have a verbal community that can constantly provide models for him. Which advantage of sign language is being considered?
A. Rapid communication
B. Conversational
C. Motivational
D. Continuity |
|
Definition
B. Conversational
Conversational says that sign language is a formal language meaning there is a verbal community to converse with.
[image] |
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Term
The autoclitic frame, “it’s a” is introduced for Hanna when tacting things like dog, plane, and book. Now Hanna is saying things like “it’s a hot,” “it’s a mommy”, and “it’s a help.” Which problem is resulting from teaching this autoclitic?
A. Problem behavior
B. Disordered language
C. Decrease in verbal behavior
D. Verbal response becomes less intelligible |
|
Definition
B. Disordered language
Adding autoclitic frames without necessary prerequisite skills or appropriate controlling variables can lead to disordered language and a decrease in communication effectiveness. |
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Term
Jamison has 25 mands in her repertoire and no spontaneous tacts. Her teacher decides to introduce the mand frame “I want” in front of each mand, so now Jamison clearly says “I want (item)” for each of her mands and receives the items she requested. Which problem is resulting from teaching this autoclitic?
A. Disordered language
B. Decrease in verbal behavior
C. Increase in problem behavior
D. Verbal response becomes less intelligible
E. Does not improve communication effectiveness |
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Definition
| E. Does not improve communication effectiveness |
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Term
Jamison has about 25 mands and is expected to say “I want” with each of them. Jamison clearly says, “break” and is prompted with “I want break”. Which problem is most likely to occur after being prompted to emit a more effortful response?
A. Problem behavior
B. Disordered language
C. Verbal response becomes less intelligible
D. Does not improve communication effectiveness |
|
Definition
A. Problem behavior
Increase in response effort without added value often leads to a decrease in manding or an increase in a less desirable behavior. |
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Term
Kyle has been taught to say “please” after manding and now says please after all operants. You hold up a sock and Kyle says, “sock please”. After waiting 5 seconds, what should you do next when using an error correction procedure to reteach this one-word utterance?
A. Hold up the sock again
B. Prompt Kyle to say “sock”
C. Reinforce the prompted response
D. Differentially reinforce the unprompted response “sock” |
|
Definition
| B. Prompt Kyle to say “sock” |
|
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Term
Kyle has been taught to say “please” after manding and now says please after all operants. You hold up a sock and Kyle says, “sock please”. After prompting the one-word utterance “sock”, what should you do next when using an error correction procedure to reteach this one-word utterance?
A. Wait 3-5 seconds
B. Prompt “sock” again
C. Hold up the sock again
D. Deliver a generalized reinforcer |
|
Definition
| D. Deliver a generalized reinforcer |
|
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Term
Kyle has been taught to say “please” after manding and now says please after all operants. You hold up a sock and Kyle says, “sock please”. After delivering generalized reinforcement for the prompted one-word utterance, “sock”, what should you do next when using an error correction procedure to reteach this one-word utterance?
A. Wait 3-5 seconds
B. Hold up the sock again
C. Prompt the one-word phrase
D. Differentially reinforce independent one-word utterances |
|
Definition
| B. Hold up the sock again |
|
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Term
Kyle has been taught to say “please” after manding and now says please after all operants. You hold up a sock and Kyle says, “sock”. What should you do next when using an error correction procedure to reteach this one-word utterance?
A. Wait 3-5 seconds
B. Deliver neutral praise
C. Prompt Kyle to say “sock”
D. Deliver a greater magnitude of the SR+ |
|
Definition
| D. Deliver a greater magnitude of the SR+ |
|
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Term
You are deciding between selection-based responses or sign language for your client. Since your client has trouble with daily activities that require the use of their hands and fingers, you settle on selection-based. Which advantage of selection-based communication is being considered?
A. Socially acceptable
B. Does not require fine motor coordination
C. Does not require much audience training
D. Apps are readily available and easy to use |
|
Definition
| B. Does not require fine motor coordination |
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Term
Your client began learning sign language one month ago which is going much smoother that picture exchange was because your learner struggles with conditional discriminations. Which advantage of sign language is being considered?
A. Rapid communication
B. Continuity
C. Mediation
D. Simplicity |
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Definition
|
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Term
Darrel’s parents are teaching him sign language rather than picture exchange. They like how quickly Darrel can mand with sign language versus the time it would take him to exchange a picture. Which advantage of sign language is being considered?
A. Reading and academics
B. Rapid communication
C. Continuity
D. Linguistic |
|
Definition
|
|
Term
Miranda’s teachers are leaning toward sign language as a response form for her so they can also teach her to read. Which advantage of sign language is being considered?
A. Reading and academics
B. Rapid communication
C. Motivational
D. Continuity |
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Definition
|
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Term
You are deciding on a response form to teach your client and notice that they often have difficulty emitting more difficult responses or behavior that take more time to complete, which often results in problem behavior. This has you leaning toward sign language as a response form since signs can be formed and reinforced quickly. Which advantage of sign language is being considered?
A. Portability and availability
B. Conversational
C. Motivational
D. Continuity |
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Definition
|
|
Term
You’ve selected sign language as the communication form of choice for your client. Their parents like their child can mand at home while doing other activities and they don’t need to worry about losing or forgetting a picture board. Which advantage of sign language is being considered?
A. Portability and availability
B. Reading and academics
C. Rapid communication
D. Conversational |
|
Definition
| A. Portability and availability |
|
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Term
While Patty does not emit any vocalizations, her parents fully expect her to be able to communicate across all of the operants. For this reason, they are teaching Patty sign language, so she can have full conversations with her peers. Which advantage of sign language is being considered?
A. Rapid communication
B. Motivational
C. Continuity
D. Linguistic |
|
Definition
D. Linguistic
Linguistic refers to being able to communicate across all the verbal operants and having a larger vocabulary available to you. |
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Term
A child is telling their friend about a rainbow. Which of the following contains an autoclitic?
A. Look
B. Rainbow
C. Look, rainbow
D. Rainbow, over there |
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Definition
|
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Term
Lane’s classroom in school has several students who use sign language to communicate. The teacher finds that these students are able to communicate with each other much more fluently while playing or working than they would be able to if using picture exchange. Which advantage of sign language is being considered?
A. Reading and academics
B. Motivational
C. Continuity
D. Linguistic |
|
Definition
C. Continuity
Continuity refers to being able to communicate at the same time as completing other activities |
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Term
Asking a learner to put away a bowl and plate, then having them wash their hands, followed by asking them to make a sandwich is an example of which effective teaching strategy?
A. Functional and varied cues
B. Functional, interspersed, and mixed tasks
C. Capturing and contriving motivating operations
D. Teaching functional discriminations and alternative responses |
|
Definition
| B. Functional, interspersed, and mixed tasks |
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Term
While teaching your student to tact using the echoic to tact transfer procedure, you hold up a cup and say “cup”. Then as your learner correctly echoes your prompt, you delay the echoic prompt by a few seconds. Which basic element of teaching is this an example of?
A. Building fluency
B. Functional, interspersed, and mixed tasks
C. Errorless prompting and rapid prompt fading
D. Teaching functional discriminations and alternative responses |
|
Definition
| C. Errorless prompting and rapid prompt fading |
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Term
You hold up a picture of a blue bird and ask your learner, “what is this?” You then reinforce any correct answer including bird, animal, blue, and small. Which basic element of teaching is this an example of?
A. Functional, interspersed, and mixed tasks
B. Errorless prompting and rapid prompt fading
C. Capturing and contriving motivating operations
D. Teaching functional discriminations and alternative responses |
|
Definition
| D. Teaching functional discriminations and alternative responses |
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Term
Ozzy is looking for his Black Sabbath albums and yells, “Where are all my Black Sabbath albums”?
Which part of this sentence qualifies as an autoclitic?
A. Where
B.Are all my
C.Black sabbath albums |
|
Definition
|
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Term
Ozzy has the stereo cranked up to 11 while listening to Spinal Tap’s Stone Hedge when Kelly says, “I want you to turn it down”.
What part of “I want you to turn it down” qualifies as an autoclitic?
A. I want
B. I want you to
C. Turn it down |
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Definition
|
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Term
Sharon's behavior analyst is considering a selection-based communication method as most of her highly preferred activities involve communication with novel individuals in the community. Which advantage of selection-based communication is being considered?
A. Does not require fine motor coordination
B. Does not require much audience training
C. Socially acceptable
D. Apps are readily available and easy to use |
|
Definition
| B. Does not require much audience training |
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Term
Braydon is 10 years old and lives with his mother. His mother was hesitant to use PECS with Braydon as he has difficulty with multi-component responses and conditional discriminations. The behavior analyst is choosing to move forward with teaching signs due to this and the likely speed of acquisition. Which advantage of sign language is being considered?
A. Simplicity
B. Portability and availability
C. Does not require audience training
D. Linguistic |
|
Definition
|
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Term
Scott looks up at his mom as they are walking through the mall and says, “I really have to go pee”. Which of the following is an example of autoclitic in this scenario?
A.“I really have to”
B.“go pee”
C.Scott’s mom |
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Definition
|
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Term
Kathleen was taught to dust the TV stand when it gets dusty. Now Kathleen also vacuums the carpet in the living room and wipes the window sill in the absence of training for those specific topographies. This is an example of:
Maintenance
Stimulus generalization
Response generalization |
|
Definition
|
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Term
Mo was taught to clear the table after a meal at home. When he goes out with his parents to a friend’s house, he clears the table without being asked and in the absence of training. This is an example of:
Maintenance
Stimulus generalization
Response generalization |
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Definition
|
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Term
Mishu wants his son Neil to play an instrument. He’d love for him to play the violin however, Neil really enjoys the piano. Since playing the violin is not something likely to be reinforced Mishu decides to invest in piano lessons for his son instead. Selecting piano lessons is more likely to contact reinforcement. This is an example of:
a. Introduce to naturally maintaining contingencies
b. Train sufficient exemplars
c. Train loosely
d. Indiscriminable |
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Definition
| Introduce to naturally maintaining contingencies |
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Term
Which is an example of “training sufficient exemplars” for Claire, who needs to learn to warm up food?
The behavior analyst includes using a microwave, toaster oven, and stove
The behavior analyst teacher her using foods she enjoys eating
The behavior analyst teaches her using the materials available at the clinic then waits to see if it generalizes to other situations |
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Definition
| The behavior analyst includes using a microwave, toaster oven, and stove. |
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Term
Amos receives big, high-quality praise from staff at his group home when he picks up items. At first staff provided this immediately for every instance of Amos picking items up, but now they provide the same magnitude of praise but on a more variable schedule. This is an example of:
a. Introduce to naturally maintaining contingencies
b. Train sufficient exemplars
c. Train loosely
d. Indiscriminable contingency |
|
Definition
| Indiscriminable contingency |
|
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Term
Which is an example of training loosely?
A therapist is teaching Macy to label items, and he runs programs in various rooms of her house.
A therapist is teaching Macy to request attention and has her wait 5-10 seconds after each request. |
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Definition
| A therapist is teaching Macy to label items, and he runs programs in various rooms of her house. |
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Term
Janita is learning to use utensils to feed herself. Which of the following would be an example of programming common stimuli?
a. Using a wide variety of different possible utensils
b. Placing utensils in different locations
c. Using utensils closely resembling the ones she is most likely to use |
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Definition
| c. Using utensils closely resembling the ones she is most likely to use |
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Term
Lucille is learning to cook some simple meals. She currently lives in a setting in which all her meals are made for her, but will be transitioning to a home in which she will need to prepare her own food. The kitchen in which the behavior analyst is working with Lucille has professional-grade equipment that will not be in the kitchen Lucille is transitioning to, so the behavior analyst brings in the same model of a few small appliances found in the target setting to incorporate into Lucille’s programming. This is an example of:
Indiscriminable contingency
Program common stimuli
Mediate generalization
Train to generalize |
|
Definition
|
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Term
Pam’s therapist has been working with her on washing her hands. Pam was trained in the clinic typically before lunch. One day, after a messy craft, Pam initiated hand-washing independently. After washing, Pam’s therapist provided greater reinforcement than usual. This is an example of:
Indiscriminable contingency
Program common stimuli
Mediate generalization
Train to generalize |
|
Definition
|
|
Term
Dwight has difficulty making a grocery shopping list and often fails to replace items he is out of when shopping. Dwight’s therapist, Michael, has taught Dwight to write down an item on his whiteboard when he uses the last of it. Dwight finds it so useful he begins using it to write down when he has appointments as well. This is an example of:
Indiscriminable contingency
Program common stimuli
Mediate generalization
Train to generalize |
|
Definition
|
|
Term
Gertrude had been providing task demands at a rate that barely allowed the learner to consume their edible reinforcer prior to Gertrude making another request of the client. After observing Gertrude, her supervisor suggests providing about 2-2.5 minutes between each demand as it will both allow the client to consume their reinforcer and is typically better for maintenance. This is an example of which consideration for promoting maintenance?
Mastery criteria
Instructional pacing
Intermittent schedules of reinforcement
Delays to reinforcement
Fluency |
|
Definition
|
|
Term
Samantha often requests items in the home. Lately, when Samantha asks for chips, the behavior analyst pretends to struggle with opening the bag or will take an extra few moments getting the bag, which requires Samantha to wait a little longer than other days. This is an example of which consideration for promoting maintenance?
Mastery criteria
Instructional pacing
Intermittent schedules of reinforcement
Delays to reinforcement
Fluency |
|
Definition
|
|
Term
Carl’s hand-raising (a skill that was recently taught) only accesses attention from a teacher if it’s the first time Carl has raised his hand after 10 minutes has passed since he last received attention for this. This is an example of which consideration for promoting maintenance?
Mastery criteria
Instructional pacing
Intermittent schedules of reinforcement
Delays to reinforcement
Fluency |
|
Definition
| Intermittent schedules of reinforcement |
|
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Term
The last time Yousef went to the dentist, he had many cavities. To address this, the behavior analyst created a program for Yousef to brush his teeth for 2 minutes, followed by flossing between each tooth. The program indicates that this must be done at 100% mastery over several days before moving on to other targets. This is an example of which consideration for promoting maintenance?
Mastery criteria
Instructional pacing
Intermittent schedules of reinforcement
Delays to reinforcement
Fluency |
|
Definition
|
|
Term
Jonathan was taught to wash his hair in the shower. Now he also washes his body and face in the shower, in the absence of training for those specific topographies. This is an example of:
A. Maintenance
B. Stimulus generalization
C. Response generalization |
|
Definition
| C. Response generalization |
|
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Term
Samantha wants her son, Kyle, to learn to make art. She’d love for him to draw but Kyle really loves sculpting. Samantha decides to enroll Kyle in sculpting classes because drawing is not likely to be reinforced. This is an example of:
A. Introduce to naturally maintaining contingencies
B. Train sufficient exemplars
C. Train loosely
D. Program common stimuli
E. Mediate generalization |
|
Definition
| A. Introduce to naturally maintaining contingencies |
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Term
Andy is teaching her client, Nathan, to reheat food. At home, Nathan has a microwave but his Aunt only has a toaster oven; his cousin’s house only has an oven. Andy teaches Nathan how to reheat food using several different appliances. This is an example of:
A. Introduce to naturally maintaining contingencies
B. Train sufficient exemplars
C. Indiscriminable contingency
D. Mediate generalization
E. Train to generalize |
|
Definition
| B. Train sufficient exemplars |
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Term
When someone compliments Frank, he will often make an inappropriate comment back. The behavior analyst teaches Frank to say, “Thank you” to compliments by delivering various compliments he may encounter in the natural environment. Sometimes the behavior analyst will say, “I like your sweater”, or “Those new shoes are awesome”, or “I love that new haircut”. This is an example of:
A. Introduce to naturally maintaining contingencies
B. Train loosely
C. Indiscriminable contingency
D. Mediate generalization
E. Train to generalize |
|
Definition
|
|
Term
Kelly gets enthusiastic praise from the clinic staff when she uses the bathroom appropriately. At first, the staff provided praise immediately every time but now they provide the same amount of praise on a more variable schedule. This is an example of:
A. Train sufficient exemplars
B. Train loosely
C. Indiscriminable contingency
D. Program common stimuli
E. Train to generalize |
|
Definition
| C. Indiscriminable contingency |
|
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Term
Casey is learning to mix cocktails so he can apply for bartending jobs. He’s currently practicing at home but the job setting will have equipment that he doesn’t have in his own kitchen. A friend helps him get some basic equipment, like a cocktail shaker, to practice with. This is an example of:
A. Train sufficient exemplars
B. Train loosely
C. Indiscriminable contingency
D. Program common stimuli |
|
Definition
| D. Program common stimuli |
|
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Term
Robin has difficulty remembering all his school assignments. His BCBA, Charlie, teaches him to create a weekly to-do list to keep track of his assignments and deadlines. Robin finds it so useful that he starts using it to keep track of his household chores, as well. This is an example of:
A. Train sufficient exemplars
B. Train loosely
C. Indiscriminable contingency
D. Mediate generalization
E. Train to generalize |
|
Definition
| D. Mediate generalization |
|
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Term
Shannon is working with Drew on introducing himself to new adults. Due to social distancing, Drew was only able to practice with his close family members or verbally from a distance. On their first walk after restrictions lifted, Drew introduces himself to a neighbor and shakes their hand. Afterward, Shannon provides a higher magnitude of praise than usual for this greeting. This is an example of:
A. Train loosely
B. Indiscriminable contingency
C. Mediate generalization
D. Train to generalize |
|
Definition
|
|
Term
Carla is working with an early learner to identify items in an array when presented with an instruction to do so. When Carla presents the instruction for the first time, she uses a prompt to ensure the client is practicing the correct response. Carla places the cards in front of the learner, with the target stimulus closer to the learner than the distractor cards. What kind of prompt is Carla using in this example?
Response prompt
Position prompt
Movement cue
Redundancy of the antecedent stimulus |
|
Definition
|
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Term
Sarah is a BCBA working with a client in a clinic-based setting. Sarah teaches the client to respond to a specific question during table time. Sarah then observes if the client can respond to the question in the natural environment, and if not, she reintroduces the target as an NET skill. Which of the following faulty approaches to generalization does this example describe?
Train and hope
Sequential modification |
|
Definition
Sequential modification
Assessing for generalization of a skill and then training in the absence of generalization |
|
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Term
Alina is a BCBA working with a client on tolerating a dentist visit. Instead of reading a social story, Alina uses gloves the dentist uses, a reclining chair, and instruments like those found at the dentist to practice. This is an example of which strategy to promote generalization?
Train loosely
Use indiscriminable contingencies
Program common stimuli
Mediate generalization |
|
Definition
|
|
Term
Salvador is a BCBA working with a client in a clinic-based setting. The client has acquired skills initially with continuous reinforcement. Now, Salvador is thinning the schedule of reinforcement systematically. This is an example of which strategy to promote generalization?
Use indiscriminable contingencies
Program common stimuli
Train loosely
Mediate generalization |
|
Definition
| Use indiscriminable contingencies |
|
|
Term
Evelyn is a BCBA working with a young client on language acquisition. She has programmed to teach intraverbals, and one target is, “What is an animal?” The client replies “cat” sometimes, but also responds “dog” and “cow”. Evelyn reinforces any response, as long as it is an animal that the client names. This is an example of which strategy to promote generalization?
Program common stimuli
Train loosely
Use indiscriminable contingencies
Mediate generalization |
|
Definition
|
|
Term
send a summary at the end and support in her next steps. She finds this useful to organize and access information, so she also does this when she meets with her doctor about her medical care. This is an example of which strategy to promote generalization?
Use indiscriminable contingencies
Program common stimuli
Train loosely
Mediate generalization |
|
Definition
|
|
Term
Lara is a BCBA collaborating with an OT on teaching fine motor skills. The client is learning to fasten buttons, so Lara trains the skills using pants with buttons, shirts with buttons, and coats with buttons. This is an example of which strategy to promote generalization?
Use indiscriminable contingencies
Train sufficient exemplars
Train loosely
Mediate generalization |
|
Definition
| Train sufficient exemplars |
|
|
Term
Marisa is a BCBA working with a client in a clinic-based setting to mand for attention. When Marisa is speaking with the client’s parent at pick-up, the client independently mands for attention from their parent. Marisa provides high magnitude social praise for the interaction, and the parent provides attention. This is an example of which strategy to promote generalization?
Train to generalize
Program common stimuli
Train loosely
Train sufficient exemplars |
|
Definition
|
|
Term
Abbie is a BCBA working with a client in a clinic-based setting. Abbie has been working with the client on task completion and has taught the client to seek her out when the assignment is complete. In class, when the client finishes her work bins, she goes to the teacher to let her know. The teacher then dismisses the client for free time. This is an example of which strategy to promote generalization?
Mediate generalization
Program common stimuli
Introduce naturally maintaining contingencies
Train sufficient exemplars |
|
Definition
| Introduce naturally maintaining contingencies |
|
|
Term
Each week Florida Tech’s online ABA students must complete a quick quiz where they are required to respond to questions within a certain period. Which of the following considerations for maintenance does this example describe?
Fluency
Intermittent schedules of reinforcement
Mastery criteria
Instructional pacing |
|
Definition
|
|
Term
Rashida is teaching her client to ask peers to play with him. Rashida encourages her client’s peers to play with him if he asks to play in any appropriate way (e.g. want to play?; checkers?; can I join you?). What is this an example of?
A. Train loosely
B. Mediate generalization
C. Sequential modification
D. Program common stimuli |
|
Definition
|
|
Term
Peter’s mom wants him to learn some self help skills at home. Peter’s favorite lunches are the meals his mom heats up for him in the microwave. His mom decides to teach him how to use the microwave and cook these lunches for himself. What is this an example of?
A. Train and hope
B. Mediate generalization
C. Indiscriminable contingencies
D. Introduce to naturally maintaining contingencies |
|
Definition
| D. Introduce to naturally maintaining contingencies |
|
|
Term
Sophia runs an ABA center and gives out tickets to her staff at the end of each week for certain behaviors she wants to see at her center. The tickets are part of a company raffle. Sophia’s staff don’t know until Friday, what behavior Sophia was tracking that week – perfect attendance, covering a co-worker’s session, meeting a personal goal, etc. What is this an example of?
A. Mediate generalization
B. Program common stimuli
C. Train sufficient exemplars
D. Indiscriminable contingencies |
|
Definition
| D. Indiscriminable contingencies |
|
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Term
Sonny is taught to tact ‘dog’ when he sees a 2D picture of a dog. After he is able to tact this one pitcure, Sonny is presented with pictures and videos of different dog breeds, he correctly tacts some, but not all as dogs. What is this an example of?
A. Train loosely
B. Train and hope
C. Train to generalize
D. Mediate generalization |
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Definition
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Term
George is working on social skills in class and was taught to initiate conversations with peers during break time. George consistently initiates conversations with his friend Lory, but not other students. George’s teacher then praises him the first time he initiates a conversation with Lory, but after that, only if he initiates a conversation with different peer. What is this an example of?
A. Train to generalize
B. Mediate generalization
C. Program common stimuli
D. Train sufficient exemplars |
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Definition
A. Train to generalize
-Treating the occurrence of generalization as an operant and reinforcing it |
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Term
Randall is going to be giving a tutorial in school on how to make chocolate chip cookies. His sister has him practice giving the presentation at home using measuring cups, a bowl, spoon, and a baking sheet. She then sends Randall to school with these items to use while he gives the presentation in class. What is this an example of?
A. Train to generalize
B. Sequential modification
C. Program common stimuli
D. Indiscriminable contingencies |
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Definition
| C. Program common stimuli |
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Term
May is teaching her children to plan for bathroom needs before taking trips. She gives them the rule, “go to the bathroom before leaving the house”. When May’s children are ready to leave any house, they repeat this rule to themselves to remind them to use the restroom before leaving. What is this an example of?
A. Train to generalize
B. Mediate generalization
C. Sequential modification
D. Program common stimuli |
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Definition
| B. Mediate generalization |
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Term
Rebeca went through an intensive training program as a Realtor to learn how to correctly fill out a purchase contract for a home. Rebeca started by filling out the contract with a mentor, then with a written guide and finally on her own with feedback for any errors. Rebeca has sold 30 homes now and while her company still expects all Realtors to submit their contracts for approval, Rebeca’s are always filled out correctly. What is this an example of?
A. Maintenance
B. Stimulus generalization
C. Response generalization |
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Definition
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Term
Roon is working on eye contact prior to manding. This skill is first worked on at home where Roon needs to wait for eye contact from his parents before asking for items. Eye contact in the classroom is then tested and we find that Roon looks at his desk when raising his hand in class. So Roon is then taught to look for eye contact from his teacher when raising his hand in class. What is this an example of?
A. Sequential modification
B. Program common stimuli
C. Train sufficient exemplars
D. Introduce to naturally maintaining contingencies |
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Definition
| A. Sequential modification |
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Term
Fiona has been working on a social skills program for several months without much progress. She is being prompted to ask her peers at school about what they did that weekend but isn’t asking these questions without reminders. Fiona’s mom then finds a history club in her school. Fiona loves reading and talking about history, so her mom signs her up for this club to work on talking to peers in this club about history. What is this an example of?
A. Train and hope
B. Mediate generalization
C. Indiscriminable contingencies
D. Introduce to naturally maintaining contingencies |
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Definition
| D. Introduce to naturally maintaining contingencies |
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Term
Clark is working as a sales representative for a tech company. His job role includes calling other companies to inquire about their interest in using his company’s tool. During Clark’s training, he is taught to respond to all the most common types of objections from prospects and prompted with useful phrases that can be used. What is this an example of?
A. Train to generalize
B. Mediate generalization
C. Train sufficient exemplars
D. Indiscriminable contingencies |
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Definition
C. Train sufficient exemplars
In this example we presented a large amount of stimulus conditions to Clark (not interested...no budget...we already have a tool to do that...etc.) and we train a variety of responses for how Clark can handle these objections |
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Term
Courtney is teaching her client to follow basic instructions and is varying the instructions where she can. For example, when teaching her client to sit, instead of saying “sit down” every time, Courtney says “have a seat”, “take a seat” or “let’s sit”. What is this an example of?
A. Train loosely
B. Sequential modification
C. Program common stimuli
D. Introduce to naturally maintaining contingencies |
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Definition
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Term
Ingvy gives his son a side of ranch (which his son loves) with dinner every time his son washes his hands before sitting at the table. Now Ingvy is beginning to give his son ranch on average every 3 times his son washes his hands before sitting at the table for dinner. What is this an example of?
A. Mediate generalization
B. Program common stimuli
C. Train sufficient exemplars
D. Indiscriminable contingencies |
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Definition
D. Indiscriminable contingencies
His son doesn’t know which times that he washes his hands will earn him ranch |
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Term
Tiffany is starting work at a car service shop. Her trainer sits her down at the seat she will be working in and hands her each of the actual coupons the shop currently offers. Tiffany is taught how to enter these coupons into the computer to calculate the discounted price of service. When Tiffany begins her first day of work, she is able to calculate coupons that customers give her when they come to pick up their cars. What is this an example of?
A. Train to generalize
B. Sequential modification
C. Program common stimuli
D. Indiscriminable contingencies |
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Definition
| C. Program common stimuli |
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Term
Demi’s parents taught her to write out all her homework assignments each night and cross each off as she completes them. Now Demi is able to make lists of anything she needs to complete, including chores or other work tasks, and she crosses each off to note that it has been completed. What is this an example of?
A. Train to generalize
B. Mediate generalization
C. Sequential modification
D. Program common stimuli |
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Definition
B. Mediate generalization
Self management skills like learning to make a list and cross off items when completed act as mediating stimuli to support generalization. |
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Term
Tamara taught her client to make a tomato and cheese sandwich independently. Now she watches during lunchtime and if her client makes anything other than a tomato and cheese sandwich for lunch, she provides reinforcers. What is this an example of?
A. Train to generalize
B. Mediate generalization
C. Program common stimuli
D. Train sufficient exemplars |
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Definition
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Term
After learning to tell his mother when he needed to use the restroom at home, Sam told his mother he needed to use the restroom while they were out in the community.
A. Stimulus Generalization
B. Response generalization
C. Generalization across participants
D. Maintenance |
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Definition
| A. Stimulus Generalization |
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Term
After teaching Sam to ask for help at home, he asks for help at school. We make a big deal about the fact that he asked for help at school, and help him right away.
A. Train sufficient exemplars/ general case
B. Use indiscriminable contingencies
C. Program common stimuli
D. Train to generalize |
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Definition
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Term
When teaching Joey to find appropriate adults to ask for help if he finds himself separated from his family while out in the community, we vary where the adults stand, how they phrase the questions and the tone they use.
A. Plan for natural Contingencies
B. Train loosely
C. Use indiscriminable contingencies
D. Mediate Generalization |
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Definition
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Term
While teaching Sam to actively participate in conversation, we ask him different questions such as “how are you doing?” and “what’s up?”, as well reinforcing his use of varied responses.
A. Plan for natural Contingencies
B. Train sufficient exemplars/ general case
C. Train loosely
D. Use indiscriminable contingencies |
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Definition
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Term
The BCBA is working with Becky’s staff on delivering varied praise. The BCBA gives the staff points each time they say something different each time rather than the staff always saying awesome and great work.
A. Use Indiscriminable Contingencies
B. Program Common Stimuli
C. Mediate Generalization
D. Train "To Generalize". |
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Definition
| D. Train "To Generalize". |
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Term
The BCBA is working with Becky on appropriately seeking attention from staff. When Becky has completed one of her many tasks and staff do not notice, she will say to staff, “did you see that I swept the floor?”
A. Introduce to Natural Maintaining Contingencies
B. Use Indiscriminable Contingencies
C. Mediate Generalization
D. Train "To Generalize". |
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Definition
| A. Introduce to Natural Maintaining Contingencies |
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