Term
Behavior Analysis is an individualized approach that is function-based, whereas behavior modification is a cookbook/ “one size fits all” approach.
A. True
B. False |
|
Definition
|
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Term
Dave engages in hand flapping and rocking behavior while in the classroom and at the dinner table. Is this problematic behavior that requires intervention?
A. Yes
B. No
C. Not enough information |
|
Definition
| C. Not enough information |
|
|
Term
Dave engages in hand flapping and rocking behavior while in the classroom and at the dinner table. He is unable to sit in his seat to complete simple classwork and he recently fell off his chair and aspirated requiring medical intervention. Are his flapping and rocking problematic behaviors that require intervention?
A. Yes
B. No |
|
Definition
|
|
Term
Dave engages in hand flapping and rocking behavior while in the classroom and at the dinner table. He is unable to sit in his seat to complete simple classwork and he recently fell off his chair and aspirated requiring medical intervention. Are his flapping and rocking problematic behaviors that require intervention?
A. Yes
B. No |
|
Definition
|
|
Term
Dave engages in hand flapping and rocking behavior while in the classroom and at the dinner table. He is unable to sit in his seat to complete simple classwork and he recently fell off his chair and aspirated requiring medical intervention. Which general type of problem behavior would this likely be categorized as?
A. Criminal/Illegal
B. Harmful/dangerous to self/others
C. Interferes with relationships |
|
Definition
| B. Harmful/dangerous to self/others |
|
|
Term
Teens living in a residential treatment center are on a token system. They earn points every hour for the absence of target behaviors. These points are used to purchase preferred items at the end of the week. The treatment developed in this scenario was:
A. Function-based
B. Topography-based |
|
Definition
|
|
Term
When Jon pinches his sister, Kari, she screams and tells their mom. Jon’s mom tells him not to pinch his sister. Jon continues to pinch his sister. This is likely an example of:
A. Socially mediated positive reinforcement
B. Automatic positive reinforcement
C. Socially mediated negative reinforcement
D. This is not an example of reinforcement |
|
Definition
| A. Socially mediated positive reinforcement |
|
|
Term
Mary steals small items from around the house and flushes them down the toilet when no one is around – usually in the middle of the night. Mary enjoys watching them roll around in the toilet and the noise that they make when the toilet is flushed. This is likely an example of:
A. Socially mediated positive reinforcement
B. Automatic positive reinforcement
C. Socially mediated negative reinforcement
D. Automatic negative reinforcement |
|
Definition
| B. Automatic positive reinforcement |
|
|
Term
Monica reminds her daughter to wash the dishes after dinner. Her daughter huffs and puffs through the process, takes too long, and doesn’t wash the dishes well. Mom says, “step aside, you’re doing it all wrong” and completes the task for her. This is an example of:
A. Automatic positive reinforcement
B. Socially mediated negative reinforcement
C. Automatic negative reinforcement |
|
Definition
| B. Socially mediated negative reinforcement |
|
|
Term
Derek often gets ear infections and will put pens and other objects in his ear which reduces his pain and discomfort. This is an example of:
A. Socially mediated positive reinforcement
B. Automatic positive reinforcement
C. Socially mediated negative reinforcement
D. Automatic negative reinforcement |
|
Definition
| D. Automatic negative reinforcement |
|
|
Term
During the FBA Eric observes his client in multiple settings and writes detailed notes on antecedents, behavior, consequences, environmental factors such as people present, activities engaged in, and time and place. This is an example of which type of descriptive assessment
A. Narrative recording
B. ABC data collection
C. Scatterplot |
|
Definition
|
|
Term
Matt circles the target behavior each time it occurs. He also circles whether a task was present, an activity was removed, or if the person was being ignored before the behavior occurred. Matt circles if attention was provided, a task was removed, or activity was presented after the occurrence of the behavior. This is an example of which type of descriptive assessment
A. Narrative recording
B. ABC data collection
C. Scatterplot |
|
Definition
|
|
Term
Hayes is completing an FBA and gives Ralph’s parents QABFs to complete. Once he gets the tools back, he reviews them to determine a potential function of Ralph’s screaming behavior. Which element of a descriptive assessment is Hayes using?
A. Scatterplot
B. ABA Data collection
C. Narrative data collection
D. This is not a part of a descriptive assessment |
|
Definition
| D. This is not a part of a descriptive assessment |
|
|
Term
Teens living in a residential treatment center are on a token system. Jill earns points for cleaning her room, Brianna earns points for writing in her journal and talking about her feelings. The treatment developed in this scenario was:
A. Function-based
B. Topography-based |
|
Definition
|
|
Term
A new resident at a group home is biting her hand. Tamara asks the staff to make a checkmark on a data sheet divided into activities and time periods of each time the hand-biting occurs. This is an example of which type of descriptive assessment
A. Narrative recording
B. ABC data collection
C. Scatterplot
D. Not applicable, this describes an indirect assessment method |
|
Definition
|
|
Term
Gina sometimes smacks her lips once or twice after she has had a very good meal. Her parents dislike this and wish she didn’t do this at all. Which general type of problem behavior would this likely be categorized as?
A. Bizarre verbal behavior
B. Harmful/dangerous behavior
C. Stereotypic and ritualistic behavior
D. Likely does not meet the definition of problem behavior |
|
Definition
| D. Likely does not meet the definition of problem behavior |
|
|
Term
Jillian makes rude noises, sticks out her tongue, and pretends she is a monkey whenever the teacher is facing away from the class. Her classmates look at her and laugh and she continues with this behavior. This is an example of:
A. Socially mediated positive reinforcement
B. Socially mediated negative reinforcement
C. Automatic negative reinforcement
D. None of these, this is not an example of reinforcement |
|
Definition
| A. Socially mediated positive reinforcement |
|
|
Term
Eloise makes statements like “the government is using vaccines to poison the population and control us” or “they are reading my thoughts.” This happens in social settings and often results in those around her expressing concern. Which general type of problem behavior would this likely be categorized as?
A. Bizarre verbal behavior
B. Criminal or illegal behavior
C. Stereotypic and ritualistic behavior
D. Likely does not meet the definition of problem behavior |
|
Definition
| A. Bizarre verbal behavior |
|
|
Term
Eli is a 10-year-old boy who engages in frequent rumination. This has resulted in nutrition and dental-related negative side effects. Which general type of problem behavior would this likely be categorized as?
A. Property destruction
B. Bizarre verbal behavior
C. Harmful/dangerous behavior
D. Stereotypic and ritualistic behavior |
|
Definition
| C. Harmful/dangerous behavior |
|
|
Term
Albert is a 13-year-old boy. Recently, while on an outing, he attempted to touch the posterior end of people that walked by him. Which general type of problem behavior would this likely be categorized as?
A. Criminal or illegal behavior
B. Harmful/dangerous behavior
C. Stereotypic and ritualistic behavior
D. Likely does not meet the definition of problem behavior |
|
Definition
| A. Criminal or illegal behavior |
|
|
Term
Which takes a more function-based approach to treatment?
Behavior Modification
Applied Behavior Analysis |
|
Definition
| Applied Behavior Analysis |
|
|
Term
Marielle will try to drink any liquid she sees. She often tries to open novel bottles and containers and taste the contents. What makes this problematic?
Illegal
Harmful/dangerous
Ritualistic
Property destruction
Bizarre verbal behavior |
|
Definition
|
|
Term
Jesse like to talk about animals and often asks about pets. When people seem uninterested, he describes detailed violence against their pets. What makes this problematic?
Illegal
Harmful/dangerous
Ritualistic
Property destruction
Bizarre verbal behavior |
|
Definition
|
|
Term
Paige has multiple clients who wander from their work area in an adult day work center. She arranges for a point system and points are removed for any client out of their area. Which approach is Paige using?
Topography-based
Function-based |
|
Definition
|
|
Term
Which is an example of function-based treatment intervention?
a. Walter arranges for contingent exercise for any client who destroys property
b. Linda teaches her client to ask for water rather than scream for water
c. Anyone who curses in Adrian’s music class is removed |
|
Definition
| b. Linda teaches her client to ask for water rather than scream for water |
|
|
Term
Whenever Leslie is using a spreadsheet and sees “#ref!” she yells to April, “Make it go away!” And April fixes her spreadsheet. Yelling, “Make it go away!” is likely maintained by:
Socially mediated reinforcement
Automatic reinforcement |
|
Definition
| Socially mediated reinforcement |
|
|
Term
April sees “#ref!” in a spreadsheet. She types a formula into the spreadsheet and “#ref!” disappears. Typing the particular formula into the spreadsheet is likely maintained by:
Socially mediated positive reinforcement
Socially mediated negative reinforcement
Automatic positive reinforcement
Automatic negative reinforcement |
|
Definition
| Automatic negative reinforcement |
|
|
Term
Andy walks around all day singing. He sings when he is alone, when at work, and when with his friends. Singing is likely maintained by:
Socially mediated positive reinforcement
Socially mediated negative reinforcement
Automatic positive reinforcement
Automatic negative reinforcement |
|
Definition
| Automatic positive reinforcement |
|
|
Term
Nearly every time Marcus orders food through an app on his phone, food arrives at his door. Food generally does not appear at his door unless he orders.
Functional Relation
Contingency |
|
Definition
|
|
Term
Which would be an example of a functional relation?
a. The less consistent the food delivery, the less often Marcus orders through the app
b. Sometimes the food is late, sometimes the food comes quickly
c. Marcus does not receive a confirmation notice, so he repeats the order |
|
Definition
| The less consistent the food delivery, the less often Marcus orders through the app |
|
|
Term
Nisha observes a preschool classroom and writes down environmental events and episodes of appropriate and inappropriate behavior.
Indirect
Descriptive
Experimental |
|
Definition
|
|
Term
Which is an example of an indirect assessment?
a. Mina reviews previous behavior plans
b. Paul talks to teachers about problematic situations
c. Pierce gives caregivers a list of potential problem situations and has them fill it out
d. All of these |
|
Definition
|
|
Term
Which describes someone using a scatterplot?
a. Macy observes during meal-time and checks boxes corresponding to specific antecedents and consequence
b. Macy observes during free-play and writes down all potentially relevant environmental events and related behavior
c. Macy observes throughout the day and records in the corresponding time slot when behavior occurs |
|
Definition
| Macy observes throughout the day and records in the corresponding time slot when behavior occurs |
|
|
Term
Brady observes his client during staff transitions. He has a sheet with several empty boxes in a row. He records what happens before the target behavior in the first box. Then describes the behavior in the second, and describes what happens after the behavior in the third box. Which type of assessment is this?
Indirect
Scatterplot
Narrative Record
ABC Data Collection |
|
Definition
|
|
Term
Which describes Arvid using narrative recording?
a. Arvid observes his client and checks related antecedents and consequences on a prepared data sheet
b. Arvid observes his client across several days and records the time in which the target behavior occurs
c. Arvid observe his client during morning routines and writes down all related environmental events and relevant behavior |
|
Definition
| c. Arvid observe his client during morning routines and writes down all related environmental events and relevant behavior |
|
|
Term
Ilana will often make statements like “the government is using supermarkets to poison the population” or “they are always listening to me, they read my thoughts.” This often happens in social settings like church or even at home and typically results in those around her making statements of concern. Which general type of problem behavior would this likely be categorized as?
Property destruction
Bizarre verbal behavior
Criminal or illegal behavior
Harmful/dangerous behavior
Stereotypic and ritualistic behavior
Likely does not meet the definition of problem behavior |
|
Definition
|
|
Term
When Gerald sees items in a room that are even minorly uneven or disheveled he will discontinue any other activities and spend extended periods of time lining up and straightening objects on surfaces. This is highly disruptive in his classroom and results in him losing a significant time from instruction. Which general type of problem behavior would this likely be categorized as?
Property destruction
Bizarre verbal behavior
Criminal or illegal behavior
Harmful/dangerous behavior
Stereotypic and ritualistic behavior
Likely does not meet the definition of problem behavior |
|
Definition
| Stereotypic and ritualistic behavior |
|
|
Term
Gina sometimes smacks her lips once or twice after she has had a very good meal. Her parents dislike this and wish she didn’t do this at all. Which general type of problem behavior would this likely be categorized as?
Property destruction
Bizarre verbal behavior
Criminal or illegal behavior
Harmful/dangerous behavior
Stereotypic and ritualistic behavior
Likely does not meet the definition of problem behavior |
|
Definition
| Likely does not meet the definition of problem behavior |
|
|
Term
After conducting thorough assessment, a behavior analyst concludes that Mika’s hitting is maintained by escape from difficult academic demands. The behavior analyst works with Mika’s teacher to embed these more difficult demands within more preferred activities and to provide frequent breaks. The treatment developed in this scenario was:
Function-based
Topography-based |
|
Definition
|
|
Term
Adolescents living in a residential treatment center are on a token system. They earn points every hour for the absence of major and minor target behaviors. These points are used to purchase preferred items at the end of the week. The treatment developed in this scenario was:
Function-based
Topography-based |
|
Definition
|
|
Term
Jillian makes rude noises, sticks out her tongue, and pretends she is a monkey whenever the teacher is facing away from the class. Her classmates look at her and laugh and she continues with this behavior. This is an example of:
Socially mediated positive reinforcement
Automatic positive reinforcement
Socially mediated negative reinforcement
Automatic negative reinforcement
None of these, this is not an example of reinforcement |
|
Definition
| Socially mediated positive reinforcement |
|
|
Term
Derek often gets ear infections and will put pens and other objects in his ear which reduces his discomfort. This is an example of:
Socially mediated positive reinforcement
Automatic positive reinforcement
Socially mediated negative reinforcement
Automatic negative reinforcement
None of these, this is not an example of reinforcement |
|
Definition
| Automatic negative reinforcement |
|
|
Term
Whenever Fred opens a can of peanut butter his dog Bruno runs to the kitchen and Fred gives him a small bit of it. Bruno’s vet says that Fred needs to cut out the extra snacks, so Fred no longer provides peanut butter to Bruno. Bruno has stopped running to the kitchen when he hears the peanut butter jar being opened.. Is a functional relation described here?
yes
no |
|
Definition
|
|
Term
Matt circles the relevant target each time problem behavior occurs. He also circles whether a task was present, an activity was removed, or if the person was being ignored before the behavior occurred. Matt circles if attention was provided, a task was removed, or an activity was presented after the occurrence of the behavior. This is an example of which type of descriptive assessment
Narrative recording
ABC data collection
Scatterplot
Not applicable, this describes an indirect assessment method |
|
Definition
|
|
Term
A new resident at a group home is biting her hand. Tamara asks the staff to make a checkmark on a data sheet divided into activities and time periods of each time the hand-biting occurs. This is an example of which type of descriptive assessment
Narrative recording
ABC data collection
Scatterplot
Not applicable, this describes an indirect assessment method |
|
Definition
|
|
Term
Bill bites his hand, breaking the skin, when he's presented with task demands (daily routine, etc.). This is justifiable for intervention because the behavior is
A. Criminal/Illegal
B. Harmful/dangerous to self/others
C. Disrupts/interferes with environment D. Interferes with relationships |
|
Definition
| B. Harmful/dangerous to self/others |
|
|
Term
Joe spends his time in his room at the group home upon returning from work and rarely
socializes with his peers or staff. Should we intervene? Is this an appropriate behavior for reduction?
A. Yes B. No |
|
Definition
no
he should free to choose his leisure time. |
|
|
Term
Jose listens to his stereo very loudly and has been threatened with eviction. This is justifiable for intervention because the behavior is:
A. Criminal/Illegal
B. Harmful/dangerous to self/others
C. Disrupts/interferes with environment D. Interferes with relationships |
|
Definition
| C. Disrupts/interferes with environment |
|
|
Term
Timmy waves his hands in front of his face very rapidly when near fluorescent lighting.
Whenever staff take him out into the community, people tend to stare, laugh, point, etc. Should we intervene? Is this an appropriate behavior for reduction?
A. Yes
B. No |
|
Definition
|
|
Term
Timmy waves his hands in front of his face very rapidly when near fluorescent lighting. This is justifiable for intervention because the behavior is:
A. Criminal/Illegal
B. Harmful/dangerous to self/others
C. Disrupts/interferes with environment D. Interferes with relationships |
|
Definition
| D. Interferes with relationships |
|
|
Term
A behavior specialist conducts a training for teachers, in which they recommend ceasing
all interaction with a student when they tantrum and using response blocking for any forms of physical aggression. This is an example of:
A. Topography-based treatment
B. Function-based treatment |
|
Definition
| A. Topography-based treatment |
|
|
Term
A teacher determines that one of her students will tantrum when given independent assignments, while another will tantrum when requests are denied. The teacher ensures that the first student has assistance when beginning an assignment but does not remove materials when they tantrum. This is an example of:
A. Topography-based treatment
B. Function-based treatment |
|
Definition
| B. Function-based treatment |
|
|
Term
A behavior analyst determines that a child’s vocal scripting is maintained by automatic auditory stimulation. They decide to load the child’s favorite movie songs onto a tablet and allow them to listen through headphones as they work in the classroom. This is an example of:
A. Topography-based treatment
B. Function-based treatment |
|
Definition
| B. Function-based treatment |
|
|
Term
A behavior analyst decides to reduce a child’s motor stereotypy by presenting them with an edible reinforcer every 10 minutes that they refrain from hand-flapping. This is an example of:
A. Topography-based treatment
B. Function-based treatment |
|
Definition
| A. Topography-based treatment |
|
|
Term
A behavior specialist sets all of her “high- profile” students on a contract, where if they are good in class for the whole day, they can come to her office to pick an item from the ”treasure chest”. This is an example of:
A. Topography-based treatment
B. Function-based treatment |
|
Definition
| A. Topography-based treatment |
|
|
Term
Vernon swallows air repeatedly until he can emit a loud belch. He does this throughout the day, across settings and activities, whether he is reprimanded or not. This behavior is likely maintained by:
A. Socially Mediated Positive Reinforcement
B. Socially Mediated Negative Reinforcement
C. Automatic Positive Reinforcement
D. Automatic Negative Reinforcement |
|
Definition
| C. Automatic Positive Reinforcement |
|
|
Term
Lauren’s mother asks her to clean the kitchen after dinner. Lauren leaves food in the sink and fails to wipe down the counters. The next night, Lauren’s mother does not ask her to clean the kitchen. This behavior is likely maintained by:
A. Socially Mediated Positive Reinforcement B. Socially Mediated Negative Reinforcement C. Automatic Positive Reinforcement
D. Automatic Negative Reinforcement |
|
Definition
| Socially Mediated Negative Reinforcement |
|
|
Term
When Aiden and Logan’s parents are watching a movie, they often fight with each other while playing in their room, causing their parents to pause the movie to come into their room to come break up the fight and redirect them. This behavior is likely maintained by:
A. Socially Mediated Positive Reinforcement
B. Socially Mediated Negative Reinforcement
C. Automatic Positive Reinforcement
D. Automatic Negative Reinforcement |
|
Definition
| A. Socially Mediated Positive Reinforcement |
|
|
Term
When Zachary develops a pimple, he mashes on and picks it until it pops and bleeds. Although he knows this leads to scarring, he continues to pick at his skin when he has a breakout. This behavior is likely maintained by:
A. Socially Mediated Positive Reinforcement
B. Socially Mediated Negative Reinforcement
C. Automatic Positive Reinforcement
D. Automatic Negative Reinforcement |
|
Definition
| Automatic Negative Reinforcement |
|
|
Term
When Aiden and Logan play in their room alone, they are very likely to fight. They
never fight when they play in the same room as their parents. This is an example of:
A. a contingency
B. a functional relation
C. neither a contingency nor a functional relation |
|
Definition
|
|
Term
Aiden argues with Logan about the rules of the game they are playing. Then, Aiden calls
Logan an idiot. Then, Aiden pushes Logan. This is an example of:
A. a contingency
B. a functional relation
C. neither a contingency nor a functional relation |
|
Definition
| C. neither a contingency nor a functional relation |
|
|
Term
Logan rushes to tell his Dad that Aiden pushed him, and Dad tells Aiden he is grounded. The next time Logan rushes to tell on Aiden, his dad grounds them both. This is an example of:
A. a contingency
B. a functional relation
C. neither a contingency nor a functional relation |
|
Definition
|
|
Term
A paraprofessional observes a child in the classroom setting, and checks boxes to indicate the activity the classroom was engaged in, the target behavior that occurred, and how the teacher responded. This is an example of which assessment method?
A. Indirect Assessment
B. Narrative recording
C. ABC data collection
D. Scatterplot |
|
Definition
|
|
Term
A BCaBA makes notes while observing in a group home, describing the activity in the home as it occurs, especially regarding their client. This is an example of which assessment method?
A. Indirect Assessment
B. Narrative recording
C. ABC data collection
D. Scatterplot |
|
Definition
|
|
Term
A BCBA administers the QABF with a child’s parents. This is an example of which assessment method?
A. Indirect Assessment
B. Narrative recording
C. ABC data collection
D. Scatterplot |
|
Definition
|
|
Term
A teacher lists the activity engaged in every hour, and notes whether a child engaged in a little disruptive behavior, a lot of disruptive behavior, or no disruptive behavior during that activity. She completes this daily for a week. This is an example of which assessment method?
A. Indirect Assessment
B. Narrative recording
C. ABC data collection
D. Scatterplot |
|
Definition
|
|
Term
Twenty-one-year-old Keisha lives in a group home and has been carving letters and sayings into the wall beside her bed. Which general type of problem behavior would this likely be categorized as?
A. Property destruction
B. Bizarre verbal behavior
C. Criminal or illegal behavior
D. Harmful/dangerous behavior
E. Likely does not meet the definition of problem behavior |
|
Definition
|
|
Term
Sid pokes his eyes with his index finger, pushing very hard, when he's presented with task demands (daily routine, etc). Which general type of problem behavior would this likely be categorized as?
A. Property destruction
B. Bizarre verbal behavior
C. Criminal or illegal behavior
D. Harmful/dangerous behavior
E. Likely does not meet the definition of
problem behavior |
|
Definition
| D. Harmful/dangerous behavior |
|
|
Term
Zeke listens to his music until 3 a.m. every night in his sound- proof room in his house. Which general type of problem behavior would this likely be categorized as?
A. Property destruction
B. Bizarre verbal behavior
C. Criminal or illegal behavior
D. Harmful/dangerous behavior
E. Likely does not meet the definition of
problem behavior |
|
Definition
E. Likely does not meet the definition of
problem behavior |
|
|
Term
The behavior analyst assessed Jake’s screaming in the classroom and determined that it was likely maintained by attention from his peers. The behavior analyst worked with Jake’s teacher to assist with directing additional attention toward Jake for appropriate behaviors such as passing out papers, leading the line, and cleaning up his areas. The treatment developed in this scenario was:
A. Function-based
B. Topography-based |
|
Definition
|
|
Term
Whenever Katherine is physically aggressive with her brother she is sent to her room. She is also sent to her room when she is verbally aggressive to her parents or when she refuses to comply with parental demands or when she gets bad grades. Given only this information, the treatment described is most likely:
A. Function-based
B. Topography-based |
|
Definition
|
|
Term
Derek burps and makes noises as if he is passing gas during his Sunday School class. His peers look him and say “eww, that is gross” and he continues with this behavior. This is an
example of:
A. Socially mediated positive reinforcement
B. Automatic positive reinforcement
C. Socially mediated negative reinforcement
D. Automatic negative reinforcement
E. None of these, this is not an example of reinforcement |
|
Definition
| A. Socially mediated positive reinforcement |
|
|
Term
Marty often lines up all the glasses he can find in the kitchen, fills them with various amounts of water and carefully hits each one with a metal spoon. Marty enjoys listening to the different tones produced by striking these glasses. This is an example of:
A. Socially mediated positive reinforcement
B. Automatic positive reinforcement
C. Socially mediated negative reinforcement
D. Automatic negative reinforcement
E. None of these, this is not an example of reinforcement |
|
Definition
| B. Automatic positive reinforcement |
|
|
Term
Nine-year old Paul is sweeping the kitchen floor. However he swings the broom wildly left and right causing the dirt to fly around. Paul’s dad watches for a minute and then says, “Son, l will show you how this should be done”. Paul’s dad takes the broom and completes the kitchen floor sweep. The next time Paul is asked to sweep, he
swings the broom wildly again. This is an example of:
A. Socially mediated positive reinforcement
B. Automatic positive reinforcement
C. Socially mediated negative reinforcement
D. Automatic negative reinforcement
E. None of these, this is not an example of reinforcement |
|
Definition
| C. Socially mediated negative reinforcement |
|
|
Term
Nova screams, kicks and cries when Olive is playing with a toy that Nova wants to play with. When this happens Nova’s mom sends her to her room with no access to preferred items. Nova stops screaming, kicking and crying . This is an
example of:
A. Socially mediated positive reinforcement
B. Automatic positive reinforcement
C. Socially mediated negative reinforcement
D. Automatic negative reinforcement
E. None of these, this is not an example of reinforcement |
|
Definition
| E. None of these, this is not an example of reinforcement |
|
|
Term
Which of the following is the definition of a narrative recording?
A. An observer records all occurrences of specific target behavior(s), antecedent and consequent events (typically on a standardized data form)
B. An observer produces a written description of the individual’s behaviors and the environmental conditions under which those behaviors occur over a period of time
C. A data collection form for recording the times of day during which a target behavior has occurred, typically involving dividing the days of the week into blocks of time |
|
Definition
| B. An observer produces a written description of the individual’s behaviors and the environmental conditions under which those behaviors occur over a period of time |
|
|
Term
BCBA Jacob enters the classroom and seats himself in the rear where he has a good view of his 8-year-old client, Clint. He takes out his ipad and begins to record the various behaviors that occur along with environmental conditions surrounding the behaviors during the course of his 45 minute observation. What type of descriptive assessment is this?
A. Narrative recording
B. ABC data collection
C. Scatterplot
D. Not applicable, this describes an indirect assessment method |
|
Definition
|
|
Term
The special education teacher reported that Erin gouges her arm with her fingernails at “random” times. The behavior analyst asks the teacher and aid to make a checkmark on a data sheet divided into activities and time periods of each time the arm gouging occurs. This is an example of which type of descriptive assessment
A. Narrative recording
B. ABC data collection
C. Scatterplot
D. None of these |
|
Definition
|
|
Term
RBTs Derek and Kayla are observing instances of Daniel’s target behavior and recording it separately. What is the most likely reason why their supervisor would have both of them collecting data on the same client?
A. To determine interrater agreement
B. To improve the relationship between the RBTs
C. To ensure enough direct contact hours
D. None of these answers |
|
Definition
| A. To determine interrater agreement |
|
|
Term
Corey farts when his belly hurts as he typically feels better afterwards. This behavior is likely maintained by:
A. Socially Mediated Positive Reinforcement
B. Socially Mediated Negative Reinforcement
C. Automatic Positive Reinforcement
D. Automatic Negative Reinforcement |
|
Definition
| D. Automatic Negative Reinforcement |
|
|
Term
Often when Corey is presented with an academic task he farts and the teacher will often back away for a few minutes before attempting to re-present the task. This behavior is likely maintained by:
A. Socially Mediated Positive Reinforcement
B. Socially Mediated Negative Reinforcement
C. Automatic Positive Reinforcement
D. Automatic Negative Reinforcement |
|
Definition
| Socially Mediated Negative Reinforcement |
|
|
Term
After direct observations, Anna, a BCBA, arranges the environment while observing and measuring her client’s aggression under different conditions. Which component of a functional assessment is Anna using?
indirect assessment
descriptive assessment
functional analysis
functional assessment |
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Definition
functional analysis
A functional analysis involves manipulating the environment (antecedents and consequences) and observing how these manipulations affect behavior in order to determine a functional relation. In this example, Anna is arranging stimuli in the environment while measuring their effect on behavior. This would not be an indirect assessment as that would entail reviewing records and interviewing others without directly observing behavior. A descriptive assessment includes direct observation and measurement, but without systematically manipulating the environment surrounding the behavior. |
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Term
Cecil arranges consecutive 5-minute sessions in a treatment room. In the first session his client received attention only when they yell. In the next session Cecil interacts with the client freely and the client has toys to play with. He continues alternating sessions randomly and tracking rates of yelling. Which type of FA is Cecil conducting?
a. A-B
b. Analog
c. This is not an FA |
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Definition
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Term
Which is an example of an A-B functional Analysis?
a. Presenting items one a time and recording approach
b. Record rate of behavior that happens when Mom is on the phone, and compare to rates when Mom is readily available
c. Record rate of behavior when Mom gives attention for yelling, and compare to rates when attention is provided non-contingently |
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Definition
| b. Record rate of behavior that happens when Mom is on the phone, and compare to rates when Mom is readily available |
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Term
Aggie is arranging a control condition. She has defined the target behavior, prepared materials and has the client enter the room. What should she do next?
a. Tell them how to play
b. Provide continuous attention
c. Start a timer
d. Respond to mands |
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Definition
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Term
Carol is running an attention condition. She is 3 minutes into the session before the client engages in the target behavior. She responds with 5 seconds of concerned statements. What should she do next?
a. End the session
b. Placedemands
c. Continue providing non-contingent attention
d. Return to her “busy work” |
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Definition
| d. Return to her “busy work” |
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Term
Pete sets up a session with items in the room and gives attention every 30 seconds. He does not provide any task demands and does not respond if problem behavior occurs. Which type of condition is Pete running?
a. Control/play
b. Alone
c. Attention
d. Escape
e. Tangible |
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Definition
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Term
Mario is running the escape condition. He has a timer running and presented the Sd for a tact response. The client responds accurately. What should Mario do next?
a. Provide a 20 second break
b. Praise and issue another demand
c. Provide a tangible item for 20 seconds d. Prompt the client to repeat the response |
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Definition
| b. Praise and issue another demand |
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Term
Paola has a timer running and is looking through her data sheets. The client says, “what are you doing?” but she doesn’t respond. After 30 seconds the client screams and Paola says, “Remember you need to use your inside voice. Please stay quiet while I work.” Then she returns to her data sheets. Which condition is Paola running?
a. Control
b. Alone
c. Attention
d. Escape |
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Definition
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Term
Helena is running the tangible condition. She brings the client into the room and gives the client preferred items. She then starts the timer. What should she do next?
a. Start ”busy work” and be unavailable b. Issue task demands
c. Wait for appropriate requests
d. Remove the preferred items |
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Definition
| d. Remove the preferred items |
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Term
Jeff brings the client into a room and continually delivers instructions related to intraverbals and tacts. He only gives a break when problem behavior occurs. Which condition is Jeff running?
a. Control
b. Escape
c. Attention
d. Alone
e.tangible |
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Definition
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Term
Haleema has arranged to run a play condition on her client’s behavior of skin-picking. Haleema starts the 10-minute timer for the condition. What should the behavior analyst do next?
a. Stay close to the client and respond appropriately to the client’s mands and play skills
b. Ignore the client for 2-3seconds
c. Present several demands and prompt for compliance if necessary
d. Remove preferred items and require the client mand to access them |
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Definition
| a. Stay close to the client and respond appropriately to the client’s mands and play skills |
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Term
During the attention condition that Moses is running with Felicia, Felica begins engaging in the target behavior or loud, prolonged snorting. What should the behavior analyst do next?
a. Provide statements of disapproval for several seconds
b. Ignore the client and continue reading his book
c. Deliver a highly preferred item or activity
d. Leave the room and observe from outside |
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Definition
| a. Provide statements of disapproval for several seconds |
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Term
Salman is running a demand condition for his client Ruby’s biting. Salman has setup the environment with the activity identified in assessment as potentially related to this behavior and has started a 10-minute timer for the session. What should the behavior analyst do next?
a. Present the identified demand continuously, guiding compliance if appropriate
b. Only present the identified demand whe nbiting occurs
c. Leave the room and observe from outside
d. Provide attention on a time-based schedule |
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Definition
| a. Present the identified demand continuously, guiding compliance if appropriate |
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Term
Jacob is asked to wait in a room while the BCBA gets materials ready. The waiting room has no preferred toys or other activities. The BCBA observes Jacob through a video system and counts the number of times Jacob engages in leg-slapping. No programmed consequences are presented when leg-slapping occurs. This describes which condition of an analog functional analysis.
a. Play/Control
b. Attention
c. Escape
d. Alone
e. Tangible |
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Definition
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Term
Which of the following is an example of an A-B functional analysis?
Fabian is asked to evalate the "peer aggression" behavior of a first-grade student with some past trauma. From the back of the classroom, Fabian records the number of times "peer aggression" is followed by the teacher reprimanding and then working directly with the aggressive student
Victor wants to determine why his client attempts to run out of the school building several times per day. Victor alternates three conditions: a difficult writing task, a difficult play task, and a difficult reading task. He measures the rate of "attempts" during each condition.
Melanie sets a 15-minute meeting in a University's office with her client's caregivers. Melanie systematically asks a series of questions about the time of day when the behavior is most and least likely to occur
Phillip is tracking the latency to engage in self-injury across multiple experimental conditions. First, he presents a novel hygiene task and ends it as soon as self-injury occurs. Then, he turns away from his client and reads a magazine, only turning back to the clent and interacting as soon as self-injury occurs. Last, he sets up a condition where he and the client interact for 5 minutes, with no demands and several preferred toys available. |
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Definition
Victor wants to determine why his client attempts to run out of the school building several times per day. Victor alternates three conditions: a difficult writing task, a difficult play task, and a difficult reading task. He measures the rate of "attempts" during each condition.
Remember that an A-B functional analysis aims to isolate conditions and collect data throughout the condition, rather than rapidly alternating conditions as you might see in a standard functional analysis. Here, Victor wants to evaluate each condition separately (difficult writing task, difficult play task, and difficult reading task). Since he is testing these separately and measuring responses, we would visualize these using an A-B arrangement. In Fabian’s example, there is no clear example of various test conditions, as this appears to be a baseline observation. For Melanie, this is a parent interview and does not include any direct testing of the relevant environmental conditions functionally related to the behavior itself. Finally, in Philip’s example, this is a great example of a latency-based FA where relevant antecedents are being presented and latency is recorded. |
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Term
Which of these is an example of an A-B analysis? Rachel, a BCBA,
a. asks a teacher when target behaviors are most likely to occur
b. observes a student in the classroom and records the antecedents which precede the target behavior
c. has the teacher alternate between preferred and nonpreferred tasks and records the rate of target behavior
d. has the teacher remove nonpreferred tasks when the target behavior occurs and records the rate |
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Definition
| has the teacher alternate between preferred and nonpreferred tasks and records the rate of target behavior |
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Term
Jan is running an attention condition. She starts her timer and begins looking at her phone. When her client engages in vocal stereotypy, she says “Quiet please!” What should Jan do next?
End the session
Present a task demand
Look at her phone
Praise her client for being quiet |
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Definition
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Term
Which of the following is an example of an analog functional analysis?
Rocco is assessing the rate of "pawing" by his dog under several test conditions. First, Rocco plays with the dog for a few seconds, then turns is back. If the dog paws at Rocco, he turns to play with it for a minute. Then, he gives the dog its favorite toy for a minute, then takes it away. If the dog paws, Rocco turns and gives the toy back. Last, he plays briefly with the dog and then turns to have a conversation with his girlfriend. If the dog paws, both Rocco and the girlfriend turn to pet him
Ashton is an animla behaviorist who is called by a local zoo to determine why one of the koala bears stopped eating. When Ashton arrives, he asks to meet with a group of zoo employees to talk about the concer, including when the koala stopped eating, and other about other events at the zoo that happened at the same time
One of Nigel's employees tends to "disappear" for about 30 minutes every morning. He decides to measure the rate of disappearing after the employee is told to perform different task. He then asks the employee to do one of three task: Clean the public restroom, stock shelves with newly received goods, and sweep the sidewalk in front of the building, |
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Definition
Rocco is assessing the rate of "pawing" by his dog under several test conditions. First, Rocco plays with the dog for a few seconds, then turns is back. If the dog paws at Rocco, he turns to play with it for a minute. Then, he gives the dog its favorite toy for a minute, then takes it away. If the dog paws, Rocco turns and gives the toy back. Last, he plays briefly with the dog and then turns to have a conversation with his girlfriend. If the dog paws, both Rocco and the girlfriend turn to pet him
For an analog functional analysis, we rapidly alternate the test conditions and compare the results using a multielement design. In Rocco’s example, there are clear alternations between each of the test conditions for Rocco’s dog. We can see the attention condition (when the dog paws, Rocco plays), followed by an access condition (when the dog paws, Rocco provides the toy) and so on. In Ashton’s example, we see indirect caregiver interviews, which might inform a functional analysis but are not representative of a functional analysis. When Paola records observations of her dog growling at other dogs, we can see the observation of the behavior, but no relevant testing of conditions. Finally, with Nigel’s example, we are measuring rate of “disappearing” across three conditions, but each condition is being tested individually and not alternating. |
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Term
Chadwick is conducting the play (control) condition of a functional analysis. He is hoping to identify the function of his client’s skin picking. During the session, the client turns away from Chadwick and quickly picks a piece of his skin. Given this scenario, what is the very next step the behavior analyst should take when running the play (control) condition?
ignore the skin picking and continue observation and interaction as design
block the skin picking behavior
present a brief academic demand
provide a preferred item for a brief period |
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Definition
ignore the skin picking and continue observation and interaction as design
Remember, in the control condition there are NO programmed antecedents or consequences. Assessors in this condition do not respond to the behavior of interest if it occurs during this type of condition. If Chadwick provided a preferred item after the skin-picking, this would be considered the tangible condition. Presenting an academic demand after the behavior doesn’t align with current analog functional analysis conditions. We may see blocking occur during some conditions, but that is not always a relevant consequence unique to specific functional analysis conditions. |
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Term
A new BCBA was recently trained on how to conduct an attention condition during a client’s FA procedure. The team is attempting to isolate the variable(s) maintaining spitting towards adults. During the session, the client turns to the BCBA and requests, “You talk to me, please?”. What is the very next step the behavior analyst should take when running the attention condition?
briefly interact with the client through conversation
remove any preferred items from the immediate environment
ignore the appropriate mand for attention
end the current condition and move to the next |
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Definition
ignore the appropriate mand for attention
In the functional analysis in this example, the appropriate mand is not the behavior of interest. Since spitting is the behavior of interest in this example, attention would only be provided to the learner if spitting occurred. If we briefly interacted after the appropriate mand, this would likely reduce the MO for spitting in that context. Removing preferred items or activities are only relevant to a tangible condition and not the attention condition. Ending the condition when the appropriate mand occurs does not allow us to continue to test for spitting, which is the behavior of interest in this scenario. |
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Term
Jay conducts 10-minute data collection sessions on rates of Rena’s screaming. Brief corrective attention or access to preferred tangibles are contingent on screaming in some conditions. During another condition, Rena is presented requests to complete tasks, and these are removed briefly when screaming occurs. Another condition includes watching Rena while she is alone . All conditions are compared with behavior rates during no demand conditions in which Rena has access to preferred events. This is an example of what type of functional analysis?
A. A-B
B. Analog
C. Not applicable, this does not describe an FA methodology |
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Definition
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Term
After ABC data collection is inconclusive on Jacob’s pulling out his own hair, the BCBA tests whether it occurs more often in the presence of his parents or his grandparents who watch Jacob in the early afternoons. This is an example of which type of functional analysis?
A. A-B
B. Analog
C. Not applicable, this does not describe an FA methodology |
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Definition
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Term
While Dawn was observing Joey’s verbal aggression, she recorded what happens directly before, during, and after the verbal aggression occurred. This is an example of what type of functional analysis?
A. A-B
B. Analog
C. Not applicable, this does not
describe an FA methodology |
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Definition
C. Not applicable, this does
not describe an FA methodology |
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Term
While running a play condition, Skylr’s timer for the fixed- time delivery of attention dings. At this moment her client engages in the target behavior of aggressive vocalizations. What should the behavior analyst do next?
A. Ignore the client for several moments and provide attention after the behavior subsides
B. Comment on the toys and activities nearby and praise the client’s appropriate play
C. Provide statements of empathy and concern for several seconds
D. Deliver an additional preferred tangible item |
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Definition
| A. Ignore the client for several moments and provide attention after the behavior subsides |
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Term
During the attention condition run with Katrina, she begins engaging in the target behavior of loud screaming. What should the behavior analyst do next?
A. Provide statements of disapproval for several seconds
B. Ignore the client and continue reading his book
C.Delivery a highly preferred item or activity
D.Leave the room and observe from outside |
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Definition
| A.Provide statements of disapproval for several seconds |
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Term
While running the demand condition, Gordon engages in the targeted behavior of scratching. What should the behavior analyst do next?
A. Say “we don’t have to do this now” and provide a break from the demand
B. Deliver statements of disapproval C.Provide a highly preferred item or activity identified in during the descriptive assessment
D.Ignore and continue to present the identified demand |
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Definition
| A.Say “we don’t have to do this now” and provide a break from the demand |
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Term
Janelle places several of her client’s toys on the carpet. During the escape condition, Janelle tells her client to pick up the toys and put them in a box. The client laughs at Janelle and runs to the other side of the room. What is the very next step Janelle should take when running the escape condition?
bring the client over to the toys and prompt her to pick them up
allow the client to stay on the other side of the room for a period of time
modify the demand and ask the client to put away only one ty
hand the client her favorite toy and allow her to play with it for one minute |
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Definition
allow the client to stay on the other side of the room for a period of time
Remember that the escape condition is characterized by the presentation of a non-preferred task as the antecedent, and the removal of the same task as the consequence for the behavior of interest. In this scenario, Janelle would terminate the request to pick up toys and allow the learner to stay on the other side of the room. Bringing the client over to pick up the toys, and providing prompts do not align with functional analysis conditions, nor does modifying the demand so the learner initiates the task. If Janelle handed the client her favorite toy, this would align more with a tangible condition arrangement. |
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Term
Marco begins to scream, the targeted behavior, during an alone condition of a functional analysis. What should the behavior analyst do next?
A. Collect data and continue to observe from outside the room
B. Re-enter the room and provide statements of empathy or concern
C.Re-enter the room and provide access to a highly preferred item or activity
D.Provide a break from demands that have been given from outside the room |
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Definition
| A.Collect data and continue to observe from outside the room |
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Term
Which of these is an example of an A-B analysis? Rachel, a BCBA,
A. asks a teacher when target behaviors are most likely to occur
B. observes a student in the classroom and records the antecedents which precede the target behavior
C. has the teacher alternate between preferred and nonpreferred tasks and records the rate of target behavior
D. has the teacher remove nonpreferred tasks when the target behavior occurs
and records the rate |
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Definition
| C. has the teacher alternate between preferred and nonpreferred tasks and records the rate of target behavior |
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Term
Karol walks into a classroom with her first-grade student. There are several broken toys and a chair there. Karol says, “I will be right back” and sets a timer for 3 minutes. Karol watches the student on a closed-camera system to count the number of times the student intensely scratches her head. Karol notices the client engage in the behavior. What is Karol’s very next step when running the alone condition?
Walk back to the classroom and end the session
send a peer into the classroom to ask if the student is OK
enter the classroom and let the student know that recess/outdoor time is next on the schedule
Mark the occurrence of the problem behavior and continue observation |
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Definition
Mark the occurrence of the problem behavior and continue observation
Remember that the alone condition is characterized by the lack of relevant social antecedents and consequences in relation to the behavior of interest. Here, since Karol is observing the behavior, she should be recording the number of responses occurring during the established timeframe. Ending the session early would reduce opportunities to record the response occurring within that condition. Sending a peer in would disrupt the structure of the alone condition, and stepping in to inform the student that recess is available aligns more with a tangible condition. |
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Term
Phia is currently conducting the tangible condition of a functional analysis with her student. After giving 1 minute of access to the student’s favorite coloring book, Phia takes the book away. After 10 seconds pass, the student taps Phia on the shoulder and signs, “Please, book.” What is the very next step the behavior analyst should take when running the tangible condition?
ignore the tap and sign for "please, book"
quickly reprimand the student, saying something like, "don't touch me"
leave the environment so the student is by themselves
present a previously mastered non-academic task |
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Definition
ignore the tap and sign for "please, book"
In this scenario, an appropriate request for the book would not be considered the behavior of interest. Phia would continue to ignore appropriate responses until the targeted response occurred in the condition. A reprimand is not necessary in this condition since we are not testing for attention here. Given this is the tangible condition, leaving the student does not produce the tangible here and is more aligned with the alone condition. If Phia were to present a non-academic task, we would likely be considering this an escape condition |
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Term
Tyler’s target behavior is SIB. The therapist is running a functional analysis. Each time Tyler engages in SIB, the therapist says, “Don’t do that, you will hurt yourself.” This is an example of which condition?
alone
escape
tangible
attention
play |
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Definition
attention
Providing attention following a target behavior is a test in a functional analysis to determine if behavior is maintained by social positive reinforcement in the form of attention. In this scenario, the therapist is providing sympathetic statements as attention for SIB to determine if this attention is reinforcing SIB. In the alone condition, the individual would be in an impoverished environment with no attention or tangibles and SIB is ignored. In the escape condition, the individual would be in a task demand which is removed contingent on SIB. In the tangible condition, the individual would be given access to a preferred item after SIB. The play condition is the control condition in which the individual has continual access to attention and preferred items with no consequence for SIB. |
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Term
The therapist wants to assess Tara’s hand-flapping behavior. She puts Tara in a room with no toys, food, or activities and sits in the corner giving no attention to Tara. This is an example of which condition?
alone
escape
tangible
attention
play |
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Definition
alone
In the alone condition, the therapist is testing for automatic positive reinforcement. In this condition, the individual is in an impoverished environment with no access to attention, food, activities or preferred items and hand flapping is ignored. In this scenario, the therapist is providing no preferred items or attention and is ignoring all hand flapping to determine if this behavior is maintained by automatic reinforcement. In the attention condition, attention is provided contingent on hand flapping only. In the escape condition, the individual would be in a task demand which is removed contingent on hand flapping. In the tangible condition, the individual would be given access to a preferred item after hand flapping. The play condition is the control condition in which the individual has continual access to attention and preferred items with no consequence for hand flapping. |
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Term
Bobby engages in aggressive behavior at school. The therapist places Bobby in academic task demands and removes the task each time he is aggressive This is an example of which condition?
alone
escape
tangible
attention
play |
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Definition
escape
The escape condition tests for social negative reinforcement in the form of escape from an aversive task demand. In the escape condition, the individual would be in a task demand which is removed contingent on aggression. In this scenario, the therapist is presenting a non-preferred academic task and removing it only if Bobby engages in aggression to determine if the behavior is reinforced by removal of an aversive task. In the alone condition, the individual would be in an impoverished environment with no attention or tangibles and aggression is ignored. In the attention condition, attention is provided contingent on aggression only. In the tangible condition, the individual would be given access to a preferred item after aggression occurs. The play condition is the control condition in which the individual has continual access to attention and preferred items with no consequence for aggression. |
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Term
Tess is conducting a functional analysis on the eye-pressing behavior of her client. In the current condition, Tess gives her client access to his favorite video game. After 2 minutes, Tess turns off the video game. The client turns to Tess and attempts to push their knuckle into the eye. Tess immediately turns the video game back on and allows the client to play. The behavior analyst is running which FA condition?
alone
escape
tangible
attention
play |
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Definition
tangible
In the tangible condition of an analog functional analysis, the relevant antecedent is the removal of a preferred item or activity, while the consequence is reintroducing that item/activity following the behavior of interest. Here, Tess removes the preferred activity of the video game (antecedent) and immediately provides it following the knuckle press (consequence). If this were an attention condition, Tess would have minimized attention prior to the behavior and provided a social reprimand immediately after the response occurred. The escape condition would have included the presentation of a non-preferred task as the antecedent, and the removal of said task if the behavior occurred. The alone condition would see no change in the environment during the condition. |
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Term
A BCBA-D is interested in determining the function of a young student’s inappropriate touching of peers. The BCBA-D sets up a condition where the student has free access to several preferred classroom toys, as well as frequent interaction from both the BCBA-D and several peers. No programmed consequence follows inappropriate touching. The behavior analyst is running which FA condition?
alone
escape
tangible
attention
play |
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Definition
play
In an analog functional analysis, the play (or control) condition is highly enriched and does not include programmed antecedents or consequences. The attention condition would include little to no attention for the antecedent and some type of attention (social disapproval, most often) as the consequence. In the escape condition, a non-preferred task would be presented as a relevant antecedent, and removal of the antecedent would serve as the consequence. Regarding the tangible condition, we would remove a preferred item as an antecedent, and produce the same preferred item as the consequence for the behavior of interest. |
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Term
During a functional analysis, a child is told to write their name. The child picks up their pencil and throws it across the room. Following this, the BCBA stands up, removes the paper from the child’s desk, and walks away. The behavior analyst is running which FA condition?
alone
escape
tangible
attention
play |
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Definition
escape
In an analog functional analysis, the escape condition is characterized by presenting a non-preferred task as the antecedent for the behavior of interest, while removing the task is the pre-programmed consequence for the behavior. Here, when presented with the writing task, the child throws their pencil across the room. Immediately, the BCBA terminates the task. If this were an attention condition, the BCBA would provide some type of social disapproval response (i.e., “Please don’t throw your pencil”). In both the alone and play conditions, no response would occur from the BCBA following the pencil throw. |
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Term
Marianna brings her client into an empty classroom in her school. The only items in the classroom are a desk and several books on a shelf. She tells the client, “I’ll be right back.” After 5 minutes, Marianna returns to the classroom and counts the number of books that were ripped apart. The behavior analyst is running which FA condition?
alone
escape
tangible
attention
play |
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Definition
alone
In the alone condition, the environment is not enriched and there are no preplanned antecedents or conditions for the behavior of response. In this scenario, no specific antecedents are provided in relation to the behavior of interest, nor is any social consequence provided for the behavior. The alone condition is devoid of social consequences. The play condition is similar in that no antecedents or consequences are planned; however, the environment is enriched with preferred items and ample attention. If this were an escape condition example, Marianna would have presented a non-preferred task and immediately removed it upon display of the behavior of interest. In the tangible condition, Marianna would have removed a preferred item and then presented it upon the behavior of interest occurring. |
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Term
When Gabby raises her voice to a level that turns a decibel reader red, the behavior analyst is to turn to Gabby and say, “What’s wrong? It’s OK.” The behavior analyst is running which FA condition?
alone
escape
tangible
attention
play |
|
Definition
attention
In an analog functional analysis, the attention condition is characterized by limited or diminished attention as the relevant antecedent and some form of attention (typically social disapproval) as the consequence for the behavior of interest. In this scenario, attention is only provided AFTER Gabby raises her voice (the behavior of interest). For this to be a tangible condition, the behavior analyst would have provided some preferred item after the response. In the alone condition, no consequence would have been presented after the behavior itself. If the behavior analyst were running the escape condition, a non-preferred task would have been presented as the antecedent and then removed once Gabby raised her voice. |
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Term
Lucas has been caught masturbating on the public bus and in restaurants in the community. What type of problem behavior is this?
a. Harmful to self or others
b. Property destruction
c. Criminal/illegal
d. Bizarre verbal behavior
e. Stereotypic or ritualistic behavior |
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Definition
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Term
Katherine’s parents avoid taking her on public outings
because she elopes into the street when she is told it is time to leave. What type of problem behavior is this?
a. Harmful to self or others
b. Property destruction
c. Criminal/illegal
d. Bizarre verbal behavior |
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Definition
| a. Harmful to self or others |
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Term
Robert is a teacher of preschool children. He has a rule in his classroom that any aggression to another student results in the child losing outdoor recess that day. This is an example of:
a. Topography-based treatment
b. Function based treatment |
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Definition
| a. Topography-based treatment |
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Term
Robert is a teacher of preschool children. He noticed that one child, Jimmy, frequently hits his peers when he is prompted to do a difficult task. Robert reduces the difficulty of the task and provides Jimmy breaks from hard tasks when Jimmy uses his words to say he doesn’t want to do a task. This is an example of:
a. Topography-based treatment
b. Function based treatment |
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Definition
| b. Function based treatment |
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Term
Jane started at a school for the first time and was told to raise her hand to get the teacher’s attention. When she did this, she got the teacher’s attention much of the time.
contingency
functional relation |
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Definition
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Term
Jane started at a school for the first time and was told to raise her hand to get the teacher’s attention. When she did this, she got the teacher’s attention much of the time. On days where the teacher provided attention for hand- raising more consistently, Jane raised her hand more often. On days when the teacher provided attention for hand-raising less consistently, Jane raised her hand less often.
functional relation
contingency |
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Definition
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Term
Whenever Jayden flips on the light switch in her living room the light comes on. Last week her lightbulb burned out and now Jayden has stopped flipping the light switch. This is an example of a _____.
a. contingency
b. functional relation |
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Definition
b. functional relation
changes in x results in changes in y |
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Term
Kayla’s boss walks around the office saying “great work” to everyone regardless of what they are doing at the time. This is an example of a _____.
a. contingency
b. functional relation |
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Definition
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Term
Julia, a BCBA, meets with a child’s mother to discuss the child’s behavior challenges. Julia asks questions, completes checklists and reviews details about the child’s behavior. What assessment is Julia completing?
A. Descriptive assessment
B. Functional Analysis
C. Indirect assessment |
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Definition
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Term
Julia goes to school and observes the child’s behavior in the classroom. She takes detailed notes about what the behavior looks like and what happens before and after the behavior. What assessment is Julia completing?
A. Descriptive assessment
B. Functional Analysis
C. Indirect assessment |
|
Definition
| A. Descriptive assessment |
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Term
Julia sets up an assessment. In the first session, Julia provides attention when the child engages in aggression. In the next session, the child is alone in the room and Julia observes the behavior. The rates of responding are compared in the two conditions. What assessment is Julia completing?
A. Descriptive assessment
B. Functional Analysis
C. Indirect assessment |
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Definition
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Term
In an A-B Functional Analysis antecedents and consequences are manipulated to measure their effects on behavior.
a. True
b. False – only antecedents |
|
Definition
| b. False – only antecedents |
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Term
Which of these is an A-B analysis?
A. The BCBA has the teacher fill out checklists about the behavior.
B. The BCBA observes a student in the classroom and records the antecedents, but not the consequences.
C. The BCBA has the teacher alternate between preferred and nonpreferred assignments and notes responding in each condition.
D. The BCBA has the teacher remove nonpreferred tasks when the behavior occurs and notes responding. |
|
Definition
| c. The BCBA has the teacher alternate between preferred and nonpreferred assignments and notes responding in each condition. |
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Term
The BCBA conducts sessions and documents hitting. During one condition, access to an iPad is contingent on hitting. During another condition, the learner is presented with tasks that are removed when hitting occurs. Another condition involves the client being left alone. All of these are compared with rates of behavior during a condition in which the learner has access to toys and attention with no demands. This is an example of an _____ functional analysis.
A. A-B assessment
B. Analog FA
C. This does not describe an FA methodology |
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Definition
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Term
All of the following occur during the PLAY
condition of an analog functional analysis
except:
A. No task demands are presented
B. Prompts are given to play with toys
C. Preferred items are available
D. Problem behavior is ignored |
|
Definition
B. Prompts are given to play with toys
A prompt to play is still a demand and can (unintentionally) evoke escape |
|
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Term
During the PLAY condition of an analog Functional Analysis, the consequence is:
A. Provide escape when behavior occurs
B. Provide attention when behavior occurs
C. Provide preferred edible when behavior occurs
D. Ignore problem behavior when it occurs |
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Definition
D. Ignore problem behavior when it occur
No consequences are programmed. |
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Term
Moses is running the attention condition of an FA for Felicia’s headbanging. Moses and Felicia are in a room with some of Felicia’s moderately preferred toys and Moses started a timer for the session. What should Moses do
next?
A. Open a book, turn away from Felicia, and read to himself
B. Deliver statements of disapproval
C. Remove all preferred items
D. Leave the room and observe from outside |
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Definition
| A. Open a book, turn away from Felicia, and read to himself |
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Term
During the attention condition that Moses is running with Felicia, Felicia begins engaging in the target behavior of headbanging. What should Moses do next?
A. Ignore her and continue reading his book
B. Deliver a highly preferred item or activity
C. Leave the room and observe from outside
D. Provide statements of disapproval for several seconds |
|
Definition
| D. Provide statements of disapproval for several seconds |
|
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Term
In this attention condition with Felicia, Felicia
engages in the appropriate social behavior of
tapping Moses on the shoulder and asking him
to watch her play. What should Moses do next?
A. Provide statements of disapproval for several seconds
B. Thank Felicia for asking nicely and turn to watch Felicia play for several seconds
C. Ignore Felicia and continue reading his book
D. Deliver a highly preferred item or activity |
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Definition
| C. Ignore Felicia and continue reading his book |
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Term
Whenever Fred opens a can of peanut butter his dog Bruno runs to
the kitchen and Fred gives him a small bit of it. Bruno’s vet says that Fred needs to cut out the extra snacks, so Fred no longer provides peanut butter to Bruno. Bruno has stopped running to the kitchen when he hears the peanut butter jar being opened.. Is a functional relation described here?
a. Yes
b. No |
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Definition
|
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Term
All of the following are characteristics of the escape condition except:
A. Starts with the therapist delivering a demand
B. Compliance is praised
C. Demands are removed contingent on problem behavior
D. Tasks presented include academic, vocational or self- care tasks |
|
Definition
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Term
Salman is running a demand condition for Ruby’s biting. Salman set up the environment with an activity identified in that assessment as potentially related to this behavior and has started a 10- minute timer for the session. What should the behavior analyst do next?
A. Only present the identified demand when biting occurs
B. Leave the room and observe from outside
C. Provide attention on a time-based schedule
D. Present the identified demand continuously |
|
Definition
| D. Present the identified demand continuously |
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Term
While running the demand condition, Ruby engages in the targeted behavior of biting. What should the behavior analyst do next?
A. Deliver statements of disapproval
B. Provide a highly preferred item identified in during the descriptive assessment
C. Provide a break from the demand
D. Ignore and continue to present the demand |
|
Definition
| C. Provide a break from the demand |
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Term
Adelle is running the alone condition of an FA for her client Ricardo’s loud vocalizations. Adelle brings Ricardo into an empty room and tells him she will be right back. Adelle leaves the room and starts a timer. What should Adelle do next?
A. Bring in several highly preferred items to the room
B. Observe from outside the room
C. Present several demands from outside the room
D. Return to the room to provide attention on a fixed-time schedule |
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Definition
| B. Observe from outside the room |
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Term
Ricardo begins to engage in the targeted behavior of yelling loudly during the alone condition of the FA. What should Adelle do next?
A. Provide statements of empathy or concern
B. Collect data and continue to observe
C. Provide access to a highly preferred item or activity
D. End the session since responding occurred |
|
Definition
| B. Collect data and continue to observe |
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Term
In the tangible condition of an FA, the consequence for the target behavior is:
A. Preferred tangible items are not available
B. Task is removed for a brief period of time
C. Attention is given on a fixed schedule
D. Preferred item is delivered for a brief period of time |
|
Definition
| D. Preferred item is delivered for a brief period of time |
|
|
Term
Which is true about the ESCAPE
condition?
A. Antecedent: Free access to toys/attention, no demands
B. Consequence: Statements of concern, empathy, etc. identified in direct assessments
C. Antecedent: Demands are continuously placed
D. Consequence: Delivery of preferred item or activity |
|
Definition
| C. Antecedent: Demands are continuously placed |
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Term
During the tangible component of an assessment, the client is playing with a slinky when Maxwell tells him it is his turn to play. Maxwell takes the slinky and starts playing with it. After a few seconds, the client pinches Maxwell. What should the behavior analyst do next?
A. Provide access to the slinky
B. Deliver a statement of disapproval
C. Ignore the client
D. Leave and observe from outside the room |
|
Definition
| A. Provide access to the slinky |
|
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Term
A BCBA is assessing the function of a child’s hitting behavior. Anytime the child hits a piece of furniture the BCBA says, “Don’t do that. You might hurt yourself. Are you okay?” This describes which condition
of an analog functional analysis.
A. Play/Control
B. Attention
C. Escape
D. Tangible |
|
Definition
|
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Term
Ryelynn, a BCBA, is trying to determine the function of a client’s tantrum behavior. For the control condition of the FA Ryelynn sets up the session room including many of the client’s favorite snacks, and activities, and tells the client’s staff to deliver time- based attention in the session room. Given this scenario, what is the very next step Ryelynn should do when running the control condition?
A. Provide preferred items and attention when the client starts to tantrum
B. Bring the client into the session room and note whether the tantrum behavior occurs or not
C. While the client is engaging with a preferred item take the item away
D. Bring the client into the room and give them attention when they are not tantrumming |
|
Definition
| Bring the client into the session room and note whether the tantrum behavior occurs or not |
|
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Term
A BCBA is assessing a client’s dropping loud cursing. The BCBA sets up an environment where the client is in the room with her. The BCBA is silently reading and not engaging with the client. If the client engages in cursing, the BCBA immediately provides attention to the client. The BCBA is running which FA condition?
A. Attention
B. Tangible
C. Play (control)
D. Escape |
|
Definition
|
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Term
During an FA play condition when problem
behavior occurs, what is the appropriate
response from the therapist?
a) Tell the child to “use your words”
b) Ignore the behavior and continue to provide attention on a fixed schedule
c) Reprimand the behavior
d) Provide escape from the task at hand |
|
Definition
| b) Ignore the behavior and continue to provide attention on a fixed schedule |
|
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Term
Haleema has arranged to run a play condition on her client’s behavior of skin-picking. Haleema starts the 10-minute timer for the condition. What should the behavior analyst do next?
a) Stay close to the client and respond appropriately to the client’s mands and play skills
b) Ignore the client for 2-3 seconds
c) Present several demands and prompt for compliance if necessary
d) Remove preferred items and require the client mand to access them |
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Definition
| a) Stay close to the client and respond appropriately to the client’s mands and play skills |
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Term
Salman presents a request during the demand condition (of an FA) which Ruby complies with. What should the behavior analyst do next?
a) Say “yes” and present an other demand
b) Delivery high-quality praise
c) Provide a highly preferred item or activity identified in during the descriptive assessment
d) Say “we don’t have to do this now” and provide a break from the demand |
|
Definition
| a) Say “yes” and present an other demand |
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Term
When the target behavior continues to occur in the alone condition, this might be evidence that the behavior might be
maintained by automatic reinforcement.
a) True
b) False |
|
Definition
|
|
Term
Maxwell is assessing his client’s behavior of pinching others and is currently conducting a tangible session within a functional analysis. Maxwell sets up the room, provides the client their slinky (identified as highly preferred), and has just started the session timer. What should the behavior analyst do next?
a) Tell the client “my turn now” and remove the slinky
b) Provide a time-based schedule of praise for toy-play
c) Introduce several demands
d) Leave and observe from outside the room |
|
Definition
| a) Tell the client “my turn now” and remove the slinky |
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Term
Damian engages in vocal outbursts throughout the day. Sometimes he will yell “poo poo bee bee” over and over again when he is in his room by himself after school. Sometimes he will yell “pee pee boo boo” when he is in his classroom. He will yell random sounds during lunch. He basically does it all the time. What might be maintaining Damian’s vocal outburst behavior?
A. socially mediated positive reinforcement
B. socially mediated negative reinforcement
C. automatic positive reinforcement
D. multiple control |
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Definition
| C. automatic positive reinforcement |
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Term
Nik picks their nose their classmates say, “ewww,
gross Nik!” and their teacher says, “Nik, go wash
your hands.” The next day, Nik picks their nose in
front of everyone. The other kids start throwing
grass on Nik. Nik continues to pick their nose
despite everyone saying how gross it is and that they
shouldn’t pick their nose. What might be maintaining
Nik’s nose-picking behavior?
a. socially mediated positive reinforcement
b. socially mediated negative reinforcement
c. automatic positive reinforcement
d. not enough info to determine |
|
Definition
| socially mediated positive reinforcement |
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Term
The BCBA arrived on the residential unit and a direct care staff member immediately approached her about an issue with one of the residents. The BCBA asked the staff person to meet with her in the office away from the residents. Which antecedent strategy is the BCBA using?
not mentioning problem behavior
environmental enrichment
relaxation exercise
medical treatment
antecedent exercise |
|
Definition
not mentioning problem behavior
In this scenario the BCBA asked the staff person who brought up a concern about a client to meet with her privately in her office. Her goal was—and this is an example of—not mentioning problem behavior in the presence of a client. Environmental enrichment does not apply to this scenario since there was no mention of access to preferred activities. Relaxation exercises, which involve tensing and relaxing muscles along with deep breathing, do not apply to this scenario. There is not enough information provided to assume there are any issues that may require medical treatment. Antecedent exercise was not mentioned in this scenario. |
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Term
The students returned to the classroom from the playground. Misha started biting her hand. The teacher looked at Misha’s hand and noticed ant bites. Before beginning the math lesson, she took Misha to the nurse for ointment. Which antecedent strategy is the teacher using?
not mentioning problem behavior
environmental enrichment
relaxation exercise
medical treatment
antecedent exercise |
|
Definition
medical treatment
In this scenario Misha's teacher noticed that the area of the hand where Misha was biting had ant bites. Medical treatment was provided in the form of an ointment administered by the nurse. “Not mentioning problem behavior” does not directly apply because the scenario does not describe a situation where mentioning problem behavior functions as an SD or EO for attention. Environmental enrichment is continuous availability of preferred items and is not described in this scenario. Relaxation exercises are the systematic tensing and relaxing of muscles while engaging in deep breathing and was not mentioned in this scenario. Antecedent exercise requires the individual to engage in some type of effortful response prior to the occurrence of problem behavior and does not apply in this scenario. |
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Term
The BCBA was called to assess problem behaviors in a residential setting. She observed staff sitting away from the residents, talking or doing paperwork, while the residents either watched TV, slept, or wandered around. Occasionally, a problem behavior would occur and the staff would then attend to the residents. Which antecedent strategy should the BCBA recommend?
not mentioning problem behavior
environmental enrichment
relaxation exercise
medical treatment
antecedent exercise |
|
Definition
environmental enrichment
In this scenario the BCBA observed that there is limited interaction between staff and residents. Residents also have a severely limited menu of activities from which to choose. They can either watch TV, wander, or sleep—it does not appear that much else is available. This is an environment that would benefit from enrichment. Environmental enrichment provides residents with ongoing access to multiple, engaging activities and promotes frequent interactions between staff and residents. Not mentioning problem behavior does not directly apply because the scenario does not describe a situation where mentioning problem behavior functions as an SD or EO for attention. Relaxation exercises are the systematic tensing and relaxing of muscles while engaging in deep breathing and were not mentioned in this scenario. Medical treatment involves the application of some kind of medical assistance and does not apply to this scenario. Antecedent exercise requires the individual to engage in some type of effortful response prior to the occurrence of problem behavior and does not apply in this scenario. |
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Term
Max’s client commonly engages in yelling, crying, and aggression during the “before care” hour prior to school. Max observes and notices that none of his client’s preferred activities are available during this time. Max suggests including preferred items in the room. Which generic antecedent intervention is Max using?
environmental enrichment
medical treatment
protective equipment
antecedent exercise |
|
Definition
environmental enrichment
Max employed the antecedent intervention of enriching his client's environment by having the items that Max prefers available continuously during the “before care” hour prior to school. Medical treatment was not used and does not apply in this scenario. Protective equipment was not used and does not apply in this scenario. Antecedent exercise involves the client engaging in an effortful response prior to the occurrence of problem behavior and does not apply in this scenario. |
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Term
Celeste observes that her client engages in problem behavior in the classroom after sitting through the entire lunch period. She arranges for her client to spend time playing in the gym prior to returning to the classroom after lunch. What antecedent intervention is Celeste using?
environmental enrichment
medical treatment
protective equipment
antecedent exercise |
|
Definition
antecedent exercise
Celeste noticed that her client's problem behavior in class usually occurred after lunch, so she established an antecedent exercise intervention for her client to engage in playtime in the gym prior to returning to the classroom after lunch. Cushioning antecedent predictors identifies the actual event that evokes problem behavior and modifies it in such a way as to abolish its effect while abating problem behavior. In this scenario, the event was not modified (i.e., actual class time) rather, an additional antecedent intervention of effortful exercise was added. Relaxation exercises are the tensing and relaxing of different parts of the body and do not apply to this scenario. Environmental enrichment involves continuous access to preferred items and does not apply because the playtime in the gym was scheduled for after lunch. |
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Term
Bernard engages in a severe eye-gouging behavior. In the last 5 years, he has blinded himself in his right eye and has attempted to gouge his left eye multiple times per day. The doctor has prescribed a pair of clear glasses that prevent Bernard from accessing his eye. This is an example of which of the following antecedent interventions?
environmental enrichment
medical treatment
protective equipment
antecedent exercise
noncontigent restraints and protective equipment |
|
Definition
noncontigent restraints and protective equipment
Due to the severity of Bernard’s eye-gouging behavior, a doctor has prescribed protective equipment to guard his eyes. The BCBC is not providing continuous, noncontingent access to social interaction, materials, and/or activities in settings of interest, so this is not an example of environmental enrichment. The BCBA is not having the learner engage in exercise prior to situations where problem behavior is more likely, so the answer is not antecedent exercise. While there may have been a medical referral by the BCBA at some point, that is not specifically noted in this example; only the protective equipment as a result of a medical interaction. |
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Term
Baer will spend 15 minutes stretching and doing yoga poses prior to sitting down for work. On days that he engages in this pre-work routine, he finds that he can be more productive and focus on his work, especially earlier in the day. By building this into his schedule, Baer is using which of the following antecedent interventions?
medical treatment
protective equipment
antecedent exercise
noncontigent restraints and protective equipment |
|
Definition
antecedent exercise
Baer is engaging in exercise before he goes to work and sits all day. This is an example of antecedent exercise. Practicing specific exercises that target tensing and relaxing one’s body is relaxation exercise. Baer is practicing yoga and stretching; not practicing progressive relaxation. Cushion antecedent predictors refers to the process of manipulating parts of or the environment of known situations that are likely to evoke problem behavior. Baer is not using this intervention. Medical treatment was not used in this scenario. |
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Term
Keith will often elope from his group home and call 911 to have an emergency transport remove him from the house. The BCBA works with the group home to get him a new video game system, plan community outings, and ensure that his preferred snacks are available during the week. Since these items have been included in the home, his elopement has decreased rapidly. The BCBA is using which of the following antecedent interventions?
environmental enrichment
medical treatment
protective equipment
antecedent exercise
noncontigent restraints and protective equipment
relaxing exercises |
|
Definition
environmental enrichment
Environmental enrichment refers to continuous noncontingent access to activities of interest, which Keith’s group home is providing through the examples mentioned. Relaxation exercises are activities in which clients are taught specific ways to relax their body often through tensing and relaxing their muscles. Cushion antecedent predictor refers to the process of manipulating parts of the environment or known situations that are likely to evoke problem behavior. Noncontingent restraints and protective equipment are the addition of equipment designed to restrict movement and prevent occurrences of the problem behavior. |
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Term
During a recent assessment, Gorman notices that the learner engages in a high rate of skin-picking behavior. He collects rate data and notices that the behavior occurs across multiple conditions and seems to have no observable antecedent and consequence. Gorman recommends that the learner go to a dermatologist to determine if there is a skin condition that requires treatment. After the visit and receiving a prescription ointment, the skin picking behavior seems to diminish. Gorman used which of the following antecedent interventions?
environmental enrichment
medical treatment
protective equipment
antecedent exercise
noncontigent restraints and protective equipment
relaxing exercises |
|
Definition
medical treatment
Gorman notices the skin picking and takes good data across settings. Due to the pervasive nature of the behavior, it is difficult to identify antecedent or consequence information. Gorman recommends that the learner be seen by a doctor, which is medical treatment as an antecedent procedure. Gorman is not providing continuous, noncontingent access to social interaction, materials, and/or activities in settings of interest, so this is not an example of environmental enrichment. Gorman is not having the learner engage in exercise prior to situations where problem behavior is more likely, so the answer is not antecedent exercise. There is also no mention of Gorman specifically not speaking to the learning about the problem behavior. |
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Term
Declan often interrupts his brother’s sessions and inadvertently triggers problem behaviors. During today’s session, the BCBA asks Declan to be his “helper” by gathering new materials and organizing them in a way that can be used to help run a variety of trials with his brother. The BCBA is using which of the following antecedent interventions?
environmental enrichment
cushion antecedent predictors
relaxing exercises
not mentioning bad behavior |
|
Definition
cushion antecedent predictors
The BCBA manipulates a part of the environment/scenario (session with Declan present) prior to the occurrence of problem behavior to lessen the aversiveness of the situation—an example of cushion antecedent predictors. This change leads to a decreased likelihood of problem behavior. The BCBA is not providing continuous, noncontingent access to social interaction, materials, and/or activities in settings of interest, so this is not an example of environmental enrichment. The BCBA does not teach Declan’s brother any exercises to relax his body, thus, this is not an example of relaxation exercises. There is no reference to the BCBA or Declan mentioning this problem behavior to anyone, thus, this is not relevant. |
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Term
Minnow struggles with flying and often experiences heightened physiological arousal during trips. Since Minnow’s work requires her to travel, she begins to identify triggers for her increased heart rate and heavy breathing. She learns to take several breaths during both takeoff and landing and ensured that she carried gum to chew during the flights. These strategies have helped make flights easier and reduced heavy breathing and increased heart rate during certain flight points. Minnow is using which of the following antecedent interventions?
environmental enrichment
cushion antecedent predictors
relaxing exercises
not mentioning bad behavior |
|
Definition
relaxing exercises
Minnow is implementing strategies prior to anxiety that increase relaxation in her body, thus, the answer is relaxation strategies. Antecedent exercise refers to engaging in an exercise practice prior to the likely event of target behavior—attending a yoga class before boarding a plan, for example. There is no reference to Minnow mentioning this “bad” behavior to anyone, thus, this answer is not relevant. There is also no reference to using noncontingent restraints and protective equipment |
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Term
Silas will often scream when his parents are talking to one another. This leads to his parents immediately responding to Silas and asking him to use his inside voice. The BCBA teaches his parents to avoid providing attention for that behavior and redirect subtly by talking to one another and saying, “Hey Mom, I usually say, ‘Excuse me’ when I need attention. How do you get attention?” The BCBA is using which of the following antecedent interventions.
environmental enrichment
cushion antecedent predictors
relaxing exercises
not mentioning bad behavior |
|
Definition
not mentioning bad behavior
The BCBA is recommending that Silas’ parents not talk about his screaming to not provide reinforcement for it. This is an example of not mentioning bad behavior. The BCBA is not manipulating parts of the scenario/environment to make it less aversive, thus, the answer is not cushion antecedent predictors. The BCBA does not reference any medical concerns, so medical treatment is not the answer. There is also no reference to using noncontingent restraints and protective equipment. |
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Term
Hugh’s mother recently got remarried. His stepdad is still getting to know Hugh. Whenever Hugh makes a request to his mom, the stepdad makes sure he is standing next to her. Over the next few weeks, Hugh’s mom slowly steps back each time a request is made and his stepdad starts to respond to the request. What is this an example of?
1. discriminative control transfer for escape-maintained behavior
2. discriminative control transfer for attention-maintained behavior
3. variable-time schedule of reinforcement |
|
Definition
2. discriminative control transfer for attention-maintained behavior
In this scenario, mands are directed towards a specific individual to gain attention. The mand occurs and is then reinforced by the individual to whom control is being transferred. Discriminative control is transferred from one individual to another in this way. |
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Term
Lola needs to reduce her son’s scratching behavior. Based on the hypothesized function, she decides to set up a schedule where she walks to him and interacts with him around every five minutes, regardless of what he is doing. This is which type of procedure?
time-contingent escape from task demands
time-contingent access to attention
time-contingent access to tangibles
discriminative stimulus control procedure |
|
Definition
time-contingent access to attention
In time-contingent procedures, a stimulus is presented on a fixed or variable schedule, regardless of the individual’s behavior. Here, attention in the form of social interaction between Lola and her son occurs around every five minutes regardless of what the son is doing. Neither the removal of the task demand nor the presentation of tangibles occurs. |
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Term
Hussain is working with his client to help reduce toe walking, which is starting to cause damage to the muscles. He incorporates a wristband to signal when he can walk on his toes. When the wristband is on, the client can only walk to their destination if they walk heel to toe. If they walk on their toes they are stopped and cannot reach their destination. When the wristband is off, the client can walk on their toes to get to their destination.
discriminative stimulus control
altering demands
providing choice
time-based schedules |
|
Definition
discriminative stimulus control
Discriminative stimulus control procedures are used when behavior is reinforced in certain conditions and extinguished or punished in other conditions. Toe walking is reinforced when the wristband is off, and is blocked when the wristband is on. The altering of demands, provision of choice, and delivery of stimuli on response-independent, time-based schedules may be effective but are not occurring here. |
|
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Term
Wendy is working with her client on reducing problem behavior maintained by attention. She measures how often the target behavior occurs, then arranges to provide attention at shorter intervals. When levels of problem behavior have been reduced, Wendy begins to provide attention less often but for longer periods of time. Which procedure is Wendy using?
discriminative stimulus control
altering demands
providing choice
time-based schedules |
|
Definition
time-based schedules
Wendy provides attention on a time-based schedule, regardless of the behavior her client is engaged in, to decrease problem behavior. The delivery of attention functions as an abolishing operation, which decreases the value of attention. No demands are altered, nor are choices offered. |
|
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Term
Alberto’s client engages in aggression and self-injury when instructed to begin a nightly hygiene routine. Alberto allows the client to decide in which order to complete the tasks and there is an immediate reduction in aggression and self-injury. Which procedure is Alberto using?
discriminative stimulus control
altering demands
providing choice
time-based schedules |
|
Definition
|
|
Term
Fatima’s client begins screaming when required to sit at a desk for prolonged periods of time. Fatima arranges for occasional breaks away from the desk, and adjusts the amount of time spent at the desk until reaching the targeted duration. Which procedure is Fatima using?
relocating the activities
time-contingent escape
discriminative stimulus control
providing choice |
|
Definition
time-contingent escape
Breaks are delivered based on the amount of time that passes and are not contingent on any specific response from the client. The location of activities is not altered, nor are choices provided. |
|
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Term
Forrest strongly dislikes going to the doctor and will often engage in high-magnitude tantrums to avoid doctors’ offices. The BCBA works with the family to identify some common stimuli to bring into session to “ease” into required medical appointments. First, they bring in a stethoscope and the BCBA wears it during session. Next, the RBT begins holding sessions in scrubs. This continues until they can bring Forrest to the doctor without problem behavior. The behavior team is using which of the following antecedent interventions?
relocating the activities
time-contingent escape
discriminative stimulus control
stimulus fading-in |
|
Definition
stimulus fading-in
Stimulus fading-in is a procedure in which the antecedent stimulus evoking escape behavior is initially removed and then gradually reintroduced, contingent on the absence or low levels of the problem behavior. The BCBA is gradually introducing the aversive stimulus (doctor’s visit) to Forrest. When using graduated exposure, stimuli are identified and arranged from least likely to most likely to evoke operant problem behavior and elicit respondent behavior. They are systematically and gradually introduced, contingent on the absence of the problem behavior and respondent behavior. There is no mention of a specific hierarchy of aversive stimuli or systematic introduction based on the absence of the problem behavior, so this is not an example of graduated exposure. There is also no reference to giving Forrest choices regarding anything in his environment, thus, this is not providing choice. Forrest is not in restraints, so this is not an example of fading out appetitive features of restraints. |
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Term
Sarah has to do homework after school. In the past, Dad helps her when she cries, but her older sister ignores her. She needs help more often with Language Arts than with Math. In which case is crying most likely?
a. Her sister is home, and she has Math homework
b. Her dad is home, and she has Math homework
c. Her sister is home, and she has Language Arts homework
d. Her dad is home, and she has Language Arts homework |
|
Definition
| d. Her dad is home, and she has Language Arts homework |
|
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Term
Which of these is an example of an antecedent intervention?
a. Preston’s teacher shows him a “First,then” card to promote working at the table, rather than throwing items
b. When Julyse hits peers at school, she is removed from the play area. Hitting has decreased
c. Both
d. Neither |
|
Definition
| a. Preston’s teacher shows him a “First,then” card to promote working at the table, rather than throwing items |
|
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Term
When Hannah leaves her daughter Lee with a babysitter, Lee engages in problem behavior such as crying and talking back. Mom makes Hannah a toy box for when she is with the babysitter that has some of Hannah’s favorite toys and activities. This describes the use of which antecedent intervention?
a. Environmental enrichment
b. Antecedent exercise
c. Relaxation exercise
d. None of these |
|
Definition
| a. Environmental enrichment |
|
|
Term
The teacher is teaching her class how to relax after coming in from recess. She tells them to imagine they are blowing out birthday candles by taking a deep breath, holding for 3 seconds then ‘blow out the candles!” This describes the use of which antecedent intervention?
a. Environmental enrichment
b. Antecedent exercise
c. Relaxation exercise
d. None of these |
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Definition
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Term
Mary wines and yells when in a store and has to wait for her mom while she shops for various items. Mary also does this while waiting in line to check out. Mom starts to let Mary help by letting her choose which scent of soap, which flavor or color product, and then she gets to select one fun item under $5. She can hold the item, look at it, and mom talks to her about it while they wait in line. This describes the use of which antecedent intervention?
a. Environmental enrichment
b. Relaxation exercise
c. Cushion antecedent predictors
d. Do not mention bad behavior
e. Noncontingent restraints |
|
Definition
| c. Cushion antecedent predictors |
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Term
Amy scratches her hands multiple times per hour. Amy’s therapists are instructed to apply a lotion on her hands every couple of hours and Amy has stopped scratching. This describes the use of which antecedent intervention?
a. Environmental enrichment
b. Relaxation exercise
c. Cushion antecedent predictors
d. Do not mention bad behavior
e. Medical treatment
f. Noncontingent restraints |
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Definition
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Term
During a home visit the BCBA supervisor asks the caretaker how things are going. Within earshot of the child, the caregiver loudly starts to say all the bad things the child has done this week. The BCBA politely interrupts and suggests discussing in private. They continue the conversation in another room. This describes the use of which antecedent intervention?
a. Environmental enrichment
b. Relaxation exercise
c. Cushion antecedent predictors
d. Do not mention bad behavior
e. Medical treatment
f. Noncontingent restraints |
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Definition
| d. Do not mention bad behavior |
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Term
Urban randomly yells GO GATORS!” and “GATORBAIT!” at inappropriate times. This often results in attention from people around him. Nick implements a plan in which people freely give Urban attention about every 15 min (not contingent upon him yelling). Yelling reduces, likely as a result of what?
a. Motivating operation effects
b. Discriminative effects
c. Restricting ability to emit behavior |
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Definition
| a. Motivating operation effects |
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Term
Nick also teaches Urban to say “Go Gators” at an appropriate volume when he sees someone wearing a hat with a logo. Yelling reduces in inappropriate contexts, likely as a result of what?
a. Motivating operation effects
b. Discriminative effects
c. Restricting ability to emit behavior |
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Definition
| b. Discriminative effects |
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Term
Jon is scared of all bugs and insects. He often avoids going outside and yells, screams, and runs to another room if a bug is in the house. Julie designs a series of steps. Before any trial is conducted, they do relaxation exercises together. Julie brings out a picture of a lady bug, then a toy ladybug, then a real ladybug in a jar with the lid on, then moves the jar closer and closer to Jon until he will hold the jar with the lid on it and the ladybug inside. This describes the use of which antecedent intervention?
a. Discriminative stimulus control strategies
b. Time-based schedule
c. Graduated exposure/desensitization
d. Curricular/Instructional revision
e. Providing choice |
|
Definition
| c. Graduated exposure/desensitization |
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Term
A therapist that works with Jane has established strong instructional control with her and sees little to no instances of problem behavior. Even though the teacher in Jane’s classroom is now implementing the same contingencies with Jane, Jane engages in far fewer instances of appropriate class participation and is often disruptive. Jane’s therapist is placed in the classroom to be present when the teacher presents learning opportunities and gradually fades out as the teacher comes to evoke appropriate classroom participation from Jane. This describes the use of which antecedent intervention?
a. Discriminative stimulus control strategies
b. Time-based schedule
c. Stimulus fading-in
d. Graduated exposure/desensitization
e. Curricular/Instructional revision
f. Providing choice |
|
Definition
| a. Discriminative stimulus control strategies |
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Term
An RBT is just starting to work with a student who engages in disruptive behavior in the classroom when independent work is required. She brings some school supplies with her to the classroom and lets student choose which color pen or pencil they want to use. She lets them choose a fun eraser (bear, robot, hamburger shape) they can earn, and allows the choose which task they want to do first: a worksheet, math problems or writing a short story. This describes the use of which antecedent intervention?
a. Discriminative stimulus control strategies
b. Time-based schedule
c. Stimulus fading-in
d. Graduated exposure/desensitization
e. Curricular/Instructional revision
f. Providing choice |
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Definition
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Term
Bill has often been pushing peers during lunch time. The BCBA noticed that Bill is left-handed, and problem behavior occurs when he repeatedly bumps peers with his elbow. He moves Bill to the end of the table when available. This describes the use of which antecedent intervention?
a. Time-based schedule
b. Stimulusfading-in
c. Graduated exposure/desensitization
d. Curricular/Instructional revision
e. Providing choice
f. Relocation
g. transfer of appetitive features of restraints by fading out |
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Definition
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Term
Marie-Louise engages in a severe form of self-harming behavior, specifically striking herself on the head at high rates. Her behavior analyst suggested fitting Marie-Louise with a special helmet and arm braces that contained extra padding preventing Marie-Louise from contacting her head. As her treatment continued, the behavior analyst had Marie-Louise’s team gradually remove bits of the protective equipment while increasing the amount of positive reinforcement that Marie-Louise contacted for alternative behavior. Since this intervention, Marie- Louise’s self-harming behavior has decreased exponentially. This describes the
use of which antecedent intervention?
a. Discriminative stimulus control strategies
b. Graduated exposure/desensitization
c. Curricular/Instructional revision
d. Providing choice
e. Relocation
f. Transfer of appetitive features of restraints by fading out |
|
Definition
| Transfer of appetitive features of restraints by fading out |
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Term
Felix often engages in problem behavior when transitioning between tasks in school. His BCBA suggests that a picture schedule be used to indicate when certain (preferred and non-preferred) activities are happening through the day. This describes the use of which antecedent intervention?
a. Discriminative stimulus control strategies
b. Graduated exposure/desensitization
c. Curricular/Instructional revision
d. Providing choice
e. Relocation
f. Transfer of appetitive features of restraints by fading out |
|
Definition
| e. Curricular/Instructional revision |
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Term
When Billy’s sister vacuums the living room, if Billy begins screaming and hitting his head, his sister says, “I’ll be done in a minute” and keeps vacuuming. Billy typically covers his ears but stops screaming and head hitting. The sight of Billy’s sister functions as a(n):
a. SD for reinforcement
b. S∆ for reinforcement
c. EO for reinforcement
d. AO for reinforcement |
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Definition
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Term
Jana is a BCaBA who has been referred to work with Joel, a 7-year-old with autism who has only a few mands and few play skills. Joel’s mother reports that he self-stims much of the day, jumping on furniture, spinning around, and pressing on the corner of his eyelids, while mom cooks, cleans, and does other household chores. Jana’s first recommendation is to develop a schedule of activities for Joel, including helping with whatever Mom is doing, but also other games, crafts, and fun activities that Joel might enjoy throughout the day.
This strategy is an example of:
A. Antecedent Exercise
B. Environmental enrichment
C. Relaxation exercises
D. Cushioning antecedent predictors |
|
Definition
| B. Environmental enrichment |
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Term
When my daughter was younger, we had a season pass to Disney World. The long lines for rides often made her irritable, so I invented a “waiting song” that we would sing, that abated problem behavior evoked by waiting in line. This strategy involved:
A. Antecedent Exercise
B. Environmental enrichment
C. Relaxation exercises
D. Cushioning antecedent predictors |
|
Definition
| D. Cushioning antecedent predictors |
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Term
Adam often engages in physical aggression or knocks over desks and chairs in the classroom when a peer antagonizes him. The behavior specialist teaches Adam to clench his fists and squeeze his eyes shut while breathing in and out slowly, counting slowly to ten, and then relaxing his hands and opening his eyes as he lets out a final deep breath. This is an example of:
A. Antecedent Exercise
B. Environmental enrichment
C. Relaxation exercises
D. Cushioning antecedent predictors |
|
Definition
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Term
Johnny engages in disruptive behavior in the preschool classroom, because his teachers typically intervene, attending to him 1:1. The BCBA suggests giving Johnny some attention every 10 minutes, regardless of what he is doing. This procedure is an example of:
A.Time-based schedule
B.Stimulus fading in
C.Discriminative stimulus control strategies D.Choice |
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Definition
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Term
Ian hates math, and frequently gets into trouble when presented with worksheets with many questions on them. His teacher folds the worksheet in half so that only 10 questions are showing, does the first problem as he watches, asks him to write the answer to the next question she solves, then has him do a problem as she watches. This is an example of:
A. Time based schedule
B. Stimulus fading in
C. Discriminative stimulus control strategies
D. Choice |
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Definition
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Term
Daniel is a 5-year-old with autism who becomes agitated when there are unexpected changes to his routine. If his mother runs an errand instead of going home from school as usual, he begins to tantrum. The BCBA attempts an intervention where mom will hang a towel over the front seat of the car whenever she changes things up and deliver lots of reinforcement to Daniel while he is calm. Thus, Daniel becomes less likely to be upset by unexpected events when the towel is present.
This strategy can best be conceptualized as:
A. Time based schedule
B. Stimulus fading in
C. Discriminative stimulus control strategies
D. Choice |
|
Definition
| C. Discriminative stimulus control strategies |
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Term
Maya sometimes has trouble finishing her food. Rather than prompting her to take a bite, her father says to her mother, “I wonder what she’s going to eat next! Mom, do you think it will be the chicken or the broccoli? I’ll bet she’s going to eat a bit of chicken next!” Maya giggles and eats a piece of broccoli. Dad used which antecedent strategy?
A. Time based schedule
B. Stimulus fading in
C. Altering demands
D. Choice |
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Definition
|
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Term
Trenton has been referred for behavioral services because he often refuses to get out of the car when he gets home. After interviewing the mother, the BCBA discovers that Trenton is allowed to play on the iPad in the car, which mom collects as they go inside. The BCBA recommends switching the iPad for a slightly less preferred activity in the car, and letting Trenton know that he can play the iPad when he gets inside the house. This is an example of:
A. Time based schedule
B. Stimulus fading in
C. Altering demands
D. Choice |
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Definition
|
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Term
Which of these is an example of fading use of restraints?
A. Dylan’s head hitting is unpredictable, so the BCBA recommends use of a padded helmet all day, rather than contingent upon SIB
B. The BCBA determines that Dylan rarely hits his head while eating, so the helmet is removed during meals.
C. Dylan still hits his padded helmet, so the BCBA recommends using a hard helmet. |
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Definition
| B. The BCBA determines that Dylan rarely hits his head while eating, so the helmet is removed during meals. |
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Term
When Kayla must clean her messy room, she makes excuses about why she should not have to do it right now. When this happens, her grandmother tells her that she can clean her room later if she would prefer. Her father requires her to clean her room immediately regardless of excuses. Making excuses for room cleaning is most likely to continue to occur under which of the following conditions?
A. When Kayla is with her grandmother.
B. When Kayla is with her father.
C. When Kayla is with her father and her grandmother
D. None of these |
|
Definition
| A. When Kayla is with her grandmother. |
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Term
When Kayla must clean her messy room, she makes excuses about why she should not have to do it right now. When this happens, her grandmother tells her that she can clean her room later if she would prefer. Her father requires her to clean her room immediately regardless of excuses. Making excuses for room cleaning is less likely to continue to occur under which of the following conditions?
A. When Kayla is with her grandmother.
B. When Kayla is with her father.
C. When Kayla is with her father and her grandmother
D. None of these |
|
Definition
| B. When Kayla is with her father. |
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Term
In Powers, Roane & Kelley (2007) Gail’s SIB (face punching) was treated successfully with arm splints however, she began to “self- restrain” To treat this, noncontingent access of preferred stimuli (toys) was provided in conjunction with the protective equipment which was successful in reducing the self restraint behavior. What was the likely mechanism here of the noncontingent toys?
A. AO
B. EO
C. Reinforcement
D. Extinction |
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Definition
|
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Term
Whenever Paul went to a birthday party, when the presents were opened, he would hit other children and attempt to grab the presents for himself. At his sister's birthday party, Mom has Paul act as helper and hand his sister presents. She also let him help to pick out the party favors that everyone will get AFTER the presents are all handed out. Which procedure is likely in use here?
A. Discriminative stimulus control strategies
B. Environmental enrichment
C. Relaxation exercises
D. Cushioning antecedent predictors |
|
Definition
| D. Cushioning antecedent predictors |
|
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Term
Kelly is a BCaBA who has been referred to work with Joel, a 7 year old with autism who has only a few mands and little play skills. Joel’s mother reports that he self-stims much of the day, jumping on furniture, spinning around, and pressing on the corner of his eyelids, while mom cooks ,cleans, and does other household chores. Kelly’s first recommendation is to develop activities for Joel such as games, crafts, and fun activities that Joel might FREELY enjoy throughout the day. This generic intervention is an example of:
A. Discriminative stimulus control strategies
B. Environmental enrichment
C. Relaxation exercises
D. Cushioning antecedent predictors |
|
Definition
| B. Environmental enrichment |
|
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Term
Angel fusses when she has to wait for her mom while she shops. Mom starts to let Angel help by letting her select some items. She can hold the item, look at it, and mom talks to her about it. This is an example of which antecedent intervention?
A. Cushion antecedent predictors
B. Environmental enrichment
C. Noncontingent restraints & protective equipment
D. Relaxation exercises |
|
Definition
| A. Cushion antecedent predictors |
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Term
Jay is scared of insects. He avoids going outside and screams if a bug is in the house. Angel designs a treatment. First, they do relaxation exercises together. Angel brings out a picture, then a toy, then a real ladybug in a jar. This is an example of:
A. Discriminative stimulus control strategies
B. Graduated exposure/desensitization
C. Stimulus fading in
D. Time-contingent escape |
|
Definition
| B. Graduated exposure/desensitization |
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Term
When left alone at his house, Mr. Lahey drinks liquor to the point of intoxication. This has resulted in many problems for Mr. Lahey. In order to decrease Mr. Lahey’s drinking, Randy gets out playing cards and video games and spends all day providing Mr. Lahey with activities and attention.
A. Antecedent exercise
B. Cushionantecedentpredictors
C. Do not mention bad behavior
D. Environmental enrichment
E. Medical treatment
F. Noncontingent restraints & protective equipment
G. Relaxation exercises |
|
Definition
| D. Environmental enrichment |
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Term
When Trinity complies with Lucy’s requests, Lucy praises her behavior. When Trinity complies with Ricky’s requests, Ricky ignores her behavior. Trinity complies with Lucy’s requests but does not comply with Ricky’s requests. The social worker assigned to the family encourages Lucy to request Trinity to engage in behavior but asks Ricky to praise Trinity when she complies.
A. Curricular/instructional revision
B. Discriminative stimulus control strategies
C. Graduated exposure/desensitization
D. Providing choice
E. Relocation
F. Stimulus fading in
G. Time-based schedules
H. Transfer of appetitive features of restraints |
|
Definition
| B. Discriminative stimulus control strategies |
|
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Term
The teacher shows her class how to calm down after recess. She tells them to imagine they are blowing out birthday candles by taking a deep breath, holding for 3 seconds, then slowly blowing out their breath. This is an example of:
A. Antecedent exercise
B. Medical treatment
C. Noncontingent restraints & protective equipment
D. Relaxation exercises |
|
Definition
|
|
Term
Ray steals pepperonis from others. Removing and consuming pepperonis is not inappropriate, but food stealing is prohibited. Ricky places prohibited pepperonis in containers marked “Do not eat” and pairs these with mild reprimands. Ray begins to only eat pepperonis that were not in the containers marked “Do not eat.”
Which generic antecedent intervention?
A. Curricular/instructional revision
B. Discriminative stimulus control strategies
C. Graduated exposure/desensitization
D. Providing choice
E. Relocation
F. Stimulus fading in
G. Time-based schedules
H. Transfer of appetitive features of restraints |
|
Definition
| B. Discriminative stimulus control strategies |
|
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Term
Zach engages in frequent problem behavior maintained by access to Kelly’s attention when Kelly is busy throughout the school day. Kelly now visits Zach at his locker and provides him with attention every 50 minutes (in between classes).
Which function-based intervention was used?
A. Curricular/instructional revision
B. Discriminative stimulus control strategies
C. Graduated exposure/desensitization
D. Providing choice
E. Relocation
F. Stimulus fading in
G. Time-based schedules
H. Transfer of appetitive features of restraints |
|
Definition
|
|
Term
Talking to girls causes fear for Screech. Zach helps Screech develop a hierarchy of situations related to talking to girls from the least to most fearful. Zach introduces Screech to the least fearful situation (a girl is in the room but not interacting with Screech). Gradually, Zach exposes Screech to each situation until he is able to talk to girls. Which intervention?
A. Graduated exposure/desensitization
B. Relocation
C. Stimulus fading-in
D. Time-contingent escape |
|
Definition
| A. Graduated exposure/desensitization |
|
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Term
Julian has noticed that, when he is busy working on his trailer, Ricky starts trouble with other residents at the trailer park until Julian stops what he is doing to give Ricky attention. Now, when Julian has to do work on his trailer, he invites Ricky to be his “special helper.”
A. Antecedent exercise
B. Cushion antecedent predictors
C. Do not mention bad behavior
D. Environmental enrichment
E. Medical treatment
F. Noncontingent restraints & protective equipment
G. Relaxation exercises |
|
Definition
| B. Cushion antecedent predictors |
|
|
Term
Ms. Bliss initially removes all task demands that typically resulted in Zach’s problem behavior. Ms. Bliss then slowly and systematically reintroduced task requests into the environment, providing highly preferred stimuli as reinforcers for appropriate behavior.
Which function-based intervention was used?
A. Curricular/instructional revision
B. Discriminative stimulus control strategies
C. Graduated exposure/desensitization
D. Providing choice
E. Relocation
F. Stimulus fading in
G. Time-based schedules
H. Transfer of appetitive features of restraints |
|
Definition
|
|
Term
Zach engages in frequent and disruptive behaviors in the classroom which are maintained by social negative reinforcement in the form of escape. Ms. Bliss begins giving Zach a one-minute break from work in the classroom every five minutes. Which function-based antecedent intervention was used?
A. Curricular/instructional revision
B. Providing choice
C. Relocation
D. Stimulus fading-in
E. Time-contingent escape |
|
Definition
| E. Time-contingent escape |
|
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Term
Prior to instruction each day, the teacher takes the class to the playground for 20 minutes and has noticed rates of classroom disruption decrease. This describes the use of which antecedent intervention?
A. Antecedent exercise
B. Relaxation exercise
C. This is not an antecedent intervention |
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Definition
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Term
Which is an example of a concurrent schedule of reinforcement?
A. A pigeon can peck a red key and get 2 food pellets or peck a blue key and get 4 food pellets
B. A pigeon can peck a red key and get three food pellets once every 5 minutes, then they have to wait 2 minutes before pecking a red key to get 3 more pellets |
|
Definition
A. pigeon can peck a red key and get 2
food pellets or peck a blue key and get 4 food pellets |
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Term
When Xander asks for help with his homework his parents usually say, “You have to try on your own.” Xander then starts homework and then begins to cry after about 5 minutes. Crying usually results in immediate help from parents (they don’t like to hear Xander cry). What schedule would be best for the parents?
A. Provide help immediately when Xander asks but not ever when they cry
B. Provide help every 5 minutes, irrespective of asking or crying
C. Provide help immediately when Xander asks and after 5 responses if Xander starts to cry |
|
Definition
| C.Provide help immediately (FR1) when Xander asks and after 5 responses (FR5)if Xander starts to cry |
|
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Term
Brigit is a BCBA who is is attempting to reduce her client’s high rates of hand raising in class (it is very excessive), but she doesn’t want fully to eliminate the behavior. Which concurrent schedule should she use?
A. VI/VI
B. FR/FR
C. VR/VR |
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Definition
|
|
Term
At school, Shayne is dropping to the ground and screaming when he wants space from others. The teacher wants him to use his words when he wants to be left alone and dropping to the ground and screaming is inappropriate at any rate in the classroom. Given this information, which of the following concurrent schedules would be most appropriate?
A. Dense ratio schedule for making vocal requests to be left alone and thin ratio schedule for dropping to the ground and screaming
B. Dense interval schedule for making vocal requests to be left alone and thin interval schedule for dropping to the ground and screaming |
|
Definition
| A. Dense ratio schedule for making vocal requests to be left alone and thin ratio schedule for dropping to the ground and screaming |
|
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Term
Adam is 7 years old and frequently imitates noises he finds funny (e.g., fake burps, car noises, explosions), which results in some attention from family members and peers. His parents agree that this is a normal and socially acceptable form of entertainment for a young child to an extent, but it’s happening too much and at the expense of Adam engaging in other forms of social behavior. Given this information, which of the following concurrent schedules would be most appropriate?
A. Thin ratio schedule for imitating noises and a dense ratio schedule for other social interactions
B. Thin interval schedule for imitating noises and a dense interval schedule for other social interactions |
|
Definition
| B. Thin interval schedule for imitating noises and a dense interval schedule for other social interactions |
|
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Term
Nahum frequently picks his nose. The BCBA implements a procedure to target this behavior. Nahum is provided a reinforcer if he goes 45 seconds without picking his nose. If he picks his nose the timer is reset. Which of the following is this an example of?
A. Interval DRO
B. Momentary DRO
C. Progressive DRO |
|
Definition
|
|
Term
Monica is a working with a client to decrease challenging behaviors using a DRO. Rates in baseline were 2 times per minute, the starting interval was 20 seconds. Monica notices that challenging behavior is persisting. When Monica observes sessions, she sees that when her client emits a challenging behavior at 15 seconds the therapist continues to let the timer run. This results in 35+ second periods of time in which no reinforcer is delivered. Why is this ineffective?
A. DRO is being used for problem behavior that is occurring at low to moderate rates
B. DRO interval is not reset when behavior occurs, resulting in too-long intervals
C. Criteria for “reinforcement” is inconsistent |
|
Definition
| B. DRO interval is not reset when behavior occurs, resulting in too-long intervals |
|
|
Term
Lilliana is working with an adult, Elvis, who has meltdowns at work when he gets frustrated. Lilliana developed a reinforcement system and taught Elvis to text staff to ask for help when he is overwhelmed. When Elvis texts, help arrives immediately. If Elvis has a meltdown, everyone tries to pay at little attention as possible. Elvis will also earn a special snack, once per hour, if he refrains from meltdowns all together. What DR schedules is Lilliana programming for Elvis?
A. DRI and DRO
B. DRA and DRI
C. DRO and DRO-P
D. DRA and DRO |
|
Definition
|
|
Term
Brian has a habit of blurting out answers in class throughout the day. If Brian blurts out answers less than three times each hour of class, he can be line leader during the next transition between rooms. Which of the following is this an example of?
A. Interval DRL
B. Full-session DRL
C. Spaced responding DRL |
|
Definition
|
|
Term
Rachel asks for help 20 times per math class each day, on average. After confirming that the math work was at the appropriate level of difficulty, her caregiver decides to take her for ice cream if Rachel’s teacher reports that she asks for help fewer than 4 times per day during math. Which of the following is this an example of?
A. Interval DRL
B. Full-session DRL
C. Spaced responding DRL |
|
Definition
|
|
Term
Helen’s teacher needs Helen to stop touching her classmate’s hair and clothes during circle time. The teacher provides Helen with a small bit of soft cloth and gives high-quality praise while Helen is holding this with both hands during circle time. Which of the following is this an example of?
A. DRI
B. DRA
C. DRL
D. DRP |
|
Definition
|
|
Term
Andy is working with his client Willie on reducing cigarette smoking. For the first week, Willie earned a gift card if he smoked 35 cigarettes or less per day, for the second week Willie earned a gift card for smoking 28 cigarettes or less per day. Which of the following is this an example of?
A. DRI
B. DRL
C. DRD
D. DRP |
|
Definition
|
|
Term
Bailey is a personal trainer working with Yvonne. Bailey wants Yvonne to complete reps at a high enough rate such that Yvonne’s heart rate will likely be sufficiently elevated, but not so quickly that she loses the appropriate form (which can result in injury). Which of the following is this an example of?
A. DRO
B. DRA
C. DRL
D. DRP |
|
Definition
|
|
Term
At school, Shayne is dropping to the ground and screaming when he wants space from others. The teacher wants him to use his words when he wants to be left alone, as dropping to the ground and screaming is inappropriate at any rate in the classroom. Given this information, which of the following concurrent schedules would be most appropriate?
A. Dense ratio schedule for making vocal requests to be left alone and thin ratio schedule for dropping to the ground and screaming
B. Dense interval schedule for making vocal requests to be left alone and thin interval schedule for dropping to the ground and screaming |
|
Definition
| A. Dense ratio schedule for making vocal requests to be left alone and thin ratio schedule for dropping to the ground and screaming |
|
|
Term
Simone has begun to file her fingernails repeatedly each day. Her fingers are beginning to bleed and blister due to the excessive filing. Her behavior BCBA works with the family to ensure that all nail files are kept in a locked filing cabinet and Simone may have access to the nail file for 10 minutes if she asks, only if at least 24 hours has passed since the last request for a nail file has occurred. Which of the following is this an example of?
A. Interval DRL
B. Full-session DRL
C. Spaced responding DRL |
|
Definition
|
|
Term
Martina is working with a client who engages in skin picking, leaving large open wounds on their skin. Martina decides to implement a DRL procedure. Skin picking is occurring at lower rates but are still occurring at dangerous levels. Why is this inappropriate?
A. The targeted problem behavior is too serious/severe for a DRL to be appropriate
B. Using a full-session or interval DRL with a naïve learner |
|
Definition
A. The targeted problem behavior is too
serious/severe for a DRL to be appropriate |
|
|
Term
When Harper asks nicely for her mom to read a book to her, her mom does so on an FR-4 schedule. When Harper screams and pulls at her mom’s hair, mom reads her a book to calm her down on an FR-2 schedule. Given this concurrent schedule, what would be a likely allocation of responding?
A. Harper almost exclusively screams and pulls hair and nearly never asks nicely
B. Harper screams and pulls hair twice as frequently as asking nicely
C. Harper asks nicely twice as frequently as screaming and pulling hair
D. Harper almost exclusively asks nicely and nearly never screams and pulls hair |
|
Definition
| A. Harper almost exclusively screams and pulls hair and nearly never asks nicely |
|
|
Term
Julie asks her teacher for help every time she has a reading assignment. Her teacher would like for her to be able to complete her reading assignments more independently without asking for assistance. Which concurrent schedule would be best to arrange for these responses?
A. Thin interval schedule for completing a reading assignment and a dense interval schedule for asking for assistance
B. Dense ratio schedule for completing a reading assignment and a thin ratio schedule for asking for assistance
C. Thin ratio schedule for completing a reading assignment and a dense ratio schedule for asking for assistance |
|
Definition
| B. Dense ratio schedule for completing a reading assignment and a thin ratio schedule for asking for assistance |
|
|
Term
Clive gets access to his favorite toys by either asking appropriately or pushing down peers who have the items. Which type of schedule would you want to arrange for asking appropriately?
a. Thin ratio
b. Dense ratio
c. Thin interval
d. Dense interval |
|
Definition
|
|
Term
Chiqui is attempting to use a DRO to reduce skin picking. Behavior reduced at first, but as therapist began also requiring less vocal stereotypy in the criteria, skin picking returned. What was the error in the procedure?
a. Rate of PBx too low
b. Weak reinforcer
c. Inconsistent criteria
d. Interval too high |
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Definition
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Term
Darcy uses small pieces of cracker for success in the DRO interval. She notices that after the first 5 minutes, the client does not eat the crackers they are given, and shortly after, problem behavior returns. What should she do instead?
a. Vary the reinforcers
b. Adjust the interval
c. Stick to consistent criteria
d. Specify a replacement beha |
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Definition
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Term
Starling sets a timer and glances at the end to see if the target behavior is occurring. If it is not he delivers an appetitive stimulus. Which type of DRO procedure?
a. Interval DRO
b. Momentary DRO
c. Progressive DRO |
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Definition
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Term
Mei is working with her client who is learning to grocery shop. Each time Mei walks down an aisle with the client, they grab boxes of cereal and jars of jelly and throw them down the aisle. Mei decides that she will have the client push the cart or hold the shopping basket while walking down the aisles while Mei puts items in the cart or basket. Mei blocks any attempts by the client to touch grocery items. Rates of throwing items is now very low. Why is this inappropriate?
a. The behavior is not incompatible with targeted problem behavior
b. Failing to place problem behavior on extinction
c. Inadvertently reinforcing a behavior chain which include problem behavior
d. Failing to reinforce an alternative behavior |
|
Definition
| d. Failing to reinforce an alternative behavior |
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Term
Kyle will often scream during periods of low attention. Kyle can raise his hand to get an adult’s attention, but the BCBA is trying to teach Kyle to approach an adult, tap their shoulder, step back and then say “excuse me”. Rates of screaming remain high. What mistake has the BCBA made?
a. The wrong alternative behavior was selected
b. Failing to select a reinforcer that competes with the maintaining consequence
c. Selecting an inappropriate reinforcement schedule for the incompatible response
d. Inadvertently reinforcing a behavior chain which include problem behavior |
|
Definition
| a. The wrong alternative behavior was selected |
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Term
The BCBA is running a DRA procedure to increase the use of the vocal mand, “I want juice”, and reduce the frequency of screaming behavior that has resulted in access to juice in the past. The client will sometimes scream for 1-2 minutes and the BCBA withholds access to the juice the entire time. Immediately after screaming, the client will say “I want juice,” at which point the BCBA provides a juice box for the appropriate response. Rates of both screaming and the vocal mand are elevated. What mistake has the BCBA made?
a. The wrong alternative behavior was selected
b. Failing to select a reinforcer that competes with the maintaining
consequence
c. Selecting an inappropriate reinforcement schedule for the incompatible
response
d. Inadvertently reinforcing a behavior chain which include problem behavior |
|
Definition
| d. Inadvertently reinforcing a behavior chain which include problem behavior |
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Term
Georgia has been asking to use the toilet every 5 minutes. Often, very little urine comes out, or she does not void at all. What would be the most appropriate DRL to use?
a. Interval
b. Full-session
c. Spaced Responding |
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Definition
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Term
Brian has a habit of blurting out answers in class throughout the day. If Brian blurts out answers less than two times each hour of class, he can be line leader during the next transition between rooms. This repeats in each room throughout the day. Which of the following is this an example of?
a. Interval DRL
b. Full-session DRL
c. Spaced responding DRL |
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Definition
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Term
At school, Shayne is dropping to the ground and screaming when he wants space from others. The teacher wants him to use his words when he wants to be left alone, as dropping to the ground and screaming is inappropriate at any rate in the classroom. Given this information, which of the following concurrent schedules would be most appropriate?
a. Dense ratio schedule for making vocal requests to be left alone and thin ratio schedule for dropping to the ground and screaming
b. Dense interval schedule for making vocal requests to be left alone and thin interval schedule for dropping to the ground and screaming |
|
Definition
| a. Dense ratio schedule for making vocal requests to be left alone and thin ratio schedule for dropping to the ground and screaming |
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Term
Adam is 7 years old and frequently imitates noises he finds funny (e.g., fake burps, car noises, explosions), which results in some attention from family members and peers. His parents agree that this is a normal and socially acceptable form of entertainment for a young child to an extent, but it’s happening too much and at the expense of Adam engaging in other forms of social behavior. Given this information, which of the following concurrent schedules would be most appropriate?
a. Thin ratio schedule for imitating noises and a dense ratio schedule for other social interactions
b. Thin interval schedule for imitating noises and a dense interval schedule for other social interactions |
|
Definition
| b. Thin interval schedule for imitating noises and a dense interval schedule for other social interactions |
|
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Term
Nahum frequently picks his nose. The BCBA implements a procedure to target this behavior. Nahum is provided a reinforcer if he goes 45 seconds without picking his nose. If he picks his nose the timer is reset. Which of the following is this an example of?
a. Interval DRO
b. Momentary DRO
c. Progressive DRO |
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Definition
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Term
According to the matching law, which response will I be most likely to witness an attention-seeking student engaging in during a classroom observation,
A.Working at his desk, for which the teacher never attends.
B.Raising his hand, for which the teacher calls on him on a VR5 schedule
C.Getting out of his seat, for which the teacher reprimands him on an FR1 schedule
D.Putting his head down on the desk, for which the teacher wakes him after an average of 45 minutes. |
|
Definition
| C.Getting out of his seat, for which the teacher reprimands him on an FR1 schedule |
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Term
Glenda is implementing a 60s interval DRO for skin- picking which occurs on average every two minutes. Every 60 seconds, she delivers praise and a high-five to the client if they refrain from picking at scabs on their body. The rate of skin-picking has not changed. Which error may Glenda have made?
A. Using a DRO for low to moderate rate behavior
B. Setting the interval above the average IRT
C. Not having a consistent criterion for target behavior
D. Not choosing reinforcers which compete |
|
Definition
| D. Not choosing reinforcers which compete. |
|
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Term
Jorge is implementing a DRA for a student who bangs on the desk and screams when they encounter difficult classwork. When the student screams, Jorge prompts them to ask for help. Which mistake may Jorge have made?
A. Not selecting a behavior in the person’s repertoire
B. Chaining in problem behavior
C. Not choosing reinforcers which compete
D. Starting with too lean a schedule |
|
Definition
| B. Chaining in problem behavior |
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Term
Sam has been stealing items from the desk in his group home. We implement a plan where, if he steals, we immediately take the item from him. However, if he asks for an item such as a pen, staff give it to him immediately and praise him for asking appropriately. This is an example of:
A. DRO
B. DRO-P
C. DRI
D. DRA
E. DRL
F. DRL-T/ Spaced responding |
|
Definition
| D. DRA: “do this instead” |
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Term
John occasionally bites his peers because, in the past staff gave him attention. We implement a plan where every half hour that John does not bite, he earns 5 minutes of 1:1 time with staff. This is an example of:
A. DRO
B. DRO-P
C. DRI
D. DRA
E. DRL
F. DRL-T/ Spaced responding |
|
Definition
|
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Term
Corey raises his hand to answer questions in class about 5x/hr. Eb begins calling on Corey only if it has been 15 minutes or more since the last time he raised his hand. This is an example of:
A. DRO
B. DRO-P
C. DRI
D. DRA
E. DRL
F. DRL-T/ Spaced responding |
|
Definition
| F. DRL-T/ Spaced Responding: “do this, only not so often |
|
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Term
Diane picks at scabs, her nail beds, and other areas of her body, especially when she is stressed or is not engaged in any activities. We teach her to knit and praise her for knitting with both hands. This is an example of:
A. DRO
B. DRO-P
C. DRI
D. DRA
E. DRL
F. DRL-T/ Spaced responding |
|
Definition
| C. DRI: “Do this, so you can’t do that” |
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Term
My wife decides to reduce my cursing. If I go 30 minutes without cursing, she puts a quarter in a jar. If I go another 30 minutes without cursing, she puts 2 more quarters in the jar. If I go another 30 minutes, she adds 3 quarters to the jar. If at any time I curse, she resets the timer and I start over. This is an example of:
A. DRO
B. DRO-P
C. DRI
D. DRA
E. DRL
F. DRL-T/ Spaced responding |
|
Definition
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|
Term
I tell Sage that while we are watching TV, if he gets up off the couch less than 5 times during the whole show, he can have dessert. This is an example of:
DRO
DRA
DRL
DRH |
|
Definition
| DRL: “do this, only not so much" |
|
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Term
At the vocational worksite, Jamal curses at his employer when he is asked to re-do a task. His job coach wants him to use appropriate language when he is upset, as cursing at his boss is inappropriate at any rate at the jobsite. Given this information, which of the following concurrent schedules would be most appropriate?
A.Dense ratio schedule for using appropriate language and thin ratio schedule for cursing at the boss
B.Dense interval schedule for using appropriate language and thin interval schedule for cursing at the boss. |
|
Definition
| A.Dense ratio schedule for using appropriate language and thin ratio schedule for cursing at the boss |
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Term
Nova is four years old and often loudly complains at the table that a food is “NOT HER FAVORITE” resulting in attention from family at the table. Nova’s parents agree that this occasional statement is not problematic, but it is happening too much. Given this information, which of the following concurrent schedules would be most appropriate?
A. Thin ratio schedule for this food statement and a dense ratio schedule for other social interactions
B. Thin interval schedule for this food statement and a dense interval schedule for other social interactions |
|
Definition
| B. Thin interval schedule for this food statement and a dense interval schedule for other social interactions |
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Term
When Caleb does his chores then asks to go to his friend's house, his mom allows him to go on an FR-4 schedule. But, when Caleb screams at his mom that he is not doing his chores and he is going to his friend's house, she yells back “just get out of here!” on an FR-2 schedule. Given this concurrent schedule,
what would be a likely allocation of responding?
A. Caleb almost always screams, skips chores and nearly never asks after doing chores.
B. Caleb screams and skips chores twice as frequently as asking after chore completion
C. Caleb asks after chore completion twice as frequently as screaming and skipping chores
D. Caleb almost always does chores and asks nicely and nearly never screams and skips chores. |
|
Definition
| A. Caleb almost always screams, skips chores and nearly never asks after doing chores. |
|
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Term
Sean earns one slice of orange when he waits to use the toy for 30 seconds, a slice of orange and a sticker when he waits for 1 minute and an orange, sticker and a sweet when he waits for 2 minutes. Example of......
a. DRO-P
b. Regular DRO
c. Momentary DRO
d. DRA |
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Definition
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Term
Kathy is trying to use a DRA procedure and is reinforcing her daughter’s use of anger management skills instead of hitting the wall and slamming the door. She verbally praises her daughter one time per day if she sees her taking deep breaths (no matter how many times she engages in it). Which mistake?
a. Wrong reinforcement schedule
b. Failing to place target bx on extinction
c. Selecting wrong target bx |
|
Definition
| a. Wrong reinforcement schedule |
|
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Term
When Jeremy does not engage in cursing for fifteen minutes, his mom verbally praises him for any other appropriate behavior that occurs during that time.
A. DRO
B. DRI
C. DRA
D. DRO-P
E. DRL-T |
|
Definition
|
|
Term
Sarah chews with her mouth open at dinner. Her parents ignore this and praise her when she is chewing with her mouth closed.
A. DRO
B. DRI
C. DRA
D. DRO-P
E. DRL |
|
Definition
|
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Term
Julie often cries and knocks her blocks down when she cannot figure out how to build something. Her mom only praises her or gives her any attention when she calmly asks appropriately for help.
A. DRO
B. DRA
C. DRI
D. DRO-P
E. DRL-T |
|
Definition
|
|
Term
During an art class, Zena gets out of her seat to get materials an average of 5 times in a one hour period. The art teacher implements a procedure where Zena gets a special treat if she only gets up 4 times in the period. This is an example of:
A.DRO
B.DRI
C.DRA
D.DRO-P
E.DRL |
|
Definition
|
|
Term
Mr. Jones complained often at the nursing home and the aides tried to empathize with him. The BCBA told the staff to say positive things and attend immediately to positive statements with minimal attention to complaints.
A. DRA
B. DRI
C. DRL
D. DRO |
|
Definition
|
|
Term
Carla requested a snack an average of 6 times during the daycare after-school period. Although the students are allowed to get a few snacks, the teacher told Carla that if she only asked for a snack 3 times or less she would earn a sticker.
A. DRA
B. DRI
C. DRL
D. DRO |
|
Definition
|
|
Term
Ruthie grabs and opens bags of chips when in the store with mom. The BCaBA tells the mom to block “opening bags” but otherwise say nothing; instead, she is trained to have Ruthie push the shopping cart with both hands as she walks by the chips, for which she gets much praise at the end of the aisle. This is a:
A. DRA
B. DRI
C. DRL
D. DRO |
|
Definition
|
|
Term
At school, Shayne is dropping to the ground and screaming when he wants space from others. The teacher wants him to use his words when he wants to be left alone, as dropping to the ground and screaming is inappropriate at any rate in the classroom. Given this information, which of the following concurrent schedules
would be most appropriate?
A. Dense ratio schedule for making vocal requests to be left alone and thin ratio schedule for dropping to the ground and screaming
B. Dense interval schedule for making vocal requests to be left alone and thin interval schedule for dropping to the ground and screaming |
|
Definition
| A. Dense ratio schedule for making vocal requests to be left alone and thin ratio schedule for dropping to the ground and screaming |
|
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Term
When Harper asks nicely for her mom to read a book to her, her mom does so on an FR-4 schedule. When Harper screams and pulls at her mom’s hair, her mom reads her a book to calm her down on an FR-2 schedule. Given this concurrent schedule, what would be a likely allocation of responding?
A. Harper almost exclusively screams and pulls hair and nearly never asks nicely
B. Harper screams and pulls hair twice as frequently as asking nicely
C. Harper asks nicely twice as frequently as screaming and pulling hair
D. Harper almost exclusively asks nicely and nearly never screams and pulls hair |
|
Definition
| A. Harper almost exclusively screams and pulls hair and nearly never asks nicely |
|
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Term
When Adam imitates a car horn, he accesses attention on an FI-10m schedule. When Adam makes a joke from his joke book accesses attention on an FI-2m schedule. Given this concurrent schedule, what would be a likely allocation of responding?
A. Adam almost tells jokes from his joke book and nearly never imitates car horns
B. Adam tells jokes from his joke book five times as frequently as he imitates a car horn
C. Adam tells jokes from his joke book twice as frequently as he imitates a car horn
D. Adam almost exclusively imitates car horns and nearly never tells jokes from his joke book |
|
Definition
| B. Adam tells jokes from his joke book five times as frequently as he imitates a car horn |
|
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Term
Kellie engaged in SIB on average of 15 times per hour. Her BCBA set up a DRO. Kellie will earn access to a small piece of candy every 10 minutes. Why is this inappropriate/ineffective?
A. DRO is being used for problem behavior that is occurring at low to moderate rates
B. DRO interval is greater than the average IRT
C. DRO interval is not reset when behavior occurs, resulting in too-long intervals
D. Criteria for “reinforcement” is inconsistent/additional criteria are added
E. Inadvertent reinforcement of problem behavior
F. Reinforcing only dead person’s/docile behavior
G. Failing to select a reinforcer that competes with the maintaining consequence
H. Failing to place problem behavior on extinction
I. Using the same reinforcer to the point of satiation |
|
Definition
| B. DRO interval is greater than the average IRT |
|
|
Term
Monica is a behavior analyst working with a client to decrease challenging behaviors using a DRO procedure. Rates of behavior in baseline were 2 times per minute and the interval chosen was 20 seconds. Monica notices that challenging behavior is persisting. When Monica observes sessions with the client, she sees that when her
client emits a challenging behavior at 15 seconds the therapist continues to let the timer run. This results in 35+ second periods of time in which no reinforcer is delivered. Why is this inappropriate?
A. DRO is being used for problem behavior that is occurring at low to moderate rates
B. DRO interval is not reset when the behavior occurs, resulting in too-long intervals
C. Criteria for “reinforcement” is inconsistent/additional criteria are added
D. Inadvertent reinforcement of problem behavior
E. Reinforcing only dead person’s/docile behavior
F. Failing to select a reinforcer that competes with the maintaining consequence
G. Failing to place problem behavior on extinction
H. Using the same reinforcer to the point of satiation |
|
Definition
| B. DRO interval is not reset when the behavior occurs, resulting in too-long intervals |
|
|
Term
Follow-up: Monica is a behavior analyst working with a client to decrease challenging behaviors
using a DRO procedure. Rates of behavior in baseline were 2 times per minute and the interval chosen was 20 seconds. Monica notices that challenging behavior is persisting. When Monica observes sessions with the client, she sees that when her client emits a challenging behavior at 15 seconds the therapist continues to let the
timer run. This results in 35+ second periods of time in which no reinforcer is delivered. How can this be resolved?
A. Vary reinforcers
B. Use a resetting DRO timer
C. Stick to set DRO criteria
D. Re-evaluate the DRO criteria to account for new/other topographies of problem behavior
E. Consider using a DRO along with a DRA or DRI
F. Regularly assess preferences
G. Ensure reinforcement can always be withheld for problem behavior before implementing |
|
Definition
| B. Use a resetting DRO timer |
|
|
Term
Follow-up: Beatriz frequently engages in the stereotypic behavior of twirling and tugging on her hair while working at her day program. This is resulting in a bald spot forming on her scalp. The behavior analyst chooses product assembly, which requires two hands, as an incompatible behavior. The program states that for each 10 toy sets that Beatriz assembles, without engaging in hair twirling, she earns 35 cents which
can be used in the vending machine during her breaks. Beatriz had a medication change recently that has impacted her appetite. Now Beatriz eats very little during the day, never finishing her lunch, doesn’t ask for snacks. The behavior analyst monitoring the data has seen rates of hair twirling and tugging increase. How can this be resolved?
A. Select a behavior that is truly incompatible or use a DRA or DRO instead
B. Regularly assess preferences
C. Reinforce incompatible behavior on an FRI, then gradually thin the schedule
D. Ensure reinforcement can always be withheld for problem behavior before implementing
E. Use a chained DRO-DRI or insert a delay between problem behavior and any
prompts for the incompatible behavior
F. Use a chained DRI-DRA |
|
Definition
| B. Regularly assess preferences |
|
|
Term
Mei is working with her client who is learning to grocery shop. Each time Mei walks down an aisle with the client, they grab boxes of cereal and jars of jelly and throw them down the aisle. Mei decides that she will have the client push the cart or hold the shopping basket while walking down the aisles while Mei puts items in the cart or basket. Mei blocks any attempts by the client to touch grocery items. Rates of throwing items is now very low. Why is this inappropriate?
A. The behavior is not incompatible with targeted problem behavior
B. Failing to select a reinforcer that competes with the maintaining consequence
C. Selecting an inappropriate reinforcement schedule for the incompatible response
D. Failing to place problem behavior on extinction
E. Inadvertently reinforcing a behavior chain which include problem behavior
F. Failing to reinforce an alternative behavior |
|
Definition
| F. Failing to reinforce an alternative behavior |
|
|
Term
Follow-up: Mei is working with her client who is learning to grocery shop. Each time Mei walks down an aisle with the client, they grab boxes of cereal and jars of jelly and throw them down the aisle. Mei decides that she will have the client push the cart or hold the shopping basket while walking down the aisles while Mei puts items in the cart or basket. Mei blocks any attempts by the client to touch grocery items. Rates of throwing items is now very low. How can the identified issue be resolved?
A. Select a behavior that is truly incompatible or use a DRA or DRO instead
B. Regularly assess preferences
C. Reinforce incompatible behavior on an FRI, then gradually thin the schedule
D. Ensure reinforcement can always be withheld for problem behavior before implementing
E. Use a chained DRO-DRI or insert a delay between problem behavior and any
prompts for the incompatible behavior
F. Consider using a chained DRI-DRA |
|
Definition
| F. Consider using a chained DRI-DRA |
|
|
Term
Follow-up: The BCBA is running a DRA procedure to increase the use of the vocal mand, “I want
juice”, and reduce the frequency of screaming behavior that has resulted in access to juice in the past. The client will sometimes scream for 1-2 minutes and the BCBA withholds access to the juice the entire time. Immediately after screaming, the client will say “I want juice,” at which point the BCBA provides a juice box for the appropriate response. Rates of both screaming and the vocal mand are elevated. How can this be resolved?
A. Regularly assess preferences
B. Reinforce alternative behavior on an FRI, then gradually thin the schedule
C. Consider the use of a chained DRO-DRA |
|
Definition
| C. Consider the use of a chained DRO-DRA |
|
|
Term
Chanh works as a consultant for a rehabilitation center. One of the employees at the center will respond defensively when given feedback from their supervisors and often disputes the feedback. Chanh decides to reinforce the employee’s behavior whenever they respond to feedback by acknowledging the comments and asking clarifying questions; Chanh will ignore all defensive statements. Which of the following is this
an example of?
A. DRO
B. DRI
C. DRA
D. DRL
E. DRD
F. DRP |
|
Definition
|
|
Term
Andy is working with his client Willie on reducing cigarette smoking. For the first week, Willie earned a gift card if he smoked 35 cigarettes or less per day, for the second week Willie earned a gift card for smoking 28 cigarettes or less per day. Which of the following is this an example of?
A. DRO
B. DRI
C. DRA
D. DRL
E. DRD
F. DRP |
|
Definition
|
|
Term
Bailey is a personal trainer working with Yvonne. Bailey wants Yvonne to complete reps at a high enough rate such that Yvonne’s heart rate will likely be sufficiently elevated, but not so quickly that she loses the appropriate form (which can result in injury). Which of the following is this an example of?
A. DRO
B. DRI
C. DRA
D. DRL
E. DRD
F. DRP |
|
Definition
|
|
Term
Shane is a young child that whines whenever he wants to be picked up by his mother. When his mother ignores him, Shane begins to also cry, stomp his feet, and jump up and down to get his mother’s attention. Which unwanted effect of extinction is this an example of?
a. Extinction burst
b. Response variation
c. Extinction-inducted aggression
d. Spontaneous recovery
e. Resurgence |
|
Definition
|
|
Term
A young child that shrieks loudly for attention has been ignored for shrieking and instead accesses attention only when they raise their hand and use an “inside voice.” This reduced shrieking quickly, but after a while the teacher stopped attending to the child when they raised their hand and spoke with an “inside voice” and now shrieking has reached rates similar to baseline measures. Which unwanted effect of extinction is this an example of?
a. Extinction burst
b. Increase in magnitude
c. Response variation
d. Spontaneous recovery
e. Resurgence |
|
Definition
|
|
Term
One of Alex’s clients is engaging in accelerating rates of aggression towards the family’s pets. Alex has identified 5 potential procedures that he would like to evaluate through a stimulus avoidance assessment. What should the behavior analyst do next when conducting a stimulus avoidance assessment?
a.Identify empirically supported punishment procedures
b. Review these procedures with caregivers and supervisors
c. Present stimuli to individual in a trial-based format
d. Identify low,medium, high rankings |
|
Definition
| b. Review these procedures with caregivers and supervisors |
|
|
Term
Bibi has begun to work with Bill, who has a long history of severe assault against his peers in a residential setting. Bibi has reviewed prior ineffective treatments attempted with Bill and determined that the least restrictive alternative would be a quickly effective punishment procedure. Bibi completed a stimulus avoidance assessment and want to check which procedure will function as punishment. She has collected data on the behavior in the natural environment with no intervention in place. What should the behavior analyst do next when conducting a punisher assessment?
a. Conduct baseline sessions
b. Arrange for random 30-second presentations of the identified procedures in a multielement design
c. Compare the rates of response for each procedure |
|
Definition
| b. Arrange for random 30-second presentations of the identified procedures in a multielement design |
|
|
Term
Davari engages in a hand-mouthing behavior where he places his hand and fingers in his mouth and wets them. Now, when staff work with him, they use their hands to stop Davari’s hand from reaching his mouth when he attempts to hand-mouth. What punishment procedure is this an example of?
a. Verbal reprimand
b. Response blocking
c. Response interruption and redirection (RIRD) |
|
Definition
|
|
Term
Bobby often hits himself in the face multiple times in a row. When Bobby begins to hit himself, the therapist gives several instructions such as “arms out”, “touch your toes”, “clap”, “wave”, to which Bobby typically complies. What punishment procedure is this an example of?
a. Verbal reprimand
b. Response blocking
c. RIRD |
|
Definition
|
|
Term
Jimmy slams doors around the house which is quite disruptive to ongoing activities such as his mother’s remote work. As a result, dad or his older brother have Jimmy rehearse closing doors softly 20 times anytime Jimmy slams a door. The family notes a decrease in slamming doors. What punishment procedure is this an example of?
a. Response blocking
b. Response interruption and redirection(RIRD)
c. Restitutional overcorrection
d. positive practice |
|
Definition
|
|
Term
Which is an example of restitutional overcorrection? When Hannah throws her trash on the ground...
a. Her mother yells, “What are you doing? Throw that away!” And she has to put the trash in the bin.
b. Her mother has her pick up the trash, sweep the floor, and put away toys
c. Both
d. Neither |
|
Definition
| b. Her mother has her pick up the trash, sweep the floor, and put away toys |
|
|
Term
A student teases a peer during recess. The teacher makes the student go back into the classroom until recess is over. The teasing reduces.
a. Nonexclusionary time-out
b. Exclusionary time-out
c. Positive punishment |
|
Definition
|
|
Term
Nancy was spending time with her cousins playing in the pool. Nancy dunked one of her cousins. Her father made her get out of the pool and watch while her cousins played for 15 minutes. What punishment procedure is this an example of?
a. Nonexclusionary time-out
b. Exclusionary time-out
c. Response cost |
|
Definition
| a. Nonexclusionary time-out |
|
|
Term
Susan earns points throughout the day, which she can exchange for prizes at the end of the week. When she fights with peers, points are removed.
a. Nonexclusionary time-out
b. Exclusionary time-out
c. Response cost |
|
Definition
|
|
Term
Wendy sometimes punches her own face with her fists in rapid succession. Now her behavior analyst Gregor blocks her arms from moving toward her face, then spills blocks with holes in them out in front of her and directs her to string the blocks on a shoestring. When she is done, she often picks up the string of blocks and shakes it in front of her face. Within a month, her fist-to-face contacts have been reduced by over 90%. What punishment procedure is this an example of?
a. Verbal reprimand
b. Response blocking
c. Response interruption and redirection (RIRD)
d. Contingent exercise |
|
Definition
| c. Response interruption and redirection (RIRD) |
|
|
Term
Every time Luke takes a long shower, his mother tells him he should be more considerate and leave hot water for other people instead of using it all himself. Now Luke only takes short showers. What punishment procedure is this an example of?
a. Verbal reprimand
b. Response blocking
c. Response interruption and redirection (RIRD)
d. Contingent exercise |
|
Definition
|
|
Term
After observing this effect, The BCBA suggests that when Dylan complains about his homework, his mother insist that he does the next problem as she watches. Dylan’s complaining increases immediately, escalating into a tantrum; he yells and cries while his mother continues to prompt him to do the next problem. After a while, though, Dylan’s rate of complaining decreases. After a few weeks of doing his homework without any problems, Dylan complains about his homework, crying and moaning and claiming, “I can’t do it!!”. This may be due to:
Extinction burst
Increases in magnitude
Spontaneous Recovery
Resurgence |
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Definition
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Term
Craig slams the door when he goes into his room. Craig’s mom immediately goes over and have him gently close the door 20 times. This procedure is known as:
Response Interruption and Redirection
Contingent effort
Restitutional Overcorrection
Positive Practice |
|
Definition
|
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Term
Tom put gum underneath his desk, so the teacher makes him remove the gum from underneath ALL the desks.
Response Interruption and Redirection
Contingent effort
Restitutional Overcorrection
Positive Practice |
|
Definition
| Restitutional Overcorrection |
|
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Term
Joe earns tokens for completing work that are exchanged for snacks at the end of the day. Every time he produces 15 widgets, he receives a token. If he curses, we take a token away from him. The procedure of taking a token away for cursing constitutes:
Contingent observation time out
Planned ignoring
Exclusion Time-out
Response cost |
|
Definition
|
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Term
When Gracie begins whining or crying, I immediately avert my gaze and avoid interacting with her until she has ceased for 30 seconds. This procedure is known as:
Contingent observation time out
Planned ignoring
Exclusion Time-out
Response cost |
|
Definition
|
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Term
When Carl begins engaging in verbal or physical aggression, we remove him from his work area, and take him to room that is not currently being used, where we sit with him until he calms down. This is an example of:
Contingent observation time out
Planned ignoring
Exclusion Time-out
Response cost |
|
Definition
|
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Term
When Jimmie hits his peers on the playground, he is required to sit on the bench for five minutes, This is what kind of punishment procedure?
Contingent observation time out
Planned ignoring
Exclusion Time-out
Response cost |
|
Definition
| Contingent observation time out |
|
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Term
Each time Zach mimicked loud gas noises with mom, his mom said, “that is rude and crude; stop that!” Then, Zach yelled in a sing song fashion “Rude and crude”, “Rude and crude” as he continued the tooting sounds. Zach’s BCBA tells mom to ignore this behavior and say nothing when it occurs. So now, when Zach makes the loud gas noises to mom, mom provides no attention to Zach. The behavior decreases over the next week. Does this describe an application of operant extinction?
A.Yes
B.No |
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Definition
|
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Term
Ed’s whining during homework time is maintained through negative reinforcement. Appropriate form of extinction for this behavior?
A.Do not allow him to escape the task of homework – follow through with demand B.Withhold attention when he whines – ignore the bx
C.Tell him if he does not do his homework, he will not be able to watch TV later |
|
Definition
| A.Do not allow him to escape the task of homework – follow through with demand B.Withhold attention when he whines – ignore the bx |
|
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Term
Claire makes faces and rude noises because, in the past, her staff have given her attention in the form of verbal reprimands and redirection. The BEST extinction procedure would involve:
A. Removing objects that can be damaged when she escalates so there is less for her to disrupt
B. Giving her praise for asking staff to engage in an activity with her
C. Having staff direct her to a chair when she engages in disruptive behavior, where she is to sit for two minutes; staff are not to interact with her.
D.Ignoring disruptive behavior when it occurs. |
|
Definition
| D.Ignoring disruptive behavior when it occurs. |
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Term
Paul’s huge increase to 137 attempts out of bed after his parents sticking to the escape extinction procedure is likely due to
A.Operant Extinction
B.Spontaneous Recovery
C.Extinction Burst
D.Resurgence |
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Definition
|
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Term
Paul’s spike to 71 and later 42 attempts out of bed after a drastic reduction in rate with his parents sticking to the escape extinction procedure is likely due to
A.Operant Extinction
B.Spontaneous Recovery
C.Extinction Burst
D.Resurgence |
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Definition
|
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Term
Zach’s football coach requires him to do 8 laps around the track for talking while the coach was reviewing plays. This is an example of:
A. Restitutional Overcorrection
B. Positive Practice
C. Simple Correction
D. Reprimands
E. Contingent Exercise |
|
Definition
|
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Term
Dean’s principal sees him running in the hallway and requires him to walk the length of the hallway 6 times before giving him a pass to continue on to class. This is an example of:
A. Restitutional Overcorrection
B. Positive Practice
C. Simple Correction
D. Reprimands
E. Contingent Exercise |
|
Definition
|
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Term
Sarah is in class and she spits on the teacher. The teacher removes Sarah’s ribbon and goes about her lesson. This is an example of:
A. planned ignoring
B. time out
C. contingent observation
D. time out ribbon |
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Definition
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Term
I have a client who engages in disruptive behavior because, in the past, staff have given him attention in the form of verbal reprimands and redirection. An extinction procedure would involve:
a.Removing all objects that can be damaged when he escalates so there is less for him to disrupt
b. Giving him praise for asking staff to engage in an activity with him
c. Having staff direct him to a chair when he engages in disruptive behavior, where he is to sit for two minutes; staff are not to interact with him.
d. Ignoring disruptive behavior when it occurs |
|
Definition
| Ignoring disruptive behavior when it occurs. |
|
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Term
Kelly Ann will often dribble spit on her classwork as in the past, the teacher would stop having her work on it so the teacher could clean up and get new worksheets. The teacher now keeps Kelly Ann in the task and does not stop to clean up or change the worksheet. Kelly Ann starts dribbling on the worksheet more often, starts slapping the teacher and is now tearing the assignments.
The increase in the number of times she dribbles is what?
A. Extinction burst
B. spontaneous recovery
C. extinction-induced aggression
D. response variation
E. increase in magnitude
F. emotional responding |
|
Definition
|
|
Term
Kelly Ann will often dribble spit on her classwork as in the past, the teacher would stop having her work on it so the teacher could clean up and get new worksheets. The teacher now keeps Kelly Ann in the task and does not stop to clean up or change the worksheet. Kelly Ann starts dribbling on the worksheet more often, starts slapping the teacher and is now tearing the assignments.
The tearing of the worksheets while she dribbles is what?
A. Extinction burst
B. spontaneous recovery
C. extinction-induced aggression
D. response variation
E. increase in magnitude
F. emotional responding |
|
Definition
|
|
Term
Kelly Ann will often dribble spit on her classwork as in the past, the teacher would stop having her work on it so the teacher could clean up and get new worksheets. The teacher now keeps Kelly Ann in the task and does not stop to clean up or change the worksheet. Kelly Ann starts dribbling on the worksheet more often, starts slapping the teacher and is now tearing the assignments.
The slapping of the teacher is what?
A. Extinction burst
B. spontaneous recovery
C. extinction-induced aggression
D. increase in magnitude
E. emotional responding
F. resurgence |
|
Definition
| C. extinction-induced aggression |
|
|
Term
Joe earns tokens for completing work that are exchanged for snacks at the end of the day. Every time he produces 15 widgets, he receives a token. If he curses, we take a token away from him. The procedure of taking a token away for cursing constitutes:
A. Contingent observation time out
B. Planned ignoring
C. Exclusion Time-out
D. Response cost
E. Restitutional Overcorrection
F. Simple restitution/correction
G. Positive practice |
|
Definition
|
|
Term
Trevor slams the door when he goes into his room. I immediately go over and have him gently close the door 20 times. This procedure is known as:
A. Contingent observation time out
B. Planned ignoring
C. Exclusion Time-out
D. Response cost
E. Restitutional Overcorrection
F. Simple restitution/correction
G. Positive practice |
|
Definition
|
|
Term
When Trish begins whining or crying, I immediately avert my gaze and avoid interacting with her until she has ceased for 30 seconds. This procedure is known as:
A. Contingent observation time out
B. Planned ignoring
C. Exclusion Time-out
D. Response cost
E. Restitutional Overcorrection
F. Simple restitution/correction
G. Positive practice |
|
Definition
|
|
Term
When Carl begins engaging in verbal or physical aggression, we remove him from his work area, and take him to room that is not currently being used, where we sit with him until he calms down. This is an example of:
A. Contingent observation time out
B. Planned ignoring
C. Exclusion Time-out
D. Response cost
E. Restitutional Overcorrection
F. Simple restitution/correction
G. Positive practice |
|
Definition
|
|
Term
When Jimmy hits his peers on the playground, he is required to sit on the bench for five minutes, This is what kind of punishment procedure?
A. Contingent observation time out
B. Planned ignoring
C. Exclusion Time-out
D. Response cost
E. Restitutional Overcorrection
F. Simple restitution/correction
G. Positive practice |
|
Definition
| A. Contingent observation time out |
|
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Term
When Rafael crosses his eyes his father yells at him for being disrespectful. Rafael then starts crossing his eyes more frequently in the presence of his father and less frequently when his father is absent. Which of the following describes an extinction procedure likely to be effective?
A. Rafael’s father no longer attends to/comments when Rafael crosses his eyes
B. Rafael’s father presents several demands for compliance after Rafael crosses his eyes
C. Rafael’s father instructs Rafael on why it is that crossing his eyes is disrespectful when this behavior occurs |
|
Definition
| A. Rafael’s father no longer attends to/comments when Rafael crosses his eyes |
|
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Term
Jaxson frequently flips the switches on and off while watching the lights in the room flicker. He does this every morning when he gets to the clinic. Which of the following describes an extinction procedure likely to be effective?
A. Jaxson’s therapist will provide a toy that lights up intermittently on it’s own
B. Staff arrange for the light switches to be disconnected in the rooms that Jaxson accesses
C. When Jaxson flips light switches on and off he is placed in a chair in the corner in which he cannot access any toys or peers |
|
Definition
| Staff arrange for the light switches to be disconnectedin the rooms that Jaxson accesses |
|
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Term
Bibi is a BCBA working with Bill who engages in aggressive behavior. Bibi has reviewed the long history of ineffective treatments attempted and determined that the least restrictive alternative would be a punishment procedure. Bibi identified procedures most appropriate for use with a stimulus avoidance assessment and would like to verify which of these procedures function as punishment. She has collected initial data in the natural environment. What should she do next when conducting a punisher assessment?
A. Conduct baseline sessions
B. Arrange for random 30-second presentations of the identified procedures in a multielement design
C. Compare the rates of response for each procedure |
|
Definition
| B. Arrange for random 30-second presentations of the identified procedures in a multielement design |
|
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Term
Susan is attempting to decrease the frequency with which she bites her nails. Susan has arranged for desk mate at work to charge her $15 each time she sees Susan bite her nails. The $15 is then sent to a political campaign for a politician whom Susan disagrees with deeply. Susan bites her nails less often. What punishment procedure is this an example of?
A. Nonexclusionary time-out
B. Exclusionary time-out
C. Response cost |
|
Definition
|
|
Term
Hamish loves to play outside. He will often stand at his back door scratching off the paint and making loud vocalizations until someone opens the door and lets him into the backyard. Which of the following describes an extinction procedure likely to be effective?
A.Caregivers no longer provide access to the backyard when Hamish makes loud vocalizations and/or scratches off paint
B. Caregivers cease asking him why he is upset when Hamish loudly vocalizes and scratches of paint
C. When Hamish loudly vocalizes and scratches of paint, his caregivers remind him that he should use his words and then let him into the backyard
D. When Hamish loudly vocalizes and scratches of paint, he is required to walk up and down the inside house stairs 10 times |
|
Definition
| A.Caregivers no longer provide access to the backyard when Hamish makes loud vocalizations and/or scratches off paint |
|
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Term
One of Alex’s clients is engaging in accelerating rates of aggression towards the family’s pets. Alex has identified 5 potential procedures from a literature review that he would like to evaluate through a stimulus avoidance assessment. What should the behavior analyst do next when conducting a stimulus avoidance assessment?
A. Identify empirically supported punishment procedures
B. Review these procedures with caregivers and supervisors
C. Present stimuli to individual in a trial-based format
D. Identify low, medium, high rankings |
|
Definition
| B. Review these procedures with caregivers and supervisors |
|
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Term
Davari engages in a hand-mouthing behavior where he places his hand and fingers in his mouth and wets them. Now, when staff work with him, they use their hands to stop Davari’s hand from reaching his mouth when he attempts to hand-mouth. What punishment procedure is this an example of?
A. Verbal reprimand
B. Response blocking
C. Response interruption and redirection (RIRD)
D. Contingent exercise |
|
Definition
|
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Term
A fifth-grade student was teased by a peer for not having the trendy, new shoes. The student swears at their peer, which is overheard by the principal. The principal tells the student to go sit outside in the hall for the rest of free time. The student has not sworn at school since. What punishment procedure is this an example of?
A. Nonexclusionary time-out
B. Exclusionary time-out
C. Response cost |
|
Definition
|
|
Term
A BCBA has completed an intake and determine that tantrums will be a behavior targeted for decrease. The next step the BCBA should take is to:
A. develop a behavior plan to reduce tantrums and increase replacement behaviors
B. determine whether the parent will implement the behavior plan correctly
C. develop a hypothesis regarding the function of tantrums through direct assessment
D. Conduct interviews and observations to identify target behaviors |
|
Definition
| C. develop a hypothesis regarding the function of tantrums through direct assessment |
|
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Term
After weeks of targeting tantrums, the rate and duration of tantrums have not decreased. The BCBA observes all of the stakeholders working with the client and determines that they are, in fact, implementing the procedures correctly. The next step the BCBA should take is to:
A. Change the behavior targets and procedures
B. Retrain the stakeholders and provide additional support.
C. Fade behavioral services to promote maintenance and generality
D. Return to assessment,potentially with procedures that have higher validity |
|
Definition
| D. Return to assessment,potentially with procedures that have higher validity |
|
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Term
When a practitioner doesn’t conduct functional analysis because they “don’t feel
it’s safe”, they may be encountering which challenge to conducting standard functional analyses?
A. High-risk behavior
B. Low-rate behavior
C. Lack of time and/or resources,
D. Lack of training |
|
Definition
|
|
Term
If you are assessing severe self-injurious behavior, during your functional analysis you should:
A. Get a release of liability waiver signed by the parent or legal guardian
B. Manipulate antecedents, but not consequences
C. shorten session length, utilize protective equipment, or use latency to first response or precursors as your target
D. Use rapid pair-wise conditions and eliminate the alone condition |
|
Definition
| C. shorten session length, utilize protective equipment, or use latency to first response or precursors as your target |
|
|
Term
A problem with the use of protective equipment in functional analysis for high risk bx is that it:
A. may serve a sensory extinction function
B. may serve as a punitive effect
C. may be a response effort phenomenon
D. All of the above |
|
Definition
|
|
Term
I conducted a FA, replicating four 20 minute conditions four times each. My results were 0 rate of behavior in all but the escape condition, which produced 1 response in one session. What might be a problem with concluding that escape is the maintaining variable?
A. The conditions during the FA may not be the same as more naturalistic conditions
B. Problem behavior may not have occurred during the other conditions due to low-rate responding
C. The FA may have failed to identify idiosyncratic variables, such as person delivering reprimands
D. None of the above |
|
Definition
| B. Problem behavior may not have occurred during the other conditions due to low-rate responding |
|
|
Term
In order to determine the function of a problem behavior, I instruct staff to page me as soon as the target response occurs. When it does, I come in and run two test conditions and one control condition. This is an example of which strategy to assess low rate Bx?
A. In-situ assessment
B. Extend session length
C. Probes when behavior is high strength D. Alternative measures |
|
Definition
| C. Probes when behavior is high strength |
|
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Term
Sarah has a client who engages in head-hitting as well as hand-biting. When conducting a functional analysis for this client, Sarah should:
A. Let problem behavior subside before starting the next session
B. Use different discriminative stimuli in each condition
C. Analyze one topography at a time
D. Used fixed sequences |
|
Definition
| C. Analyze one topography at a time |
|
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Term
Sangeetha conducted an FA on her client’s hand-flapping behavior in the client’s home. She recorded some hand- flapping in the escape condition, but during the alone/ignore condition, the client played with their favorite toy and did not engage in any hand-flapping. Which during- session guideline should Sangeetha observe?
A. Let problem behavior subside before starting next session
B. Rule out medical etiologies
C. Use naturalistic antecedents and consequences
D. Use low preference toys or no toys in attention/alone condition |
|
Definition
| D. Use low preference toys or no toys in attention/alone condition |
|
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Term
Josie analyzes her data and seems to detect a pattern: her client seems more likely to engage in disruptive behavior during independent seat work on days when they reported missing breakfast than on days when they did not. This may be an example of idiosyncratic:
A. antecedents
B. consequences
C. motivational events
D. person variables |
|
Definition
|
|
Term
Jose’s client laughs when parents or teachers scold him for misbehavior, but does
not seem to respond when he is praised for appropriate behavior. This may be an example of idiosyncratic:
A. antecedents
B. consequences
C. motivational events
D. person variables |
|
Definition
|
|
Term
Mia has a sensitivity to sunlight, and her mouth will break out into blisters if she is overexposed. She is more likely to refuse to respond when called on in class when she has a breakout. This may be an example of idiosyncratic:
A. antecedents
B. consequences
C. motivational events
D. person variables |
|
Definition
|
|
Term
Henrí engages in head hitting when the noise level of the classroom increases, such
as during circle time. This may be an example of idiosyncratic:
A. antecedents
B. consequences
C. motivational events
D. person variables |
|
Definition
|
|
Term
A BCBA has completed an intake and determine that tantrums will be a behavior targeted for decrease. The next step the BCBA should take is to:
A. develop a behavior plan to reduce tantrums and increase replacement behaviors
B. determine whether the parent will implement the behavior plan correctly
C. develop a hypothesis regarding the function of tantrums through direct assessment
D. Conduct interviews and observations to identify target behaviors |
|
Definition
| C. develop a hypothesis regarding the function of tantrums through direct assessment |
|
|
Term
ASR 1
Select the scenario that has the highest practical utility.
a. Moira arranges for a functional assessment sequence that is quick and that reduces the need for the client to emit high rates of the concerning target behavior. Despite her best efforts the assessment results are inconclusive and treatment has limited effects
b. Holly conducts an incredibly thorough assessment which includes a full- scale traditional FA and caregivers seem frustrated with the time and risk involved. However, Holly identifies a clear function and designs an intervention that produces robust effects on behavior
c. Carl requests a family clear a frequently used room of all items so he can run an analog FA with a client. This is highly inconvenient to the family, and ultimately the treatment designed around the identified function is not markedly effective |
|
Definition
| a. Moira arranges for a functional assessment sequence that is quick and that reduces the need for the client to emit high rates of the concerning target behavior. Despite her best efforts the assessment results are inconclusive and treatment has limited effects |
|
|
Term
Select the scenario that has the highest treatment utility.
a. Klaus completes a functional behavioral assessment that is sensitive to the interests of the clients caregivers and reduces harm to the client. However, the intervention designed from the assessments’’ results does not produce socially significant change in behavior
b. Lydia conducts a functional assessment that takes longer than originally planned to complete, but the resultant intervention produces marked reductions in a dangerous problem behavior
c. Frank meets his client and immediately begins running an FA on a dangerous behavior. Care is not taken to limit this behavior, and due to the contrived nature of the assessment, the resulting behavior plan is ineffective |
|
Definition
| b. Lydia conducts a functional assessment that takes longer than originally planned to complete, but the resultant intervention produces marked reductions in a dangerous problem behavior |
|
|
Term
A BCBA conducted a trial-based FA in a classroom setting, but the results were undifferentiated and thus an effective intervention could not designed using these data. The described assessment method(s) have high _____ utility.
a. Practical
b. Treatment
c. Both of these
d. Neither of thes |
|
Definition
|
|
Term
Jerry is a BCBA working with an individual who engages in low rate, high intensity biting. Jerry conducts a functional analysis testing only an escape condition as, in Jerry’s experience, biting is commonly escape- maintained. Does this describe a practical functional assessment?
a. Yes
b. no |
|
Definition
|
|
Term
Carter is a BCBA working with a 3-year-old who engages in high-magnitude head banging. He interviews the client’s family members to determine when the headbanging behavior is most likely to occur. Based on the results of the interview, and a brief probe of these variables, Carter designs specific FA test and control conditions. Does this describe a practical functional assessment?
a. Yes
b. No |
|
Definition
|
|
Term
Based on the discussion with caregivers, Jamie hypothesizes that the client’s pica is maintained by attention from adults in low attention situations, specifically when adults are talking to one another. He decides to test this by observing what happens when he has a conversation with the parent, and then provides a lot of attention when the client begins to put a pencil in their mouth. Which of the following is the behavior analyst conducting?
a. Open-ended interview
b. Brief contingency probe |
|
Definition
| b. Brief contingency probe |
|
|
Term
Mia is a behavior analyst that meets with a client’s teaching staff at school. Mia asks the teachers questions related to the client’s elopement behaviors at school to identify what the behavior looks like, when the behavior is most likely to occur, and the consequences that are typically provided to the behavior to determine possible functions. Which of the following is the behavior analyst conducting?
a. Open-ended interview
b. Brief contingency probe
c. Interview-informed synthesized contingency analysis (IISCA) |
|
Definition
|
|
Term
Layla has designed a test and a control condition based on interviews and observed variables of interest. During the test condition the client is provided with access to highly preferred toys and noncontingent attention, and then instructed to leave the toys in order to play a board game. Contingent on any behavior in the same response class as the targeted behavior, she returns to playing with toys with full staff attention. Conditions are 5 minutes long and Layla collects data on frequency of all identified responses. Which of the following is the behavior analyst conducting?
a. Open-ended interview
b. Brief contingency probe
c. Interview-informed synthesized contingency analysis (IISCA) |
|
Definition
| c. Interview-informed synthesized contingency analysis (IISCA) |
|
|
Term
When the client engages in the target behavior during the test condition, they are provided with access to preferred stuffed animals and their choice of music. This describes which component of the IISCA?
a. Single test condition
b. Unique test condition
c. Synthesized contingency
d. Matchedcontrol
e. Open-contingency class |
|
Definition
| c. Synthesized contingency |
|
|
Term
During test condition sessions, Samson may contact the suspected reinforcer for slamming his fist, grinding his teeth, or making threatening comments. This describes which component of the IISCA?
a. Single test condition
b. Unique test condition
c. Synthesized contingency
d. Matchedcontrol
e. Open-contingency class |
|
Definition
| e. Open-contingency class |
|
|
Term
Nancy is supporting a client that engages in hitting when they are asked to go to bed while their sibling is still awake. Nancy has parents implement short trials when the student is asked to go to bed at night, and as soon as hitting occurs, the trial ends and the client is allowed access to 5 minutes with their sibling. This describe the use of which IISCA modification?
a. Latency-based IISCA
b. Trial-based IISCA
c. Single-session IISCA |
|
Definition
|
|
Term
Alondra is a nonverbal, adult with cerebral palsy living at a group home. While she has difficulty manipulating small objects, Alondra interacts easily with her tablet and spends her free time doing so. She bites her arms when she is playing on her tablet and nonpreferred demands are placed. Which of the following is the most appropriate to target as a functional communicative response?
a. Teach Alondra to say, “break please” or “help please”
b. Teach Alondra to sign, “break please” or “help please”
c. Teach Alondra to use a voice output app on her tablet to request to delay the task or help with the task
d. Teach Alondra to select an icon using PECS, “I would like a break please” |
|
Definition
| c. Teach Alondra to use a voice output app on her tablet to request to delay the task or help with the task |
|
|
Term
Alia is working a client, Lacy, who engages in varied forms of aggression and mild property destruction when given difficult academic demands. Assessment results indicate that this behavior is maintained by brief breaks from task and shifts to easier tasks. Initially Lacy was taught to request a break by saying “break.” Then Alia taught Lucy to also request “help”, “easier”, and “not this” to request assistance and various forms of change in task. This describes the use of which method for improving FCR complexity?
a. Building sentence structure of a single FCR
b. Including a chain of back-and-forthcommunication
c. Introducing multiple FCRs
d. Increasing physical response effort |
|
Definition
| c. Introducing multiple FCRs |
|
|
Term
Chauncey bites his arm when nonpreferred demands are placed. Following an FA Chauncey is taught to sign “break” when a non-preferred task is placed, and a break is given. No break is provided if he bites his arm. This describes the use of which component of skill-based treatment?
a. Functional communication training
b. Functional communication and complexity training
c. Delay and denial tolerance training |
|
Definition
| a. Functional communication training |
|
|
Term
At the start of services, Jesse would grab gummy bears out of his sister’s hand without requesting. After he was taught to request these items fluently, the behavior analyst began to require that Jesse not engage in problem behavior for a period of time after his request while his snack was prepared. Over time, the behavior analyst extended this time to reflect more naturally occurring events. This describes the use of which component of skill-based treatment?
a. Functional communication training
b. Functional communication and complexity training
c. Delay and denial tolerance training |
|
Definition
| c. Delay and denial tolerance training |
|
|
Term
After being taught to sign “food” rather than grabbing food from other people, Santiago is taught to say, “I want food.” Lastly, he is taught to say, “I want food please.” This describes the use of which component of skill-based treatment?
a. Functional communication training
b. Functional communication and complexity training
c. Delay and denial tolerance training |
|
Definition
| b. Functional communication and complexity training |
|
|
Term
Carla is a BCBA who is working with a client who engages in throwing items. Carla has interviewed the client’s nanny and has identified that this behavior commonly occurs when Claire is interrupted with a demand to clean up while jumping on the mini trampoline in her playroom. Claire structures assessment conditions alternating between a demand to clean up toys and uninterrupted time jumping on the trampoline. Time to first instance of any identified behaviors is measured, and the condition is halted as soon as a targeted behavior occurs. This describe the use of which IISCA modification?
a. Latency-based IISCA
b. Trial-based IISCA
c. Single-session IISCA |
|
Definition
|
|
Term
Kyle is beginning a functional assessment for one of his clients. He completes a structured interview with the caregivers and teachers. Based on their statements, Kyle develops a set of procedures. This sounds like what type of assessment?
A. Interview informed
B. Collective
C. Hierarchical |
|
Definition
|
|
Term
Which of these is the best example of practical utility?
A. An extinction procedure for severe aggression which requires at least two adults and which results in injury 15% of the time
B. A brief thigh slap administered by the practitioner which effectively reduces stereotypical behavior in a child with autism
C. Differential attention for prosocial behavior, which is easily implemented by parents and teachers
D. A complex level system which requires the oversight of a BCBA-D to administer |
|
Definition
| C. Differential attention for prosocial behavior, which is easily implemented by parents and teachers |
|
|
Term
A behavior analyst has conducted observations and manipulated a few variables to test some hunches as to the function of behavior. If they are conducting practical functional assessment, what step should they have previously conducted?
A. Open-ended interview
B. Brief contingency probe
C. Interview-informed synthesized contingency analysis |
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Definition
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Term
While conducting a brief contingency probe, the analyst is unable to evoke problem behavior. What would their next step be?
A. Return to the interview process with additional interviewees
B. Question the caregiver, or have them interact with the client
C. Introduce more standardized conditions
D. Move on to the synthesized contingency analysis |
|
Definition
| B. Question the caregiver, or have them interact with the client |
|
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Term
Stacey is a 19-year-old in a self-contained classroom who communicates with some simple signs and pointing to pictures. When presented with materials for DTT, she often bites her hand. Which of these would be the best functional communication response?
A. Learning to cooperate with demands
B. Shaking her head ”no”
C. Saying “break please”
D. Typing “Do work later” on an AAC. |
|
Definition
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Term
Kyle is beginning a functional assessment for one of his clients. He completes a structured interview with the caregivers and teachers. Based on their statements, Kyle selects a time, setting and situation to conduct his direct observations. This sounds like what type of assessment?
A. Interview informed
B. Collective
C. Hierarchical |
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Definition
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Term
A Behavior Analyst is working with a child who engages in head banging. The BA observes the child in the home during various times of day and makes notes about things that happen including what happens just before and just after head banging. Which type of functional assessment is the BA conducting?
Indirect assessment
Descriptive assessment
Structured descriptive assessment
Functional analysis |
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Definition
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Term
Nick is working with a client who throws toys. Nick operationally defined the challenging behavior based on observations and also identified some of the child’s strongest skills. What is the next step in the general process of decreasing problem behavior?
Define target behaviors for increase and decrease
Conduct functional assessment and collect baseline data
Develop and implement treatment
Evaluate treatment effectiveness and implementation fidelity |
|
Definition
| Conduct functional assessment and collect baseline data |
|
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Term
Torrin is a BCBA working with a client who regularly stuffs large amounts of food into their mouth during mealtime which presents a choking hazard. Torrin has assessed and implemented a function based treatment. What is the next step in the general process of decreasing problem behavior?
Identify and define target behaviors for increase and decrease
Conduct functional assessment, develop hypothesis about maintaining variable, collect baseline data
Develop and implement treatment based on hypothesis
Evaluate treatment effectiveness and implementation fidelity |
|
Definition
| Evaluate treatment effectiveness and implementation fidelity |
|
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Term
Sasha pinches and bites. Vince, the BCBA, puts on gloves when running the FA so if Sasha engages in the target response no tissue damage will occur. This describes the uses of which FA modification?
Protective procedures
Precursor functional analysis
Latency functional analysis
Trial-based functional analysis |
|
Definition
|
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Term
John will typically cry and yell before engaging in aggression. During the FA the BCBA adds or removes the consequence as soon as John starts to cry. This describes the uses of which functional analysis modification?
Protective procedures
Precursor functional analysis
Latency functional analysis
Trial-based functional analysis |
|
Definition
| Precursor functional analysis |
|
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Term
A BCBA is working with Callie who engages in severe skin picking resulting in large wounds. The BCBA modifies the FA protocol to include the two most likely test conditions. This describes the uses of which functional analysis modification?
Latency functional analysis
Progressive functional analysis
Extended duration functional analysis
Burst contingent functional analysi |
|
Definition
| Progressive functional analysis |
|
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Term
Scotty headbutts staff infrequently but with great intensity and has resulted in injuries to staff. The BCBA moves through the day with Scotty, following his usual routine. When Scotty headbutts, the BCBA starts running the next condition needed for the FA (i.e.: gives attention, removes demands). This describes the uses of which functional analysis modification?
Precursor functional analysis
Latency functional analysis
Extended duration functional analysis
Burst contingent functional analysis |
|
Definition
| Burst contingent functional analysis |
|
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Term
Elena is conducting an FA for Gerard’s biting and hair pulling behavior. Sometimes these behaviors occur together but not always. Elena tracks them separately and then analyses them both individually and combined. The behavior analyst is following which guideline for minimizing ambiguous FA results?
Limiting pre-session access to reinforcers
Allowing problem behavior to subside before next session
Graphing different topographies separately
Graphing responding when relevant EO is present |
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Definition
| Graphing different topographies separately |
|
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Term
McKenzie is 6 years old and has been referred by her parents due to her “severely disruptive behaviors” which they report to be “out of control”. What is the next step in the general process of decreasing problem behavior?
A. Identify and define target behaviors for increase and decrease
B. Conduct functional assessment, develop hypothesis about maintaining variable, collect baseline data
C. Develop and implement treatment based on hypothesis
D. Evaluate treatment effectiveness and implementation fidelity |
|
Definition
| A. Identify and define target behaviors for increase and decrease |
|
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Term
McKenzie’s target behaviors have been defined, a functional assessment has been conducted including a hypothesis about maintaining variables and collecting a baseline. What is the next step in the general process of decreasing problem behavior?
A. Identify and define target behaviors for increase and decrease
B. Conduct functional assessment, develop
hypothesis about maintaining variable, collect baseline data
C. Develop and implement treatment based on hypothesis
D. Evaluate treatment effectiveness and
implementation fidelity |
|
Definition
| C. Develop and implement treatment based on hypothesis |
|
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Term
After McKenzie’s parents are trained and treatment is in progress, her parents report no improvement in their child’s behaviors. What is the next step in the general process of decreasing problem behavior?
A. Identify and define target behaviors for increase and decrease
B. Conduct functional assessment, develop
hypothesis about maintaining variable, collect baseline data
C. Develop and implement treatment based on hypothesis
D. Evaluate treatment effectiveness and
implementation fidelity |
|
Definition
| D. Evaluate treatment effectiveness and implementation fidelity |
|
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Term
During the functional analysis, a helmet is placed on the child’s head to reduce the impact of his headbanging. This describes the uses of which functional analysis modification?
A.Protective procedures
B.Precursor functional analysis
C.Latency functional analysis
D.Trial-based functional
analysis
E.Brief functional analysis |
|
Definition
|
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Term
Nova’s teacher reported that she usually rapidly blinks and sticks out her tongue repeatedly before engaging in property destruction. During the FA session the BCBA adds or removes the consequence as soon as Nova starts to blink and stick out her tongue. This describes the uses of which functional analysis modification?
A. Protective procedures
B. Precursor functional analysis
C. Latency functional analysis
D. Trial-based functional analysis
E. Brief functional analysis |
|
Definition
| B. Precursor functional analysis |
|
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Term
In each of the FA conditions, Leanne measures from the start of the condition to the first scream of her client. This describes the uses of which functional analysis modification?
A.Precursor functional analysis
B.Latency functional analysis
C.Trial-based functional analysis
D.Burst contingent functional |
|
Definition
| B.Latency functional analysis |
|
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Term
Twila pulls out her hair in handfuls (Trichotillomania) which has resulted in bald spots and bleeding from her scalp creating an urgency for treatment. The BCBA modifies the FA protocol to include just two test conditions as other maintaining functions are unlikely based on the results of descriptive assessments. This describes the uses of which functional analysis modification?
A. Protective procedures
B. Precursor functional analysis
C. Brief functional analysis
D. Progressive functional analysis |
|
Definition
| D. Progressive functional analysis |
|
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Term
Carl bites staff approximately twice weekly, breaking the skin and sometimes resulting in severe tissue damage. The BCBA stays with Carl throughout the day as his one-on-one staff, and implements the next FA condition when biting occurs. This describes the uses of which functional analysis modification?
A. Protective procedures
B. Precursor functional analysis
C. Progressive functional analysis
D. Extended duration functional analysis
E. Burst contingent functional analysis |
|
Definition
| E. Burst contingent functional analysis |
|
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Term
Nikia has broken 3 windows in the last two weeks. Each time she first yelled, “ There’s a spot! There’s a spot!” before kicking the window. Which functional analysis modification would be most appropriate?
A.Precursor functional analysis B.Protective procedures
C.Extended duration functional
analysis
D.Burst contingent functional |
|
Definition
| A.Precursor functional analysis |
|
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Term
Which functional analysis modification is best when there is no space to conduct the assessment?
A.Trial-based functional
analysis
B.Precursor functional analysis
C.Brief functional analysis
D.Progressive functional analysis |
|
Definition
A.Trial-based functional
analysis |
|
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Term
Due to severe behaviors, Kylee has an emergency 48-hour placement at the Hills group home where concentrated behavioral services are available. However, she must be placed elsewhere (along with her intervention plan) when this time is up. Which functional analysis modification would be most appropriate?
A. Protective procedures
B. Precursor functional analysis
C.Brief functional analysis
D.Extended duration functional analysis
E. Burst contingent functional analysis |
|
Definition
| C. Brief functional analysis |
|
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Term
Alia has begun to repeatedly slam the doors at the residential treatment center, but this only occurs 1 or 2 times weekly. Which functional analysis modification would be most appropriate?
A. Protective procedures
B. Latency functional analysis
C. Brief functional analysis
D. Progressive functional analysis
E. Burst contingent functional analysis |
|
Definition
| E. Burst contingent functional analysis |
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Term
A BCBA conducted an FA which showed that aggression is likely maintained by attention from peers. The BCBA developed a treatment plan to reinforce appropriate requests for peer attention and an NCR for attention from adults. The aggression decreased and communication increased. The described assessment method(s) have high _____ utility.
A. Practical
B. Treatment |
|
Definition
B. Treatment
Treatment utility:
• Does it dowhat it needs to do?
• Is it accurate, is treatment effective?
• Informs effective treatment |
|
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Term
A BCBA conducted an FA which showed that aggression is likely maintained by attention from peers. The BCBA developed a treatment plan that was easy to implement with the available resources and quickly showed promising results. The described assessment method(s) have high _____ utility.
A. Practical
B. Treatment |
|
Definition
A. Practical
Practical Utility:
• is it easy, safe, and efficient?
• socially acceptable
• easier for a clinician to implement |
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Term
Jerry is a BCBA working with an individual who engages in low rate, high intensity biting. Jerry conducts an open ended interview with Jerry’s caregivers which leads to a hypothesis. Jerry is able to test the hypothesis and then develop an FA with a unique condition which is tested compared to the control. Does this describe a PFA?
A. Yes
B. No |
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Definition
|
|
Term
Layla has designed a test and control condition based on interviews with the family. During the test condition the client is provided with access to toys and attention, she is then instructed to leave the toys in order to work on reading. Contingent on any problematic behavior, she returns to playing with toys with full staff attention. Conditions are 5 minutes long. Which of the following is Layla conducting?
A. Open-ended interview
B. Brief contingency probe
C. IISCA |
|
Definition
|
|
Term
Mia is a BCBA that meets with a client’s staff. Mia asks the teachers lots of questions related to the client’s elopement behaviors to identify what the behavior looks like, when it is most likely to occur, and the consequences that are typically provided. Which of the following is the behavior analyst conducting?
A. Open-ended interview
B. Brief contingency probe
C. IISCA |
|
Definition
|
|
Term
Hayes is a BCaBA who has met with Bryce’s family and understands the background information relevant to his skin picking behavior. He is now testing a few hypotheses in a 15 minute session, he asks the parents to participate in the process to make sure he doesn’t miss anything. Which of the following is Hayes conducting?
A. Open-ended interview
B. Brief contingency probe
C. IISCA |
|
Definition
| B. Brief contingency probe |
|
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Term
When the client engages in the target behavior during the test condition of an IISCA, they are provided with attention from staff and escape from task demands. This describes which component of the IISCA?
A. Single test condition
B. Synthesized contingency
C. Open contingency class
D. Matched control |
|
Definition
| B. Synthesized contingency |
|
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Term
Kaitlin teaches her client, Peter to use a PECS card to request a break from tasks after identifying that Peter engages in problem behavior during difficult academic tasks. Does this describe the use of skill- based treatment?
A. Yes B. No |
|
Definition
|
|
Term
Alondra is a nonverbal adult living at a group home. She has difficulty manipulating small objects but she interacts easily with her tablet uses it all of the time and will engage in SIB if staff prompt her to put it away. Which of the following is the most appropriate to target as a FCR?
A. Teach Alondra to vocally say, “more iPad please”
B. Teach Alondra to sign, “more iPad please”
C. Teach Alondra to select an icon using PECS,“I would like more iPad please”
D. Teach Alondra to use. a voice output app on her tablet to request more iPad time. |
|
Definition
| D. Teach Alondra to use. a voice output app on her tablet to request more iPad time. |
|
|
Term
Taneisha is a BA working with Alex. Following an FA, Taneisha concludes hitting is maintained by access to food. She starts teaching Alex to request food by saying by saying, “food.” Next, she teaches him to say, “food please.” Finally, she teaches him to “Can I have food please?” This describes the use of which method for improving FCR complexity?
A. Building sentence structure of a single FCR
B. Including a chain of back-and-forth communication
C. Introducing multiple FCRs
D. Increasing physical response effort |
|
Definition
| A. Building sentence structure of a single FCR |
|
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Term
After being taught to sign “food” rather than grabbing food from other people, Santiago is taught to say, “I want food.” Then, he is taught to say, “I want food please.” This describes the use of which component of skill-based treatment?
A. Functional communication training
B. Functional communication and complexity training
C. Delay and denial tolerance training |
|
Definition
| B. Functional communication and complexity training |
|
|
Term
Rochelle has started to accept the denial and brief delay of access to reinforcers without problem behavior, what should her BCBA do next?
A. Introduce more difficult demands
B. Remove reinforcers since she is tolerating it
C. Gradually increase the delay or demands required to earn reinforcers
D. Increase the magnitude of reinforcers |
|
Definition
| C. Gradually increase the delay or demands required to earn reinforcers |
|
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Term
Select the scenario that has the highest practical utility.
A. Moira arranges for a functional assessment sequence that is quick and that reduces the need for the client to emit high rates of the concerning target behavior. Despite her best efforts the assessment results are inconclusive and treatment has limited effects
B. Holly conducts an incredibly thorough assessment which includes a full- scale traditional FA and caregivers seem frustrated with the time and risk involved. However, Holly identifies a clear function and designs an intervention that produces robust effects on behavior
C. Carl requests a family clear a frequently used room of all items so he can run an analog FA with a client. This is highly inconvenient to the family, and ultimately the treatment designed around the identified function is not markedly effective |
|
Definition
| A. Moira arranges for a functional assessment sequence that is quick and that reduces the need for the client to emit high rates of the concerning target behavior. Despite her best efforts the assessment results are inconclusive and treatment has limited effects |
|
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Term
Jamie hypothesizes that the client’s pica is maintained by attention from adults in low attention situations, specifically when adults are talking to one another. He decides to test this by observing what happens when he has a conversation with the parent, and then provides a lot of attention when the client begins to put a pencil in their mouth. Which of the following is the behavior analyst conducting?
A. Open-ended interview
B. Brief contingency probe
C. Interview-informed synthesized contingency analysis (IISCA) |
|
Definition
| B. Brief contingency probe |
|
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Term
During test condition sessions, Samson may contact the suspected reinforcer for slamming his fist, grinding his teeth, or making threatening comments. This
describes which component of the IISCA?
A. Unique test condition
B. Synthesized contingency
C. Matched control
D. Open-contingency class |
|
Definition
| D. Open-contingency class |
|
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Term
Soray provides services for her client, Arnold, who frequently engages in disruptive behavior during their mathematics lesson at the education center he attends. From interviews Soray determines that disruptive behavior is most likely maintained by escape from tasks. During the IISCA Soray runs a session where the teacher presents math tasks. When the disruption occurs, the teacher allows a 30s break and then continues to present demands. Rates of behavior when the demand is present versus removed across the session are compared to identify a function. This describe the use of which IISCA modification?
A. Latency-based IISCA
B. Trial-based IISCA
C. Single-session IISCA |
|
Definition
|
|
Term
Tyrell, a BCBA, is working with Delilah. An FA revealed Delilah engages in SIB to access interactive toys and games that require at least two people to play like chase or tag. First, Tyrell teaches Delilah to say, “play.” Next, he teaches her request specific games based on what she is grabbing for in the environment as well as other terms like “play with me” and “game”. This describes the use of which method for improving FCR complexity?
A. Building sentence structure of a single FCR
B. Including a chain of back-and-forth communication
C. Introducing multiple FCRs
D. Increasing physical response effort |
|
Definition
| C. Introducing multiple FCRs |
|
|
Term
Javid is assessing a young adult’s intense SIB. He doesn’t use a control condition and he runs one test condition. He analyzes within-session data. He knows he has isolated the correct synthesized contingency if the behavior doesn’t occur much when the reinforcer is available. This describes which IISCA modification?
A. Latency-based IISCA
B. Trial-based IISCA
C. Single-session IISCA |
|
Definition
|
|
Term
Nancy is providing services to Mohave who engages in aggressive behavior when she is asked to go to bed while her brother is still awake. Nancy tells the parents to implement short periods of time when Mohave is asked to go to bed at night, and as soon she aggresses, she is given 5 minutes of extra time with her brother. This describes which IISCA modification?
A. Latency-based IISCA
B. Trial-based IISCA
C. Single-session IISCA |
|
Definition
|
|
Term
Select the scenario that has the highest treatment utility.
a. Klaus completes a functional behavioral assessment that is sensitive to the interests of the client’s caregivers and reduces harm to the client. However, the intervention designed from the assessment’s results does not produce socially significant change in behavior
b. Lydia conducts a functional assessment that takes longer than originally planned to complete, but the resultant intervention produces marked reductions in a dangerous problem behavior
c. Frank meets his client and immediately begins running an FA on a dangerous behavior. Care is not taken to limit this behavior, and due to the contrived nature of the assessment, the resulting behavior plan is ineffective |
|
Definition
| b. Lydia conducts a functional assessment that takes longer than originally planned to complete, but the resultant intervention produces marked reductions in a dangerous problem behavior |
|
|
Term
Which of these is the best example of practical utility?
A. An extinction procedure for severe aggression which requires at least two adults and which results in injury 15% of the time
B. A brief thigh slap administered by the practitioner which effectively reduces stereotypical behavior in a child with autism
C. Differential attention for prosocial behavior,which is easily implemented by parents and teachers
D. A complex level system which requires the over sight of a BCBA-D to administer |
|
Definition
| C. Differential attention for prosocial behavior,which is easily implemented by parents and teachers |
|
|
Term
Which of these is the best example of treatment utility?
A. A brief functional analysis results in an effective intervention for aggression.
B. A DRA + extinction procedure is effective in reducing elopement
C. An extensive interview with several teachers determines that the function of behavior is attention, but the corresponding intervention barely reduces the behavior after six weeks
D. A thorough descriptiv eassessment incorrectly identifies the behavior as escape-maintained. |
|
Definition
| A. A brief functional analysis results in an effective intervention for aggression. |
|
|
Term
When the analyst eliminates the control condition, instead comparing rates of
responding with the reinforcer present vs absent, this is known as a:
A. Standard IISCA
B. Latency-based IISCA
C. Trial-based IISCA
D. Single-session IISCA |
|
Definition
|
|
Term
Stacey is a 19-year-old in a self-contained classroom who communicates with some simple signs and pointing to pictures. When presented with materials for DTT, she often bites her hand. Which of these would be the best functional communication response?
A. Learning to cooperate with demands
B. Shaking her head ”no”
C. Saying “break please”
D. Typing “Do work later” on an AAC. |
|
Definition
|
|
Term
Damien lives in a residential setting and has occasional tantrums which can last for over an hour. The BCBA instructed staff to notify him as soon as the tantrums begin. When staff called him, he immediately began FA trials with escape, attention, and control conditions. Which type of FA is the BCBA conducting?
extended duration FA
burst contingent FA
latency FA
precursor FA
progressive FA
brief FA
trial-based FA |
|
Definition
burst contingent FA
A burst contingent FA is a functional analysis conducted as soon as a “burst” of problem behavior begins. The individual is observed; when the behavior begins to occur, the behavior analyst uses that opportunity to conduct test and control conditions. In this example, the behavior analyst waited until the individual began to have a tantrum. At the onset of the behavior, he began FA trials with escape, attention, and control conditions for as long as the behavior continued. An extended duration FA consists of running a session over a longer period in order to increase the window in which to observe low-rate problem behavior. |
|
|
Term
Tamara is a 12-year-old female who has infrequent self-injury (wrist biting) which can cause tissue damage. The BCBA arranges conditions to last throughout the school day and spends all day observing her. Which type of FA is the BCBA conducting?
extended duration FA
burst contingent FA
latency FA
precursor FA
progressive FA
brief FA
trial-based FA |
|
Definition
extended duration FA
An extended duration FA consists of a significantly longer session used to assess low-rate problem behavior. In this example, the individual engages in low-rates of self-injury which can be high intensity. The behavior analyst conducts an extended duration FA in order to run an FA condition each time the behavior occurs. In the burst contingent FA, test and control conditions are run as soon as a “burst” of behavior begins. |
|
|
Term
A student is transitioning from individual services to a classroom with a small number of other students. Currently, the student is only in the classroom with others for one 45-minute class, twice per week. The student has been throwing tantrums and scratching other students. Given this, and the time constraints, the behavior analyst decides to conduct a functional analysis. The functional analysis consists of two, five-minute sessions focusing on the most likely conditions as reported by the teacher and previous data. This is an example of which FA modification?
extended duration FA
burst contingent FA
latency FA
precursor FA
progressive FA
brief FA
trial-based FA |
|
Definition
brief FA
Since there is limited time to conduct a functional analysis using the standard conditions, the brief functional analysis is an appropriate option. Additionally, we see that 5-minute sessions are used, which suggests the brief FA was selected here. The behavior analyst is focused on the tantrum-throwing and scratching behavior and not precursor behavior, which allows us to rule out the precursor FA option. Since we are not running multiple test conditions across the natural environment throughout the day, we can rule out trial-based FAs in this scenario. Finally, there is no indication that we are recording the amount of time from the start of the condition until the behavior occurs, so a latency-based FA would not be being used here. |
|
|
Term
A student in a classroom hums and rocks in their seat before grabbing and biting their teacher. A BCBA conducts an FA and provides the consequence contingent on humming and rocking in their seat. This is an example of which FA modification?
extended duration FA
burst contingent FA
latency FA
precursor FA
progressive FA
brief FA
trial-based FA |
|
Definition
precursor FA
In this example, it’s identified that the humming and rocking behavior occur in direct relation to the grabbing and biting behavior. Because the grabbing/biting behavior may result in safety concerns to others, we may decide to select a precursor FA to evaluate the conditions in which the precursor and related behavior may occur. Because we want to avoid the dangerous behavior, we would like to avoid any FAs that may evoke the behavior, so a latency FA or burst-contingent FA would be ruled out. Since this example does not discuss the behavior occurring at low rates, we would also likely rule out extended-duration FAs. |
|
|
Term
A student in a classroom will suddenly begin hitting the other students. The teacher has not been able to identify any precursors or relevant antecedents to the behavior. What modification of a standard FA should the behavior analyst make when assessing the problem behavior?
conduct a progressive FA
conduct a precursor FA
conduct a latency FA
conduct an extended-duration FA
conduct a trial-based FA |
|
Definition
conduct a latency FA
Since there are no relevant precursors or antecedents, we may arrange conditions to evoke problem behavior similar to an analog FA. Due to the nature of the behavior, we do not want to see multiple incidents of hitting toward other students, so a latency-based FA would be the safest option for all parties involved. We do not have an identified precursor behavior, so a precursor FA would not apply. Additionally, we are not discussing low rates of the response, so an extended-duration FA is not likely to be helpful in this context. |
|
|
Term
A student in a classroom has tantrums whenever others are eating in the room. A behavior analyst sits in the room with the student and begins eating. At the first occurrence of a tantrum, the behavior analyst stops eating and throws away the food. This is repeated throughout the day, and the percentages of target behavior are compared across conditions. This is an example of which FA modification?
trial-based FA
extended duration FA
burst contingent FA
latency FA
precursor FA
progressive FA
brief FA
use of protective procedures |
|
Definition
trial-based FA
In this example, we see the behavior analyst is embedding “trials” in natural routines. This is a primary feature of a trial-based FA in that the trials for each test condition are introduced and removed within the natural environment. Here, we don’t see the use of protective equipment to ensure safety. Additionally, we are not focused on precursor behavior, so we can immediately rule out a precursor FA in this scenario. Because we are not measuring the time until the behavior occurs, we can rule out latency-based FAs. |
|
|
Term
A student is transitioning from individual services in school to a classroom with a small number of other students. The student has begun hitting and scratching the other students and will return to individual services if an intervention cannot be implemented quickly. The student is only in class with other students twice a week for 45-minutes each. What modification of a standard FA should the behavior analyst make when assessing the problem behavior?
conduct a precursor FA
conduct a trial-based FA
conduct a brief FA
conduct a burst-contigent FA |
|
Definition
conduct a brief FA
Given the time constraint for the test conditions, a brief FA would be the best option in this scenario. A precursor FA would not be appropriate as we are not evaluating related precursor behavior. Burst-contingent FAs would be more appropriate if the behavior analyst were to implement the test conditions following an episode of a targeted response. Since trial-based FAs are more likely to be used throughout the day and require additional time, they would not be appropriate to conduct in the limited time available to assess the behavior. |
|
|
Term
A client receiving services in a clinic engages in aggressive behavior toward those nearby. However, this behavior only occurs once or twice a week. To assess the function of this behavior, the behavior analyst decides to observe the individual over full days at the clinic, alternating days each week. This is an example of which FA modification?
trial-based FA
precursor FA
progressive FA
extended-duration FA |
|
Definition
extended-duration FA
Since the behavior only occurs at low rates, it may be difficult to capture the response during a single observation or test condition. It would be appropriate to use an extended-duration FA to allow for lengthier test conditions and have a greater opportunity to record the behavior. Since we are referring to the target behavior and not precursors, we would not likely use a precursor FA in this situation. A trial-based FA would not be appropriate because we are not discussing embedding the trials within a naturally occurring routine. |
|
|
Term
A behavior analyst provides services to a student who has had tantrums in one of their classes. The analyst has been asked to identify the function of the behavior before the student’s ARD meeting the next day. After speaking with the teacher, the behavior analyst decides to test the attention and demand conditions. What modification of a standard FA should the behavior analyst make when assessing the problem behavior?
conduct a progressive FA
conduct a precursor FA
conduct a latency FA
conduct a burst-contingent FA |
|
Definition
conduct a progressive FA
The progressive FA modification allows the behavior analyst to attempt to rule out socially-mediated functions of behavior prior to testing automatic functions. Here, we see the behavior analyst wanting to test attention and demand conditions, both of which are socially-mediated test conditions in the FA variation. We are not testing based on bursts of behavior (burst-contingent FAs), or precursor behaviors related to the problem behavior. Additionally, we are not recording how long it takes to get to the behavior (latency-based FA). |
|
|
Term
A behavior analyst is conducting an FA for a client that engages in hitting others. During the FA, the time was recorded from the beginning of the session to the first occurrence of hitting. This is an example of which FA modification?
progressive FA
precursor FA
latency FA
trial-based FA |
|
Definition
latency FA
Remember that latency is the time between a stimulus to the response. In a latency-based FA, we initiate the condition that is designed to evoke the targeted response and record the time until the response occurs within that condition. Here, we see a clear demonstration of the presentation of a stimulus and the time until the first occurrence. We are not measuring the precursor related to the targeted response, nor are we recording the number of responses that occur within each condition, which allows us to rule out both progressive and trial-based FAs. |
|
|
Term
A behavior analyst works with a client who destroys school property two or three times a month. The behavior analyst can spend entire days with the client twice a week and can alternate the days they are available. Given this, what modification of a standard FA should the behavior analyst make when assessing the client’s problem behavior?
conduct an extended-duration FA
conduct a precursor FA
conduct a latency FA
conduct a brief FA |
|
Definition
conduct an extended-duration FA
Due to the low rate of the behavior occurring over a month, the best option would be an extended-duration FA. A brief FA would be used if there were less time to observe the behavior and the behavior occurred at high rates. A latency FA would also require higher rates but would focus on how long from the start of the condition until the targeted response occurred. It would not be appropriate to use a precursor FA in this scenario as there are no noted precursor behaviors related to the behavior of concern. |
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Term
A behavior analyst is working with a client who frequently engages in property destruction. Before engaging in this behavior, the individual will begin humming loudly and cup their hands over their ears. Given this, what modification of a standard FA should the behavior analyst make when assessing the client’s problem behavior?
conduct an extended-duration FA
conduct a precursor FA
conduct a progressive FA
conduct a burst-contingent FA |
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Definition
conduct a precursor FA
Given that the behavior destroys property, which stakeholders would like to avoid, and that the behavior of humming/cupping ears is noted, the precursor FA may be the best option for this learner in this context. Due to the nature of the behavior, we would likely want to avoid FAs that specifically evoke the behavior and place both the learner and stakeholders at risk. Since burst-contingent FAs, extended-duration FAs, and progressive FAs all rely on the problem behavior being evoked, they would not be good options for this learner. |
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Term
A BCBA is conducting an FA with an individual who frequently scratches the arms of others. The BCBA puts on a jacket with thick sleeves before beginning. This is an example of which modification to a standard FA?
protective procedures
progressive FA
precursor FA
latency FA |
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Definition
protective procedures
This example includes a specific use of equipment designed to protect the implementers of the FA from further injury. This example does not discuss precursor behavior or variations of the conditions, which you might see in a trial-based FA or progressive FA. Instead, we see a modification of the conditions with no mention of other changes. The use of protective procedures may be necessary depending on the nature of the behavior. |
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Term
A behavior analyst is providing support to a client who engages in severe eye-poking. Further poking could cause permanent damage require surgery. Immediate assessment is needed. The behavior analyst starts by running the alone condition to determine if the behavior is automatically reinforcing. Next, the tangible, escape, and control conditions are alternated. This is an example of which FA modification?
brief FA
precursor FA
latency FA
progressive FA |
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Definition
progressive FA
This example is considered a progressive functional analysis as it aims to rule out socially-mediated conditions prior to implementing a standard FA. The behavior is dangerous, so we do not want to include unnecessary test conditions—ruling out conditions prior to implementing a standard FA would be safe through the progressive FA. We are not recording latency to the behavior here, nor are we running shorter test conditions, which allows us to rule out both the latency-based and brief FA variations. |
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Term
A behavior analyst works with a student who has disruptive tantrums during class. The tantrums occur at low rates of once or twice a month. Previous attempts to run standard FAs have been inconclusive. Given this, what modification of a standard FA should the behavior analyst make when assessing the behavior?
conduct a precursor FA
conduct a latency FA
conduct a burst-contingent FA
conduct a brief FA |
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Definition
conduct a burst-contingent FA
Since the behavior occurs at low rates, conducting a burst-contingent FA may be the best approach. This would allow the behavior analyst to implement the test conditions whenever the problem behavior occurs, rather than enduring long waits for the behavior to occur. There is no reference to precursor behaviors for the tantrum behavior, so we would be unlikely to implement a precursor FA in this circumstance. We are also not recording the time to the behavior, or conducting short observation periods, which allows us to rule out both the latency-based FA and brief FA. |
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Term
A behavior analyst provides services to a student that engages in head-hitting once or twice a week. The analyst decides to observe the student at school for the week. When the behavior occurs, they immediately run the control, escape, and attention conditions of a functional analysis. This is an example of which FA modification?
extended-duration FA
latency FA
burst-contingent FA
brief FA |
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Definition
burst-contingent FA
The low rate of behavior and the characteristic of immediately running FA conditions allows us to surmise that this is a burst-contingent FA. Even though the behavior occurs at low rates, this would not be an extended-duration FA because the behavior analyst only implements the conditions when the problem behavior occurs and not in lengthy observation periods. Additionally, we are not recording the time to the response, which allows us to rule out latency-based FAs. |
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Term
A student in a classroom will throw objects and destroy property during class. The student will only engage in this behavior during specific assignments with their regular teacher. The behavior analyst has conducted an FA in analogue conditions but was never successful in observing the target behavior. Given this scenario, what modification of a standard FA should the behavior analyst make when assessing the client’s problem behavior?
conduct a precursor FA
conduct a trial-based FA
conduct a progressive FA
conduct a brief FA |
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Definition
conduct a trial-based FA
Given that the analog conditions were unsuccessful, and the behavior is being evaluated within a classroom setting, the best option would be to conduct a trial-based FA. Here, we can test conditions in the naturally occurring environment by introducing relevant tests for the conditions we want to evaluate. Since we are evaluating throwing and destroying property, we can assume that a precursor FA is not necessary. Additionally, both the brief and progressive FAs rely on analog conditions, which have already been determined to be ineffective in determining the function of this learner’s behavior. |
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Term
Antonio arranges to provide escape from task as soon as the client drops. He will record the amount of time that passes between the instruction and the drop. Which type of IISCA is Antonio running?
latency-based
trial-based |
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Definition
latency-based
In latency-based IISCA, the time from the beginning of the session until the problem behavior occurs is measured. Once problem behavior occurs, the trial ends. In this example, Antonio begins the session with a task demand and removes the task when the client drops, measuring the latency of the behavior. In trial-based IISCA, sessions are conducted as the behavior occurs in the natural environment. |
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Term
Martha arranges for her test condition to end when her client elopes to the playground. She also begins the control condition when elopement occurs. Which type of IISCA is Martha running?
latency-based
trial-based |
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Definition
trial-based
In trial-based IISCA, sessions are conducted as the behavior occurs in the natural environment. A test session ends when the problem behavior occurs and then the control condition begins. This is an example of a trial-based IISCA. Martha ended the test condition when the client eloped and began the control condition. In latency-based IISCA, the time from the beginning of the session until the problem behavior occurs is measured. Once problem behavior occurs, the trial ends. |
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Term
Mai sets up an IISCA that involves alternating periods of time with a task present and no access to attention with periods of attention available but no task. She will only run one session and alternate these intervals. Which type of IISCA is Mai conducting?
full IISCA
latency-based IISCA
trial-based IISCA
single-session IISCA |
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Definition
single-session IISCA
In the single-session IISCA, a single test session is conducted, and behavior is analyzed across intervals with an EO present and reinforcer not available, and then the opposite (the EO not present and reinforcer available). In this example, Mai is running a single-session IISCA as she is alternating between task present and no attention, and then no task with attention present. A full IISCA involves alternating test and control conditions measuring rate of problem behavior. Latency-based IISCA would consist of one session, measuring the time to the first occurrence of problem behavior. In a trial-based IISCA, sessions are conducted as the behavior occurs in the natural environment. A test session ends when the problem behavior occurs and then the control condition begins. |
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Term
A student in a classroom will engage in pulling their classmates’ hair. The behavior analyst interviews the teacher and identifies some precursor behaviors. The student will hum and cup their hands over their ears before pulling hair. Based on this, the analyst sets a situation where the teacher is working with the student and then leaves the student to go work with another. The behavior analyst then times how long until the first precursor behavior is observed. The session is stopped at the first precursor or problem behavior. The behavior analyst is using which of the following?
full IISCA
latency-based IISCA
trial-based IISCA
single-session IISCA |
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Definition
latency-based IISCA
A latency-based IISCA is procedurally similar to the full IISCA with the exception that sessions are terminated after a single instance of problem behavior. In this example, the analyst measures the latency from the teacher walking away until the student engages in a precursor or problem behavior. After the first instance of precursor or problem behavior, the analyst stops the condition. A trial-based IISCA would start with the teacher walking away, and then move into reinforcement following the first instance of precursor or problem behavior. The full IISCA would include rotating between control and test conditions and taking data on the rate of problem behavior per condition. The single-session IISCA would have included the teacher rapidly alternating conditions with and without attention and comparing the rate of problem behavior between the two conditions. |
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Term
A behavior analyst is providing support to a student. Whenever the teacher presents math work to the student, they cry, swipe papers, and scratch the teacher. The analyst sets up short conditions where the student is presented with math work and records whether whining, swiping, or scratching occur. If scratching occurs, the short conditions are immediately ended. Percent occurrence across test and control conditions are compared. The analyst is using which of the following?
full IISCA
latency-based IISCA
trial-based IISCA
single-session IISCA |
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Definition
trial-based IISCA
A trial-based IISCA is when a full IISCA is modified to incorporate trials in which problem behavior in the test segment of the trial initiates the reinforcement, which serves as the control segment. In this example, the test condition is initiated when the teacher presents math, and then terminated if the individual engages in the precursor or problem behavior. In a latency-based IISCA, the teacher would start with providing attention, and then walk away and time how long it took for the precursor or problem behavior to occur. For a full IISCA, there would be rotating test and control conditions of 3 to 5 minutes, with rate data taken during each condition. The single-session IISCA would have included the teacher rapidly alternating conditions with and without math demands and comparing the rate of problem behavior between the two conditions. |
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Term
A behavior analyst supports a student who whines and tears apart their classwork when their teacher helps other students. The analyst implements a five-minute session where the teacher starts helping other students. When the student begins whining or tearing their work, the teacher interacts with them for thirty seconds and then returns to helping other students. Rates of problem behavior are compared during intervals where attention is absent vs. present. Which of the following is the analyst using?
full IISCA
latency-based IISCA
trial-based IISCA
single-session IISCA |
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Definition
single-session IISCA
A single-session IISCA consists of a single test session from the full IISCA, and problem behavior is analyzed across intervals in which the reinforcer is present and absent. In this example, instead of having full IISCA sessions that are either test or control, there is one condition in which the teacher will provide reinforcement for problem behavior and then remove the reinforcement. In a latency-based IISCA, the teacher would start with providing attention, and then walk away and time how long it took for the precursor or problem behavior to occur. In a trial-based IISCA, the trial would start when the teacher walked away, and then end when problem behavior occurred. |
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Term
Jeremy implements a procedure where he tests to determine the effects of a father’s physical attention, and brief access to a music video on a tablet on a client’s self-injurious behavior. What type of contingency is being tested?
isolated
synthesized |
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Definition
synthesized
In the synthesized contingency, there is a combination of co-occurring antecedents and consequences to represent the context of interest as a whole. In this case, we note a combination of variables including the father, the type of attention (physical), and access to a specific activity (music video) on a specific item (tablet). |
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Term
Terrance is preparing to run an IISCA with his client. He plans to have only one condition in which the EO and contingent reinforcement are present and available. Which component of the IISCA is Terrance ensuring?
single test condition
unique test condition
synthesized contingency
matched control
open-contingency class |
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Definition
single test condition
The IISCA involves the use of a single test and matched control condition. In this case, Terrance arranges a test condition in which the EO and reinforcement for the target behavior are available. The synthesized contingency describes the specific contingency used, which is not identified here. While Terrance is arranging a unique test condition, we have no information as to what that unique condition involves (e.g., escape from novel multiplication problems when delivered by classroom paraprofessional). |
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Term
Terrance is preparing to run an IISCA with his client. He plans to have only one condition in which the EO and contingent reinforcement are present and available. Terrance also ensures that the EO and contingent reinforcement are absent in the control condition. Which component of the IISCA is Terrance ensuring?
single test condition
unique test condition
synthesized contingency
matched control
open-contingency class |
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Definition
matched control
In a control condition, the relevant EO for problem behavior should not be in place, nor should reinforcement occur for the problem behavior. For example, in a condition testing for negative reinforcement (escape), the control condition would have no demands (thus, no EO for problem behavior) and no consequences programmed for problem behavior. Because this is a control condition, we can eliminate both test conditions as options. An open-contingency class describes the behaviors included in the analysis. |
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Term
Brittany is setting up for an IISCA and identifies the variables specific to her client rather than arranging a standardized set of conditions. Which component of the IISCA is Brittany ensuring?
single test condition
unique test condition
synthesized contingency
matched control
open-contingency class |
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Definition
unique test condition
Note that the conditions arranged here are specific to the client, not standardized. These conditions are unique, personalized, and specific to the individual involved in the analysis. The description of the test condition does not indicate how many conditions were implemented, nor does it identify the specific variables included in the control condition, or the behaviors included in the assessment (i.e., open-contingency class). |
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Term
Brittany arranges for contingencies that include all likely, relevant, antecedent and consequence conditions. Specifically, she includes escape from cleaning the car, and contingent parent interaction. Which component of the IISCA is Brittany ensuring?
single test condition
unique test condition
synthesized contingency
matched control
open-contingency class |
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Definition
synthesized contingency
Brittany designs a synthesized contingency by adding and combining components of the observed contingencies into one, testable contingency. In this case, she includes escape from cleaning up a specific event (car) and a specific social interaction (parent) contingent on behavior. The number of conditions is not identified here, nor is the way the control condition will be implemented. |
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Term
Brittany plans to provide potential reinforcers in the test condition contingent on lower magnitude problem behavior, such as whining and stomping, as well as the more intense behaviors of biting and hitting. Which component of the IISCA is Brittany ensuring?
single test condition
unique test condition
synthesized contingency
matched control
open-contingency class |
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Definition
open-contingency class
An open-contingency class describes the behaviors included in the analysis. Specifically, these are behaviors that may not have been discussed in the interview but that did occur during observations. In this case, behaviors that vary in intensity but serve the same function are included. The type and number of conditions are not specified here |
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Term
Marshall set up his client with a puzzle and instructed the client to clean up. He was able to identify a potential precursor, which the parent confirmed “often occurs before he bites.” Which step of the PFA was Marshall conducting?
An open-ended interview
Brief contigency probe
IISCA
Skill-based treatment |
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Definition
Brief contigency probe
Marshall is setting up the brief contingency probe. He has set up a test condition to determine possible precursors and help calibrate additional conditions to implement during the IISCA. There is no interview or set of open-ended questions presented to the caregivers/parents at this time. Since there is no matched control condition here, we determine that this is not the IISCA. |
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Term
A behavior analyst completes an open-ended interview with parents regarding the client’s behaviors of screaming, aggressing toward siblings, and property destruction in the home. Based on the results, the analyst hypothesizes that the behavior is maintained by having free access to toys without siblings being present. The analyst tests this with the client and takes data on the behavior that occurs. Based on the observation, the analyst decides to use toys that make noise in the analysis. This is an example of a(n):
An open-ended interview
Brief contigency probe
IISCA
Skill-based treatment |
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Definition
Brief contigency probe
The brief contingency probe is a semi-structured period where the clinician unsystematically tests their hunches and modifies the contingency when necessary. In this example, the analyst has completed the open-ended interview already, but has not yet done the IISCA. They form a hypothesis and test it with the client to see if they have considered all relevant variables before moving into the IISCA. The open-ended interview has already been completed in this example. The IISCA is a more formal assessment with specific test and control conditions. Skill-based treatment will start after the assessment, based on the results of the assessment. |
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Term
A behavior analyst is providing in-home support for a client who engages in destructive behavior in the house. The analyst interviews the family about the behavior. Based on the information gathered, the analyst implements alternating conditions where the parents engage in activities around the house that do not include providing direct attention to the client, and another where the family plays a game with the client. The conditions are alternated every five minutes while the analyst collects data on the rate of destructive behavior in each condition. This is an example of a(n):
An open-ended interview
Brief contigency probe
IISCA
Skill-based treatment |
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Definition
IISCA
The IISCA is an individualized functional analysis evaluating a unique contingency informed by the preceding interview and observation. In this example, the analyst has completed the open-ended interview with the parents in order to learn more about the behavior. They then completed the IISCA, which included the individualized conditions with synthesized reinforcement of the family playing a game with the client, with alternation between conditions. Skill-based treatment is the next step in the process and will be informed by the results of the IISCA. |
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Term
Nina completed her test and control conditions and now has arranged for reinforcement contingent on appropriate requests for attention, as well as when the client waits calmly while for while the parent is on the phone. This is an example of:
An open-ended interview
Brief contigency probe
IISCA
Skill-based treatment |
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Definition
Skill-based treatment
In skill-based treatment, the individual is taught communication skills, tolerance skills, and cooperation skills to replace problem behavior. A brief contingency probe is used prior to the IISCA during a practical functional assessment to test hunches, and modify the contingency as needed. The IISCA involves systematically alternating between test and control conditions, measuring rates of responses to determine maintaining consequences. In this example, Nina has completed her analysis and is arranging reinforcement to teach skills. |
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Term
A behavior analyst works with a student who often scratches or bites the person running activities with them. The analyst identifies through practical functional assessment that the behavior is maintained by escaping the current task and accessing the attention of preferred peers. The analyst teaches the student to say, “Break” to end the current activity and select a new one. Gradually, the student is taught to sometimes accept a denial of that mand and wait for progressively longer periods. This is an example of a(n):
An open-ended interview
Brief contigency probe
IISCA
Skill-based treatment |
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Definition
Skill-based treatment
Skill-based treatment is a set of treatment procedures that teaches complex communication skills, tolerance skills, and cooperation skills. In this example, the analyst has already completed the open-ended interview, brief contingency probe, and IISCA, and has moved into skill-based treatment by teaching the omnibus mand, “Break” and then teaching toleration when that mand is not reinforced. |
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Term
A behavior analyst is working with a student who hums, picks their skin, and hand-mouths when other students work on the computer. The analyst interviews teachers and conducts an IISCA. Based on the results, the analyst teaches the client to say, “Play” when the client would like to access the computer. Which of the following did the analyst conduct?
Functional communication training (FCT)
Delay and denial tolerance training (DDTT)
Brief contingency control
IISCA |
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Definition
FCT
Functional communication training is a differential reinforcement procedure that targets a form of communication as the alternative response. In this example, the analyst completes an interview and IISCA, and, based on those results, teaches the student to mand instead of engage in the target behavior. |
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Term
IISCA results show the function of a behavior is maintained by escape from demands to access a favorite chair. A behavior analyst teaches the client to say, “Break” when presented with a non-preferred demand. After success, the requirement changes to “Want break.” Finally, the client becomes successful at saying, “Can I have a break, please?” The behavior analyst is using which of the following?
Functional communication and complexity training (FCCT)
Delay and denial tolerance training (DDTT)
Brief contingency control
IISCA |
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Definition
Functional communication and complexity training (FCCT)
Functional communication and complexity training is a differential reinforcement procedure that targets and shapes up multiple forms of FCRs. It involves shaping the complexity of communication stepwise and progressively until a developmentally and socially appropriate level is reached. In this example, the analyst first teaches the client to request, “Break.” Once mastered, the complexity is systematically increased to the terminal goal of saying, “Can I have a break, please?” Delay and denial tolerance training comes later within skill-based treatment, after the FCCT is complete. Both the brief contingency probe and the IISCA are part of the practical functional assessment and are completed before treatment is begun. |
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Term
A behavior analyst works with a client who grabs toys from classmates. Following an IISCA, the analyst teaches the client to say, “Play” rather than grab toys. Next, the client learns to say, “Sure” when asked to wait until they are finished. Initially, the client is given the toy immediately after saying, “Sure.” The analyst gradually increases the delay before giving the toy while still reinforcing the initial request about 20% of the time, and acceptance of the denial about 20% of the time. Which of the following is the analyst using?
Functional communication and complexity training (FCCT)
Delay and denial tolerance training (DDTT)
Brief contingency control
IISCA |
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Definition
Delay and denial tolerance training (DDTT)
Delay and denial tolerance training (DDTT) is set of reinforcement thinning procedures that progressively introduce more skills dur ng the delay to reinforcement. In this example, the analyst has already completed the open-ended interview and IISCA prior to starting treatment. The client is then taught to use the omnibus mand, “Play,” which is part of functional communication training. The current step of accepting a denial is part of the reinforcement thinning of DDTT. |
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Term
John is an adult with down’s syndrome living in a group home. The staff have complained that John walks into the kitchen late at night and steals staff’s snacks when the staff are otherwise occupied. The behavior analyst is looking for a low effort intervention and John’s doctor has approved low-calorie snacks after dinner. Which function based treatment would be most appropriate?
a. NCR
b. DRO
c. Extinction |
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Definition
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Term
Mark is working with a client throws objects when asked to clean up after lunch. The client will start to clean up but will typically fail to finish the task and throw items instead. The function of this behavior has already been determined to be escape from cleaning up demands. Staff are willing to take time to address this but will eventually need the client to clean up after themselves after lunch completely before getting a break. Which function based treatment would be most appropriate?
a. NCR
b. Demand fading
c. Competing stimulus |
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Definition
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Term
Robbie waves his hands in front of his eyes at a very high frequency. The only time this is an issue is during doctor’s appointments when the doctor needs to look in his eyes. Which function-based treatment would be most appropriate?
a. DRA
b. Sensory extinction
c. DRO |
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Definition
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Term
Roger receives Occupational Therapy for 30 minutes 2 times per week. What section of the formal behavior plan would this information be found
a. Rationale
b. Consumer profile
c. Diagnosis and medical information
d. Intervention |
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Definition
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Term
Kieran is formalizing a behavior plan for his client Macy. He notes that “During observations Macy spends most of her time during recess in the sandpit. While in the sandpit, she engages with the toy trucks and will fill up the truck beds with sand. While inside at the center she splits her time between the arts and craft table and the play bin with dinosaurs. Her parents report that she prefers cheese crackers and string cheese for snacks. Preference assessments with toys that can be delivered at the table indicate that craft dough and crayons are highly preferred”. What section of the formal behavior plan would this information be found?
a. Consumer profile
b. Likely reinforcers
c. Replacement behaviors
d. Intervention |
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Definition
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Term
A BCaBA has recently updated her client’s behavior plan to focus on independent play. The BCaBA notes “Therapists should collect data on the duration of independent play. IOA will be collected during once per week observations of programming.” What section of the formal behavior plan would this information be found?
a. Replacement behaviors
b. Intervention
c. Response measures
d. Training plan |
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Definition
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Term
“The behavior analyst will observe the group home staff implementing the behavior plan twice per week. The behavior analyst will collect treatment integrity data using a checklist.” What section of the formal behavior plan would this information be found?
a. Intervention
b. Training plan
c. Monitoring plan and treatment integrity
d. Generalization and maintenance |
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Definition
| c. Monitoring plan and treatment integrity |
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Term
“Initially the behavior will be targeted only with siblings. Following reaching the mastery criterion of appropriate parallel play with siblings, opportunities with other peers will occur. Peers, activities, and location will be varied to include at least 5 distinct exemplars of each.” What section of the formal behavior plan would this information be found?
a. Response measures
b. Training plan
c. Monitoring plan and treatment integrity
d. Generalization and maintenance |
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Definition
| d. Generalization and maintenance |
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Term
Which of the following scenarios describes external monitoring and oversight?
a. A behavior analyst is concerned about the dangers possible if treatment for a dangerous behavior is not successful. She brings the case to district oversight board to ensure that she is appropriately addressing client safety
b. A behavior analyst brings a program adjustment to their supervising behavior analyst to provide feedback prior to implementation |
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Definition
| a. A behavior analyst is concerned about the dangers possible if treatment for a dangerous behavior is not successful. She brings the case to district oversight board to ensure that she is appropriately addressing client safety |
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Term
Edward has a history of engaging in frequent intense targeted physical aggression towards his RBT. Following 3 months of treatment the aggression is down to zero. However, the BCBA notices an increase in aggression and a new precursor reported recently.
a. The BCBA meets with the treatment team and learns from the RBT that prior to the aggression Edward looks away from the tasks and rapidly blinks his eyes. The BCBA then meets with Edward’s mother and encourages her to seek medical consultation in regard to this change in behavior.
b. The BCBA takes the RBT off the case as the precursor had only been reported by this RBT and therefore they may be providing reinforcement for the aggression
c. Retrain all staff on protocols and institute a penalty for observations in
which procedures are not run at 100% accuracy |
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Definition
| a. The BCBA meets with the treatment team and learns from the RBT that prior to the aggression Edward looks away from the tasks and rapidly blinks his eyes. The BCBA then meets with Edward’s mother and encourages her to seek medical consultation in regard to this change in behavior. |
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Term
Clarence has seen his client meet their program objectives and has transitioned maintenance responsibilities to caregivers and reduced the time spent in the home. What is the behavior analyst in this scenario arranging for?
a. Fading of the behavior plan
b. Generalization of the behavior plan |
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Definition
| a. Fading of the behavior plan |
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Term
Tania’s client Josie successfully waits to their requests to be meet and accepts “no” from caregivers and teachers. Anytime Josie has family in town Tania ensures that opportunities to practice this skill are integrated at home with varied family members. What is the behavior analyst in this scenario arranging for?
a. Fading of the behavior plan
b. Generalization of the behavior plan |
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Definition
| b. Generalization of the behavior plan |
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Term
BCBA David is writing a behavior plan for his client Paul. David writes, “Paul is diagnosed with attention deficit hyperactivity disorder and generalized anxiety disorder. Paul meets regularly with his psychiatrist to monitor the effects of the 20 mg. of Lexapro per day he has been prescribed.” What section of the formal behavior plan would this information be found?
a. Rationale
b. Consumer profile
c. Diagnosis and medical information
d. Functional assessment procedures
e. Problem behavior
f. Likely reinforcers
g. Replacement behaviors |
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Definition
| c. Diagnosis and medical information |
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Term
Scatterplot data were filled in by Bo’s classroom teacher from 9:30 am until 2:30 pm. During each 30-minute period, the teacher marked 0, 1, or 2 if yelling occurred 0 times, only once, or multiple times. Pattern analysis indicates that yelling occurs most often between 10:00 and 10:30 am, which is during group instruction. What section of the formal behavior plan would this information be found?
a. Rationale
b. Diagnosis and medical information
c. Functional assessment procedures
d. Problem behavior
e. Replacement behaviors
f. Intervention
g. Monitoring plan and treatment integrity
h. Generalization and maintenance |
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Definition
| c. Functional assessment procedures |
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Term
ASR
Demetrius works with Fred. Fred hits or threatens to hit children at the afterschool program when he wants the toys they are playing with. Demetrius writes in the behavior plan, “We will teach Fred to ask for the toys he would like and/or to wait for his turn to play with preferred toys.” What section of the formal behavior plan would this information be found?
a. Consumer profile
b. Diagnosis and medical information
c. Functional assessment procedures
d. Problem behavior
e. Likely reinforcers
f. Replacement behaviors
g. Intervention |
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Definition
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Term
Alan is an adult living in a group home and he exhibits disruptive behavior during shift exchange (when the new staff come on shift and are busy getting the info for the day). The BCBA determined that this behavior was maintained by the attention that the staff gave him when they provided brief reprimands to leave the area. Which function-based treatment would be most appropriate?
DRA
Extinction
NCR
Whole interval DRO |
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Definition
| Extinction – stop providing the reprimand |
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Term
Bruce, a young boy with limited language skills, engages in tantrums throughout the day which have been determined to be maintained by access to his iPad. His parents are really busy so they usually just give it to him when he throws a fit even though there is a specific schedule for access. His parents are always working and just don’t have time to wait him out. Which function based treatment might be most appropriate?
Extinction
NCR
DRA |
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Definition
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Term
Mark is working with a client who throws objects when asked to clean up after lunch. The client starts to clean but will fail to finish the task and throw items instead. The function of this behavior is escape from cleaning up demands. Staff are willing to take time to address this but eventually need the client to clean up after lunch completely before getting a break. Which function-based treatment would be most appropriate?
A. NCE
B. Demand fading
C. Instructional revision |
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Definition
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Term
A BCBA is working with an adult, Kelly, who can speak vocally and uses a few words. Kelly is engaging in disruptive behavior, which sometimes involves breaking windows and throwing glass in her group home. The FA shows that disruptive behavior is maintained by attention (reprimands). Given these details, which might be the best intervention?
DRA
NCR
FCT
Extinction |
|
Definition
| FCT- she has some words her repertoire, could teach an FCR |
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Term
Jenny trains staff on a BIP that includes task analyses for self care routines and details for how to collect data. The BIP is written in easy to understand words with specific directions and details regarding how to implement the procedures. This describes which document in a behavior plan?
Formal behavior plan
Step-by-step intervention plan |
|
Definition
| Step-by-step intervention plan |
|
|
Term
Ricky has a BIP that includes information about the client’s history and medical background, including medications he is on. There is some legal language and refers to licensing standards and state regulations. This describes which document in a behavior plan?
Formal behavior plan
Step-by-step intervention plan |
|
Definition
|
|
Term
Peepers has seizures and takes Depakote 500 mg BID. What section of the behavior plan would this info be found?
Consumer profile
Rationale
Medical information
Treatment integrity |
|
Definition
|
|
Term
Peepers lives at home with her parents and brother, Tico. Peepers likes to eat sunflower seeds, scream and ring her bell. What section of the behavior plan would this info be found?
Consumer profile
Rationale
Medical information
Treatment integrity |
|
Definition
|
|
Term
Colby has begun placing non-food items in his mouth. Colby has ingested several metal coins in the past two weeks, which has led to 2 emergency room visits. The behavior analyst writes that services aim to reduce this behavior for the long-term health of the client. What section of the formal behavior plan would this information be found?
Diagnosis and medical information
Rationale
Functional assessment procedures
Problem behavior |
|
Definition
|
|
Term
BCBA David is writing a behavior plan for his client Paul. David writes, “Paul is diagnosed with attention deficit hyperactivity disorder and generalized anxiety disorder. Paul meets regularly with his psychiatrist to monitor the effects of the 20 mg. of Lexapro per day he has been prescribed.” What section of the formal behavior plan would this information be found?
Functional assessment procedures
Problem behavior
Replacement behaviors
Diagnosis and medical information |
|
Definition
| Diagnosis and medical information |
|
|
Term
Gwen is a BCBA working with Stacy. In Stacy’s BIP, Gwen writes the following: “Stacy will run from the school during school hours, often when instruction is presented. While she is in the community, she will also seek ashtrays and search for cigarette butts to light and smoke.” What section of the formal behavior plan would this information be found?
Rationale
Functional assessment procedures
Problem behavior
Likely reinforcers |
|
Definition
|
|
Term
Edward has a history of engaging in frequent intense physical aggression towards his RBT. Following 3 months of treatment the aggression is down to zero. However, the BCBA notices an increase in elopement and a new precursor reported recently. Which of the following scenarios describes troubleshooting?
The BCBA takes the RBT off the case as the precursor had only been reported by this RBT and therefore they may be providing reinforcement for the aggression
Retrain all staff on protocols and institute a penalty for observations in which procedures are not run at 100% accuracy
The BCBA meets with the treatment team and learns from the RBT that prior to the aggression Edward looks away from the tasks and rapidly blinks his eyes. The BCBA then meets with Edward’s mother and encourages her to seek medical consultation in regard to this change in behavior. |
|
Definition
| The BCBA meets with the treatment team and learns from the RBT that prior to the aggression Edward looks away from the tasks and rapidly blinks his eyes. The BCBA then meets with Edward’s mother and encourages her to seek medical consultation in regard to this change in behavior. |
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Term
Dorian is completing a behavior plan for her client Tausen. In it, she writes that Tausen lives with his uncle and aunt, is the only child in the house, and is a neurotypical 6-year-old. Tausen enjoys interacting one-on-one with adults and has a larger than average vocabulary for his age. However, he has not been able to maintain any child friendships at school. Tausen receives no other professional services. What section of the formal behavior plan would this information be found?
Rationale
Consumer profile
Diagnosis and medical information
Problem behavior
Likely reinforcers |
|
Definition
|
|
Term
Rachel is a young girl who engages in head-hitting that is automatically maintained. The BCBA has not been able to identify an appropriate alternative behavior. However, Rachel really likes chocolate chips and there are some brief periods in which she doesn’t engage in problem behavior. Which function based treatment might be most appropriate?
DRA
Demand fading
DRO
Sensory extinction |
|
Definition
|
|
Term
Which of the following scenarios describes external monitoring and oversight?
A behavior analyst brings the case to district oversight board to ensure that she is appropriately addressing client safety
A behavior analyst brings a program adjustment to their supervising behavior analyst to provide feedback prior to implementation
A BCBA calls a treatment team meeting to review data and troubleshoot a behavior plan |
|
Definition
| A behavior analyst brings the case to district oversight board to ensure that she is appropriately addressing client safety |
|
|
Term
Katrina is an 18-year-old girl with autism in a self-contained classroom who sings songs from animated movies throughout the day. The teacher notices that she does not sing when these songs are playing on TV or a CD player. It appears that the singing is automatically maintained. In this case, which intervention would be most appropriate
A. DNRA
B. DRO
C. Extinction
D. Non-contingent delivery of competing stimuli |
|
Definition
| D. Non-contingent delivery of competing stimuli |
|
|
Term
A BCBA is called to consult with an 8-year-old in a special education classroom who engages in extremely disruptive behavior, knocking over desks and throwing objects, when presented with difficult or novel developmentally- appropriate tasks. In this case, which intervention would be most appropriate:
A. Curricular modification
B. Demand Fading
C. DRO
D. Escape Extinction |
|
Definition
|
|
Term
A 25-year-old man in a group home often blurts out obscenities or makes vulgar comments, which result in his roommates laughing, and group home staff issuing verbal reprimands. He does not engage in joke-telling or other appropriate ways to make others laugh. In this case, which intervention would be most appropriate:
A. Extinction
B. NCR
C. DRO
D. DRA |
|
Definition
|
|
Term
“Alvin’s mother reports he has a heart murmur, and has a follow-up appointment scheduled next month”. This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer Info
C. Diagnoses and medical info
D. Functional assessment summary |
|
Definition
| C. Diagnoses and medical info |
|
|
Term
“Alvin’s tantrums have made it impossible for his mother to take him shopping, and he is
at risk of being kicked out of his daycare”. This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer Info
C. Diagnoses and medical info
D. Functional assessment summary |
|
Definition
|
|
Term
“Interviews and direct observation revealed that Alvin is most likely to tantrum when a request he is made is denied; this often results in the adult negotiating with him, and eventually granting Alvin’s initial request”. This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer Info
C. Diagnoses and medical info
D. Functional assessment summary |
|
Definition
| D. Functional assessment summary |
|
|
Term
“Alvin is a three-year-old boy who lives at home with his mother, father, and 1 year-old sister. Parents report that there were no complications in pregnancy or birth, that his development has been typical”. This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer Info
C. Diagnoses and medical info
D. Functional assessment summary |
|
Definition
|
|
Term
“Staff will be trained by the BCaBA using modeling, practice, and feedback in role play and in situations, until they demonstrate program components with 100% integrity on three consecutive trials”. This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection
C. Training
D. Generalization and Maintenance |
|
Definition
|
|
Term
“Appropriate requests will be trained using prompting and fading, and a DRA schedule established for these requests on a multiple schedule, signaling whether reinforcement is available for requests”. This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection
C. Training
D. Generalization and Maintenance |
|
Definition
|
|
Term
“The signals for appropriate requests will be naturally occurring stimuli, and the duration of availability intervals will be decreased concurrent with the increase of non-availability intervals to estimated naturally occurring schedules of reinforcement for making requests of the teacher”. This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection C. Training
D. Generalization and Maintenance |
|
Definition
| D. Generalization and Maintenance |
|
|
Term
“rate data of requests during availability and non- availability conditions will be collected by the teacher and collected and graphed by the BCaBA weekly.” This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection C. Training
D. Generalization and Maintenance |
|
Definition
| B. Response measure and data collection |
|
|
Term
Which might be part of the step-by-step plan?
A. Summary of functional assessment results
B. Justification for the behavior plan
C. A task analysis of teaching the client how to gain staff attention
D. Directions for training and monitoring implementation |
|
Definition
| C. A task analysis of teaching the client how to gain staff attention |
|
|
Term
Peer Review, Human Rights Committees, or local advisory boards may be involved in which aspect of the behavior plan?
A. Implementation and Troubleshooting
B. Monitoring and Oversight
C. Fading and Follow-up
D. Termination of Services |
|
Definition
| B. Monitoring and Oversight |
|
|
Term
Jenny is a 15-year-old girl with autism in a self-contained classroom who sings songs from animated movies throughout the day. The teacher notices that she does not sing when these songs are playing on TV or a CD player. It appears that the singing is automatically maintained. In this case, which intervention would be most appropriate
A. DNRA
B. DRO
C. Extinction
D. Non-contingent delivery of competing
stimuli |
|
Definition
| D. Non-contingent delivery of competing stimuli |
|
|
Term
“Simon's tantrums have made it impossible for his mother to take him shopping, and he is at risk of being kicked out of his daycare”. This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer Info
C. Diagnoses and medical info
D. Functional assessment |
|
Definition
|
|
Term
“Interviews and direct observation revealed that Simon is most likely to tantrum when a request he is made is denied; this often results in the adult negotiating with him, and eventually granting Simon's initial request”. This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer Info
C. Diagnoses and medical info
D. Functional assessment summary |
|
Definition
| D. Functional assessment summary |
|
|
Term
“Simon is a three-year-old boy who lives at home with his mother, father, and 1 year-old sister. Parents report that there were no complications in pregnancy or birth, that his development has been typical”. This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer Info
C. Diagnoses and medical info
D. Functional assessment summary |
|
Definition
|
|
Term
“Staff will be trained by the BCaBA using modeling, practice, and feedback in role play and in situ, until they demonstrate program components with 100% integrity on three consecutive trials”. This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection C. Training
D. Generalization and Maintenance |
|
Definition
|
|
Term
“Appropriate requests will be trained using prompting and fading, and a DRA schedule established for these requests on a multiple schedule, signaling whether reinforcement is available for requests”. This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data
collection
C. Training
D. Generalization and Maintenance |
|
Definition
|
|
Term
“rate data of requests during availability and non-availability conditions will be collected by the teacher and collected and graphed by the BCaBA weekly.” This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection
C. Training
D. Generalization and Maintenance |
|
Definition
| B. Response measure and data collection |
|
|
Term
Bill conducts a lengthy, intense functional assessment on his client’s aggressive behavior without modifications to improve safety. Although this results in staff injury, the resulting intervention produced an 80% reduction in aggressive behavior. This assessment had:
a.Low practical utility but high treatment utility
b.High practical utility but low treatment utility c.High practical utility and high treatment utility d.Low practical utility and low treatment utility |
|
Definition
| a.Low practical utility but high treatment utility |
|
|
Term
Ella conducts a functional assessment which is short, acceptable and efficient for the client, staff and caregivers. The resulting treatment shows a 75% reduction in the client’s skin-picking. This assessment had:
a.Low practical utility but high treatment utility
b.High practical utility but low treatment utility
c.High practical utility and high treatment utility
d.Low practical utility and low treatment utility |
|
Definition
| c.High practical utility and high treatment utility |
|
|
Term
BCBA Janine met with Matt’s parents and asks them questions related to his severe physical aggression regarding the topography, when the behavior is likely to happen and typical consequences to determine potential functions. Which of the following is the behavior analyst conducting?
A.Open-ended interview
B.Brief contingency probe
C.Interview-informed synthesized contingency analysis (IISCA) |
|
Definition
|
|
Term
After staff interviews and observations of several variables, Jared designed a test and control condition for his client. In the test condition, she is provided with highly preferred activities and noncontingent attention and then her staff tells her to stop her activities to watch her videos. When a targeted behavior occurs (or any in the same response class), she is allowed to go back to her former activities with the attention component. Jared takes data on the 5-minute conditions with response frequency. What is being conducted?
A. Open-ended interview
B. Brief contingency probe
C.Interview-informed synthesized contingency analysis (IISCA) |
|
Definition
| C. Interview-informed synthesized contingency analysis (IISCA) |
|
|
Term
Micah hypothesizes that Sami’s SIB is maintained by diverted attention situations, especially when her parents are attending to other children. Micah arranges for a parent to be engaged with a younger sibling, monitors for precursors, and has the parent respond as described in an interview.
A.Open-ended interview
B.Brief contingency probe
C.Interview-informed synthesized contingency analysis (IISCA) |
|
Definition
| B.Brief contingency probe |
|
|
Term
During the test condition, Jonah is provided with the potential reinforcer when he glares at his parent, swears, and/or kicks the chair This describes which component of the IISCA?
A.Single test condition
B.Unique test condition
C.Synthesized contingency
D.Matched control
E.Open-contingency class |
|
Definition
|
|
Term
BCBA Dana works with Elmer who screams loudly when he is asked to stop his play and pick up his toys. Dana has parents implement short trials where Elmer is asked to pick up his toys, and as soon as screaming occurs, the trial ends and the client is allowed access to 5 minutes of toy play. This describe the use of which IISCA modification?
A.Latency-based IISCA
B.Trial-based IISCA
C.Single-session IISCA |
|
Definition
|
|
Term
BCBA Nova eliminated the control condition, and instead, compared rates of responding with the reinforcer present vs the reinforcer absent. This is known as a:
A. Standard IISCA
B. Latency-based IISCA
C. Trial-based IISCA
D. Single-session IISCA |
|
Definition
|
|
Term
Tina is a BCBA working with client Lyla who smashes her toys on the ground, often breaking them. Tina interviewed the parents and found this behavior often occurs when Lyla is interrupted with a demand to clean up while playing with her tea party set in her playroom. Tina structures assessment conditions alternating between a demand to clean up toys and uninterrupted time playing with her tea party set. Time to first instance of any identified behaviors is measured, and the condition is halted as soon as a targeted behavior occurs.
A. Latency-based IISCA
B. Trial-based IISCA
C.Single-session IISCA |
|
Definition
|
|
Term
Lexy is an 11-year-old who communicates in class with simple gestures and pointing to pictures. When presented with materials for DTT, she often rakes her arm with her fingernails leaving deep welts. Which of these would be the best functional communication response?
A. Learning to cooperate with demands
B. Shaking her head ”no”
C. Saying “break please”
D. Typing “Do work later” on an AAC. |
|
Definition
|
|
Term
Caleb repeatedly asks his teacher throughout the day if he can be the line leader though the leader is always chosen daily in alphabetical order by the teacher. The BCBA tells the teacher from now on to only respond once daily by telling Caleb that everyone will get their turn and then to ignore his asking the rest of the day. Caleb quickly stops asking to be the line leader. Why is this function-based treatment effective?
A.Eliminating the reinforcement contingency
B.Altering the motivating operation
C.Establishing a new behavior with the reinforcement contingency |
|
Definition
| A.Eliminating the reinforcement contingency |
|
|
Term
Ezra interrupted the class approximately every eight minutes by making animal noises. Based on a potential function of attention, the behavior analyst had the teacher’s aide walk by his desk every 6 minutes and give him a thumbs up, a pat on the back or a whispered “great job listening”. Ezra stopped the animal noises. Why is this function-based treatment effective?
A.Eliminating the reinforcement contingency
B.Altering the motivating operation
C.Establishing a new behavior with the reinforcement contingency |
|
Definition
| B.Altering the motivating operation |
|
|
Term
Although Elizabeth is verbal, she engages in extremely loud groaning during homework time, which typically results in a member of her family attending to her and asking if she needs anything or if she is O.K. The BCBA tells the family to give her attention every 5 minutes she does not engage in groaning. This is an example of which procedure?
a. Extinction
b. DRO
c. DRA
d. NCR |
|
Definition
|
|
Term
When Jachin screams at the day care, staff typically bring him preferred toys to quiet him and keep the other children calm- although he has appropriately requested toys in the past. The BCBA wants to minimize the motivation for accessing tangibles (toys). Which procedure should the plan include?
a. Extinction
b. DRO
c. DRA
d. NCR |
|
Definition
|
|
Term
Every time Jenny pulls hair out of her head she is removed from the day care class. After assessment, the BCBA found that this occurred about every 30 minutes and so scheduled time out of the classroom every 20 minutes. This is an example of which procedure?
A. DNRA
B. Antecedent-based
C. Escape extinction |
|
Definition
|
|
Term
“Debra has been biting classmates at the preschool. In spite of her teacher’s warning the parents and their attempts to stop this behavior, she is at risk of being kicked out of preschool”. This information would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer info
C. Diagnoses and medical info
D. Functional assessment summary |
|
Definition
|
|
Term
“A teacher survey and direct observation showed the most likely time for Veronica to scream and throw her belongings was when she was asked to stop a preferred activity. This often resulted in her aide allowing additional preferred activity time.” This information would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer info
C. Diagnoses and medical info
D. Functional assessment summary |
|
Definition
| D. Functional assessment summary |
|
|
Term
“Samantha is a five-year-old girl with a twin brother as well as older brothers who are nine and ten. All four children live at home with their mother. Mother reports the twins were born six weeks early and stayed in the neonatal unit for 2 weeks before coming home. No other unusual developmental issues were noted.” This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer info
C. Diagnoses and medical info
D. Functional assessment summary |
|
Definition
|
|
Term
“The staff and group home manager will be trained using modeling, practice, and feedback in role play and in situ, until they demonstrate program components with 100% integrity on three consecutive trials”. This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection C. Training
D. Generalization and Maintenance |
|
Definition
|
|
Term
“Appropriate requests for breaks will be trained using prompting and fading, with an identified stimulus signaling whether reinforcement is available for these requests”. This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection C. Training
D. Generalization and Maintenance |
|
Definition
|
|
Term
“rate data of break requests during availability and non- availability conditions will be collected by the group home staff and collected and graphed by the BCBA weekly.” This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection C. Training
D. Generalization and Maintenance |
|
Definition
| B. Response measure and data collection |
|
|
Term
Which of the following program components would include thinning schedules of reinforcement and reducing the frequency of BCaBA sessions?
A.Intervention
B.Response measures
C.Training plan
D.Monitoring plan and treatment integrity E.Generalization and maintenance |
|
Definition
| E.Generalization and maintenance |
|
|
Term
John is an adult with down’s syndrome living in a group home. The staff have complained that John walks into the kitchen late at night and steals staff’s snacks when the staff are otherwise occupied. The behavior analyst is looking for a low effort intervention and John’s doctor has approved low-calorie snacks after dinner. Which function based treatment would be most appropriate?
a. NCR
b. DRO
c. Extinction |
|
Definition
|
|
Term
Mark is working with a client throws objects when asked to clean up after lunch. The client will start to clean up but will typically fail to finish the task and throw items instead. The function of this behavior has already been determined to be escape from cleaning up demands. Staff are willing to take time to address this but will eventually need the client to clean up after themselves after lunch completely before getting a break. Which function based treatment would be most appropriate?
a. NCR
b. Demand fading
c. Competing stimulus |
|
Definition
|
|
Term
Robbie waves his hands in front of his eyes at a very high frequency. The only time this is an issue is during doctor’s appointments when the doctor needs to look in his eyes. Which function-based treatment would be most appropriate?
a. DRA
b. Sensory extinction
c. DRO |
|
Definition
|
|
Term
Roger receives Occupational Therapy for 30 minutes 2 times per week. What section of the formal behavior plan would this information be found
a. Rationale
b. Consumer profile
c. Diagnosis and medical information
d. Intervention |
|
Definition
|
|
Term
Colby has begun placing non-food items in his mouth, around 3 times per hour. Colby has ingested several metal coins in the past two weeks, which has led to 2 emergency room visits. The behavior analyst writes that services aim to reduce this behavior for the long-term health of the client. What section of the formal behavior plan would this information be found?
a. Rationale
b. Consumer profile
c. Diagnosis and medical information
d. Functional assessment procedures |
|
Definition
|
|
Term
Kieran is formalizing a behavior plan for his client Macy. He notes that “During observations Macy spends most of her time during recess in the sandpit. While in the sandpit, she engages with the toy trucks and will fill up the truck beds with sand. While inside at the center she splits her time between the arts and craft table and the play bin with dinosaurs. Her parents report that she prefers cheese crackers and string cheese for snacks. Preference assessments with toys that can be delivered at the table indicate that craft dough and crayons are highly preferred”. What section of the formal behavior plan would this information be found?
a. Consumer profile
b. Likely reinforcers
c. Replacement behaviors
d. Intervention |
|
Definition
|
|
Term
A BCaBA has recently updated her client’s behavior plan to focus on independent play. The BCaBA notes “Therapists should collect data on the duration of independent play. IOA will be collected during once per week observations of programming.” What section of the formal behavior plan would this information be found?
a. Replacement behaviors
b. Intervention
c. Response measures
d. Training plan |
|
Definition
|
|
Term
“The behavior analyst will observe the group home staff implementing the behavior plan twice per week. The behavior analyst will collect treatment integrity data using a checklist.” What section of the formal behavior plan would this information be found?
a. Intervention
b. Training plan
c. Monitoring plan and treatment integrity
d. Generalization and maintenance |
|
Definition
| c. Monitoring plan and treatment integrity |
|
|
Term
“Initially the behavior will be targeted only with siblings. Following reaching the mastery criterion of appropriate parallel play with siblings, opportunities with other peers will occur. Peers, activities, and location will be varied to include at least 5 distinct exemplars of each.” What section of the formal behavior plan would this information be found?
a. Response measures
b. Training plan
c. Monitoring plan and treatment integrity
d. Generalization and maintenance |
|
Definition
| d. Generalization and maintenance |
|
|
Term
Edward has a history of engaging in frequent intense targeted physical aggression towards his RBT. Following 3 months of treatment the aggression is down to zero. However, the BCBA notices an increase in aggression and a new precursor reported recently.
Which of the following scenarios describes troubleshooting?
a. The BCBA meets with the treatment team and learns from the RBT that prior to the aggression Edward looks away from the tasks and rapidly blinks his eyes. The BCBA then meets with Edward’s mother and encourages her to seek medical consultation in regard to this change in behavior.
b. The BCBA takes the RBT off the case as the precursor had only been reported by this RBT and therefore they may be providing reinforcement for the aggression
c. Retrain all staff on protocols and institute a penalty for observations in which procedures are not run at 100% accuracy |
|
Definition
| a. The BCBA meets with the treatment team and learns from the RBT that prior to the aggression Edward looks away from the tasks and rapidly blinks his eyes. The BCBA then meets with Edward’s mother and encourages her to seek medical consultation in regard to this change in behavior. |
|
|
Term
BCBA David is writing a behavior plan for his client Paul. David writes, “Paul is diagnosed with attention deficit hyperactivity disorder and generalized anxiety disorder. Paul meets regularly with his psychiatrist to monitor the effects of the 20 mg. of Lexapro per day he has been prescribed.” What section of the formal behavior plan would this information be found?
a. Rationale
b. Consumer profile
c. Diagnosis and medical information
d. Functional assessment procedures
e. Problem behavior
f. Likely reinforcers
g. Replacement behaviors |
|
Definition
| c. Diagnosis and medical information |
|
|
Term
Scatterplot data were filled in by Bo’s classroom teacher from 9:30 am until 2:30 pm. During each 30-minute period, the teacher marked 0, 1, or 2 if yelling occurred 0 times, only once, or multiple times. Pattern analysis indicates that yelling occurs most often between 10:00 and 10:30 am, which is during group instruction. What section of the formal behavior plan would this information be found?
a. Rationale
b. Diagnosis and medical information
c. Functional assessment procedures
d. Problem behavior
e. Replacement behaviors
f. Intervention
g. Monitoring plan and treatment integrity
h. Generalization and maintenance |
|
Definition
| c. Functional assessment procedures |
|
|
Term
Demetrius works with Fred. Fred hits or threatens to hit children at the afterschool program when he wants the toys they are playing with. Demetrius writes in the behavior plan, “We will teach Fred to ask for the toys he would like and/or to wait for his turn to play with preferred toys.” What section of the formal behavior plan would this information be found?
a. Consumer profile
b. Diagnosis and medical information
c. Functional assessment procedures
d. Problem behavior
e. Likely reinforcers
f. Replacement behaviors
g. Intervention |
|
Definition
|
|
Term
Katrina is an 18-year-old girl with autism in a self-contained classroom who sings songs from animated movies throughout the day. The teacher notices that she does not sing when these songs are playing on TV or a CD player. It appears that the singing is automatically maintained. In this case, which intervention would be most appropriate?
A. DNRA
B. DRO
C. Extinction
D. Non-contingent delivery of competing stimuli |
|
Definition
| D. Non-contingent delivery of competing stimuli |
|
|
Term
A BCBA is called to consult with an 8-year-old in a special education classroom who engages in extremely disruptive behavior, knocking over desks and throwing objects, when presented with difficult or novel developmentally- appropriate tasks. In this case, which intervention would be most appropriate:
A. Curricular modification
B. Demand Fading
C. DRO
D. Escape Extinction |
|
Definition
|
|
Term
A 25-year-old man in a group home often blurts out obscenities or makes vulgar comments, which result in his roommates laughing, and group home staff issuing verbal reprimands. He does not engage in joke-telling or other appropriate ways to make others laugh. In this case, which intervention would be most appropriate:
A. Extinction
B. NCR
C. DRO
D. DRA |
|
Definition
|
|
Term
“Alvin’s mother reports he has a heart murmur, and has a follow-up appointment scheduled next month”. This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer Info
C. Diagnoses and medical info
D. Functional assessment summary |
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Definition
| C. Diagnoses and medical info |
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Term
“Alvin’s tantrums have made it impossible for his mother to take him shopping, and he is
at risk of being kicked out of his daycare”. This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer Info
C. Diagnoses and medical info
D. Functional assessment summary |
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Definition
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Term
“Interviews and direct observation revealed that Alvin is most likely to tantrum when a request he is made is denied; this often results in the adult negotiating with him, and eventually granting Alvin’s initial request”. This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer Info
C. Diagnoses and medical info
D. Functional assessment summary |
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Definition
| D. Functional assessment summary |
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Term
“Alvin is a three-year-old boy who lives at home with his mother, father, and 1 year-old sister. Parents report that there were no complications in pregnancy or birth, that his development has been typical”. This info would most likely be found in which section of the behavior plan?
A. Rationale
B. Consumer Info
C. Diagnoses and medical info
D. Functional assessment summary |
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Definition
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Term
“Staff will be trained by the BCaBA using modeling, practice, and feedback in role play and in situ, until they demonstrate program components with 100% integrity on three consecutive trials”. This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection C. Training
D. Generalization and Maintenance |
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Definition
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Term
“Appropriate requests will be trained using prompting and fading, and a DRA schedule established for these requests on a multiple schedule, signaling whether reinforcement is available for requests”. This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection
C. Training
D. Generalization and Maintenance |
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Definition
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Term
“The signals for appropriate requests will be naturally occurring stimuli, and the duration of availability intervals will be decreased concurrent with the increase of non-availability intervals to estimated naturally occurring schedules of reinforcement for making requests of the teacher”. This info would most likely be found in which section of the behavior plan?
A. Intervention
B. Response measure and data collection C. Training
D. Generalization and Maintenance |
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Definition
| D. Generalization and Maintenance |
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Term
Brielle begins poking her eyes to the point of redness and she has never engaged in this behavior before. A quick assessment shows that it is likely maintained by automatic reinforcement. Given these details, which intervention would be best to start with?
NCE
Sensory extinction
Medical treatment
NCR
DRO |
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Definition
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Term
Bruno engages in self-scratching to the point of bleeding on his arms and legs (medical concerns were ruled out). An FA was completed and the behavior is automatically maintained but more detail could not be confirmed (ie: the specific reinforcing property). However, it was determined that Bruno doesn’t scratch when playing with his iPad. Given these details, which might be the best intervention to implement?
Noncontingent escape
Sensory extinction
DRO
NCR
Contingent observation |
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Definition
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Term
A BCBA is working with an adult, Kelly, who can speak vocally and uses a few words for her favorite items like cookie, soda and peanut (her dog). Kelly is engaging in disruptive behavior, which sometimes involves property destruction such as breaking windows and throwing glass in her group home and the staff are frustrated. The FA shows that the disruptive behavior is maintained by attention (reprimands). Given these details, which might be the best intervention?
DRO
DRA
NCR
FCT
Extinction |
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Definition
| FCT- she has some mands in her repertoire, could be easy to teach another FCR ***DRA- if FCT was not an option, this COULD be an option. It is not the best option |
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Term
Caren is a young girl who refuses to let her mom help her brush her teeth; she punches and pinches her mom throughout the process. Her mom can power through sometimes and still get her teeth brushed but the behavior is increasing in intensity. Mom really wants Caren to be calmer and allow the tooth brushing to take place. A BCBA did an FA, the function is escape from self-care tasks. Given these details, which might be the best intervention?
Sensory extinction
NCE
FCT
DNRA
DNRO |
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Definition
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Term
The individual is removed from an aversive situation contingent upon the absence of problem behavior for a specific amount of time. This describes which treatment procedure?
DRA
DRO
DNRA
DNRO
NCE |
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Definition
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Term
Noleen is an adult with down’s syndrome living in a group home. The staff have complained that Noleen
often walks into the kitchen late at night and steals staff’s snacks when the staff are occupied. The behavior analyst is looking for a low-effort intervention and Noleen’s doctor has approved low-calorie snacks after dinner. Which function-based treatment would be most appropriate?
A. NCR
B. DRO
C. Extinction
D. Demand fading |
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Definition
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Term
Wando is a 4-year-old receiving home-based services who is able to make 2-word requests. During a home session, the RBT notices that Wando will instantly begin screaming and crying when the family’s dog comes close to him. He continues this behavior until someone removes the dog from his sight. Which function based treatment would be most appropriate?
A. NCR
B. Extinction alone
C. DNRA
D. DRO |
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Definition
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Term
Antony engages in “hand biting” during school every 20 minutes on average. This results in removal from the classroom. The BCBA is concerned with the topography of this behavior and schedules a break from class every 15 minutes, regardless of Antony’s behavior. This is an example of which procedure?
DRNA
antecedent-based
escape extinction |
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Definition
antecedent-based
An antecedent-based intervention is one that is implemented before the problem behavior occurs. In this example, the BCBA provides the individual with a break from task independent of the target behavior, so this would be considered an antecedent intervention. This will reduce the motivation to escape classroom ongoing activities. DNRA would involve teaching an alternative response to access escape and placing “hand biting” on extinction, which would be a concern with this type of behavior. Subsequently, neither DNRA nor escape extinction are being used here. |
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Term
Mikael screams whenever a peer comes near where he is playing. This typically results in the peer moving away. Mikael likes to play in areas where other children may enter and play in his vicinity, but he does not exhibit any type of social play, nor does he comply with instructions to interact with peers. The BCBA does not want to teach Mikael to tell everyone to, “Go away,” because interactions with peers would provide important learning opportunities. Which procedure would be best for a BCBA to use in this situation?
DRNA
DRNO
antecendent based interventions |
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Definition
antecendent based interventions
Antecedent-based interventions can be used to improve the learning environment, abolish the value of escape as a form of reinforcement, abate problem behavior, and might be easier to implement. In this example, the BCBA wants Mikael to have opportunities to interact with peers. The BCBA could program “noncontingent” escape by providing frequent breaks from social interactions. He could gradually increase the duration and frequency of social interactions (i.e., demand fading). He could also include peers in some of Mikael’s favorite activities. Using a DNRA would require for Mikael to engage in some form of social play or comply with instructions to interact with peers, which he doesn’t exhibit. A DNRO would require peers to continue interacting with Mikael when he screams and only going away if Mikael has not screamed for a predetermined period. The goal is not to have peers tolerate Mikael screaming. Instead, one should create conditions in which Mikael is likely to learn the value of interacting with peers. These conditions would need to be contrived with antecedent manipulations before appropriate behavior can be reinforced. |
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Term
Rodney works assembling first-aid kits at an adult vocational center. Some days he chooses to work at his station for an hour without breaks. Other days, after 15 minutes, he starts grumbling and then throws the materials. After he throws the materials, he is provided a break. What procedure would be best for a BCBA to use in this case?
DRNA
DRNO
DRO
Antecedent based interventions |
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Definition
DRNA
In a DNRA procedure, the individual can be taught a functional communicative response to replace the problem behavior maintained by escape. In this example, the individual chooses to engage in the vocational task, but on some occasions, he engages in problem behavior, which results in getting a break. By teaching and reinforcing an alternative response, Rodney will learn an appropriate way to indicate he wants a break. A DNRO procedure would reinforce absence of problem behavior while placing escape behavior on extinction by not allowing escape, but would not teach an alternative response to access escape appropriately. Antecedent-based interventions would not be needed because Rodney willingly participates in this vocational activity, but needs to indicate when a break is valuable. |
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Term
Alejandro, age 5, engages in kicking and hitting others. A functional assessment indicates that his behaviors are maintained by access to attention from those he is hitting and kicking. His classroom teachers identify the issue and seek the advice of a behavior analyst. They cannot ignore the violent behavior and need an effective way to decrease it before the school removes him from the classroom. Which intervention would be the most appropriate for the behavior analyst to use in this scenario?
DRNA
DNRO
NCR
NCE |
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Definition
NCR
The most appropriate intervention for the behavior analyst to use for Alejandro’s hitting and kicking behavior, maintained by social-positive reinforcement, is non-contingent reinforcement (NCR). Remember that NCR is a technique used to reduce problem behavior maintained by social-positive reinforcement. A social-positive reinforcer is any stimulus that is delivered following the emission of a response which increases the future likelihood of that response. In NCR, reinforcement is delivered on a response-independent or time-based schedule. In other words, the social-positive reinforcer is delivered on a predetermined schedule, independent of the individual’s behavior. Since the function of the behavior was attention from others and it was not possible to put the behavior on extinction, providing reinforcement on a time-based schedule is the most appropriate intervention. Differential negative reinforcement of alternative behavior (DNRA), DNRO (other behavior), or non-contingent escape (NCE) would be more appropriate in a scenario where Alejandro’s aggression is maintained by social-negative reinforcement. A social-negative reinforcer is any stimulus that is removed following the emission of a response which increases the future likelihood of that response. Since the function of the aggression was to gain access to, rather than escape from, a stimulus (peer attention), an intervention for social-negative reinforcement would not be appropriate. |
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Term
Killian is a behavior analyst that works with a client, Amari. Amari frequently engages in scratching at his legs during sessions. Killian has spoken to caregivers and medical concerns have been ruled out. Killian assesses that the behavior is maintained by automatic reinforcement. Given this scenario, which intervention would be the most appropriate for Killian to use?
DRO
DRA
NCR
NCE |
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Definition
DRO
In this scenario, the most appropriate intervention for Killian to use for Amari’s scratching behavior, maintained by automatic reinforcement, is differential reinforcement of other behavior (DRO). DRO is a common technique used to reduce problem behavior maintained by both social-positive reinforcement and automatic reinforcement. Automatic reinforcement is said to be the default function of the response, or a product produced directly by the response that reinforces the response. It is argued that some form of sensory stimulation is likely to function as an automatic reinforcer for certain behaviors. In a DRO for automatic reinforcement, a potent alternative reinforcer is delivered contingent on the nonoccurrence of problem behavior during a specified interval of time, initially a brief period. Since the function of the behavior was automatic, differentially reinforcing the nonoccurrence of problem behavior with an alternative reinforcer would be the most appropriate intervention. Differential reinforcement of alternative behavior (DRA) or non-contingent reinforcement (NCR) would be more appropriate in a scenario where Amari’s scratching behavior is maintained by social-positive reinforcement. A social-positive reinforcer is any stimulus that is delivered following the emission of a response which increases the future likelihood of that response. Since the function of the scratching was likely automatic, an intervention for social-positive reinforcement would not be appropriate. Noncontingent escape (NCE) would be more appropriate in a scenario where Amari’s scratching is maintained by social-negative reinforcement. A social-negative reinforcer is any stimulus that is removed following the emission of a response which increases the future likelihood of that response. Since the function of the scratching was likely automatic, an intervention for social-negative reinforcement would not be appropriate. |
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Term
Avery, age 9, begins to throw her food at lunch. A functional behavior assessment indicates that Avery throws her food when it is food that she does not want. The behavior analyst and teachers have observed Avery successfully provide functional communication by asking for a different food option or to ask to be finished eating. Given this scenario, which intervention would be the most appropriate for the behavior analyst to use?
DNRA
Non-contingent delivery of competing stimuli
DRA
DRO |
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Definition
DNRA
In this scenario, the most appropriate intervention for the behavior analyst to use for Avery’s food throwing behavior, maintained by negative reinforcement, is differential negative reinforcement of alternative behavior (DNRA). Remember that the DNRA is a technique used to reduce problem behavior maintained by social-negative reinforcement. A social-negative reinforcer is any stimulus that is removed following the emission of a response which increases the future likelihood of that response. In a DNRA, an alternative response is selected to receive reinforcement (escape) while the reinforcer is withheld following the problem behavior. Since the function of the behavior was access to escape/avoid non-preferred foods and Avery was able to ask for another food item or ask to be finished, differentially reinforcing these responses would be the most appropriate intervention. Differential reinforcement of alternative behavior (DRA), DRO (other behavior), or non-contingent delivery of competing stimuli would be more appropriate in a scenario where Avery’s food throwing is maintained by social-positive reinforcement. A social-positive reinforcer is any stimulus that is delivered following the emission of a response which increases the future likelihood of that response. Since the function of the aggression was to escape from, rather than gain access to, a stimulus (non-preferred foods), an intervention for social-positive reinforcement would not be appropriate. |
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Term
Amy conducts a functional behavior assessment of precursor behavior for Macie’s elopement. Mostly, Macie attempts to run out of her classroom when her mom is dropping her off at school. Amy determines that the behavior is maintained by access to her mother’s attention. Given this scenario, which intervention would be the most appropriate for Amy to use?
DNRA
Non-contingent delivery of competing stimuli
DRA
DRNO |
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Definition
DRA
The most appropriate intervention for Amy to use for Macie’s elopement behavior, maintained by social-positive reinforcement, is differential reinforcement of alternative behavior (DRA). Remember that DRA is a common technique used to reduce problem behavior maintained by social-positive reinforcement. A social-positive reinforcer is any stimulus that is delivered following the emission of a response which increases the future likelihood of that response. In a DRA, an alternative response is selected to receive reinforcement while the reinforcer is withheld following the problem behavior. Since the function of the behavior was access to the mother’s attention, differentially reinforcing an alternative (more appropriate) behavior would be the most appropriate intervention. Differential negative reinforcement of alternative behavior (DNRA), DNRO (other behavior), or non-contingent breaks from school would be more appropriate in a scenario where Macie’s elopement is maintained by social-negative reinforcement. A social-negative reinforcer is any stimulus that is removed following the emission of a response which increases the future likelihood of that response. Since the function of the elopement behavior was to gain access, rather than escape from, a stimulus (mom’s attention), an intervention for social-negative reinforcement would not be appropriate. |
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Term
Aarti works with a client who rips the tags out of his t-shirts. Recently, ripping t-shirts along with the ripping of other items, such as the couch cushions and stickers from items, has increased. A functional assessment determines that this behavior is maintained by automatic reinforcement. Aarti also finds that some items that are appropriate to rip have been interesting to the client and appear to be less of a concern. Which intervention would be the most appropriate for Aarti to use?
DNRA
Non-contingent delivery of competing stimuli
NCR
Demand Fading |
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Definition
Non-contingent delivery of competing stimuli
In this scenario, the most appropriate intervention for Aarti to use for their client’s ripping behavior, maintained by automatic reinforcement, is non-contingent delivery of competing stimuli. Remember that non-contingent delivery of competing stimuli is a common technique used to reduce problem behavior maintained by automatic reinforcement. Automatic reinforcement is said to be the default function of a response, or the results of a product produced directly by the response that reinforces the response. It is argued that some form of sensory stimulation is likely to function as an automatic reinforcer for certain behaviors. non-contingent delivery of competing stimuli, a stimulus that competes effectively with the response product (automatic reinforcement) is delivered on a time-based schedule to disrupt the contingency between problem behavior and sensory stimulation. Since the function of the behavior was automatic and an appropriate response could compete, providing non-contingent delivery of stimuli that Aarti’s client could rip would be the most appropriate intervention. Differential reinforcement of alternative behavior (DRA) or non-contingent reinforcement (NCR) would be more appropriate in a scenario where the client’s behavior is maintained by social-positive reinforcement. A social-positive reinforcer is any stimulus that is delivered following the emission of a response which increases the future likelihood of that response. Since the function of the ripping was likely automatic, an intervention for social-positive reinforcement would not be appropriate. Demand fading is an antecedent-based intervention used to reduce problem behavior maintained by social-negative reinforcement. A social-negative reinforcer is any stimulus that is removed following the emission of a response which increases the future likelihood of that response. In demand fading, an aversive stimulus is removed and then gradually introduced contingent on low levels or the absence of problem behavior. Since the function of the ripping was likely automatic, an intervention for social-negative reinforcement would not be appropriate |
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Term
Leslie is a 7-year-old that recently began to throw her pencil in the classroom during writing activities. Her teacher reported that Leslie has always been great at writing, and she has never had this concern with Leslie before. A behavior analyst is called in to conduct a functional behavior assessment and determines that when the assignment is longer than 6 sentences, Leslie will begin to throw her pencil to avoid the task. Given this scenario, which intervention would be the most appropriate for the behavior analyst to use?
DRA
Non-contingent delivery of competing stimuli
DRO
Demand Fading |
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Definition
Demand Fading
In this scenario, the most appropriate intervention for the behavior analyst to use for Leslie’s throwing behavior, maintained by social-negative reinforcement, is demand fading. Demand fading is a common antecedent-based intervention used to reduce problem behavior maintained by social-negative reinforcement. A social-negative reinforcer is any stimulus that is removed following the emission of a response which increases the future likelihood of that response. In demand fading, an aversive stimulus is removed and then gradually introduced contingent on low levels or the absence of problem behavior. Since the function of the behavior was to escape from a required task, removing the task and then gradually fading it back in contingent on low levels of problem behavior would be the most appropriate intervention. Differential reinforcement of alternative behavior (DRA) or DRO (other behavior) would be more appropriate in a scenario where Leslie’s throwing behavior is maintained by social-positive reinforcement. A social-positive reinforcer is any stimulus that is delivered following the emission of a response which increases the future likelihood of that response. Since the function of the throwing was to escape from, rather than gain access to, a stimulus (aversive tasks), an intervention for social-positive reinforcement would not be appropriate. Non-contingent delivery of competing stimuli would likely be more appropriate in a scenario where the behavior is maintained by automatic reinforcement. Automatic reinforcement is said to be the default function of the response, or a product produced directly by the response that reinforces the response. It is argued that some form of sensory stimulation is likely to function as an automatic reinforcer for certain behaviors. In non-contingent delivery of competing stimuli, a stimulus that competes effectively with the response product (automatic reinforcement) is delivered on a time-based schedule to disrupt the contingency between problem behavior and sensory stimulation. If Leslie’s behavior was maintained by automatic reinforcement and there were items that effectively competed with the response product, non-contingent delivery of competing stimuli would be more appropriate. |
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Term
Halie is a 5-year-old with limited functional communication. The team is working on increasing functional communication, but Halie engages in frequent high-pitched screaming, which typically leads to attention from mom who provides Halie with highly preferred items and hinders the ability of the team to prompt functional responses. A behavior analyst conducts a functional assessment and determines that the high-pitched screaming is reinforced by access to the preferred items. Given this, which intervention would be the most appropriate for the behavior analyst to use?
DNRA
DNRO
DRO
NCE |
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Definition
DRO
The most appropriate intervention for the behavior analyst to use for Halie’s screaming behavior, maintained by social-positive reinforcement, is differential reinforcement of other behavior (DRO). Remember that the DRO is a common technique used to reduce problem behavior maintained by social-positive reinforcement. A social-positive reinforcer is any stimulus that is delivered following the emission of a response which increases the future likelihood of that response. In a DRO, the reinforcer is delivered contingent on the nonoccurrence of a response during a specified interval while withholding reinforcement for problem behavior. Since the function of the behavior was access to items, differentially reinforcing the nonoccurrence of problem behavior would be the most appropriate intervention. Differential negative reinforcement of alternative behavior (DNRA), DNRO (other behavior), or non-contingent escape (NCE) would be more appropriate in a scenario where Hallie’s screaming were maintained by social-negative reinforcement. A social-negative reinforcer is any stimulus that is removed following the emission of a response which increases the future likelihood of that response. Since the function of the elopement behavior was to gain access to, rather than escape from, a stimulus (preferred items), an intervention for social-negative reinforcement would not be appropriate. |
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Term
Emilio loves art class and tells his teachers that he wants to go there to paint. The teachers have provided him with his own space and all preferred materials in the art room. However, they have noticed recently that he engages in frequent yelling and throwing of art supplies. A functional assessment indicates that Emilio will engage in these behaviors for escape dependent on which students are sharing the art room at that time. Given this scenario, which intervention would be the most appropriate for the teachers to use?
DNRA
DNRO
DRO
Non-contingent delivery of competing
stimuli |
|
Definition
DNRO
In this scenario, the most appropriate intervention for the teachers to use for Emilio’s yelling and throwing behavior, maintained by social-negative reinforcement, is differential negative reinforcement of other behavior (DNRO). Remember that the DNRO is a common technique used to reduce problem behavior maintained by social-negative reinforcement. A social-negative reinforcer is any stimulus that is removed following the emission of a response which increases the future likelihood of that response. In a DNRO, escape or avoidance is provided contingent on the nonoccurrence of a response during a specified interval of time; while withholding reinforcement for problem behavior. Since the function of the behavior was escape, differentially providing escape for the nonoccurrence of problem behavior would be the most appropriate intervention. Differential reinforcement of alternative behavior (DRA) or DRO (other behavior) would be more appropriate in a scenario where Emilio’s yelling and throwing behavior is maintained by social-positive reinforcement. A social-positive reinforcer is any stimulus that is delivered following the emission of a response which increases the future likelihood of that response. Since the function of the yelling and throwing was to escape from, rather than gain access to, a stimulus (non-preferred peers), an intervention for social-positive reinforcement would not be appropriate. Non-contingent delivery of competing stimuli would likely be more appropriate in a scenario where the behavior is maintained by automatic reinforcement. Automatic reinforcement is said to be the default function of the response, or a product produced directly by the response that reinforces the response. It is argued that some form of sensory stimulation is likely to function as an automatic reinforcer for certain behaviors. In non-contingent delivery of competing stimuli, a stimulus that competes effectively with the response product (automatic reinforcement) is delivered on a time-based schedule to disrupt the contingency between problem behavior and sensory stimulation. If Emilio’s behavior were maintained by automatic reinforcement and there were items that effectively competed with the response product, non-contingent delivery of competing stimuli would be more appropriate. |
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Term
Cardi relies on caregivers and direct care staff for many hygiene and daily living activities. The goal of the plan is to teach her the skills required to move into an assisted living facility.
This is an example of information found in which section of the behavior plan?
basic information
rationale
consumer profile |
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Definition
rationale
The rationale section is best defined as a brief statement in the behavior plan describing why an individual requires behavior-analytic services as well as the broad goal of those services. In this case, goals for Cardi include teaching her skills that will allow her to live in an assisted living facility. The basic information and consumer profile sections would contain demographics and other identifying information. |
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Term
“Forceful physical contact with a pet for at least 5 seconds that results in the pet growling”
This information should be included in which section of the behavior plan?
basic information
rationale
consumer profile
problem behavior |
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Definition
problem behavior
The problem behavior section includes information on behaviors targeted for reduction, including their operational definitions. The rationale section would include the reason for treatment and ultimate outcome goals, while the functional assessment section would include data and analysis from functional assessment procedures. |
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Term
Which of the following describes an interdisciplinary setting?
a. BCBA Johan works with Carl, an aggressive client in the secure locked unit at a head injury facility. Johan initiates a behavior program with the assistance of two RBTs and the direct care staff
b. Jasmine, a BCBA, works at an assisted living facilities memory unit. She interacts regularly with her clients’ occupational therapist, physical therapist, and nurses to identify target behaviors to work on and track treatment changes
c. Janna, a BCBA, is training a home team of RBTs. She is introducing a new program that targets a prerequisite skill. She trains parents and caregivers to carry out the procedures
d. All of these |
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Definition
| b. Jasmine, a BCBA, works at an assisted living facilities memory unit. She interacts regularly with her clients’ occupational therapist, physical therapist, and nurses to identify target behaviors to work on and track treatment changes |
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Term
Frank is taking data on several targets as agreed upon by the interdisciplinary team. Frank presents these data as line graphs with varied condition and phase change lines, but other team members find it confusing and need extensive explanations. Time spent explaining graphs is becoming an issue. Which of the following is the best course of action for the behavior analyst to take?
a. Hold a single case research design and graphing seminar in which other professionals are taught to and required to use these methods
b. Stop tracking changes in other professionals’ treatments until they take to time to teach themselves visual inspection methods
c. Identify and use graphing and labeling conventions that will be more readily understood by non-behavior analytic professional |
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Definition
| c. Identify and use graphing and labeling conventions that will be more readily understood by non-behavior analytic professional |
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Term
Which is a caregiver-implemented intervention?
a. Behavior analyst shows parents how to look in client’s ears while counting down. Caregivers do this 3 times per week
b. Behavior analyst shows caregivers how to practice with a band around the arm and conduct a mock blood draw. Analyst runs multiple trials each week.
c. Parents sit in on sessions as an RBT probes mock
dental procedures. Parents identify if procedures are similar to real dental visit |
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Definition
| a. Behavior analyst shows parents how to look in client’s ears while counting down. Caregivers do this 3 times per week |
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Term
A BCBA is working with a teen client who needs to participate in a sleep study. The client historically has not responded well to applying electrodes to the head and chest. The BCBA is working closely with the client in their home to expose the client to the steps of the electrode placement to prepare for the exam. The BCBA has RBTs use differential reinforcement and escape extinction. Which type of intervention for minimizing problem behavior during health exams does this describe?
a. Caregiver-implemented intervention to prepare for exams
b. Intensive behavioral intervention outside ofexams
c. Health professional-implemented strategies during exams |
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Definition
| b. Intensive behavioral intervention outside ofexams |
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Term
Scott is a nurse who works in a pediatrician’s office. When taking measurements (blood pressure, height, weight), he first explains the procedure to the child, models it on himself, and lets the child interact with the equipment before taking these measures. Which type of intervention for minimizing problem behavior during health exams does this describe?
a. Caregiver-implemented intervention to prepare for exams
b. Intensive behavioral intervention outside of exams
c. Health professional-implemented strategies during exams |
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Definition
| c. Health professional-implemented strategies during exams |
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Term
Francois typically enjoys crunchy foods, and therapists use snacks like corn chips as reinforcers during session. However, he recently cracked a tooth and now seems uninterested in any of the crunchy food given to him and is slow to respond during acquisition programs. What effect is the cracked tooth having in relation to targeted behavior?
a. AO for access to edible reinforcers
b. EO for access to edible reinforcers
c. EO for access to attention
d. AO for escape from demands |
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Definition
| a. AO for access to edible reinforcers |
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Term
A physician prescribes a child with ASD risperidone to address concerns brought up by a caregiver. The physician did not observe the behavior first and does not have clear criteria for tracking behavior to determine effectiveness. Which concern related to the use of psychotropic medication does this describe?
a. Assessment/approval of drug effects
b. Polypharmacy |
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Definition
| a. Assessment/approval of drug effects |
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Term
Which describes concerns related to polypharmacy?
a. Physician adjusted the dosage based on data that behavior is not improving
b. Client was prescribed a medication for irritability, then another to help sleep
c. One medication is replaced with another to reduce costs |
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Definition
| b. Client was prescribed a medication for irritability, then another to help sleep |
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Term
Gigi was recently prescribed an anticonvulsant to address a seizure disorder. Her therapists have reported an increase in escape-maintained problem behavior during academic work that Gigi did not previously engage in problem behavior during. Which concern related to the use of psychotropic medication does this describe?
a. Assessment/approval of drug effects
b. Polypharmacy
c. Adverse side effects
d. Drug-function interactions |
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Definition
| d. Drug-function interactions |
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Term
Paul is a 10-year-old boy that has suddenly begun to substantially overeat and engage in severe aggression when denied access to food. Whose role in the treatment of ASD does this describe?
a. Medical professional
b. Behavior analyst
c. Speech-language pathologist
d. Occupational therapist |
|
Definition
|
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Term
A student receiving services in a special needs classroom appears to struggle significantly when standing up from a seated position on the floor and may need assistance in addressing these movements. Whose role in the treatment of ASD does this describe?
a. Medical professional
b. Behavior analyst
c. Speech-language pathologist
d. Occupational therapist |
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Definition
| d. Occupational therapist |
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Term
Sally’s parents have concerns about the suggestion to introduce an antipsychotic brought forward by their child’s prescriber. The behavior analyst interviews the parent and prescriber to operationally defined behaviors expected to be impacted. What is the next step in evaluating drug effects?
a. Interview caregiver to identify target behaviors
b. Arrange observations
c. Review data and evaluate effects |
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Definition
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Term
Evita is a 7-year-old female diagnosed with ASD. Evita’s parents would like her to learn appropriate mealtime behaviors. They are seeking a professional to assess the function of Evita’s inappropriate behaviors during mealtime. Whose role in the treatment of ASD does this describe?
a. Medical professional
b. Behavior analyst
c. Speech-language pathologist
d. Occupational therapist |
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Definition
|
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Term
Rajdeep is a BCBA who has received a referral to work with a 3-year-old with autism. During his intake session, the mother shares that the child is also currently receiving Speech and OT services. Rajdeep should:
a. Inform the mother that he can most likely address the same targets as the other professionals, so those services can be discontinued, while increasing the hours of ABA
b. State that since OT uses non-evidence-based procedures, he cannot work with a client receiving OT services and refuse the case
c. Express his willingness to collaborate, and get informed consent to disclose and receive information
d. Agree to work with the other professionals as long as it is clear that he is the team lead. |
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Definition
| c. Express his willingness to collaborate, and get informed consent to disclose and receive information |
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Term
Colette is a BCBA working with a client with autism whose mother is convinced that a special diet will help her child begin to speak and reduce stereotypical behavior. The BACB should
a. Discharge the case and refer to a dietician
b. Offer to take data while implementing the diet, to evaluate the effectiveness of the diet
c. Inform the mother that there is no evidence of effectiveness for this approach and provide research articles demonstrating this
d. Share that ethically we cannot implement non-behavioral interventions and discharge as soon as possible |
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Definition
| b. Offer to take data while implementing the diet, to evaluate the effectiveness of the diet |
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Term
A BCBA teaches a pediatrician to offer noncontingent access to preferred stimuli during physical exams, and frequent breaks from the evaluation to reduce problem behavior. This is an example of:
a. Caregiver-implemented intervention
b. Intensive behavioral intervention outside of the exam context
c. Strategies implemened by health professionals |
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Definition
| c. Strategies implemened by health professionals |
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Term
Which of these might be the role of a pediatrician in the treatment of a child diagnosed with ADHD?
a. Prescribing psychotropic medications
b. Ensuring that medications prescribed by others are not affecting health or typical development
c. Suggesting interventions to be implemented in home and school settings
d. Assessing the function of problem behavior |
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Definition
| b. Ensuring that medications prescribed by others are not affecting health or typical development |
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Term
When Alex is suffering from seasonal allergies, he throws a tantrum as soon as the RBT arrives at his house. In this case, the allergies may function as an:
SD
S∆
EO
AO |
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Definition
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Term
Jason is a 13-year-old with ADHD who is taking Ritalin. This drug has affected Jason’s sleep, and his teacher has noticed that he is very irritable in the mornings and has been refusing tasks. This may indicate that the Ritalin may be functioning as a
SD
S∆
EO
AO |
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Definition
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Term
Helene is a BCBA working with an 8-year-old client diagnosed with Oppositional Defiance Disorder (ODD). He has recently been prescribed a drug that Helene has never heard of. Her next step in evaluating this drugs effects would be
a. Ask what symptoms this drug is expected to alter
b. Ask what behavioral changes would demonstrate the drug’s effectiveness
c. Arrange observations of the targeted behaviors
d. None – BCBAs should not be evaluating drug effects |
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Definition
| a. Ask what symptoms this drug is expected to alter |
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Term
Jerry is a BCBA who has received a referral to work with a 5-year-old with autism. During his intake session, the mother shares that the child is also currently receiving Speech and OT services. Jerry should:
A. Inform the mother that he can most likely address the same targets as the other professionals, so those services can be discontinued, while increasing the hours of ABA
B. State that since OT uses non-evidence-based procedures, he cannot work with a client receiving OT services and refuse the case
C. Express his willingness to collaborate, and get informed consent to disclose and receive information
D. Agree to work with the other professionals as long as it is clear that he is the team lead. |
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Definition
| C. Express his willingness to collaborate, and get informed consent to disclose and receive information |
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Term
Amy is a BCBA working with a client with autism whose mother is convinced that a special diet will help her child begin to speak and reduce stereotypical behavior. The BCBA should
A. Discharge the case and refer to a dietician
B. Offer to take data while mom implements the
diet, to evaluate the effectiveness of the diet
C. Inform the mother that there is no evidence of effectiveness for this approach and provide research articles demonstrating this
D. Share that ethically we cannot implement non-behavioral interventions and discharge as soon as possible |
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Definition
| B. Offer to take data while mom implements the diet, to evaluate the effectiveness of the diet |
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Term
A BCBA teaches a pediatrician to offer noncontingent access to preferred stimuli during physical exams, and frequent breaks from the evaluation to reduce problem behavior. This is an example of
A. Caregiver-implemented intervention
B. Intensive behavioral intervention
outside of the exam context
C. Strategies implemented by health professionals |
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Definition
| C. Strategies implemented by health professionals |
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Term
Which of the following is an example of a caregiver-led intervention?
A teacher implements a token system during recess
A grandmother practices exposing her granddauter to latex gloves that will be used during surgery
A surgeon sends a few articles on autism to a family after meeting them during a consultation |
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Definition
A grandmother practices exposing her granddauter to latex gloves that will be used during surgery
In caregiver-led intervention, the caregiver practices components of a medical procedure in their home to help desensitize and prepare the client for the procedure. In this case, the grandmother places a latex glove on her hands, which mimics what the client would see during the real procedure. A surgeon sending articles is only sharing information; this does not indicate an intervention. |
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Term
Evie is working with nurses to help conduct strep throat tests with young children. Evie teaches the nurses to increase the intrusiveness of the procedure gradually while providing breaks after each step. What is this an example of?
a. caregiver-led interventions
b. intensive behavioral intervention
c. healthcare provider implementing behavioral strategies
d. backward chaining |
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Definition
c. healthcare provider implementing behavioral strategies
In this case, the nurses implement a shaping procedure for conducting strep throat tests in the setting where the tests are taken. There is no caregiver involvement here, nor is the intervention done in an analog setting outside of the medical setting. |
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Term
A behavior technician is implementing a program where a client is slowly exposed to dental procedures. The technician practices placing a small mirror and tube around the client’s mouth at least three times per session.
a. caregiver-led interventions
b. intensive behavioral intervention
c. healthcare provider implementing behavioral strategies
d. backward chaining |
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Definition
b. intensive behavioral intervention
In intensive behavioral intervention, the client is taught to tolerate a medical procedure in a contrived, analog environment. In this case, the technician implements the dental program outside of the dentist’s office, exposing the client to how the procedure works. There is no caregiver or healthcare provider involvement in this scenario. |
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Term
Liza has a rare genetic disorder that requires yearly scans and medical checks. She has begun engaging in problem behavior that prevents doctors from conducting the tests. As part of her ABA sessions, Liza’s therapists begin wearing scrubs and masks and implementing a DRO for the absence of challenging behavior. They then introduce basic physical touches that replicate some of the checks the doctors will do. They work with Liza until she can participate without difficulty. This is an example of which intervention approach?
a. caregiver-led interventions
b. intensive behavioral intervention
c. healthcare provider implementing behavioral strategies
d. backward chaining |
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Definition
b. intensive behavioral intervention
In this scenario, Liza’s ABA team simulates a medical examination, replicating what Liza’s doctor will do and implementing a DRO in the absence of challenging behavior. This scenario exemplifies an intensive behavioral intervention conducted by Liza’s ABA providers rather than a caregiver-led intervention, a strategy implemented by a health professional, or a collaborative approach by an interdisciplinary team. |
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Term
The dentist cannot clean Jackie’s teeth due to her problem behaviors and refusal to keep her mouth open. Her BCBA teaches Jackie’s parents to integrate a dental mirror and scraper into Jackie's tooth-brushing routine. Initially, her parents show how they use the mirror and scraper on each other’s teeth. Stepwise, they have Jackie accept: Proximity of the tools, the tools in her mouth, the tools moving around and touching her teeth, and using the tools while she is reclined in a chair. This is an example of which intervention approach?
a. caregiver-led interventions
b. intensive behavioral intervention
c. healthcare provider implementing behavioral strategies
d. backward chaining |
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Definition
a. caregiver-led interventions
The BCBA trained Jackie’s caregivers in this scenario to conduct a simulated dental procedure. Jackie’s caregivers gradually expose her to the tools and situations she would encounter during her appointment. This scenario exemplifies a caregiver-led intervention rather than an intensive behavioral intervention conducted by a behavior analyst, a strategy implemented by a health professional, or a collaborative approach by an interdisciplinary team. |
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Term
Logan is taking a benzodiazepine as part of a treatment for his severe self-injurious behavior, which has successfully reduced his aggression. His BCBA observes that Logan is struggling to respond with an appropriate latency to questions he previously would answer quickly and accurately. His teachers report that he is often not completing classwork and appears drowsy and confused, especially in the first half of the day. This is an example of which concern related to the use of psychotropic medication?
a. assessment/approval of drug effects
b. polypharmacy
c. drug-function interactions
d. adverse side effects |
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Definition
d. adverse side effects
Adverse side effects (e.g., weight gain, nausea, drowsiness, insomnia, anxiety, tremors, tardive dyskinesia) are physiological effects that may result from a medication. They may function as motivating operations. In this scenario, there may be evidence that Logan’s medication results in drowsiness, increasing his latency to task completion. Since Logan’s doctor prescribed a benzodiazepine, an assessment and approval of medication to treat the issue would have already taken place. Polypharmacy refers to an individual simultaneously receiving a prescription for multiple medications to treat either the same or different problems. Drug-function interactions occur when states occasioned by psychotropic medication interact with functional relations that evoke and support problem behavior. |
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Term
Franny has taken Klonopin to help with insomnia for several years. She has recently begun getting up several times in the night to either use the bathroom or request a drink. Her caregiver reports this to the doctor, and she prescribes Lunesta as another sleep aid. This is an example of which concern related to the use of psychotropic medication?
a. assessment/approval of drug effects
b. polypharmacy
c. drug-function interactions
d. adverse side effects |
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Definition
b. polypharmacy
Franny has taken Klonopin to help with insomnia for several years. She has recently begun getting up several times in the night to either use the bathroom or request a drink. Her caregiver reports this to the doctor, and she prescribes Lunesta as another sleep aid. This is an example of which concern related to the use of psychotropic medication? |
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Term
Reese’s parents discuss with her pediatrician her recent increase in nail-biting. The pediatrician asks them about the current home and preschool environments and states that he believes she may suffer from anxiety as she recently started preschool. He prescribes a mild anti-anxiety medication and asks them to schedule a follow-up appointment in three months. This is an example of which concern related to the use of psychotropic medication?
a. assessment/approval of drug effects
b. polypharmacy
c. drug-function interactions
d. adverse side effects |
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Definition
a. assessment/approval of drug effects
This scenario exemplifies a pediatrician completing an indirect assessment by asking Reese’s parents about her environment and approving medication use as a treatment. Polypharmacy refers to an individual simultaneously receiving a prescription for multiple medications to treat either the same or different problems. Adverse side effects (e.g., weight gain, nausea, drowsiness, insomnia, anxiety, tremors, tardive dyskinesia) are physiological effects that may result from a medication. They may function as motivating operations. Drug-function interactions occur when states occasioned by psychotropic medication interact with functional relations that evoke and support problem behavior. |
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Term
Raj is making significant progress on his ABA goals but continues to struggle to be precise in his fine motor imitation skills. He is four years old, diagnosed with autism, and generally responding well to reinforcement-based interventions to strengthen new behaviors. He will always attempt to imitate fine motor movements, but despite application of differential reinforcement the accuracy is not improving. Another professional assesses Raj and gives the team a series of daily exercises and stretches to do with Raj just before running the fine motor programs.
a. speech-language pathologist
b. medical professional
c. behavior analyst
d. occupational therapist |
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Definition
d. occupational therapist
Occupational therapists help people work on cognitive, physical, and motor skills. Occupational therapists emphasize the assessment of sensory-motor, emotional regulation, social relationships, and self-advocacy skills. In this example, the focus on stretches and exercises to aid fine motor programs indicates an intervention by an occupational therapist. A medical professional is an individual who possesses the necessary credentials, education, and training to provide health care services to people. Medical professionals include physicians, nurses, and specialists such as pediatricians, surgeons, dentists, pharmacists, and psychologists. Speech-language pathologists (SLPs) are professionals who evaluate, diagnose, and treat speech, language, communication, and swallowing disorders. SLPs have extensive training in communication and development, focus on reciprocity with communication partners, and experience administering various speech and language assessments. Furthermore, SLPs understand oral mechanisms associated with speech and pre-linguistic skills. A behavior analyst is a credentialed individual who delivers behavioral services that influence behavior to produce meaningful change. Behavior analysts conduct assessments, design and implement behavioral interventions, and instruct others on the principles of behavior analysis. |
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Term
Alfonso is a 10-year-old with autism. He has always been a good eater, with no significant food selectivity or challenging mealtime behaviors. However, recently Alfonso has begun to refuse most foods and often cries and complains for several hours after eating. The family and team are concerned that Alfonso may have a severe allergy or digestive issue and seek testing. This would best fit the role of which professional in treatment?
a. speech-language pathologist
b. medical professional
c. behavior analyst
d. occupational therapist |
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Definition
b. medical professional
A medical professional is an individual who possesses the necessary credentials, education, and training to provide healthcare services to people. Medical professionals include physicians, nurses, and specialists such as surgeons, dentists, pharmacists, and psychologists. In this scenario, Alfonso’s family and team are concerned that he may have a severe allergy or digestive issues that medical professionals can only assess. Speech-language pathologists (SLPs) are professionals who evaluate, diagnose, and treat speech, language, communication, and swallowing disorders. SLPs have extensive training in communication and development, focus on reciprocity with communication partners, and experience administering various speech and language assessments. Furthermore, SLPs understand oral mechanisms associated with speech and pre-linguistic skills. Occupational therapists help people work on cognitive, physical, and motor skills. Occupational therapists emphasize the assessment of sensory-motor, emotional regulation, social relationships, and self-advocacy skills. A behavior analyst is a credentialed individual who delivers behavioral services that influence behavior to produce meaningful change. Behavior analysts conduct assessments, design and implement behavioral interventions, and instruct others on the principles of behavior analysis. |
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Term
Lupita is a 7-year-old diagnosed with autism. She begins to refuse foods that she typically would eat without difficulty. She will scream and yell until she is given the food she requests, which is often an unhealthy item. Her pediatrician conducts an exam and reports that there are no indications of allergies or other medical concerns. Treatment is focused on the use of antecedent manipulations and strong positive reinforcers to increase Lupita’s acceptance of the foods she would commonly eat before. This would best fit the role of which professional in treatment?
a. speech-language pathologist
b. medical professional
c. behavior analyst
d. occupational therapist |
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Definition
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Term
Ming is a 4-year-old diagnosed with autism. It is difficult for her to form the “M” sound, and she does not bring her lips into the pursed position required to pronounce it. To help, a professional recommends specific lip and cheek stretches and exercises and works with Ming twice per week for 45 minutes to improve her ability to form and pronounce the “M” sound. This would best fit the role of which professional in treatment?
a. speech-language pathologist
b. medical professional
c. behavior analyst
d. occupational therapist |
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Definition
a. speech-language pathologist
Speech-language pathologists (SLPs) are professionals who evaluate, diagnose, and treat speech, language, communication, and swallowing disorders. SLPs have extensive training in communication and development, focus on reciprocity with communication partners, and experience administering various speech and language assessments. Furthermore, SLPs understand oral mechanisms associated with speech and pre-linguistic skills. In this example, the focus on lip and cheek stretches and exercises to aid proper pronunciation indicate intervention by an SLP. A medical professional is an individual who possesses the necessary credentials, education, and training to provide healthcare services to people. Medical professionals include physicians, nurses, and specialists such as pediatricians, surgeons, dentists, pharmacists, and psychologists. Occupational therapists help people work on cognitive, physical, and motor skills. Occupational therapists emphasize the assessment of sensory-motor, emotional regulation, social relationships, and self-advocacy skills. A behavior analyst is a credentialed individual who delivers behavioral services that influence behavior to produce meaningful change. Behavior analysts conduct assessments, design and implement behavioral interventions, and instruct others on the principles of behavior analysis. |
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Term
Which of the following describes an interdisciplinary setting?
Jasmine, a BCBA, works at an assisted living facility. She interacts with her clients’ occupational therapist, physical therapist, and nurses to identify behaviors to work on and tracks treatment changes
Jon, a BCBA, works with Carl, an aggressive client in a locked unit at a head injury facility. Jon initiates a behavior program with the assistance of two RBTs
Janna, a BCBA, is training a team of RBTs. She is introducing a new program that targets a prerequisite skill. She explains what a prerequisite skill is and why it is important for this consumer and the behavioral cusp that the skill will help enable |
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Definition
| Jasmine, a BCBA, works at an assisted living facility. She interacts with her clients’ occupational therapist, physical therapist, and nurses to identify behaviors to work on and tracks treatment changes |
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Term
Brianna is a BCBA working with a child who was just put on a gluten-free/casein-free diet to address ASD symptoms and hyperactivity. How can Brianna support the family with this decision?
Brianna should offer to take data while the family tries the diet to evaluate its effectiveness
Brianna should tell the family that the diet is not evidence-based and advise them to not follow it, she should provide research articles to support her position
Brianna should state that ethically we cannot implement non-behavioral interventions and consider discharge.
Brianna should tell the family to pause ABA services since we can’t evaluate multiple changes at the same time. |
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Definition
| Brianna should offer to take data while the family tries the diet to evaluate its effectiveness |
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Term
Iliana, a BCBA, teaches a dentist to offer noncontingent access to preferred stimuli during dental exams combined with breaks from cleanings. This demonstrates:
Caregiver implemented intervention
Intensive behavioral intervention
Strategies implemented by health professionals |
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Definition
| Strategies implemented by health professionals |
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Term
Which of the following is an example of a caregiver led intervention?
A BCBA attends a dental appointment with their client to determine what support is needed for a successful cleaning.
A grandmother practices exposing her granddaughter to latex gloves that will be used during a surgery
A surgeon sends peer-reviewed journal articles on ASD to a family
An RBT shows a child videos of a child getting bloodwork done in advance of a lab appointment |
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Definition
| A grandmother practices exposing her granddaughter to latex gloves that will be used during a surgery |
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Term
A BCBA is working with a child who just started taking medications to treat problematic behaviors. What can the BCBA do to assist the parents determine if the medications are effective?
Talk to the doctor about polypharmacy, adverse side effects and drug-function interactions
Discharge the child from behavior analytic services in order to avoid multiple variables affecting behavior
Tell the parents that they are hurting their child by putting them on medication
Arrange for observations of the targeted behaviors |
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Definition
| Arrange for observations of the targeted behaviors |
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Term
During a team meeting the BCBA was presenting data on disruptive behavior. The SLP recommended using a social story to teach appropriate classroom behavior. What should the BCBA do in this situation?
Refute the suggestion, stating it is not a research-based intervention, citing Leaf, 2020 (share the study with the team)
Include social stories as the primary intervention
Use behavior analytic skills to evaluate the effectiveness
Discharge the case and allow the SLP to take over |
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Definition
| Use behavior analytic skills to evaluate the effectiveness |
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Term
A student receiving services becomes frustrated and when typing on keyboards. The student throws objects until someone else loads the his’s favorite website. The student appears to need assistance with motor movement and/or adapted equipment. Whose role in the treatment does this describe?
Medical professional
Behavior analyst
Speech-language pathologist
Occupational therapist |
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Definition
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Term
Which of the following is an example of a healthcare professional implemented intervention?
A BCBA trains a nurse to provide reinforcement for successive approximations to the exam room.
An RBT starts wearing scrubs to sessions in advance of a medical appointment.
A BCBA attends an allergist appointment with their client and provides free access to an iPad combined with frequent breaks for tolerating the allergy testing.
A parent brings their child to the dental office each morning on the way to school. Each day they get out and walk a little closer to the exam room. |
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Definition
| A BCBA trains a nurse to provide reinforcement for successive approximations to the exam room. |
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Term
Renee typically enjoys crunchy foods and therapists use snacks like corn chips as reinforcers during sessions. He recently cracked a tooth and now seems uninterested in crunchy food and is slow to respond during acquisition programs. What effect is the cracked tooth having in relation to targeted behavior?
AO for access to edibles reinforcers
EO for access to edible reinforcers
EO for access to attention
AO for escape from demands |
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Definition
| AO for access to edibles reinforcers |
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Term
Bruno is a BCBA who is working with an adult, Ellie, in a vocational program. Bruno notices on the referral that Ellie is receiving “rehabilitation therapy” at her program. What does Bruno do with that info?
Talk to the program director about discontinuing rehabilitation therapy since there is a BCBA on the case now.
Decline the referral, Bruno can’t work with a team who agrees with using rehabilitation therapy (which Bruno decided is not an EBP).
Meet with the team to learn more and educate the team about behavior analysis, decide how they might compliment each other
Take the referral but state that the rehabilitation therapist must not interfere with his behavior analytic treatment. |
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Definition
| Meet with the team to learn more and educate the team about behavior analysis, decide how they might compliment each other |
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