Term
A teacher says that there is a functional relation b/t a student's seat location and staying on-task when sitting in the first row of the class, and does not stay on task and often talks to peers when sitting in the last row of the class.
A. The teacher has likely identified a causal relationship.
B. The teacher has likely identified a functional relationship.
C. Tell the teacher that you will observe the child and determine what is and what is not a functional relation.
D. The teacher has demonstrated a functional relationship. |
|
Definition
| B. The teacher has likely identified a functional relationship. |
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Term
When the experimenter manipulates the response rate requirement to earn points for typing letters that match those on the screen, the student's ability to adjust the font and size of letters on the screen is an example of what?
A. Dependent Variable
B. Independent Variable
C. Confounding Variable |
|
Definition
|
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Term
Experimental data repeatedly indicate that every time the teacher walks into the room, on-task behavior increases.
A. A casual relationship is demonstrated
B. A functional relationship is demonstrated
C. Extinction is demonstrated |
|
Definition
| B. A functional relationship is demonstrated. |
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Term
When the experimenter manipulates the probability of teacher attention for slapping, the probability of attention is an example of the?
A. Independent Variable
B. Confounding Variable
C. Dependent Variable |
|
Definition
|
|
Term
When the experimenter manipulates the response rate requirement to earn points for typing letters that match letters on the screen, the number of letters typed per minute is an example of the
A. Extraneous Variable
B. Independent VARIABLE
c. Confounding variable
D. Dependent Variable |
|
Definition
|
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Term
Whole-interval Recording Tends to:
A. Overestimate Duration
B. Underestimate Frequency
C. Overestimate Frequency
D. Underestimate Duration |
|
Definition
| D. Underestimate Duration |
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Term
When using momentary time sampling.
A. Rcord the duration of behavior at the end of the interval
B. Use only fixed intervals
C. Use intervals that are either variable or fixed. |
|
Definition
C. Use intervals that are either variable or fixed.
Helps avoid reactivity, making it hard to predict when observation will occur. |
|
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Term
The teacher records when a student is reading by marking a plus for each 5-minute interval where the student has looked at the book page for any amount of time during the time interval. Which sampling procedure is the teacher using?
A. Partial-Interval recording
B. Momentary Time Sampling
C. Whole Interval Recording |
|
Definition
| A.Partial Interval Recording |
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Term
A partial-interval data collection system is appropriate for measuring.
A. Verbal and Nonverbal Social Approaches
B. Taking a toy from a peer during free play
C. Joint focus on a project with peers.
D. (ALL OF The Above) |
|
Definition
A. Verbal and non-verbal social approaches
The onset/offset approaches may be unclear, and their topography and duration may vary. |
|
|
Term
The external validity of research in behavior analysis is established through.
A. Maintenance of Treatment Effects
B, Controlling confounding variables
C. Direct and Systematic Replication |
|
Definition
| C. Direct and Systematic Replication |
|
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Term
When completing a computerized program to learn how to type, the most valid measure of your typing progress would be a report indicating.
A.How Many words per minute do you correctly type each session?
B. The duration of time it took you to complete each session.
C.The percentage of correct words you typed during each session. |
|
Definition
| A.How Many words per minute do you correctly type each session? |
|
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Term
The internal validity threat called "coincidental intervention"
A. Treatment not being implemented as planned.
B. Interaction of Multiple Treatments during the experiment or intervention.
C, Situation wherein a behavior was changed as the intervention was beginning to work. |
|
Definition
| C. Situation wherein a behavior was changed as the intervention was beginning to work. |
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Term
Validity is the:
A. Measure of an experimental result's consistency and reliability.
B. Extent to which a measure accurately reflects the phenomenon of interest
C. Degree to which a result or conclusion is accepted. |
|
Definition
| B. Extent to which a measure accurately reflects the phenomenon of interest |
|
|
Term
The generality of a study's findingse3 to other settings and behaviors is ?
A. Social Validity
B. Internal Validity
C. External Validity |
|
Definition
|
|
Term
Which is an example of establishing external validity? The SIB INTERUPTION PROCEDURE.
a. Also worked with 2 other 5-year-olds with ASD.
B. Simultaneously changed the child's rate of aggression
c. continued to produce low rates of SI SIX MONTHS post treatment.
D.W. was carried out precisely in both the day and residentialy program. |
|
Definition
| a. Also worked with 2 other 5-year-olds with ASD. |
|
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Term
Internal Validity can be threatened by confounding variables related to the?
A. Measurement
B. Independent Variable
C. Setting
D. ALL OF THE ABOVE |
|
Definition
|
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Term
Expelling tears from the eyes, accompanied by loud vocalizations, whimpering, or moaning. What type of operational definition is this?
A. Topographical
B. Functional |
|
Definition
|
|
Term
A good operational definition is what?
A. Objective
B. Clear
C. Complete
D. All of the above |
|
Definition
|
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Term
The onset of “hitting” behavior is when the hand contacts any part of another individual’s body with enough force to make a sound. The offset of hitting behavior is when the hand ceases contact with another individual's body, including Slapping, punching, and striking. Not including shaking hands, giving high-fives, or fist bumps. What type of operational definition does this statement exemplify?
A.oBJECTIVE
B. Clear
C. Complete
D. A AND B |
|
Definition
C.Complete
Identify the specific margins for the onset and offset of the behavior, and what is included and excluded
Think: All the likely circumstances of the behavior. |
|
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Term
Aggressive behavior refers to physical contact with another individual using a significant amount of pressure to create audible sounds, possibly leaving a mark on the other person's skin.
What type of operational definition does this statement exemplify?
A.oBJECTIVE
B. Clear
C. Complete
D. A AND B |
|
Definition
B. Clear
Readable and unambiguous (i.e., can be understood by others) without requiring additional information |
|
|
Term
Use “staring at the parent when the parent is spending time with a sibling” instead of “exhibiting jealousy.”
“Expressing Anxiety”
“Being a good person,” “being well-intentioned,” “generous”
What type of operational definition does this statement exemplify?
A.oBJECTIVE
B. Clear
C. Complete
D. A AND B |
|
Definition
A. Objective
Identify the observable parts of the behavior and environment.
Translate inferred descriptions into more objective ones. Ensures reliable recording.
Increases accuracy, reliability, and believability when evaluating an intervention’s effectiveness. |
|
|
Term
: A practitioner observes and measures the target behavior as it occurs. What type of measure is this?
A. Indirect measure
B. Direct measure
C.Both A and B
D. None of the above |
|
Definition
B. Direct Measure
Measuring the actual behavior of interest as it is occurring. What is measured=What is happening when it is actually happening.
Think: Real-Time Measurement |
|
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Term
Asking a parent to report on their follow-through with directives using a rating scale or Standardized tests as an indicator of mastery of social studies. What type of measure is this?
A. Indirect measure
B. Direct measure
C.Both A and B
D. None of the above |
|
Definition
A. Indirect Measure
Behavior is measured in such a way that it produces a secondhand account of what actually happened.
Violates applied dimensions ABA
When data is indirect, practitioners work harder to justify the validity of their findings. |
|
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Term
Seeing an empty dishwasher measures the frequency of emptying the dishwasher. What type of measure is this?
A. Indirect measure
B. Direct measure
C.Both A and B
D. Permanent Product Measure |
|
Definition
D. Permanent Product Measure.
Measuring behavior by looking at the changes the behavior produced on the environment after it has occurred. Indirect Measure of Behavior.
Contrived occurrences, such as video or tape recordings, can measure it. The measured behavior must be the only thing that could have produced the outcome. |
|
|
Term
What are the 3 types of repeatability/occurrence measures?
A. count
B.celeration
c.rate
D. All of the above. |
|
Definition
|
|
Term
Sally clapped her hands six times. Which measure should be used?
A. frequency
B.celeration
c.count
D. Both A and C |
|
Definition
D. Both A and C
Frequency is another term for count.
A measurement of the number of occurrences of a specific behavior.
Think: How many times a behavior occurs. |
|
|
Term
Joey ate 12 Jellybeans in 2 minutes
Vs Cale ate 12 jelly beans in 5 seconds. Which measure should be used?
A. frequency
B.celeration
c.rate
D. Both A and C |
|
Definition
C. Rate
Measurement of the number of occurrences in a given period of time. |
|
|
Term
Elizabeth's response rate accelerated over time.
A. frequency
B.celeration
c.rate
D. Both A and C |
|
Definition
B. Celeration:
A measurement of the changes in rate over time. Uses a standard celeration chart. Examining how rates of response decrease or increase over time, measuring fluency, and precision teaching. |
|
|
Term
What is a derivative measure?
A. Trials to criterion
B. Percentage (described below)
C. Frequency.
D. Both A and B. |
|
Definition
D. Both A and B
They are both measurements that are derived from a count |
|
|
Term
Your client participates in 10 trials of tacting (naming) colors on flashcards. They correctly identify the color name four times. The percentage of correct identification can be calculated as follows: (4 / 10) x 100 = 40% What are the 3 types of repeatability/occurrence measures?
A. count
B.percentage
c.rate
D. All of the above. |
|
Definition
B. Percentage
A Measurement that is derived from a count, therefore, an occurrence measurement. |
|
|
Term
Imagine that you are utilizing SAFMEDS (Say All Fast Minute Every Day Shuffled) to study ABA vocabulary terms. You set a goal to correctly identify 40 vocabulary terms in 1 minute. You practice your SAFMEDS deck once per day until you achieve the criteria you set for yourself. It takes you 62 days to identify 40 terms correctly in 1 minute. What measure are you using?
A. trials to criterion
B.percentage
c.rate
D. All of the above. |
|
Definition
A. Trials to criterion
Trials to criterion involves measuring how many responses it took in order to achieve a specific performance goal (Cooper, Heron, and Heward, 2007). |
|
|
Term
Sanju can correctly touch his cell phone buttons, but doesn’t touch with enough force to successfully make a call. A procedure was implemented to shape the intensity with which Sanju pushes the button. What type of measure should be used here?
A.Magnitude
B. Rate
C. Topography
D. ALL OF THE ABOVE |
|
Definition
A. Magnitude
A measurement that depicts strength, force intensity, and/or severity of behavior. |
|
|
Term
What are the names of some temporal dimensions?
A. Temporal Extent
B. Temporal Locus
C. Temporal eXTENSION
D. Temporal Location
E.A. and B |
|
Definition
E. A and B
Temporal Locus Measures- Describes the point in time at which a behavior is measured.
. Temporal Extent Measures (Duration)- A measurement that depicts the length of time that a behavior occurs from its onset to its offset. Generates frequency and count measures. |
|
|
Term
A measurement that depicts the length of time that a behavior occurs from its onset to its offset. It is defined as?
A. Temporal Extent
B. Temporal Locus
C. Temporal eXTENSION
D. Temporal Location
E.A. and B |
|
Definition
A. Temporal Extent
A measurement that depicts the length of time that a behavior occurs from its onset to its offset.
Generates frequency and count measures. |
|
|
Term
Describes the point in time at which a behavior is measured. It is defined as?
A. Temporal Extent
B. Temporal Locus
C. Temporal eXTENSION
D. Temporal Location
E.A. and B |
|
Definition
|
|
Term
What are some temporal locus measures?
A. Latency
B. Interresponse time
C. A and B
D. Duration |
|
Definition
|
|
Term
What is a temperol extent measure?
A. Duration
B. Count
C. Latency
D. Rate |
|
Definition
|
|
Term
Measure the length of time each instance of Diego's target behavior?
A. Duration
B. Count
C. Latency
D. Rate |
|
Definition
A. duration
A measurement that depicts the length of time that a behavior occurs from its onset to its offset. |
|
|
Term
If a therapist says, “Touch your head,” and the child touches their head 3 seconds later, the latency is 3 seconds. If the child doesn’t respond at all, the latency is often recorded as “no response” or a time limit is set (e.g., 10 seconds max). Which measure is being used?
A. Duration
B. Count
C. Latency
D. Rate |
|
Definition
C. Latency
Measurement that depicts the duration of time between the presentation of a stimulus (Sd) and the onset of a behavior.
Think: How long does it take a student to follow an instruction? |
|
|
Term
A patient is engaging in vocal outbursts, which the behavior analyst is tracking. They record the time that elapses between the end of each vocal outburst and the beginning of the following one.
Which measure is being used?
A. Duration
B. Count
C. Latency
D. INTERESPONSE |
|
Definition
D. Interespmse
A measurement that depicts the duration of time that elapses between consecutive instances of a behaviCoor |
|
|
Term
Which are all continuous measures?
A.Rate, Duration, Count
B. MOMENTARY TIME Sampling; count.rate
C, Rate, Duration, Count
D.Rate, Duration, playchek |
|
Definition
|
|
Term
Which are all discontinuous measures?
A.Rate, Duration, Count
B. MOMENTARY TIME Sampling; count.rate
C, Rate, Duration, Count
D.whole interval, momentary interval, Playchek |
|
Definition
| D.whole interval, momentary interval, Playchek |
|
|
Term
An interval recording method is used to estimate the overall occurrence of a behavior by measuring the number of intervals during which the behavior occurs throughout the entire interval. Produces an estimate of total duration. This is?
A. Momentary Interval Recording.
B. Whole Interval Recording
C. Partial Interval Recording
D. Playchek. |
|
Definition
| B, Whole interval Recording |
|
|
Term
An interval recording method is used to estimate the overall occurrence of a behavior by measuring the number of intervals during which the behavior occurred at any time within the interval. Measure the percentage of intervals in which the behavior occurred. This is what type of sampling?
A. Momentary Interval Recording.
B. Whole Interval Recording
C. Partial Interval Recording
D. Playchek. |
|
Definition
| C. Partial Interval Recording |
|
|
Term
A time sampling method used to estimate the overall occurrence of a behavior by measuring the number of intervals during which the behavior occurs AT THE END OF THE INTERVAL. What type of interval is this
A. Momentary Interval Recording.
B. Whole Interval Recording
C. Partial Interval Recording
D. Playchek. |
|
Definition
| C. Momentary Interval Recording |
|
|
Term
A variation of momentary sampling is used specifically for measuring the behavior of a group. Estimate the overall occurrence of group behavior by measuring the number of individuals who are emitting the behavior at the end of the interval. What sampling is this?
A. Momentary Interval Recording.
B. Whole Interval Recording
C. Partial Interval Recording
D. Playchek. |
|
Definition
|
|
Term
Measures the number of response opportunities required to achieve a pre-specified level of performance. It can be measured as count, rate, duration, and latency. What measure is this?
A. Momentary Interval Recording.
B. Whole Interval Recording
C. Partial Interval Recording
D. Trial to criterion |
|
Definition
|
|
Term
Weighting the difference b/t the cost of implementing an intervention and the benefit. Which Type of analysis is this?
A. Cost-Benefit Analysis
B. Parametric Analysis
C. Comparative Analysis
D. Component Analysis |
|
Definition
|
|
Term
This description is observer drift?
A.When observers collect data, there is a shift in how they interpret the operational definitions of the target behavior.
B. When data are influenced by the observer's awareness that they are being monitored and evaluated.
C.When an observer's measurement is influenced by an expectation or belief rather than by what actually occurs quantitatively.
D.Poorly created measurement systems |
|
Definition
| A. When observers collect data, there is a shift/drift in how they interpret the operational definitions of the target behavior. |
|
|
Term
This description is reactivety?
A.When observers collect data, there is a shift in how they interpret the operational definitions of the target behavior.
B. When data are influenced by the observer's awareness that they are being monitored and evaluated.
C.When an observer's measurement is influenced by an expectation or belief rather than by what actually occurs quantitatively.
D.Poorly created measurement systems |
|
Definition
| C.When data are influenced by the observer's awareness that they are being monitored and evaluated |
|
|
Term
Is this description a measurement bias?A.When observers collect data, there is a shift in how they interpret the operational definitions of the target behavior.
B. When data are influenced by the observer's awareness that they are being monitored and evaluated.
C.When an observer's analysis is influenced by an expectation or belief rather than by what actually occurs quantitatively.
D.Poorly created measurement systems |
|
Definition
| C. When an observer's measurement is influenced by an expectation or belief rather than by what actually occurs quantitatively. Expectations that a target behavior will occur under certain conditions or change with a specific treatment can influence what is recorded and threaten the accuracy of measurement. Example: Knowing that someone has a criminal past and thinking that they are on Megans law and making restrictions based on this. |
|
|
Term
When a measurement that produces data is applicable and specific to the target behavior, and why that behavior is being measured
Think: Are you measuring the right behavior? What measurement is this?
A, Validity
B. Accuracy
C. Reliability
D. None of the above. |
|
Definition
|
|
Term
The degree to which repeating a measurement procedure produces the same result. The dependability of measurement
What measurement is this?
A, Validity
B. Accuracy
C. Reliability
D. None of the above. |
|
Definition
|
|
Term
In ABA refers to the correctness of the data collected about a behavior. If you’re measuring a child’s behavior, ensure that the data you collect is precise and reflects what is actually happening. This is essential for forming treatment decisions that are based on solid, trustworthy data.
A, Validity
B. Accuracy
C. Reliability
D. None of the above. |
|
Definition
|
|
Term
What is a measurement artifact?
A. Data represents an unwarranted and misleading picture of behavior because of how it was measured. Think: The Data are not wrong, but they are misleading
B. When data are influenced by the observer's awareness that they are being monitored and evaluated.
C.When an observer's analysis is influenced by an expectation or belief rather than by what actually occurs quantitatively.
D.Poorly created measurement systems |
|
Definition
| A. Data represents an unwarranted and misleading picture of behavior because of how it was measured. Think: The Data are not wrong, but they are misleading |
|
|
Term
Three Causes of Measurement Artifacts:
A. Poorly Scheduled Measurement Periods.
B. Limiting Measurement Scales: A scale that imposes an artificial floor or ceiling on behavior.
C. Time sampling and Interval Recording. Can underestimate behavior.
D. ALL OF THE ABOVE |
|
Definition
|
|
Term
The indicator of trustworthy measurement ensures the dependability of the measurement. What Type of measurement is this?
A. Accuracy
B. Reliability
C. vALIDITY
D. None of the above. |
|
Definition
|
|
Term
What time sampling method is there a chance that a lot of the behavior of interest is missed or unaccounted for?
A. Partial Interval
B Momentary Interval
C. Whole Interval |
|
Definition
B. Momentary Interval
Problem: Gives an Estimate because it can miss a lot of behavior in the beginning, middle, and end. |
|
|
Term
This time sampling method is recommended for measuring behaviors that are being targeted for reduction.
A. Partial Interval
B Momentary Interval
C. Whole Interval
(C.6) |
|
Definition
|
|
Term
This type of measurement accounts for every instance of behavior during a given period of time.
A. Continuous Measurement
B.Discontinuous Measurement
C. Duration
D. None of the above. |
|
Definition
A. Continuous Measurement
When behavior is measured in such a way that it details every instance of the target behavior during a specified period. Think: Count, Rate, Duration. |
|
|
Term
Data that represents a misleading picture of a behavior because of the way the behavior was measured are?
A. Obswever Drift
B.Measurement Artifact
C. Reactivity
D. Measurement Bias |
|
Definition
B. Measurement Artifact.
Data presents an unwarranted and misleading picture of behavior due to the way it was measured. Think: The Data are not wrong, but they are misleading |
|
|
Term
The stoplight turned green. 1.2 seconds later, James pressed the gas pedal for 17 seconds until he saw a police car. .5 seconds after seeing the police car, James pressed the brake pedal. What was the latency of pushing the gas pedal?
A..5
B. 18.2 seconds
C. 17 seconds
D. 1.2 seconds |
|
Definition
A. 1.2 seconds
Measurement that depicts the duration of time between the presentation of a stimulus (Sd) and the onset of a behavior.
Think: How long does it take a student to follow an instruction? |
|
|
Term
The stoplight turned green. 1.2 seconds later, James pressed the gas pedal for 17 seconds until he saw a police car. .5 seconds after seeing the police car, James pressed the brake pedal. What was the latency of pushing the brake pedal?
A..5
B. 18.2 seconds
C. 17 seconds
D. 1.2 seconds |
|
Definition
A. .5 seconds
Measurement that depicts the duration of time between the presentation of a stimulus (Sd) and the onset of a behavior.
Think: How long does it take a student to follow an instruction? |
|
|
Term
After 3.5 seconds of prompting Mary,she finally got up and placed her dishes in the diswasher which took her 6 secons to complet. In this scenario 6 seconds refers to?
A. Latency
B. Duration
C. Percent Compliance
d. Inter-Response Time |
|
Definition
B. Duration
Temporal Extent Measures (Duration)- A measurement that depicts the length of time that a behavior occurs from its onset to its offset.
Generates frequency and count measures. |
|
|
Term
Darius speaks too loudly. His behavior analyst uses a measuring device and differentially reinforces Darius's speaking below 90db. Which dimension of measurement is being used?
A. Magnitude
B. Permanent Product
C. Differential Reinforcement
D. Topography |
|
Definition
A. Magnitude
: A measurement that depicts strength, force intensity, and/or severity of behavior. |
|
|
Term
When would you select topography as a measurable dimension to record?
A. When shaping the form of a behavior
B. When shaping the frequenct of a behavior
C. When shaping the intensity of a behavior.
D. Anytime the intervention is shaping a behavior. |
|
Definition
| A. When shaping the form of a behavior |
|
|
Term
You want to measure how long it takes your client to learn how to put on his pants independently. What would be an appropriate measure?
A. Frequwnct
B. Trials to Criterion
C. Percent of Occurrence
D. IRT |
|
Definition
|
|
Term
You want to measure how often your client puts his pants on independently. What would be an appropriate measure?
A. Frequency
B. Percent of Occurrence
C. Trials of Criterion
D. IRT |
|
Definition
|
|
Term
This type of behavioral definition identifies responses as members of the targeted responses class solely by their common effect on the environment.
A. Topography-Based Definition
B. Target Behavior Definition
C. Function-Based Definition. |
|
Definition
| C. Function-Based Definition |
|
|
Term
This type of behavioral definition identifies the response by the shape or form of the behavior.
A. Topography-Based Definition
B. Target Behavior Definition
C. Function-Based Definition. |
|
Definition
| A. Topography-Based Definition |
|
|
Term
You are working with a client, trying to increase the occurrences of appropriate requests when they ask for an item. What might be the behavioral definition for the behavior?
A. Defined as Mary being polite when wanting an item
B. Defined as Mary showing manners by asking nicely for items that she wants,
C. Defined as Mary having proper Manners when requesting an item.
D. Defined as Mary naming the item she wants as well as saying "please" |
|
Definition
| D. Defined as Mary naming the item she wants as well as saying "please" |
|
|
Term
What is the purpose of writing observable and measurable behavioral definitions?
A. To ensure that contingencies are delivered at appropriate times (contingent on said behavior)
B. All answers are correct
C. To ensure inter-observer agreement is high with data collection
D. To encompass the entire behavior of concern |
|
Definition
| B. All answers are correct |
|
|
Term
Which of the following is the best example of an observable and measurable behavioral definition?
A. Getting Upset
B. Hitting any person with an open hand or closed fist
C, Hitting
D. Engaging in angry outbursts |
|
Definition
| B. Hitting any person with an open hand or closed fist. |
|
|
Term
Which of the following will strengthen a behavioral definition?
A.All answers are correct
B. Data collection guidelines, such as the onset and offset of the behavior.
C. Examples
D. Non-examples |
|
Definition
| A. All answers are correct |
|
|
Term
Tray engages in encopresis, where he will defecate all around the house. What is missing from the following behavioral definition? "Defined as Tray decating anywhere other than the toilet. The frequency of the behavior will be tracked by marking a tally after every occurrence of Tray engaging in the behavior.
A. Nothing
B. There needs to be a more observable definition
C. Add examples and non-examples
D. The definition needs to be more individualized to Tray's circumstance. |
|
Definition
| C. Add examples and non-examples. |
|
|
Term
Which of the following is not a discontinuous measurement procedure?
A. Momentary Time Sampling
B. EVENT RECORDING
c. WHOLE interval Recording
D. Partial Interval Recording |
|
Definition
|
|
Term
Rate is an appropriate measure for which of the following behaviors?
A. Free Operants
B. Continuoys behaviors (behaviors that last a long time)
C. All answers provided are correct
D. Behavior within discrete trials. |
|
Definition
A. Free Operants
Measuring free-operant behavior (i.e, behaviors that have discrete beginning and ending points and are free to occur anytime)
Not For: Measuring restricted operant (i.e., behaviors that occur only within restricted conditions such as DTT. |
|
|
Term
John, a BCBA, wants to measure how often George engages in tongue clicking. What would be an appropriate measure?
A. Trials to Criterion
B. Percentage
C, Rate
D. Latency |
|
Definition
C, Rate
measurement of the number of occurrences in a given period of time. |
|
|
Term
Rate is measured using which measurable dimension of behavior?
A. Repeatability
B. Tempral Extent
C. Temporal Locus
D. Temporal locus and temporal extent |
|
Definition
|
|
Term
Duration is based on which measurable dimension of behavior?
A. Temporal Locus
B, Repeatability abd Temporal Locus
C.Temporal Extent
D. Repeatability |
|
Definition
|
|
Term
During a single session, Mary observed John engaging in angry outburts for 2 minutes,then again for 3 minutes,then again for 2 minutes.What is the total duration of angry outburts during that session?
A. 2 minutes
B. 2 minutes 30 seconds
C. 3
D. 7 MINUTES |
|
Definition
|
|
Term
After 3.5 seconds of prompting Mary, she finally got up and placed her dishes in the dishwasher, which took her 6 seconds to complete. What is the latency of Mary complying with the prompt?
A. 100%
B. 3.5 seconds
C. 6 seconds
D. 9.5 secons |
|
Definition
|
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Term
During a session of observation, Rachel hits her head. 8 seconds later, she hits her head again. 3 SECONDS LATER SHE starts yelling, which lasts for 30 seconds. 18 seconds later, she yells again. What is the IRT of yelling during this session?
A. 8seconds
B. 30
C. 3 SECONDS
D. 18 seconds |
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Definition
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Term
With regards to delivering high-fives, Alberto hits his friends' hands too hard, resulting in peers refusing to interact with Alberto. As his behavior analyst, which measure would be most crucial when focusing on reducing how hard he hits others?
A. Topography
B. Magnitude
C. Frequency
D. Location |
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Definition
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Term
Darius speaks too loudly. His behavior analyst uses a measuring device and differentially reinforces DARIUS speaking below 90DS. Which dimension of measurement is being used?
A. Topography
B. Magnitude
C. Frequency
D. Location |
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Definition
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Term
When would you select magnitude as a measurable dimension to record?
A.When shaping the frequency of a behavior?
B. When shaping the intensity of a behavior
C. Anytime the intervention is shaping a behavior
D. When shaping the form of a behavior |
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Definition
| B. When shaping the intensity of a behavior |
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Term
Jonah needs to deliver feedback to one of his employees, who has repeatedly completed a necessary document incorrectly. Which of the following measures did Jonah note needs to be addressed?
A duration
B. Frequency
C. Topography
D. MAGNITUDE |
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Definition
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Term
Jonah needs to deliver feedback to one of his employees, who has not completed a necessary document as often as required. Which of the following measures did Jonah note needs to be addressed?
A duration
B. Frequency
C. Topography
D. MAGNITUDE |
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Definition
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Term
You want to measure how long it takes your client to learn how to put on his pants independently. What would be an appropriate measure?
A.Trial to Criterion
B. iRT
C. Percent of Occurrence
D. Frequency |
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Definition
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Term
What is one of the uses of collecting trials to criterion data?
A. For the BCBA to look back at the "cost"
of treatment.
B. For the learner to see their own progress.
C. To see the frequency of problem behavior.
D. To determine what the learner will do next |
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Definition
A. For the BCBA to look back at the "cost" of treatment.
Measures the number of response opportunities required to achieve a pre-specified level of performance. It can be measured in terms of count, rate, duration, and latency. |
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Term
What is one of the uses of collecting trials to criterion data?
A. For the learner to see their own progress.
B.To determine what the learner will do next.
C.To see the frequency of problem behavior
D. To determine if the learner's progress is accelerating. |
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Definition
| D. To determine if the learner's progress is accelerating. |
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Term
During this discontinuous measurement procedure, the teacher momentarily observes a group of students and records the number of children engaging in the behavior.
A. Whole Interval Recorning
B. Momentary Time Sampling
C. Partial Interval Recording
D. PLACHEK |
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Definition
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Term
During a 10-second interval, Ruby engages in disruptive behavior twice for 5 seconds total duration. Using a partial interval recording procedure, what would be marked on the data sheet?
A"no"
B. "Yes"
C. 2
D. 5 seconds |
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Definition
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Term
During a 10-second interval, Ruby engages in disruptive behavior twice for 5 seconds total duration. Using a whole interval recording procedure, what would be marked on the data sheet?
A"no"mak
B. "Yes"
C. 2
D. 5 seconds |
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Definition
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Term
During this discontinuous measurement procedure, the observer marks "yes" when the behavior occurs at all during the entire session observed.
A. Whole Interval Recorning
B. Momentary Time Sampling
C. Partial Interval Recording
D. PLACHEK |
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Definition
| C. Partial Interval Recording |
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Term
During this discontinuous measurement procedure, the observer marks "yes" when the behavior occurs during the entire session observed.
A. Whole Interval Recording
B. Momentary Time Sampling
C. Partial Interval Recording
D. PLACHEK |
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Definition
| A. Whole Interval Recording |
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Term
Identify the formula to calculate EXACT COUNT-PER NTERVAL IOA
A. (Smaller count/larger)*100
B. (number of intervals of 100% IOA)/n intervals * 100
C. (Int 1 IOA +Int 2 IOA+ INT N IOA)/N INTERVAL * 100
D, Number of Trials agreement/total number of trials * 100 |
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Definition
| B. (number of intervals of 100% IOA)/n intervals * 100 |
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Term
Identify the formula to calculate TOTAL COUNT iOA.
A. (Smaller count/larger)*100
B. (number of intervals of 100% IOA)/n intervals * 100
C. (Int 1 IOA +Int 2 IOA+ INT N IOA)/N INTERVAL * 100
D, Number of Trials agreement/total number of trials * 100 |
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Definition
| A. (Smaller count/larger)*100 |
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Term
During a session of observing behavior, observer 1 measured 18 occurrences of problem behavior. Observer 2 measured 20 occurrences of problem behavior. To calculate the IOA for this session, which IOA measure should be used?
A. Total Count IOA
B.Trial by Trial IOA
C. Mean Count Per Interval IOA
D, Exact Count Per-Interval IOA |
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Definition
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Term
Identify the formula to calculate Trial by Trial IOA.
IOA measure should be used?
A. (Smaller count/larger)*100
B. (number of intervals of 100% IOA)/n intervals * 100
C. (Int 1 IOA +Int 2 IOA+ INT N IOA)/N INTERVAL * 100
D, Number of Trials agreement/total number of trials * 100 |
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Definition
| D, Number of Trials agreement/total number of trials * 100 |
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Term
With regard to behavior analytic measurement procedures, reliability refers to.
A. The extent to which the measured value is believiable
B, The extent to which a measurement procedure produces the same value when repeatedly contacting the behavior of interest.
C. The extent to which the behavior is affected by those observing the behavior
D. The extent to which the measurement corresponds to the true value. |
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Definition
| B, The extent to which a measurement procedure produces the same value when repeatedly contacting the behavior of interest. |
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Term
With regard to behavior analytic measurement procedures, accuracy refers to.
A. The extent to which the measured value is believiable
B, The extent to which a measurement procedure produces the same value when repeatedly contacting the behavior of interest.
C. The extent to which the behavior is affected by those observing the behavior
D. The extent to which the measurement corresponds to the true value. |
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Definition
| D. The extent to which the measurement corresponds to the true value. |
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Term
Mary is a BCBA and has an RBT collecting data on a client engaging in elopement. Many suspect the RBT to be making up data, but aren't sure. What should Mary do?
A. Measure and calculate IOA
B, Praise the RBTS for good data collection practices and ask them to do a little bit better
C. Implement corrective action on the RBTS so that they collect more accurate data
C. Conduct an accuracy assessment on the measure of elopment. |
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Definition
| A. Measure and calculate IOA |
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Term
Which of the following behaviors is best suited for measurement using whole interval recording?
A. John remains quiet during a meditation session
B.Lisa tapping her toes
C.Tom is laughing at a comedy show
D.Sarah is doodling while listening to a lecture |
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Definition
A. John remains quiet during a meditation session
Whole interval recording measures behaviors that occur continuously over a set period. John's quietness during meditation is a sustained behavior |
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Term
Whole interval recording?
A, Provide an exact measure of behaviors
B.Underestimates actual behavior
C. Overestimates actual behavior |
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Definition
C. Overestimates actual behavior
Overestimates the total duration of behavior. |
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Term
Use this discontinuous measurement: When working to increase a behavior, specifically one that should occur for long stretches of time (e.g., attention to task)?
A. Momentary Time Sampling
B. Whole Interval Recording
C. Partial Interval Recording
D. Playchek. |
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Definition
| B. Whole Interval Recording |
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Term
Use for measuring more than one behavior or more than one person's behavior at a time, when working to decrease a behavior, when resources prohibit continuous measurement of behavior.
A. Momentary Time Sampling
B. Whole Interval Recording
C. Partial Interval Recording
D. Playchek. |
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Definition
| C. Partial Interval Recording |
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Term
Partial Interval Recording?
A, Provide an exact measure of behaviors
B.Underestimates actual behavior
C. Overestimates actual behavior |
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Definition
C. Overestimates actual behavior
Overestimates Behavior: Tends to overestimate the actual duration of the behavior, as the entire interval is marked as "behavior occurred" even if the behavior only happened for a moment. |
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Term
USE FOR: When not able to measure behavior throughout the interval (as needed in whole and partial interval procedure)for easily identifiable behaviors like task engagement, when measuring multiple behaviors at the same time.
A. Momentary Time Sampling
B. Whole Interval Recording
C. Partial Interval Recording
D. Playchek. |
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Definition
| A. Momentary Time Sampling |
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Term
This can both overestimate (at short intervals) and underestimate (at long intervals) the duration of behavior when compared to event recording.
A. Momentary Time Sampling
B. Whole Interval Recording
C. Partial Interval Recording
D. Playchek. |
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Definition
| A. Momentary Time sampling |
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Term
A teacher records data on his students' engagement during a targeted activity by setting a 5-minute timer. interval timer and then counting the students who are engaged with the activity at the end of each specified interval (when the timer goes off)
A. Momentary Time Sampling
B. Whole Interval Recording
C. Partial Interval Recording
D. Playchek. |
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Definition
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Term
If a practitioner believes that the target behavior currently occurs at a low rate and should increase to around 100% with the intervention (e.g., on-task behavior), This time sampling be used?'
A. Momentary Time Sampling
B. Whole Interval Recording
C. Partial Interval Recording
D. Playchek. |
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Definition
| B. Whole Interval Recording |
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Term
When a measurement produces data that is applicable and specific to the target behavior, and why that behavior is being measured
A. Reliability
B. Accuracy
C. Validity
D. All of the above |
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Definition
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Term
Data represents an unwarranted and misleading picture of behavior because of how it was measured. Think: The Data are not wrong, but they are misleading
A. Measurement Artifact
B. Reactivity
C.Measuring the wrong thing
D. Observer Drift |
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Definition
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Term
An indicator of trustworthy measurement. The degree to which what was quantitatively measured (observed value) is representative of what actually occurred (true value)
A. Reliability
B. Accuracy
C. Validity
D. All of the above |
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Definition
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Term
The degree to which repeating a measurement procedure produces the same result. The dependability of measurement
A. Reliability
B. Accuracy
C. Validity
D. All of the above |
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Definition
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Term
When data are influenced by the observer's awareness that they are being monitored and evaluated
A.Observer Drift
B. Reactivity
C.Measurement Bias |
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Definition
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Term
When an observer's measurement is influenced by an expectation or belief rather than by what actually occurs quantitatively. Expectations that a target behavior will occur under certain conditions or change with a specific treatment can influence what is recorded and threaten the accuracy of measurement
A.Observer Drift
B. Reactivity
C.Measurement Bias |
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Definition
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Term
When observers collect data, there is a shift/drift in how they interpret the operational definitions of the target behavior.
A.Observer Drift
B. Reactivity
C.Measurement Bias |
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Definition
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Term
Displays the amount of behavior that occurs across a specific period. Displays the level of some quantifiable feature of the dependent variable in relation to the independent variable at the time the data was recorded.
A. Bar Graph
B. Line Graph
C. Cumulative Recorder
D. Scatter Plot |
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Definition
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Term
Use for displaying unrelated discrete sets of data with a common dimension, grouping summative performance, separating data sets that aren’t related, and comparing unrelated data
A. Bar Graph
B. Line Graph
C. Cumulative Recorder
D. Scatter Plot |
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Definition
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Term
A continuous graph to which new data are added, measuring the cumulative total of behavior over time.
A. Bar Graph
B. Line Graph
C. Cumulative Recorder
D. Scatter Plot |
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Definition
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Term
A chart and measurement system that displays patterns related to behavior and specific setting variables. Illustrates the relative distribution of each measure in a client's data set. Features unconnected data points with different symbols representing specific times. Identifies time periods when the challenging behavior occurs .
A. Bar Graph
B. Line Graph
C. Cumulative Recorder
D. Scatter Plot |
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Definition
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Term
): Time passage and the presence, absence, or value of the independent variable.
A. X AXIS
B. Y axis
C.Abscissa
D. Both A and C |
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Definition
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Term
The full range of values of the dependent variable/the quantifiable aspect of the target behavior.
A. Y-AXIS
B. Ordinate
C.X axis
D. Both A and B |
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Definition
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Term
A level line that represents the middle value of the successive data points in a specific condition.
USE FOR: When there are extreme outliers in the data
A. Median
B. Mean
C. Trend
D Variability |
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Definition
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Term
: A level line that represents the average value of the successive data points in a specific condition.
Use For: Moderate Variability Graphs
A. Median
B. Mean
C. Trend
D Variability |
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Definition
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Term
Which of the following does a percentage not have?
A. Dimensional Qualities
B. The ability to show a ratio
C. Validity'
D. To be of use in the field of ABA. |
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Definition
A. Dimensional Qualities
pThe ercentage is derived from a ratio, so it has no dimensional qualities. |
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